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NASW
Standards for Continuing Professional Education
Approved
by NASW Board of Directors June 28, 2002
Contents
- Introduction
- Continuing
Education and the Social Work Profession
- Goals
and Objectives of the Standards
- I. Standards
for Social Workers
- Standard
1: Social Workers Shall Assume Personal Responsibility
for Continuing Professional Education.
- Standard
2: Social Workers Shall Complete 48 Hours of Continuing
Professional Education Every Two Years.
- Standard
3: Social Workers Shall Contribute to the Development
and Improvement of Continuing Professional Education.
- II. Standards
for Assessing Providers of Continuing Professional Education
- Standard
4: Providers of Continuing Professional Education
Shall Have a Written Statement of Mission and Philosophy
That Reflects the Values and Ethics of the Social Work
Profession.
- Standard
5: Providers of Continuing Professional Education
Shall Plan an Organized Educational Experience.
- Standard
6: Providers of Continuing Professional Education
Shall Conform to Responsible Administrative Practices.
- Standard
7: Providers of continuing professional education
shall collaborate with major stakeholders in the community.
Major stakeholders include, but are not limited to, NASW
chapters, local accredited programs of social work education,
social work state licensure boards, social work employers,
consumer groups, and allied professionals.
- III. Standards
for Administrators
- Standard
8: Administrators Shall Implement Agency Policies
in Support of Continuing Professional Education.
- Standard
9: Administrators Shall Provide Leadership for Continuing
Professional Education.
The National Association
of Social Workers (NASW) views continuing education as an essential
activity for ensuring quality social work services for clients.
By consistent participation in educational opportunities beyond
the basic, entry-level professional degree, social workers are
able to maintain and increase their proficiency in service delivery:
New knowledge is acquired, skills are refined, professional attitudes
are reinforced, and individual’s lives are changed.
Continuing education
is a self-directed process, which requires social workers to assume
responsibility for their own professional development. However,
with the rapid growth of knowledge, coupled with the upsurge in
continuing education opportunities for social workers across the
country, NASW recognized the need for standards to guide and facilitate
social workers’ involvement in continuing education. This document, Standards
for Continuing Professional Education, was developed to meet
that need.
The standards provide
guidance to social workers who want to match their continuing education
activities with professional expectations. The standards also serve
as a resource to assist social workers in the selection and provision
of continuing education. In light of these broad purposes, the
standards are intended for use by individual practitioners, by
providers of continuing education, and by agency administrators
who have responsibility for social work staff.
For the practitioner
the standards encourage self-assessment with regard to continuing
education activities and provide the means to assess the qualifications
of those offering continuing education. For the provider the standards
set professional expectations to help plan continuing education
events and to help ensure that continuing education offerings are
responsive to the learning needs of social workers. For the administrator
the standards establish policy and practice guidelines for social
work staff’s involvement in continuing education.
It is expected
that all members of NASW will adhere to the Standards for Continuing
Professional Education, and it is hoped that the standards
will stimulate the establishment of programs to recognize social
workers for their commitment to continuing education. Most states
have established continuing education requirements for social work
licensing, and some NASW chapters have taken steps to establish
continuing education approval programs. These programs help ensure
that continuing education offerings meet professional expectations
for educational quality and breadth.
Social workers
are reminded that this document represents professional standards.
Social workers who hold state licenses, or other credentials
and/or are required from employers and managed care companies
to complete a certain amount of continuing education credits
are reminded to refer to those entities for guidance and requirements.
Belief in the client’s
right to have knowledgeable and skillful assistance provides the
basis for the social worker’s participation in continuing education.
A commitment to continuing education also is grounded in an ethical
principle articulated in the NASW Code of Ethics: "Social
workers practice within their area of competence and develop and
enhance their professional expertise." Continuing education further
provides the social worker with the opportunity to acquire new
and necessary information; demonstrate a conscious self-directed
and continuous effort toward personal and professional development;
strengthen qualifications for professional licensure, certification,
or registration; meet changing career demands; and explore new
careers in social work.
Content areas appropriate
for continuing education should take into account the social worker’s
education level and can include methods of intervention, such as
individual counseling, psychotherapy, family treatment, group work,
and community organization; administration, management, and supervision;
consultation; planning and policy development; teaching and educational
methods; research; social problems; advocacy, social change, and
social action; cultural diversity and ethics; and specialized services
and treatment.
The goals of the
standards are to
- maintain and
enhance the quality of services that social workers provide
- establish professional
expectations so that social workers can monitor, be responsible
for, evaluate, and improve their continuing education
- assist social
workers in their selection of continuing education offerings
of assured quality
- enhance the
quality of continuing education for social workers
- facilitate opportunities
for social workers to participate in continuing education
- help facilitate
and guide program planning.
Toward these goals,
the standards also seek to
- define and delineate
the various types of continuing education
- establish guidelines
on the minimum number of hours social workers should devote
to each type of continuing education
- facilitate a
guide for continuing education providers
- establish guidelines
for social workers to use in assessing providers of continuing
education
- describe ways
providers of continuing education can
meet social workers’ professional
expectations
- describe ways
agency administrators can promote continuing education for social
work staff
- describe ways
social workers can increase continuing social work competence
to improve the lives of the individuals they serve.
I.
Standards for Social Workers
The standards and
guidelines presented in this section are to assist social workers
in determining whether they meet professional expectations for
continuing education. Building on a foundation of academic preparation
for practice, social workers may select from a variety of learning
experiences to ensure the timeliness and practical value of their
knowledge and skills. This section identifies the types of learning
experiences available to social workers and emphasizes that continuing
education is a self-directed process, requiring commitments to
one’s own professional growth, to the advancement of social work,
and to improving behavioral outcomes for individuals’ served.
STANDARD
1: Social workers shall assume personal responsibility for
continuing professional education.
Interpretation
The social worker
has a threefold responsibility for determining the content and
course of continuing education: a responsibility to clients, to
self, and to the profession. This responsibility can be demonstrated
by
- identification
of one’s own learning needs
- self-direction
in meeting one’s own learning needs through
pursuit of and participation in relevant
continuing education
activities
- active involvement
in the learning process afforded by each continuing education
experience
- assessment of
knowledge gained from continuing education and application of
that knowledge to practice.
STANDARD
2: Social workers shall complete 48 hours of continuing professional
education every two years.
Interpretation
In calculating
the 48 hours of continuing education over a two-year period, the
following guidelines apply.
Types of Continuing
Education
- Formally organized
learning events
- Professional
meetings/organized learning experiences
- Individual professional
activities
In a learning situation,
an instructional hour is 60 minutes in length. When counting hours,
the following exclusions apply: travel time and meeting time devoted
to business, committee activities, entertainment, or social activities
such as coffee hours, luncheons, dinners, and so forth. (Time for
luncheon or dinner presentations that are an integral part of the
educational experience may be included.)
The three broad
types of continuing education described below are necessary to
help the social worker achieve a well-balanced learning experience.
Although there are factors, such as availability and accessibility,
that may interfere with a social worker’s ability to participate
in events across all three types, whenever possible, the social
worker should map out a continuing education plan that encompasses
all three. The Continuing Education Record provided in this document
may be used to record activities in each type and to monitor progress
toward achievement of a well-balanced learning experience.
Formally organized
learning events involve interaction with a teacher for the
purpose of accomplishing specific learning objectives. Courses,
workshops, practice-oriented seminars, staff development, and
training activities offered by accredited programs of social
work education, NASW chapters, and other providers of continuing
education are examples of events. Distance education that uses
such technology as interactive audio or video, computer or other
electronic technologies and that also includes interaction between
the learner and the instructor and among learners also qualifies
for credit. Such events provide social workers with the opportunity
to integrate theoretical and practice components of all forms
of social work, including social change and action, administration
and supervision, and planning and policy development.
Professional
meetings and other forms of organized learning experiences
for social workers, involve formally structured discussions among
professionals about professional issues, whereby participants
increase their awareness of new developments in social work and
related fields. Conferences, symposiums, and panel presentations
sponsored by social work or allied organizations are examples
of activities.
Variety of self-directed
professional study activities and growth experiences include
writing papers and books for presentation or publication; making
presentations on major professional issues or programs; reading
professional journals and books; preparing for initial consultation,
teaching, or training assignments; and engaging in independent
study, research, or tutorial projects.
STANDARD
3: Social workers shall contribute to the development and
improvement of continuing professional education.
Interpretation
To help ensure
the quality of continuing education, social workers need to contribute
to the development of continuing professional education activities
within their community or state. Contributions may take the form
of
- active participation
on a continuing education committee sponsored by NASW or an accredited
program of social work education
- recommendations
to providers of continuing education
on topics that could meet social workers’ specific learning
needs or that reflect current social work practice issues
- communication
with providers of continuing education
on additional ways they could meet social workers’ expectations
and educational needs after announcements about
upcoming events or after
participation in the events
- submission of
written evaluations at the close of the continuing education
activities, including recommendations for future activities
- direct provision
of continuing education in areas of expertise.
II.
Standards for Assessing Providers of Continuing Professional Education
The standards and
guidelines in this section are directed to the social worker who
wants to be an informed continuing education consumer and to the
provider who wants to meet professional expectations for continuing
education. The social worker can use this section as a guide in
assessing the provider’s qualifications before enrollment in any
given offering. The provider can use this section as a tool for
self-evaluation, leading to continuing education of higher quality
for social workers.
STANDARD
4: Providers of continuing professional education shall have
a written statement of mission and philosophy that reflects the
values and ethics of the social work profession.
Interpretation
By examining the
provider’s statement of mission and philosophy, the social work
consumer can determine the direction and leadership afforded by
the provider. A clearly articulated statement serves as the basis
for the provider’s educational goals and objectives. In addition
to the values and ethics of the social work profession, the statement
should reflect the broad tasks of social work education: promoting
quality instruction, knowledge, and skills building and improving
service provision.
STANDARD
5: Providers of continuing professional education shall plan
an organized educational experience.
Interpretation
When planning a
continuing education activity (face-to-face or distance education)
for social workers, the provider needs to consider six essential
program elements. The guidelines that follow delineate those elements
and establish respective professional expectations of providers.
The social work consumer, in turn, can use these guidelines as
the basis for inquiry about a provider’s qualifications, leading
to better decisions about which offerings to pursue.
- Program Development—Adequate
and responsive continuing education program
development requires interaction among sponsoring
administrators, the instructor or
educational leader, and potential social
work consumers.
The provider needs to involve social workers
in the identification of learning needs, in the selection
and development
of educational
events to meet those needs, and in the
establishment
of appropriate evaluation mechanisms. Involvement
of social workers
with content
expertise and an understanding of the
educational objectives are recommended as well.
- Program Content—Continuing
education events for social workers should
clearly relate to social work practice, theory, and
methodology; to the level
of
social work education; to social policy;
or to administration,
planning, and research related to human
services. As a guide for participation, learning objectives
and content designed
to
meet those objectives should be specified
for
each event. The way in which the content will meet
the learning
needs of
social
workers also should be made clear. Such
information should be provided on promotional materials
or upon
request.
- Participants—Selection
of participants for continuing education
events must not discriminate by reason of gender, age,
race, ethnic
background,
sexual orientation,
physical abilities, or other characteristics.
Promotional
materials should state clearly the educational
level of the social worker
for whom the event is geared but not
limited to, as well as any prerequisites.
- Program Format
and Instructional Methodology—The
provider should be able to demonstrate
that the format
and methods selected
for continuing
education were influenced by contemporary
adult learning theory; the identified
learning needs
of the participants;
and the
learning objectives, the educational
content, and the size and composition
of the participant
group.
Methodologies
need
to be diverse and encourage the active
participation of the learner in the
educational process.
A variety of teaching techniques
should be considered; any assignments,
such as readings or structured exercises,
should
be related
to the conceptual
content,
and any audio-visual resources should
be used in a planned manner.
- Qualified
Instruction—The sponsor of a continuing
education event must make sure that
the instructor, speaker,
or educational
leader is qualified. Individual providers
have responsibility for offering only
those events for
which they are qualified.
Specific qualifications include
- competence
in the subject matter
- ability
to transmit the
educational content to the participants’ understanding
of continuing education
objectives
- knowledge
and skill in instructional methodology, learning processes,
and the use of emotionally laden material
- capacity
for self-evaluation and modification of future offerings
in response to evaluations conducted by self, sponsor,
and participants
- maintenance
of an appropriate certification, credential, or license
for subject matter.
- Program Evaluation—Formal
evaluation of each continuing education event is essential for
maintaining or improving the quality and effectiveness of future
events. Measures of evaluation need to be established during
the planning phase and linked directly with the event’s learning
objectives. Two distinct but related measures of evaluation may
be appropriate. The first is the instructor’s, sponsor’s, and
participants’ assessment of the event with respect
to content, format, methodology, instruction,
and facilities.
The second
is assessment of the knowledge acquired by participants
and is based on
- demonstration
of a taught skill
- an oral
or written test
- a project
or report
- a self-assessment
checklist
- another
instrument designed to collect data on changes in participant
knowledge or performance attributed to the educational
experience.
The instructor
and sponsor together should review the evaluation outcome and
revise subsequent events accordingly.
STANDARD
6: Providers of continuing professional education shall conform
to responsible administrative practices.
Interpretation
A quality continuing
education activity (face-to-face or distance education) must be
built on administrative practices that facilitate the learning
experience and assure recognition for continuing education participation.
The guidelines that follow illustrate ways this standard can be
met by the continuing education provider and assessed by the social
work consumer. Administrative practices include
- designation
of a director for the continuing education program and a contact
person for each offering
- provision of accessible and
adequate space, physical facilities, and support services conducive
to learning
- a system, established
by the continuing education sponsor, for responsible recruitment,
selection, supervision, and evaluation of instructors and/or
educational leaders
- a system for
maintaining and verifying records on each continuing education
event, including financial accounting, registration and cumulative
attendance records, course outlines, objectives, bibliographies,
and completed evaluation forms
- establishment
in advance of the event of performance requirements for the awarding
of relevant continuing education recognition or certificates
of recognition to participants including, at a minimum, requirements
for attendance (at least 80 percent of the instructional hours
for conferences) and evaluation
- a system for
making records of attendance available to the participants of
continuing education events
- accreditation
of the continuing education event by NASW or its chapters in
the states that have established a provider approval program.
STANDARD
7: Providers of continuing professional education shall collaborate
with major stakeholders in the community. Major stakeholders
include, but are not limited to, NASW chapters, local accredited
programs of social work education, social work state licensure
boards, social work employers, consumer groups, and allied professionals.
Interpretation
To facilitate implementation
of this standard, it is expected that NASW chapters and local accredited
programs of social work education will take a lead role in establishing
mechanisms for collaboration between each other and among other
stakeholders and providers. By working together providers are able
to refine their individual offerings and also contribute to the
development of a comprehensive program of continuing social work
education. Suggested mechanisms for collaboration include
- joint committees
on continuing education
- advisory panels
with cross-cutting expertise on specialized subject matters
- cosponsorship
of assessment studies to determine the learning needs of social
workers
- exchanges of
faculty and staff for the purposes of training, consultation,
and instruction
- cooperative
efforts in publicizing continuing education events.
III.
Standards for Administrators
The standards and
guidelines presented in this section are directed to agency administrators
who have responsibility for social work staff. Whereas administrators
may or may not be social workers themselves, continuing education
remains an important component of staff development. Few agencies,
however, have explicit policies and practices that facilitate and
encourage staff participation in continuing education. The standards
that follow are intended to help administrators establish such
agency policy and practices.
STANDARD
8: Administrators shall implement agency policies in support
of continuing professional education.
Interpretation
In achieving this
standard, agency administrators need to assess whether there are
adequate policies that focus on continuing education for professional
staff. Areas that need to be examined or developed in policy include
- systematic yearly
assessment of the total social work staff’s
learning needs
- systematic yearly
assessment of each individual social
worker’s
learning needs
- provision of
time for social work staff to participate
in continuing education activities, based on the agency’s
assessment of learning needs
- establishment
of flexible work schedules for social work staff members who
want to pursue a plan for continuing education
- whenever possible,
reimbursement in total or in part for
social work staff’s
continuing education expenses
- special recognition
for social work staff members who complete 48 hours of continuing
education within a two-year period.
STANDARD
9: Administrators shall provide leadership for continuing
professional education.
Interpretation
A number of agency
practices can be established by administrators to fulfill the intent
of this standard. These practices include
- forming an agency
task force or committee on continuing education to share responsibility
for establishing or reviewing relevant agency policies, assessing
social work staff learning needs, and making recommendations
on staff participation in specific continuing education activities
- publicizing
continuing education for social work staff, including staff development
opportunities within and outside the agency
- encouraging
social work staff to share information routinely with one another
about their involvement in continuing education and the knowledge
and skills gained from such involvement
- establishing
a system that allows social work staff to have included in their
personnel files records of their participation in continuing
education
- encouraging
social work staff to attend continuing education activities that
appear particularly relevant to agency organizational needs and
to provide feedback on the quality of offerings after participation
- identifying
training that will enhance social workers’ skills
to improve the behavioral outcomes for
individuals served
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National
Association of Social Workers
Continuing Education Record
48 Hours every Two Years |
NAME:
___________________________
Two-Year Period: Start Date: __________
Finish date: ____________ |
Formally Organized
Learning Events
Sponsor
or Cosponsor |
Title
or Description
of Learning Activity |
Location |
Date |
Hours
of Participation |
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Total
Number of Hours in Activities: _____________
Professional Meetings/Organized
Learning Experiences
Sponsor
or Cosponsor |
Title
or Description
of Learning Activity |
Location |
Date |
Hours
of Participation |
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Total
Number of Hours in Activities: _____________
Individual Professional
Activities
Description |
Location |
Date |
Hours
of Participation |
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Total
Number of Hours in Activities: _____________
NASW President
(2001—2003)
Prepared by Continuing
Education (CE) Committee
- Sheryl Brissett-Chapman,
EdD, ACSW, Chair
- Dawn Hall Apgar,
LSW, ACSW
- Gary Bailey
, MSW
- Warren Galbreath,
PhD, ACSW
- Vicki Hansen,
LMSW-AP
- Linda Shearer,
ACBSW
- Jacqueline Smith,
PhD
NASW Staff
- Elizabeth J.
Clark, PhD, ACSW, MPH
Executive Director
- Toby Weismiller,
ACSW
Director, Professional Development and Advocacy
- Becky S. Corbett,
LCSW, PIP
Special Assistant to the Executive Director, staff consultant to the CE Committee
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About
NASW