Master of Social Work (MSW)
The master of social work program at Gallaudet University prepares students for advanced social work practice with deaf and hard-of-hearing populations. Graduates possess the knowledge and skills to enter the profession as practitioners in various settings, such as schools, health care agencies, family and child welfare agencies, mental health settings, disability organizations, corrections agencies, organizations that provide services to senior citizens, etc. Graduates possess knowledge and skills in areas of direct generalist practice with individuals, families, groups, organizations, and communities. Graduates may practice in areas such as policy, research, program development, and agency and community work.
The MSW program consists of 61 credit hours of online program study. The generalist curriculum consists of courses in eight core curriculum areas: human behavior and the social environment, social welfare policy and services, social work practice, research, field education, values and ethics, diversity, and populations at risk, including social and economic justice. Generalist students attend a concurrent field practicum with courses, entering the field of practice for two eight-hour days a week at an internship site. Students complete the first year of study with approximately 500 hours of field practicum experience in addition to course and lab credit.
The advanced curriculum concentration courses consist of advanced content in all of the curriculum areas. Graduates expand and deepen knowledge and skills acquired during the generalist year and develop special knowledge and skills needed for practice with deaf and hard-of-hearing populations. During the spring semester, students are placed in settings that require advanced social work practice skills. Students work at their internship sites for four eight-hour days, totaling thirty-two hours per week or 512 hours for the semester in addition to two online courses. At the completion of the second year of study, students graduate with 17 credits of field practicum (approximately 1012 hours of field practicum) and 44 course credits.
MSW students must achieve an ASLPI rating of 2 by the end of their generalist curriculum, prior to admission into the Deaf and hard of hearing specialized curriculum. Students are responsible for scheduling their ASLPI evaluations by appointment with the ASLPI CenterCenter early in the fall semester of their first year in the program.
Students not reaching the ASLPI rating of 2 in the fall semester must meet with their advisors to develop a plan of activities (ASL classes and interaction activities), which will facilitate skill and rating advancement. It is the student's responsibility to register for these classes and activities, and to schedule subsequent ASLPI evaluations until the required rating is achieved. A rating of 2+ is required for graduation. Students not achieving the ASLPI rating of 2+ are required to provide a portfolio of documentation which would include the ASLPI or SCPI proficiency level(s) obtained and three letters of recommendation from individuals (internship supervisor, academic advisor, or others), along with everything else the students have done to improve their skills. Then the Social Work Department will make a decision based on that information, the student progress in the M.S.W. program, and the population and setting in which the student aims to work.
Two-Year Course Plan
Generalist Year Curriculum
NOTE: Three elective courses (9 credits) may be taken any semester of the program.
Semester I – Fall (16 Credits)
| SWK 705 | Human Behavior and the Social Environment I | 3 |
| SWK 711 | Social Policy and Social Services | 3 |
| SWK 741 | Social Work Practice I : Individuals | 3 |
| SWK 755 | Qualitative Social Work Research | 3 |
| SWK 771 | Generalist Field Practicum I | 4 |
Semester II – Spring (15 Credits)
| SWK 706 | Human Behavioral and the Social Environment II | 3 |
| SWK 742 | Social Work Practice II | 3 |
| SWK 744 | Social Work Practice with Families and Small Groups | 2 |
| SWK 756 | Quantitative Social Work Research | 3 |
| SWK 772 | Generalist Field Practicum II | 4 |
Complete the MSW Comprehensive Examination at the end of the semester
Deaf and Hard of Hearing Specialized Year Curriculum
NOTE: Advanced standing students must take three 3-credit electives
Semester III – Fall (9 Credits)
| SWK 709 | Social Work Perspectives on Dysfunction | 3 |
| SWK 713 | Issues in Human Behavior and the Social Environment: Deaf and Hard of Hearing Populations | 3 |
| SWK 751 | Practice with Deaf and Hard of Hearing Populations: Micro Interventions | 3 |
Semester IV – Spring (12 Credits)
| SWK 752 | Practice with Deaf and Hard of Hearing Populations: Macro Interventions | 3 |
| SWK 783 | Advanced Field Practicum with Deaf and Hard of Hearing Populations | 9 |
Three-Year Course Plan
NOTE: Three elective courses (9 credits) may be taken any semester of the program.
First and Second Years: Generalist Year
Semester I – Fall (9 Credits)
| SWK 705 | Human Behavior and the Social Environment I | 3 |
| SWK 711 | Social Policy and Social Services | 3 |
| SWK 755 | Qualitative Social Work Research | 3 |
Semester II – Spring (6 Credits)
| SWK 706 | Human Behavioral and the Social Environment II | 3 |
| SWK 756 | Quantitative Social Work Research | 3 |
Semester III – Fall (7 Credits)
| SWK 741 | Social Work Practice I : Individuals | 3 |
| SWK 771 | Generalist Field Practicum I | 4 |
Semester IV – Spring (9 Credits)
| SWK 742 | Social Work Practice II | 3 |
| SWK 744 | Social Work Practice with Families and Small Groups | 2 |
| SWK 772 | Generalist Field Practicum II | 4 |
Completing the MSW Comprehensive Examination at the end of the semester
Third Year: Advanced Concentration: Deaf and Hard of Hearing Populations
Semester V – Fall (9 Credits)
| SWK 709 | Social Work Perspectives on Dysfunction | 3 |
| SWK 713 | Issues in Human Behavior and the Social Environment: Deaf and Hard of Hearing Populations | 3 |
| SWK 751 | Practice with Deaf and Hard of Hearing Populations: Micro Interventions | 3 |
Semester VI – Spring (12 Credits)
| SWK 752 | Practice with Deaf and Hard of Hearing Populations: Macro Interventions | 3 |
| SWK 783 | Advanced Field Practicum with Deaf and Hard of Hearing Populations | 9 |
Program Outcomes
Generalist Year Competencies:
Competency 1: Demonstrate Ethical and Professional Behavior
PBF1: make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;
PBF2: use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;
PBF3: demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication;
PBF4: use technology ethically and appropriately to facilitate practice outcomes; and
PBF5: use supervision and consultation to guide professional judgment and behavior.
Competency 2: Engage Diversity and Difference in Practice
PBF6: apply and communicate an understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;
PBF7: present themselves as learners and engage clients and constituencies as experts of their own experiences; and
PBF8: apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies.
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
PBF9: apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels; and
PBF10: engage in practices that advance social, economic, and environmental justice.
Competency 4: Engage In Practice-informed Research and Research-informed Practice
PBF11: use practice experience and theory to inform scientific inquiry and research;
PBF12: apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and
PBF13: use and translate research evidence to inform and improve practice, policy, and service delivery.
Competency 5: Engage in Policy Practice
PBF14: Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;
PBF15: assess how social welfare and economic policies impact the delivery of and access to social services;
PBF16: apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
PBF17: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and
PBF18: use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
PBF19: collect and organize data, and apply critical thinking to interpret information from clients and constituencies;
PBF20: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;
PBF21: develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies;
PBF22: select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
PBF23: critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;|
PBF24: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;
PBF25: use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;
PBF26: negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and
PBF27: facilitate effective transitions and endings that advance mutually agreed-on goals.
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
PBF28: select and use appropriate methods for evaluation of outcomes;
PBF29: apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;
PBF30: critically analyze, monitor, and evaluate intervention and program processes and outcomes; and
PBF31: apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
E.P. 2.1: Concentration year specialization builds on foundation year generalist practice as described in EP 2.0, adapting and extending the social work competencies for social work practice with Deaf and Hard of Hearing populations.Deaf and Hard of Hearing
Specialization Year Competencies:
Competency 1: Demonstrate Ethical and Professional Behavior
SB1: practice personal reflection, self-correction, effective communication in American Sign Language and English, and ethical reasoning to ensure continual professional development in advocacy and practice with deaf and hard-of-hearing populations.
SB2: use advanced differential assessments, interventions, and evaluations responsive to changing technological developments and emerging evidence-based models of practice in diverse contexts for deaf and hard-of-hearing populations.
Competency 2: Engage Diversity and Difference in Practice
SB3: understand diversity in a broad sense that recognizes the ways in which a culture’s structures and values may oppress, marginalize, alienate, or enhance privilege and power among deaf and hard-of-hearing people.
SB4: gain sufficient self-awareness to minimize the influence of personal biases and values in working with diverse groups of deaf and hard-of-hearing people.
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
SB5: understand the forms and mechanisms of oppression and discrimination impacting deaf and hard-of-hearing populations.
SB6: work with deaf and hard-of-hearing populations to advocate for human rights and social and economic justice.
Competency 4: Engage In Practice-informed Research and Research-informed Practice
SB7: Integrate practice experience to inform scientific inquiry in designing and implementing research studies with deaf and hard-of-hearing populations.
SB8: apply research findings to support evidence-based practices with deaf and hard-of-hearing populations.
Competency 5: Engage in Policy Practice
SB9: analyze, formulate, collaborate, and advocate for disability policies that advance societal well-being within deaf and hard-of-hearing populations.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
SB10: apply theories, models, and the best available evidence in assessment with deaf, hearing, and hard-of-hearing systems of all sizes to understand strengths, problems, and social justice issues in systems of all sizes, locally and globally.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
SB11: utilize theoretical frameworks to guide differential assessments for effective social work practice with deaf, hearing, and hard-of-hearing people in systems of all sizes.
SB12: identify and analyze evidence-based interventions designed to meet the unique needs of deaf and hard-of-hearing populations.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities
SB13: implement evidence-informed prevention interventions using theoretical frameworks that meet the needs and enhance the capacities of deaf and hard-of-hearing systems.
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
SB14: utilize theoretical frameworks, models, and research for guiding differential assessments and practice evaluation with deaf, hearing, and hard-of-hearing people in systems of all sizes.
SB15: evaluate evidence-based interventions designed to meet the unique needs of deaf and hard-of-hearing populations and use critical thinking to evaluate the appropriateness, adapt, and modify assessment tools and approaches.