BACHELOR OF SOCIAL WORK PROGRAM
SCHOOL OF SOCIAL WORK
UNIVERSITY OF NEVADA
2011 - 2012
TABLE OF CONTENTS
School of Social Work
Bachelor of Social Work (BSW) Program Description 5
BSW Program Rationale, Mission and Goals 6
Program Objectives 6
Policy and Procedure Statements
School Counseling-Out Policies and Procedures 9 School Curriculum Policies 11 University Nondiscrimination and Sexual Harassment Policies 13
HIV/AIDS Policy Statement 14
University Consensual Relationships Policy 15
University Association of Social Work Students (UASWS) 17
Phi Alpha Honor Society 17
Greenspun College Policies 19
School of Social Work Policies 21
BSW Degree Requirements and Course Description 30
Curriculum Plans and Degree Planning Worksheet 35
Approved Ethnic Studies/Cross-Culture/Elective Courses 28 Approved UNLV International and Multicultural Courses 34
School of Social Work Faculty 35
Admission Application 36
School and University Petitions and Instructions 47
Field Practicum Requirements 48
National Association of Social Workers Code of Ethics 51
UNIVERSITY OF NEVADA, LAS VEGAS
SCHOOL OF SOCIAL WORK
The University of Nevada, Las Vegas (UNLV) is a rapidly growing, relatively young university with more than 28,000 students. Its formulated mission is to become a premier urban university by concentrating its resources on programs that are student-centered, demonstrably excellent, and responsive to the needs of the local and regional communities. UNLV seeks to become an increasingly dynamic resource for—and partner with—the communities that it serves.
The Greenspun College of Urban Affairs enjoins the University’s mission, as does the School of Social Work, one of six academic programs within the Greenspun College of Urban Affairs. The School of Social Work shares with the Greenspun College of Urban Affairs and UNLV the mission for the advancement of knowledge, promotion of humanistic values, modeling of ethical conduct, and collaborative engagement for the creation of a society based upon social and economic justice and equality of opportunity.
The Las Vegas metropolitan area offers unique challenges to the University, the Greenspun College of Urban Affairs and the School of Social Work to carry out this mission. The economic and social forces of this city are similar to the forces at the beginning of the twentieth century, fast-paced and fragmented, yet hopeful and unyielding. The current population of the Las Vegas metropolitan area is estimated at 1.9 million people and is home to new residents from throughout the United States and the world. This number includes approximately 490,000 children and 220,000 retired persons. Whereas in 2000, 90.4% of the population was white, the percentage is now about 60.9%; the Hispanic/Latino population in 2000 was 5.5% of the total population and is now 29.1%. Currently, the remainder of the population identifies as 10.5% African American, almost 9.4% as Asian/Pacific Islander, and 0.7% as American Indian (Clark County QuickFacts from the U.S. Census Bureau, 2010 Census). The Hispanic/Latino population is the fastest-growing minority population; earlier estimates that this population might become 30% of the total population by 2030 have been nearly met by this 29.1% percentage as of 2010. In the Las Vegas valley there is a growing retirement community with increasing medical and social needs, as well as a newer population of refugees from far-flung nations and some 10,000+ homeless people. Thus the social and economic needs of the poor and working class here are prominent, yet set in a casino culture with individualistic economic and political philosophies.
However, as another sign of the current economic recession of the past couple of years, Las Vegas now has an unemployment rate of 14.1% (as of May 2010), one of the highest in the nation. Although Las Vegas is known as the gaming capital of the world, alongside its bright lights, theme casinos, and hopes of million dollar jackpots, many people come to Las Vegas for the chance to earn a living. About 19% of the Las Vegas area's work force was employed by the hotel and gaming industry, and another 8% employed by the construction industry prior to the recent economic recession. Here people work hard with hopes of raising their standard of living and that of their children, but along with others here, sometimes with multiple, interacting human service needs particularly evident in times of economic recession.
The social work profession has its historical roots in organized responses to urban problems, urban poverty, and the needs of newly arrived immigrants adjusting to American society in the major, rapidly growing cities of our nation at the turn of the last century. The UNLV School of Social Work is the only school of social work in the southern region of the state. So, together, the University, the College, and the School seek to educate graduates who will contribute to the creation of a just social and economic infrastructure in Las Vegas and southern Nevada at the beginning of the 21st century. The MSW and BSW programs of the School of Social Work carry out the School's mission through (1) the education of students who will deliver services to individuals, families, groups, organizations and communities, and (2) a comprehensive field education program.
The UNLV School of Social Work Student Handbook is provided as a supplement to the UNLV Graduate Catalog, the UNLV Student Handbook, and other student publications. All of these provide official and comprehensive information regarding organizational, academic and curricular aspects of the University. Students are responsible for becoming knowledgeable regarding the information in these various sources.
Catalogs are online and can be purchased at the University Bookstore; the UNLV Student Handbook is given to all new students and is available at the Student Union. All of these are available for use in the reference department of the library and can be found on the UNLV web site - http: //www.unlv.edu/. They cover all basic information related to:
Student Financial Services
Campus Safety and Student Disciplinary Procedures
Specific Curricular Requirements
The School of Social Work BSW Student Handbook provides the following information:
School and University Policies
NASW Code of Ethics
CSWE Educational Policy and Accreditation Standards
Undergraduate Social Work Program (BSW) - Objectives, Degree Planning Worksheets, approved cross-culture, international and elective courses, and the suggested four year course plan
Field entrance requirements
DIRECTOR: Joanne Thompson
BSW COORDINATOR: Satish Sharma
FACULTY: Vicky Albert, Kathleen Bergquist, Ramona Denby Brinson, William Epstein, Abbie Kirkendall, Mary Ann Overcamp-Martini, Sandra Owens, Leroy Pelton, Satish Sharma, An-Pyng Sun. Visiting Lecturer: Laurie Lytel
The BSW curriculum is designed to prepare students for beginning generalist social work practice. The BSW curriculum provides basic knowledge and skills required for generalist social work practice using a systems approach, the person-in-environment and strengths perspectives. Sheafor and Landon (1987) state that “…the social worker has an eclectic theoretical base for practice, . . . is grounded in a systems framework suitable for assessing multiple points for potential intervention, . . .perceives that productive intervention occurs at every practice level (individual to community) and that frequently the most effective and beneficial changes occur through multilevel interventions,” and understands that “…a central responsibility of social work practice is the guidance of the planned change or problem-solving process” (p. 666). The generalist perspective complements the inter-relatedness of client problems and social conditions.
Knowledge values, and skills learned in the BSW Program are applied to individuals, families, groups, organizations and agencies, and communities. The roles and methods of the social worker are varied and intervention strategies target change at all system levels. The aim of the intervention is to empower clients to maintain or attain their maximum level of functioning, utilizing the strengths perspective.
The BSW curriculum is built on (1) a liberal arts base; (2) social work knowledge (biological, socio-cultural, psychological, and human development material; systems and ecological perspectives, and social work/social welfare history); (3) social work purpose; (4) a focus on person-in-environment; (5) professionalism; (6) sanctioned work purpose; (7) social work values and philosophy; (8) basic communication skills; (9) ethnic/diversity sensitivity; (10) knowledge of change process directed at problem resolution; and (11) understanding human relationships.
The competencies students are expected to gain from the generalist BSW Program include (1) engagement in interpersonal helping; (2) management of change processes; (3) use of multilevel intervention modes; (4) ability to intervene in multi-sized systems; (5) ability to perform varied practice roles; (6) ability to assess/examine one’s own practice, and (7) ability to function within a social agency.
BSW PROGRAM RATIONALE, MISSION AND GOALS
The rationale for the University of Nevada, Las Vegas Bachelor of Social Work program is to prepare students for beginning level generalist social work practice. Generalist social work practice is defined as practice with all client systems from individual to community, using multi-methods multi-level approaches based on an open assessment, not tied to a particular theoretical approach (Landon and Feit, 1999).
The program conceptualization of generalist social work practice is based on the view that clients have problems of living that are multiply caused, and that their behaviors are determined by social as well as personal factors. Therefore, beginning level social workers must be educated to intervene at all systems levels from individual, family and groups to larger social systems and communities. Not only do we wish to educate beginning level social workers to be capable of practicing social work at all system levels, we also want students to take into account all system levels as a context for intervention targets. For practice at the individual level, students must assess the family, group, community, organization, policy and the socio-economic context in which the individual is situated, and how these contexts affect the individual’s behavior. Students must also engage in program development and research. Students must assess the responsibilities for the organization’s behavior, as well as the impact of the organization’s behavior on individuals, families, groups, and communities. The normality of human behavior is stressed, as well as the view that social workers must often be advocates for their clients.
In addition, the BSW Program emphasizes that social workers build on their clients’ strengths and empower clients to deal with their environments. To accomplish this, the strengths, ecological and empowering perspective is integrated in the curriculum by emphasizing that social work practitioners must form relationships with clients that are client-centered, and respectful of their perspectives and views. Also, the BSW program stresses nonjudgmental assessments with a problem-solving approach which assumes that clients’ problems rarely reside solely within the clients’ themselves.
BSW PROGRAM MISSION
The essential mission of the UNLV School of Social Work’s BSW program is to provide a generalist social work education for beginning level social workers who will deliver human services to diverse urban populations. The mission is carried out through the education of students who will practice at the micro, mezzo and macro levels using a generalist perspective.
BSW PROGRAM GOALS
The goals of the Bachelor Program are:
1. To educate students for beginning level generalist social work with diverse urban populations and client systems at all levels (individuals, families, groups, and communities) based on knowledge, values, ethics, and skills of social work practice built on a liberal arts foundation through classroom and coordinated field experience.
2. To educate students to identify and understand the factors that affect human beings throughout the life cycle, with emphasis on diverse urban populations. To educate students to use the bio-psycho-social theoretical frameworks (i.e., systems theory, problem solving model, and the strengths/ empowerment perspective) to understand the dynamic and changing context of interaction between individuals, families, groups, and communities. Students will use this knowledge for assessments and problem solving with all client systems.
3. To educate students to demonstrate basic knowledge and develop skills in social research and statistics for the evaluation of professional practice at all system levels. Students will conduct ethical research with individuals, families, groups, organizations and communities.
4. To educate students to understand social welfare policies and services from history to identification of social problems; policy analysis implementation and evaluation; to analyze the effect of social policies and institutions on diverse urban populations, with a focus on oppression and discrimination and promotion of social and economic justice.
5. To prepare the student for graduate school, and continual professional growth.
BSW PROGRAM OBJECTIVES/COMPETENCIES
The objectives of the BSW program reflect the standards of the Council on Social Work Education (CSWE) - Educational Policy and Accreditation Standards (EPAS). The program course assignments, practicum experiences and seminars will allow students the opportunity to achieve the following competencies:
Identify with social work field and conduct oneself accordingly
Demonstrate an understanding of the NASW Code of Ethics;
Establish foundation in life long social work learning, identify with social work as a professional affiliation, and engage in ongoing continuing education and growth beyond the degree program; and
Actively engage in social work supervision and consultation.
Apply social work ethical principles to guide professional practice
Able to manage personal values; guided in the performance of generalist practice social work responsibilities by professional values;
Adhere to social work Code(s) of Ethics and consult when interdisciplinary conflicts or dilemmas arise; and
Demonstrate culturally competent decision-making.
Apply critical thinking to inform and communicate professional judgments
Distinguish, appraise and integrate multiple sources of knowledge in undergraduate social work practice (within scope of practice);
Ability to systematically and progressively explore, discover, synthesize and apply micro and macro generalist knowledge; and
Effectively communicate in oral and written forms in a manner that supports credibility as a competent burgeoning professional.
4. Engage diversity and difference in practice
Recognize the impact of oppression, marginalization, alienation, privilege and power on justice and human service delivery;
Recognize and understand the impact of difference and similarity on the generalist practice helping relationship; and
Continuously evolve as a practitioner through practicum learning experiences and practicum-based engagement with others.
5. Advance human rights and social and economic justice
Understand the forms & mechanisms of oppression and discrimination;
Advocate for human rights and social and economic justice; and
Engage in generalist social work appropriate practices that advance social and economic justice.
Engage in research-informed practice and practice-informed research
Able to translate practice experiences into scientific inquiry to contribute to and further the generalist practice knowledge base;
Use generalist practice evidence-based research to inform practice methods; and
Understand the synergistic, bi-directionality of research and practice and endeavor to maximize the relationship between the two for all undergraduate practicum clients at micro, mezzo and macro levels.
Apply knowledge of human behavior and the social environment
Use HBSE conceptual frameworks to guide the process of generalist social work assessment, intervention and evaluation; and
Critique and apply HBSE knowledge to understand person-in-environment situations and foundation practice related circumstances.
8. Engage in policy practice and advance social and economic well-being and to deliver effective social work services
Analyze, formulate and advocate for policies that advance social well-being for practicum clients, their families, related organizations and communities at-large;
Collaborate with colleagues and clients for effective policy action; and
Actively participate in professional and advocacy organizations as an avenue for advancing socially just and responsible policies.
9. Proactively respond to organizational, community and societal contexts that shape practice
Continuously discover, appraise and attend to changing social and technological factors impacting relevant service delivery; and
Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of undergraduate practicum social services.
Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities, in accordance with EPAS subsections (a)-(d) with specific attention to the direct and indirect, manifest and latent influences and consequences of issues specific to generalist social work practice.
COUNSELING OUT POLICIES AND PROCEDURES
FOR NON-ACADEMIC REASONS
A student may be terminated from the BSW Program for non-academic reasons as a result of one or more of the following factors:
The student has displayed unprofessional conduct in the University or field placement, which represents a substantive violation of the NASW Code of Ethics.
2. The student has exhibited attitudes, values and/or behaviors that are grossly inconsistent with the NASW Code of Ethics and the profession of social work.
3. The student’s mental health is impaired to the extent that the student is unable to meet the expectations of the Program. Such impairments may include, but are not limited to, psychosis, severe depression, violent behavior, inappropriate affect, irrational behavior or other symptomology, which interferes with the student’s ability to meet the expectations of the Social Work Program.
4. The student is abusing non-prescription or prescribed substances.
5. The student is not meeting the Program’s expectations for performance in the field placement. Unacceptable performance in the field placements may include but is not limited to the student not fulfilling his/her assigned responsibilities for the field placement, consistent tardiness or absence in the field placement, displaying an inability to engage in a professional helping relationship with clients, an inability to appropriately use supervision, violating the NASW Code of Ethics, and/or inappropriate conduct toward clients or agency staff.
6. The student has been engaged in criminal behavior that has or could result in the conviction of a felony.
7. The student has given false information about him/herself in the admissions procedure or to any staff associated with the program, including employees of field placements, and clients.
8. The student displays unacceptable behavior toward faculty and/or students that undermines the teaching process.
9. The student’s behavior violates provisions of the College’s Student Conduct Code.
10. Other behaviors which evidence the student’s inability to adequately handle the demands of professional social work practice, such as, but not limited to, consistently not meeting deadlines in field or academic settings, consistently being unable to manage personal difficulties so that they don’t interfere with the student’s ability to meet academic responsibilities, an inability to engage in self-observation and reflection and an inability to accept constructive criticism.
Step 1: Meeting of Faculty, Student and Student’s Advisor
A faculty member concerned about a student’s ability to continue in the social work program will call a meeting with the student and his/her advisor. Individuals involved are provided with information pertaining to the nature of the concerns. The purpose of this meeting is a collaborative brainstorming between the student, the involved faculty member, and advisor leading to a possible corrective action to remedy the presenting problem(s). A time line to meet the criteria is specified. A monitoring process is established, and agreed upon by faculty member, advisor and student.
Meeting with student, faculty member and advisor.
Corrective actions are established between student, faculty member and advisor.
Time line for completion is specified and the next meeting(s) scheduled to evaluate progress.
Appropriate documentation is established.
Written agreement outlining the above is signed and dated by all parties.
Step 2: Follow-up Evaluation of Corrective Action Procedures
Faculty member, student and advisor meet at the completion of the corrective action plan to evaluate progress. Parties may explore further course(s) of action. If the matter is not resolved, all documentation will be submitted to the School of Social Work Grievance Committee by the advisor in consultation with the student.
Step 3: School of Social Work Grievance Committee
The chair of the Grievance Committee will notify all parties of the time, place and date of the hearing. Relevant information will be distributed to all members of the Grievance Committee at least one week before the scheduled meeting. Upon conclusion of the hearing, the Grievance Committee will submit its recommendation(s) to the Director in writing.
Step 4: Program Director Recommendations
Program Director reviews documentation and renders a decision. Decision may include:
Referral for specified services
Temporary leave of absence
Movement into a different major, program, or class
Step 5: University Grievance Committee
If the student disagrees with the decision by the Director, the student follows the grievance procedures outlined in the University of Nevada, Las Vegas Student Handbook.
The UNLV Student Handbook advises a process for students having a grievance issue. Students are first advised to resolve their grievance with the instructor and if the grievance remains unresolved, to follow the process described above. Students may take unresolved grievances to higher administration, include the Provost, the President, and the Board of Regents, and may also direct grievances to the Office of Diversity Initiatives. Students are advised of the process for dealing with a grievance or complaint at the BSW student orientation conducted by the School.
CREDIT TOWARDS DEGREE
A course in which a grade of less than C was received will not be considered for use toward the degree. Experimental, experiential (life and work experiences), correspondence, and audited courses may not be applied toward the degree.
SCHOOL CURRICULUM POLICIES
The School of Social Work is committed to designing and implementing a course plan that is best suited for the academic preparations of beginning generalist social workers. Students are therefore required to enroll in and complete courses as specified in the course sequencing policy of the School. Students will not be permitted to take courses out of sequence. Thus, students may have to minimize or eliminate some personal and professional commitments in order to adequately complete the required sequence of courses.
Students who fail (a C- or lower) a Social Work core course must re-enroll in the course and obtain a passing grade prior to enrolling in subsequent courses. Students who receive an incomplete due to circumstances beyond their control, (e.g., a documented serious illness, or verified death of a family member) may be permitted to enroll in subsequent required courses while simultaneously completing the assignments necessary to resolve the incomplete course grade. Prior to enrollment, students with "medical incompletes" must first meet with their instructor and the BSW Coordinator so that a comprehensive review of their situation can be made. Students who are permitted to proceed with classes yet do not complete the assignments required to resolve the incomplete grade will not be permitted to enroll in any subsequent classes until the incomplete is resolved.
INDEPENDENT STUDY POLICY
The School of Social Work supports students' desires to study one-on-one with an instructor of their choice when the proposed course is intended to satisfy an elective, ethnic studies, or foreign culture requirement. An independent study used to fulfill a core, school required course is not allowed. Exceptions should be brought to the attention of the BSW Coordinator via the petition process.
SEQUENCING OF SW 420 AND 421
Co-enrollment in SW 420 and 421 is not permitted. Those students who fail (earn a grade of less than a “C”) 420 cannot be granted permission to enroll in 421. The assumption is that a student who receives a failing grade is not ready to progress to the next level without first repeating the material not previously mastered.
Exceptions to this policy will be granted only to those students who receive a medical incomplete ("I") in SW 420. Under special permission, these students may complete unfinished assignments while simultaneously enrolled in 421.
For students without a medical excuse, unfinished work from 420 must be submitted prior to the date established by the university as the "last day to withdraw from a class and receive a 100% refund" (this date is typically within the first week of the semester). Students who do not meet the deadline will be withdrawn from their second senior block courses (SW 421, 429 and 481).
Social Work majors receive three advisors:
1. Career Advisor (Full-time Social Work Faculty Member)
2. BSW Program Advisor (BSW Coordinator)
3. Urban Affairs Academic Advisor (Academic Advisor located in the College Advising Center)
Career Advisor: Career Advisors are full-time social work faculty members who are available to answer questions that pertain to student life, career choices, graduate degree options, and social work licensing requirements. STUDENTS RECEIVE A CAREER ADVISOR ONCE THEY HAVE BEEN ACCEPTED INTO THE PROGRAM.
BSW Program Advisor: The BSW Program Advisor, known as the BSW Coordinator, is a full-time social work faculty member who assists students in their overall acclimation into the BSW program. The BSW Coordinator helps students select social work courses and related electives. The BSW Coordinator socializes students into the nature of required social work courses. The BSW Coordinator is the point of contact for completing School and University petitions, appeals, independent study requests, and other BSW paperwork. The BSW Coordinator conducts monthly student information sessions and specialized workshops in coordination with the Advising Center. THE BSW COORDINATOR IS AVAILABLE TO ALL STUDENTS IN THE MAJOR (SWKPRE, SWK).
Urban Affairs Academic Advisor: Urban Affairs Academic Advisors are assigned to students throughout the course of their entire UNLV matriculation. Urban Affairs Advisors are the primary point of contact in the selection of courses. Urban Affairs Advisors maintain and record students' academic checklists, assist students in their preparation of BSW application material (e.g., transcript review), review and certify transfer credits, and prepare graduation applications.
The University of Nevada, Las Vegas does not discriminate on the basis of race, color, creed, religion, national origin, disability, sexual orientation, age, gender, or veteran status with regard to assistance or disability in employment or admission to education programs and activities. Inquiries concerning compliance with Federal and State Laws prohibiting such discrimination should be directed to the University’s Affirmative Action Office.
In the recruitment of faculty and students, women and persons of diverse racial and cultural backgrounds are encouraged to apply. The School of Social Work values diversity in all its forms and seeks to encourage diversity in all its efforts, including admissions, faculty recruitment, curriculum goals and course content, hiring of part-time faculty, and in creating field placement opportunities that promote the appreciation of human diversity.
SEXUAL HARASSMENT POLICY
The School of Social Work is also committed to the development of and enforcement of policies that address sexual harassment. The University policy on sexual harassment is as follows:
University of Nevada Las Vegas Policy on Sexual Harassment
It is the policy of the University of Nevada, Las Vegas, to maintain the University community as a place of work and study for staff, faculty and students that is free of sexual harassment and all forms of sexual intimidation and exploitation. This stance is consistent with the University’s effort to maintain equal employment opportunity, equal educational opportunity, non-discrimination in programs, services, and use of facilities, and the Affirmative Action program.
Definition of Sexual Harassment
In its policy on sexual harassment, the University states that:
The determination of what constitutes sexual harassment will vary with the particular circumstances, but it may be described generally as repeated and unwanted sexual behavior, such as physical contact and verbal comments or suggestions which adversely affect the working or learning environment.
Often sexual harassment involves relationships of unequal power and contains elements of coercion as when compliance with requests for sexual favors become a criterion for granting work, study, or grading benefits. However, sexual harassment may also involve relationships among equals, as when repeated and unwelcome sexual advances or demeaning verbal behavior have a harmful effect on a person's ability to study or work.
For general policy purposes, sexual harassment may be described as sexual advances, requests for sexual favors, and other physical conduct and expressive behavior of a sexual nature where:
1. Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment or academic standing;
2. Submission to or rejection of such conduct by an individual is used as the basis for academic or employment decisions affecting that individual;
3. Such conduct has the effect of interfering with an individual’s academic or work performance or creating an intimidating, hostile, or demeaning employment or education environment.
Examples of sexual harassment can be verbal, nonverbal, or physical and may include the following if such behavior is unwelcome and is not reciprocated: sexual propositions, obscene gestures or remarks, suggestive or insulting sounds, and unacceptable body contact.
In keeping with this policy, the University of Nevada, Las Vegas is undertaking a plan of action to protect employees, students, and users of university facilities from sexual harassment and to rid the university of such conduct.
Faculty and professional staff report cases of sexual harassment to the University Administrative Code Officer; classified staff report cases to the Office of Human Resources; students can report cases of sexual harassment to the Student Judicial Affairs Officer. All University community members may also take issues of sexual harassment to the Office of Diversity Initiatives. Students, faculty, and staff are made aware of the sexual harassment policy by its publication in the School’s Graduate Student Handbook and in University-wide seminars conducted by the Office of Diversity Initiatives.
HIV/AIDS POLICY STATEMENT
The University of Nevada, Las Vegas considers people with AIDS to have a disability if they meet the guidelines under the Americans with Disabilities Act of 1990, the Federal Rehabilitation Act of 1973, and the Occupational Safety and Health Act. The University prohibits discrimination against those with disabilities. Faculty, staff, and students may not refuse to work with or withhold their services from a person with HIV/AIDS. They may not harass or otherwise discriminate against an employee/student with HIV infection and/or AIDS. This document outlines campus policy regarding HIV infection.
The University of Nevada, Las Vegas will treat all information about persons with HIV infection and/or AIDS as confidential. Members of the University community are expected to take careful precautions to protect the confidentiality of information regarding an employee/ student with HIV infection or AIDS. Failure to maintain confidentiality may result in disciplinary action.
The University of Nevada, Las Vegas will seek to train its employees/students on how HIV infection and AIDS are contracted and spread, to define the risk in the workplace, to minimize fear among co-workers, and to prevent transmission of the disease. Techniques for achieving this education and training include printed materials, periodic updates of information, audio/visual presentations, small group discussions, and community outreach programs.
HIV infection will be dealt with by the University of Nevada, Las Vegas on a case-by-case basis to determine if reasonable accommodation is necessary.
This policy statement was developed by the Campus Committee on HIV/AIDS.
Students with a documented disability will have their documentation kept in a confidential file in UNLV Disability Resource Center (DRC). DRC policy requires that students take a service letter to their faculty at the beginning of the semester. The letter stipulates the services approved for the student, but not the disability. If you have a documented disability that may require assistance, you will need to contact the Disability Resource Center (DRC) for coordination of your academic accommodations. The DRC is located in the Reynolds Student Services Complex, room 137. The phone number is 895-0866 (TDD 895-0652).
CONSENSUAL RELATIONSHIPS POLICY
The University of Nevada, Las Vegas’ mission is to promote the personal and academic development of students. The mission is promoted by professionalism in relationships between members of the university community. It is the university’s goal to create an environment conducive to learning where students, faculty, and staff trust and respect one another.
The University of Nevada, Las Vegas prohibits romantic or sexual relationships between members of the university community when one of the individuals involved has direct professional influence or direct authority over the other. In that circumstance, both the university and the person in the position of influence are vulnerable to charges of sexual harassment from the person in the position of lesser power and/or by third parties.
Consensual relationships existing between individuals – neither of whom has direct professional influence or authority over the other – are not prohibited by this policy.
A member of the university community is considered to have direct professional power or direct authority over another individual when he or she is in the position to do any of the following:
Supervise a student in any capacity, including evaluating any academic work, assigning grades, academic advising, formal psychological counseling, or serving on thesis, dissertation, or scholarship committees.
Influence a student’s employment, graduate assistantship, housing, participation in athletics or any other University activity.
Supervise and/or evaluate the work performance of a member of the faculty or professional or classified staff.
Recommend or award merit or promotions to a member of the faculty or professional or classified staff.
Serve on promotion or tenure committees.
When a romantic or sexual relationship exists, both parties involved may be subject to disciplinary action. Both parties are equally responsible for reporting the existence of the relationship to the appropriate supervisor at the beginning of the relationship. A self-report will be kept confidential by the supervisor unless university policy requires him/her to divulge it. Once the university administration learns of a romantic or sexual relationship, whether through self-reporting or otherwise, it will take immediate steps to eliminate the power or authority of the one individual over the other.
This may be accomplished by reassigning duties or responsibilities or requiring withdrawal from a committee. If the individuals involved fail to comply with this policy, or if the relationship is not self-reported, the university may impose one or more of the sanctions available through its disciplinary procedures, as outlined in the UCCSN Code (for faculty and professional staff), the Nevada Administrative Code (for classified staff), or the UNLV Student Conduct Code (for students).
When a relationship exists between a student who is being paid to administer a recognized student organization/group and another member of that organization/group, the above policy applies. If the student leader involved in such a relationship is not being paid to administer the organization, special circumstances apply, the involved students will report the relationship to the organization’s advisor (or another university representative assigned by the Office of the Vice President of Student Services). Thereafter, they will refrain from making decisions within the organization that are designed specifically to benefit or harm the other individual in the relationship. This policy shall not be construed to mean that either party to the relationship will necessarily be required to forfeit his or her membership status or position within the organization.
Persons bringing groundless or malicious charges under this policy are subject to disciplinary action for personal misconduct under the appropriate faculty/staff personnel policies or the Student Conduct Code.
UNIVERSITY ASSOCIATION OF SOCIAL WORK STUDENTS
The University Association of Social Work Students is an organization of students who are Social Work majors, and other students interested in the profession of Social Work. The UASWS is organized to develop activities deemed helpful or necessary to benefit Social Work students. The Association is a UNLV student group recognized by CSUN.
PURPOSE OF UASWS
To provide workshops and seminars on social issues, social change and social work education.
To present a positive image of Social Workers on campus and in the community.
To serve the needs of members as developing professionals.
To provide student representation in the UNLV School of Social Work.
To provide social and professional association for the student social work community.
Meetings are held periodically according to the need and discretion of UASWS. Content of meetings consists of workshops, speakers, and group discussion on issues of concern to members, and organizational business. Speakers share up-to-date information and discuss professional social work practice, employment, education, and other concerns of special interest to social work students.
PHI ALPHA HONOR SOCIETY
The Delta Chapter of Phi Alpha Honor Society is located in the School of Social Work at the University of Nevada, Las Vegas.
PURPOSE OF PHI ALPHA
To recognize and promote scholastic achievement among students in the social work programs (BSW – MSW) at UNLV.
To recognize, improve, and further the goals of social work in the community, state, nation, and the world.
To stimulate interest in preparation for a career in social work.
To encourage continued study and research at the BSW and MSW levels in professional practice.
To recognize those professional social workers whose service contribution and leadership are held in esteem.
Membership is open to UNLV School of Social Work BSW majors who:
Are admitted to the major
Have completed nine (9) credits in the BSW program.
Achieve an overall college grade point average of 3.50 and a minimum of 30 credits.
The initiation fee is $35.00 and includes a Phi Alpha T-shirt and first year chapter dues. Yearly dues are $10.00.
Membership applications are available in the School office.