Department of Social Work and Social Ecology
Loma Linda University
Loma Linda, CA 92350
(909) 379-7599
2022-2023 Academic Year
LOMA LINDA UNIVERSITY
MASTER OF SOCIAL WORK
STUDENT HANDBOOK
LOMA LINDA UNIVERSITY
MASTER OF SOCIAL WORK
STUDENT HANDBOOK
Circumstances will require that the policies, procedures, rules, and benefits described in this Handbook
are updated from time to time as the University, School or Department deems necessary or appropriate.
STUDENT CONTRACT OF PROFESSIONAL PERFORMANCE
Upon admission to the Master of Social Work (MSW) Program, students must read and sign the
following contract, indicating that they have read and understand the MSW Program Academic and
Professional Advancement Policy and the National Association of Social Workers (NASW) Code of
Ethics (NASW Code is available in Canvas).
I, agree to the following contract:
1. I have read and understand the MSW Program Academic and Professional Advancement Policy, and
the NASW Professional Code of Ethics and agree to adhere to the same in all my University-related
activities and interactions with faculty, staff, peers, practicum personnel, and other members of the
University community.
2. To continue my professional development through continuous self-assessment of my academic and
personal aptitude and performance.
3. To continue my professional development through regular faculty assessment of my academic and
professional aptitude and performance.
4. I understand that my faculty advisor will discuss my progress in the MSW Program with the
Department Chairperson, Program Director, and members of the Academic Standards Committee as
deemed necessary.
Further, I understand that although I am admitted to the MSW Program, my continued enrollment in the
Program is contingent upon my academic and professional performance. If the Program's Academic
Standards Committee does not deem my academic and professional performance satisfactory, the MSW
Program has the right and responsibility to request an assessment of my suitability for the Program.
I understand that the Social Work and Social Ecology Faculty, in turn, will provide academic instruction
and professional advising as outlined by the University and Council on Social Work Education (CSWE)
accreditation standards for graduate social work education to assist with the learning and professional
development process.
Further, I understand that circumstances will undoubtedly require that the policies, procedures, rules, and
benefits described in this Handbook are updated from time to time as the University, School or
Department deems necessary or appropriate.
Student: Date:
TO BE RETURNED TO THE DEPARTMENT OF SOCIAL WORK AND SOCIAL ECOLOGY
TABLE OF CONTENTS
Message from the Department Chairperson ................................................................................. 2
Loma Linda University .................................................................................................................. 3
School of Behavioral Health ..................................................................................................................... 3
Faculty and Staff Directory ........................................................................................................... 4
Faculty ....................................................................................................................................................... 4
Contract Faculty ........................................................................................................................................ 6
Emeritus Faculty ....................................................................................................................................... 6
Office Hours .............................................................................................................................................. 7
Staff ........................................................................................................................................................... 7
The Master of Social Work ............................................................................................................ 8
Mission Statement ..................................................................................................................................... 8
Program Goals .......................................................................................................................................... 8
Program Core Competencies and Measured Behaviors ............................................................................ 8
Generalist Practice Competency Descriptions and Component Behaviors ...................................... 8
Clinical Practice Competency Descriptions and Component Behaviors ........................................ 12
Admission Procedures and Processes ......................................................................................... 18
Non-Discrimination in Admissions ........................................................................................................ 18
Application Procedure ............................................................................................................................. 18
Admissions Decision Making ................................................................................................................. 18
Admissions Criteria................................................................................................................................. 19
Admission Classifications ....................................................................................................................... 19
Notification of Acceptance ..................................................................................................................... 20
Transfer Credits....................................................................................................................................... 20
Deferred Enrollment ............................................................................................................................... 20
Re-entrance ............................................................................................................................................. 21
Change of Program or Degree................................................................................................................. 21
Concurrent Admission ............................................................................................................................ 21
International Students ............................................................................................................................. 21
MSW Program Requirements ...................................................................................................... 22
Curriculum Overview ............................................................................................................................. 22
Professional Practica ............................................................................................................................... 22
Research .................................................................................................................................................. 23
Specialization in Clinical Practice .......................................................................................................... 23
Central Academic Requirements and Processes ..................................................................................... 24
MSW Advancement GPA .............................................................................................................. 24
Qualifying Review ......................................................................................................................... 24
Wholeness Portfolio ....................................................................................................................... 24
Program Options (Full- and Part-Time Main Campus; 3-year Online) .................................................. 25
Program of Study ......................................................................................................................... 26
General Practice Courses ........................................................................................................................ 26
Qualifying Review .................................................................................................................................. 26
Clinical Practice Courses ........................................................................................................................ 27
Program Selectives .................................................................................................................................. 28
BSW Advanced Standing ............................................................................................................. 29
Courses Eligible to be Waived for BSW Advanced Standing Students ................................................. 29
Additional Courses Eligible to be Waived for BSW Advanced Standing Students ............................... 30
Additional Eligible Waived Courses for BSW Advanced Standing Students ........................................ 30
Advanced Standing Structure and Processes .......................................................................................... 30
Comprehensive Examination Process ..................................................................................................... 31
General Orientation ..................................................................................................................... 32
Program Orientation ................................................................................................................................ 32
General Orientation ........................................................................................................................ 32
Field Orientation ............................................................................................................................ 32
General Registration ............................................................................................................................... 32
Student Load Limits ................................................................................................................................ 33
Add/Drop ................................................................................................................................................ 33
Directed Study......................................................................................................................................... 33
Incomplete ............................................................................................................................................... 33
In Progress .............................................................................................................................................. 34
Registration Records ............................................................................................................................... 34
Academic Residence as Continuous Registration ................................................................................... 34
Time Limit .............................................................................................................................................. 35
Extramural Study .................................................................................................................................... 35
Leave of Absence .................................................................................................................................... 35
Administrative Withdrawal ..................................................................................................................... 35
Withdrawal .............................................................................................................................................. 35
Grade Requirements/Scholastic Standing ............................................................................................... 36
Academic Advisement ............................................................................................................................ 37
Advancement Through the Programs...................................................................................................... 37
Graduation Attendance ........................................................................................................................... 37
Academic Probation ................................................................................................................................ 37
Professional Probation ............................................................................................................................ 37
Repeating a Course ................................................................................................................................. 38
General Program Information .................................................................................................... 39
Academic Dishonesty ............................................................................................................................. 39
Reporting Disruptive or Dishonest Behavior .......................................................................................... 39
Assignment Standards ............................................................................................................................. 40
Attendance Policy ................................................................................................................................... 40
Background Checks ................................................................................................................................ 41
Program Forum ....................................................................................................................................... 41
Classroom Participation .......................................................................................................................... 41
Students With Disabilities ....................................................................................................................... 42
Electronic Devices in the Classroom ...................................................................................................... 42
Financial Aid Information ....................................................................................................................... 42
Health Services and Insurance ................................................................................................................ 43
Personal Therapy..................................................................................................................................... 43
Honor Society ......................................................................................................................................... 44
Gatekeeping ............................................................................................................................................ 44
Late Assignments .................................................................................................................................... 44
Licensing Information ............................................................................................................................. 44
Professional Social Work Organizations ................................................................................................ 45
Student Government ............................................................................................................................... 45
Student Files ............................................................................................................................................ 45
Student Safety ......................................................................................................................................... 45
Student Workload ................................................................................................................................... 46
Transportation and Automobile Insurance .............................................................................................. 46
Tuition, Fees, Waivers, and Federal Work Study ................................................................................... 46
University Student Services, Programs, and Policies ............................................................................. 46
University Identification (ID) Badge Requirement ................................................................................. 47
Veterans .................................................................................................................................................. 47
Academic and Professional Advancement .................................................................................. 48
Objectives of the Policy .......................................................................................................................... 48
Criteria For Academic and Professional Performance ............................................................................ 48
Academic Performance .................................................................................................................. 48
Professional Performance .............................................................................................................. 49
Academic and Professional Performance Probation & Disciplinary Action .......................................... 53
Academic Probation ....................................................................................................................... 53
Professional Performance Probation .............................................................................................. 54
Academic and Professional Disciplinary Processes. ...................................................................... 54
Dismissal ................................................................................................................................................. 56
Grievance Procedure ............................................................................................................................... 56
Course Grade and Disciplinary Grievances ................................................................................... 56
Probation, Mandatory Leave and Dismissal Grievance Procedure ......................................................... 57
Appendix A: Clinical Practice Description ................................................................................ 59
Appendix B: Course Descriptions ............................................................................................... 60
Appendix C: MSW Advisement Guides ....................................................................................... 68
Appendix D: Graduation Forms Deadlines ................................................................................ 69
Loma Linda University MSW Program Student Handbook 2022-2023 Page 2
MESSAGE FROM THE DEPARTMENT
CHAIRPERSON
On behalf of the University and program faculty, it is my great pleasure to welcome you to
Loma Linda University. We invite you to take an active part in the Program and the
opportunities for achieving professional excellence that the community of Loma Linda University
provides.
The MSW Program is fully accredited by the Council on Social Work Education to provide
graduate level social work education.
The faculty and staff look forward to working with you to support a successful academic
experience.
Beverly J. Buckles, DSW
Chairperson
Loma Linda University MSW Program Student Handbook 2022-2023 Page 3
LOMA LINDA UNIVERSITY
Loma Linda University (LLU) is a health-science institution located in the Inland Empire of Southern
California. The University is part of the Seventh-day Adventist system of higher education. The Schools
of Allied Health Professions, Dentistry, Medicine, Nursing, Pharmacy, Public Health, Religion, and
Behavioral Health offer professional curricula. LLU is accredited by the Western Association of Schools
and Colleges (WASC) and professional programs are approved by their respective accrediting
organizations.
As implied by its motto, "TO MAKE MAN WHOLE," the University affirms the following tenets as
central to its view of education: (a) God is the creator and sustainer of the universe; (b) Mankind's fullest
development entails a growing understanding of the individual in relation to both God and society; and (c)
The quest for truth and professional expertise in an environment permeated by values, benefits the
individual and society by advancing the ministry of the Seventh-day Adventist church. As such, the
mission of LLU is to further the teaching and healing ministry of Jesus Christ TO MAKE MAN WHOLE
by:
Educating ethical and proficient Christian health professionals and scholars through instruction,
role modeling, and service learning.
Expanding human knowledge and its application to health and disease through basic and applied
research in the biological and behavioral sciences.
Providing comprehensive, competent, and compassionate health care for the whole person
through active engagement of faculty, students, and alumni.
SCHOOL OF BEHAVIORAL HEALTH
The Department of Social Work and Social Ecology operates under the administrative structure of the
University's School of Behavioral Health (SBH). Under the auspices of the SBH, the essential concern of
both faculty and students is the quest for meaning. Because this quest is served by knowledge, graduate
students achieve both broad and detailed mastery of their area of study and participate with the faculty in
the processes by which knowledge is augmented. The SBH attempts to create an environment favorable to
the pursuit of knowledge and meaning through the following objectives:
1. Making available to graduate students who wish to study in a Seventh-day Adventist Christian
setting the education necessary for scholarly careers in the behavioral health professions;
2. Encouraging development of independent judgment, mastery of research techniques, and
scholarly communication; and
3. Relating intellectual achievement to the service of humanity..
Loma Linda University MSW Program Student Handbook 2022-2023 Page 4
FACULTY AND STAFF DIRECTORY
FACULTY
Beverly J. Buckles, DSW
Professor of Social Work and Social Ecology
Department Chairperson
Email: [email protected]
(909) 379-7572
Kelly Baek, PhD, MSW
Assistant Professor of Social Work and Social Ecology
Email: [email protected]
(909) 379-7583
Christi Bell, MSW, LCSE
Assistant Professor of Social Work and Social Ecology
Email: cebell@llu.edu
(909) 379-7582
Monte Butler, PhD, MSW
Professor of Social Work and Social Ecology
Email: mdbutler@llu.edu
(909) 379-7584
Loma Linda University MSW Program Student Handbook 2022-2023 Page 5
Kimberly Freeman, PhD, MSW
Professor of Social Work and Social Ecology
Executive Associate Chairperson
Program Director: MSW Program
Email: [email protected]u
(909) 379-7589
Talolo Lepale, LCSW
Assistant Professor of Social Work and Social Ecology
Director of Field Education
Email: [email protected]
(909) 379-7581
Qais Alemi, PhD, MPH, MBA
Associate Professor of Social Work and Social Ecology
Email: [email protected]u
(909) 379-7592
Susanne Montgomery, PhD
Professor of Social Work and Social Ecology
Director of Research, Behavioral Health Institute
Email: smontgomer[email protected]
(909) 379-7580
Larry Ortiz, PhD, MSW
Professor of Social Work and Social Ecology
Program Director: Social Policy and Social Research
Program Director: Doctor of Social Work
Email: l[email protected]
(909) 379-7585
Loma Linda University MSW Program Student Handbook 2022-2023 Page 6
CONTRACT FACULTY
Jamie Banducci, MSW, LCSW*
Kirsten Cathell, MSW, LCSW
Vanessa Cortez, MSW, LCSW
Kasey David, MSW, LCSW*
Neil Driscoll, MSW, LCSW
Danielle Huntsman, MSW, LCSW
Veronica Kelley, DSW, LCSW
Kristen Miller, MSW, LCSW
Martha Parra, MSW, LCSW
Liliana Sanchez, MSW, LCSW*
Kristen Slagter, MSW, LCSW *
Georgina Yoshioka Mora, DSW, LCSW
* Field Faculty
EMERITUS FACULTY
Terrence Forrester, MSW, LCSW
Dianna Simon, PhD, LCSW
Ignatius Yacoub, PhD
Loma Linda University MSW Program Student Handbook 2022-2023 Page 7
OFFICE HOURS
8:00 a.m. - 4:30 p.m. Monday-Thursday
8:00 a.m. - 2:00 p.m. Friday
Faculty Office Hours as Posted
STAFF
Field Practicum Assistant
Doctoral Program Assistant
Coordinates Special Events
Facilities Management
Doreen Flores
Administrative Assistant
Room 115
Email: doflores@llu.edu
(909) 379-7572
Course Evaluations
Faculty Class Support
Library Liaison
Course Materials
Student Database
Coordinates Special Events
Phi Alpha Honor Society
Loma Linda University MSW Program Student Handbook 2022-2023 Page 8
THE MASTER OF SOCIAL WORK
MISSION STATEMENT
The mission of the MSW Program at LLU is to provide graduate level education that prepares competent,
ethical, and compassionate social work professionals who possess the knowledge, values, attitudes, and
skills necessary for a life dedicated to whole person care in advanced practice and leadership in
behavioral health institutions and agencies.
PROGRAM GOALS
1. Instill in graduates the knowledge, ethics, values, and skills expected of professional social workers.
2. Prepare students for advanced practice with diverse populations and the advancement of social and
economic justice in local, national, and international communities.
3. Equip students to integrate research and practice for advancing the profession of social work.
4. Prepare advanced social work practitioners for work in behavioral health institutions and agencies.
5. Transition students into professional roles with a commitment to life-long-learning.
PROGRAM CORE COMPETENCIES AND MEASURED BEHAVIORS
Generalist Practice Competency Descriptions and Component Behaviors
Competency 1:Demonstrate Ethical and Professional Behavior
Social workers understand the value base of the profession and its ethical standards, as well as relevant
laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers
understand frameworks of ethical decision-making and how to apply principles of critical thinking to
those frameworks in practice, research, and policy arenas. Social workers recognize personal values and
the distinction between personal and professional values. They also understand how their personal
experiences and affective reactions influence their professional judgment and behavior. Social workers
understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social
workers also understand the role of other professions when engaged in inter-professional teams. Social
workers recognize the importance of life-long learning and are committed to continually updating their
skills to ensure they are relevant and effective. Social workers also understand emerging forms of
technology and the ethical use of technology in social work practice.
Generalist Practice Component Behaviors
1. Makes 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.
2. Uses reflection and self-regulation to manage personal values and maintain professionalism in
practice situations.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 9
3. Demonstrates professional demeanor in behavior appearance and oral, written, and electronic
communication.
4. Uses technology ethically and appropriately to facilitate practice outcomes.
5. Uses supervision and consultation to guide professional judgment and behavior. 
Competency 2: Engage Diversity and Difference in Practice 
Social workers understand how diversity and difference characterize and shape the human experience and
are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality
of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity,
gender, gender identity and expression, immigration status, marital status, political ideology, race,
religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as
a consequence of difference, a person’s life experiences may include oppression, poverty,
marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand
the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s
structures and values, including social, economic, political, and cultural exclusions, may oppress,
marginalize, alienate, or create privilege and power.
Generalist Practice Component Behaviors
1. Applies and communicates understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels.
2. Presents themselves as learners and engage clients and constituencies as experts of their own
experiences.
3. Applies 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
Social workers understand that every person regardless of position in society has fundamental human
rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social
workers understand the global interconnections of oppression and human rights violations, and are
knowledgeable about theories of human need and social justice and strategies to promote social and
economic justice and human rights. Social workers understand strategies designed to eliminate oppressive
structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that
civil, political, environmental, economic, social, and cultural human rights are protected.
Generalist Practice Component Behaviors
1. Applies their understanding of social, economic, and environmental justice to advocate for human
rights at the individual and system levels.
2. Engages in practices that advance social, economic, and environmental justice. 
Competency 4: Engage in Practice-Informed Research and Research-Informed Practice 
Social workers understand quantitative and qualitative research methods and their respective roles in
advancing a science of social work and in evaluating their practice. Social workers know the principles of
logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social
workers understand that evidence that informs practice derives from multidisciplinary sources and
multiple ways of knowing. They also understand the processes for translating research findings into
effective practice.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 10
Generalist Practice Component Behaviors
1. Uses practice experience and theory to inform scientific inquiry and research.
2. Applies critical thinking to engage in analysis of quantitative and qualitative research methods and
research findings.
3. Uses and translate research evidence to inform and improve practice, policy, and service delivery. 
Competency 5: Engage in Policy Practice 
Social workers understand that human rights and social justice, as well as social welfare and services, are
mediated by policy and its implementation at the federal, state, and local levels. Social workers
understand the history and current structures of social policies and services, the role of policy in service
delivery, and the role of practice in policy development. Social workers understand their role in policy
development and implementation within their practice settings at the micro, mezzo, and macro levels and
they actively engage in policy practice to effect change within those settings. Social workers recognize
and understand the historical, social, cultural, economic, organizational, environmental, and global
influences that affect social policy. They are also knowledgeable about policy formulation, analysis,
implementation, and evaluation.
Generalist Practice Level Behaviors
1. Identifies social policy at the local, state, and federal level that impacts well-being, service delivery,
and access to social services. 
2. Assesses how social welfare and economic policies impact the delivery of and access to social
services.
3. Applies 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 
Social workers understand that engagement is an ongoing component of the dynamic and interactive
process of social work practice with, and on behalf of, diverse individuals, families, groups,
organizations, and communities. Social workers value the importance of human relationships. Social
workers understand theories of human behavior and the social environment, and critically evaluate and
apply this knowledge to facilitate engagement with clients and constituencies, including individuals,
families, groups, organizations, and communities. Social workers understand strategies to engage diverse
clients and constituencies to advance practice effectiveness. Social workers understand how their personal
experiences and affective reactions may impact their ability to effectively engage with diverse clients and
constituencies. Social workers value principles of relationship-building and inter-professional
collaboration to facilitate engagement with clients, constituencies, and other professionals as appropriate.
Generalist Practice Component Behaviors
1. Applies knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies.
2. Uses empathy, reflection, and interpersonal skills to effectively engage diverse clients and
constituencies. 
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities 
Social workers understand that assessment is an ongoing component of the dynamic and interactive
process of social work practice with, and on behalf of, diverse individuals, families, groups,
organizations, and communities. Social workers understand theories of human behavior and the social
environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and
constituencies, including individuals, families, groups, organizations, and communities. Social workers
Loma Linda University MSW Program Student Handbook 2022-2023 Page 11
understand methods of assessment with diverse clients and constituencies to advance practice
effectiveness. Social workers recognize the implications of the larger practice context in the assessment
process and value the importance of inter-professional collaboration in this process. Social workers
understand how their personal experiences and affective reactions may affect their assessment and
decision-making.
Generalist Practice Component Behaviors
1. Collects and organize data, and apply critical thinking to interpret information from clients and
constituencies.
2. Applies 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.
3. Develops mutually agreed-on intervention goals and objectives based on the critical assessment of
strengths, needs, and challenges within clients and constituencies.
4. Selects 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 
Social workers understand that intervention is an ongoing component of the dynamic and interactive
process of social work practice with, and on behalf of, diverse individuals, families, groups,
organizations, and communities. Social workers are knowledgeable about evidence-informed
interventions to achieve the goals of clients and constituencies, including individuals, families, groups,
organizations, and communities. Social workers understand theories of human behavior and the social
environment, and critically evaluate and apply this knowledge to effectively intervene with clients and
constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-
informed interventions to achieve client and constituency goals. Social workers value the importance of
inter-professional teamwork and communication in interventions, recognizing that beneficial outcomes
may require interdisciplinary, inter-professional, and inter-organizational collaboration.
Generalist Practice Component Behaviors
1. Critically chooses and implements interventions to achieve practice goals and enhance capacities of
clients and constituencies.
2. Applies knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in interventions with clients and constituencies.
3. Uses inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
4. Negotiates, mediates, and advocates with, and on behalf of, diverse clients and constituencies.
5. Facilitates effective transitions and endings that advance mutually agreed-on goals. 
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities 
Social workers understand that evaluation is an ongoing component of the dynamic and interactive
process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations
and communities. Social workers recognize the importance of evaluating processes and outcomes to
advance practice, policy, and service delivery effectiveness. Social workers understand theories of human
behavior and the social environment, and critically evaluate and apply this knowledge in evaluating
outcomes. Social workers understand qualitative and quantitative methods for evaluating outcomes and
practice effectiveness.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 12
Generalist Practice Component Behaviors
1. Selects and uses appropriate methods for evaluation of outcomes. 
2. Applies knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the evaluation of outcomes. 
3. Critically analyzes, monitors, and evaluates intervention and program processes and outcomes.
4. Applies evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.
Clinical Practice Competency Descriptions and Component Behaviors
Competency 1:Demonstrate Ethical and Professional Behavior
Students within the clinical practice specialization gain an in-depth understanding of ethical and legal
issues and professional decision-making required when addressing complex situations and consumer
needs. Specifically, focus is placed on the nature of clinical responsibility when working with more
severe and persist conditions and illnesses, including consumer self-determination and consent to
treatment, consumer dependencies, and the risk of engaging in biased recommendations and distributive
justice to accelerate consumer choices or alleviate personal frustration when clinical progress lags or is
not present. As such, attention is also given to understanding the ethical responsibility for advocacy for
advanced diagnostics and extended care as part of the delivery of competent services without regard to the
consumer’s diversity of economic status.
In addition, students gain an understanding of the situations that are likely to bring litigation and/or
sanctions within professional social work practice, including but not limited to the statutes and judicial
decisions that govern consumer confidentiality versus public protection, the requirements of mandated
reporting, and the responsibility for referral to appropriate services and follow-up. The scope of
professional behaviors needed for professional accountability are also enhanced to include the ability to
use self-reflection to improve practice skills, to increase understanding of personal biases, and to create
awareness of potential boundary conflicts. Other required professional behaviors include the ability to
tolerate ambiguity, to ethically use technology, and to professionally communicate both orally and in
writing. Finally, student will demonstrate professional judgement and ethical reasoning related to clinical
decision making including the appropriate use of supervision and consultation.
Clinical Practice Component Behaviors
1. Makes 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 issues of clinical practice.
2. Uses reflection and self-regulation to manage personal values and maintain professionalism in clinical
practice situations.
3. Demonstrates professional demeanor in behavior; appearance; and oral, written and electronic
communication within clinical practice settings.
4. Uses technology ethically and appropriately to facilitate clinical practice outcomes.
5. Uses supervision and consultation to guide professional clinical judgment and behavior.
6. Recognizes and tolerates ambiguity in resolving ethical conflicts specific to clinical practice.
7. Applies strategies of ethical reasoning to arrive at principled decisions related to clinical practice.
8. Discusses complex ethical issues in both written and oral communication.
9. Manages workload, prioritizes work assignments, and appropriately uses organizational resources.
10. Recognizes and manages personal biases as they affect professional and therapeutic relationships.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 13
Competency 2: Engage Diversity and Difference in Practice 
The clinical practice specialization requires students to examine traditional and contemporary theories of
diversity from a critical perspective that includes intersectionality. Further, using a cultural humility
framework for engaging diverse populations at all levels of practice, as along with policy and research,
students must demonstrate the ability to apply the concepts learned to clinical practice situations. This
includes the recognition of consumers and constituencies as experts of their own experiences and the need
for students to present themselves as learners. Students are also expected to build self-awareness and self-
regulation and to grow beyond the influence of personal biases and values in order to work more
effectively with, and on behalf of, diverse consumers and constituencies. This framework requires
students to apply appropriate clinical engagement, assessment and interventions – including prevention
strategies – that are relevant and sensitive to the needs and characteristics of specific target populations
being served.
Clinical Practice Level Behaviors
1. Applies and communicates understanding of the importance of diversity and difference in shaping life
experiences in clinical practice at the micro, mezzo, and macro levels.
2. Presents themselves as learners and engages clients and constituencies as experts of their own
experiences including the use of cultural humility and intersectionality.
3. Applies self-awareness and self-regulation to manage the influence of personal biases and values in
working with diverse clients and constituencies within clinical settings.
4. Applies appropriate clinical engagement, assessment and interventions – including prevention strategies
– which are relevant and sensitive to the needs and characteristics of specific target populations.
Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice
The clinical practice specialization integrates the knowledge and skills required for working with
populations-at-risk through examination of the rationales and assumptions of available treatment
approaches and the relevance of these approaches for working with specific groups and presenting
problems. In so doing, students explore the therapeutic impact of differential interventions on the
functioning of individuals or groups as predicated by special needs and issues. Grounding this exploration
is an integration of advanced theories and treatment modalities with emphasis placed on solidifying
students' skills for working with consumer populations presenting multidimensional considerations for
diagnosis and treatment. Students must consider the issues of oppression and discrimination that may
influence delaying or withholding treatment in various situations and with various populations. Central to
these discussions is the role of social work practitioners working in interdisciplinary settings to guide the
assessment, selection, and application of intervention modalities that promote the equitable treatment of
all persons. This emphasis prepares students to understand their responsibilities as clinical social workers
to anticipate and respond to the social, political, and other environmental factors changing the nature and
availability of services.
Clinical Practice Level Behaviors
1. Applies their understanding of social, economic, and environmental justice to advocate for human
rights at the individual and system levels.
2. Engages in clinical practices that advance social, economic, and environmental justice.
3. Identifies the forms, mechanisms and interconnections of oppression and discrimination and is
knowledgeable about theories of justice and strategies to promote human and civil rights.
4. Uses knowledge of the effects of oppression, discrimination, and historical trauma on client and client
systems to guide treatment planning and intervention.
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Competency 4: Engage in Practice-Informed Research and Research-Informed Practice 
Within the clinical practice specialization students advance their research knowledge through the
examination and application of a broad spectrum of research methods used in professional clinical
practice settings at the micro, mezzo, and macro levels of practice (i.e., single-subject design, quality
assurance, and program evaluation). At each of these levels, attention is given to preparing students to
work with increasing federal and state requirements for demonstrating intervention effectiveness, with the
ultimate goal of improving service delivery. This framework requires students to demonstrate an
understanding of valid and reliable clinical assessment tools, interventions, program outcomes for
different groups, practice levels, relevant policies, and the importance of context. Further, students must
demonstrate critical thinking when applying quantitative and qualitative research methods to clinical
practice and when integrating clinical practice experience and theory into scientific inquiry and research.
Clinical Practice Level Behaviors
1. Uses clinical practice experience and theory to inform scientific inquiry and research.
2. Applies critical thinking to engage in analysis of quantitative and qualitative research methods and
research findings related to clinical practice.
3. Uses and translates research evidence to inform, improve, and evaluate clinical practice, policy, and
service delivery.
4. Demonstrates knowledge of valid and reliable clinical assessment tools, interventions and program
outcomes for different groups, practice levels and contexts.
5. Uses the evidence-based practice process in clinical assessment and intervention with clients.
Competency 5: Engage in Policy Practice 
Policy practice is an essential component of being a professional social worker. As such, students must
demonstrate an understanding of the knowledge and skills needed for (a) collaborating with colleagues
and consumers for effective policy action, (b) advocating at multiple levels for behavioral health parity
and the reduction of health disparities for diverse populations, and (c) communicating with stakeholders,
including organizations and consumers, the implications of polices and policy change at all practice
levels. Further, students are required to understand and apply the theoretical perspectives that emerge
from classic organization theories, traditional systems theories, behavioral theories, as well as more
contemporary frameworks as essential components effecting strategies for changes and effective practice
in publicly funded services. A key focus of this integrated knowledge base is on vulnerable, oppressed,
and disenfranchised populations. Subsequently, students must understand the integration of content on
human diversity, social and economic justice, and populations-at-risk as they pertain to policy practice
and be able to evaluate ethical issues inherent in decision-making around the distribution of resources and
the delivery and management of clinical services. Finally, as a part of their maturing, students are
expected to demonstrate increasing levels of self-awareness, self-monitoring, and the type of professional
comportment considered necessary to assume the roles, responsibilities, and tasks required of clinical
social work professionals.
Clinical Practice Level Behaviors
1. Identifies social policy at the local, state, and federal level that impacts well-being, service delivery,
and access to clinical services.
2. Assesses how social welfare and economic policies impact the delivery of and access to clinical
services.
3. Applies critical thinking to analyze, formulate, and advocate for policies that advance human rights
and social, economic, and environmental justice.
4. Collaborates with colleagues and clients for effective policy action.
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5. Advocates at multiple levels for mental health parity and reduction of health disparities for diverse
populations.
6. Communicates to stakeholders, including organizations and consumers, the implications of policies
and policy change at the micro, mezzo, and macro levels.
Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities 
Effective social work clinical practice requires an interactive and reciprocal processes of therapeutic
engagement when working with individuals, families, groups, organizations, and communities. Within
this context, students are required to demonstrate their ability to apply theoretical frameworks in the
engagement with consumers and constituencies in clinical practice settings. As such, students must
demonstrate the necessary engagement skills including empathy, authenticity, flexibility, and active
listening as tools to enhance the therapeutic relationship. Expanding on these skills, students must also
demonstrate more advanced clinical engagement skills such as providing hope, building mutual trust and
respect for diversity, and recognition and use of the strengths and resources that individuals or groups
bring to the therapeutic process. Students must also understand the importance of utilizing non-
pathologizing interventions that are resiliency- and recovery-oriented and promote self-care. In achieving
these skills, students must demonstrate intrapersonal characteristics such as a genuine interest in others,
the ability to engage in honest self-reflection, and an awareness of biases and countertransference.
Students must also be able to create a working relationship with consumers and/or constituencies that
allows for consumer participation and self-determination in goal setting and goal attainment as additional
methods for promoting positive clinical outcomes.
Clinical Practice Level Behaviors
1. Applies knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies within clinical
practice settings.
2. Uses empathy, reflection, and interpersonal skills to effectively engage diverse clients and
constituencies within clinical practice settings.
3. Skillfully and respectfully establishes working relationships with clients and community partners in
accord with social work values, and utilizes those relationships in forging goals and positive clinical
outcomes.
4. Establishes a relationally based process that encourages clients to be partners in the development of
treatment goals and expected outcomes.
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities 
The ability to conduct an assessment that accurately depicts the individual, family, group, organization or
community is an essential social work skill. This includes the use of reliable and valid multidimensional
and multicultural clinical assessment methods that take into consideration readiness for change, coping
skills, and strengths that can improve adaption to life situations. Within this context, students must
demonstrate an advanced ability to integrate theory, assessment data, and practice experience to create a
complete understanding of the presenting problem or issue. In cases where a clinical diagnosis is required,
students must show accuracy in their use of the DSM-5 and take a culturally sensitive approach to
differential diagnoses. Based on the assessment results, knowledge of research, and in consultation with
the consumer or constituencies, students must demonstrate the ability to develop mutually agreed-on
evidence-based clinical interventions.
Clinical Practice Level Behaviors
1. Collects and organizes data, and applies critical thinking to interpret information from clients and
constituencies within clinical settings.
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2. Applies knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the analysis of clinical assessment data from clients and
constituencies.
3. Develops mutually agreed-on clinical intervention goals and objectives based on the critical
assessment of strengths, needs, and challenges within clients and constituencies.
4. Selects appropriate clinical intervention strategies based on the assessment, research knowledge, and
values and preferences of clients and constituencies.
5. Applies reliable and valid multidimensional and multicultural clinical assessment methods.
6. Assesses client’s readiness for change.
7. Assesses client’s coping and strengths to reinforce and improve adaption to life situations,
circumstances, and events.
8. Uses a culturally sensitive approach to differential diagnoses.
Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities 
The clinical practice specialization requires that students use evidence-informed intervention and
prevention approaches that take into account research evidence regarding the presenting problems or
issues, the clinical experience of the providers, and the consumers’ values and preferences. This approach
allows for adaption of clinical treatment and prevention models to be more relevant to the target
populations while maintaining fidelity to research tested protocols. Students are also required to
demonstrate knowledge and application of theoretical frameworks that guide clinical practice, use inter-
professional collaboration as appropriate to achieve clinical practice outcomes, and advocate on behalf of
diverse consumers and constituencies. Students must also demonstrate the appropriate selection and use
of clinical techniques for a range of presenting concerns identified in the assessment, including crisis
intervention and resiliency- and trauma informed care, as these issues are often overlooked or
misdiagnosed. Finally, students must demonstrate the knowledge and ability to effectively manage
transitions and treatment endings within clinical settings.
Clinical Practice Level Behaviors
1. Critically chooses and implements clinical interventions that achieve practice goals and enhance
capacities of clients and constituencies.
2. Applies knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in clinical interventions with clients and constituencies.
3. Uses inter-professional collaboration as appropriate to achieve beneficial clinical practice outcomes.
4. Negotiates, mediates, and advocates with, and on behalf of, diverse clients and constituencies.
5. Facilitates clinically effective transitions and endings that advance mutually agreed-on goals.
6. Seeks-out, critiques and applies evidence-based clinical prevention, intervention, and/or
recovery/wellness programs.
7. Adapts clinical treatment and prevention models (while maintaining fidelity to research tested
protocols) relevant to the target populations.
8. Demonstrates the appropriate selection and use of clinical techniques for a range of presenting
concerns identified in the assessment, including crisis intervention and resiliency informed care (i.e.,
trauma informed care).
Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities 
Within the clinical practice specialization, students are required to use reliable and valid methods to
critically analyze, monitor, and evaluate interventions and outcomes, and to use this information to
improve social work practice at the micro, mezzo, and macro levels. As part of this students must
demonstrate the ability to identify and selectively apply relevant theory/ies, diagnostic and treatment
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criteria, intervening policy and organizations factors affecting service delivery, as well as the possible
influence of differential human factors (including environmental biases related to human diversity) that
may affect access and continuity of care, and subsequently the accuracy of clinical outcomes.
Clinical Practice Level Behaviors
1. Selects and uses appropriate methods for conducting clinical evaluation and outcomes.
2. Applies knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the evaluation of clinical outcomes.
3. Critically analyzes, monitors, and evaluates clinical interventions and program processes and
outcomes.
4. Applies evaluation findings to improve clinical practice effectiveness at the micro, mezzo, and macro
levels.
5. Consistently employs reliable and valid methods for monitoring and evaluating clinical practice
interventions and use of the results to improve social work policy and practice.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 18
ADMISSION PROCEDURES AND PROCESSES
NON-DISCRIMINATION IN ADMISSIONS
As representatives of the University, the School of Behavioral Health, Department of Social Work and
Social Ecology, and the MSW Program, there are expectations of students, faculty, and staff in the areas
of conduct and behavior while they on campus or involved in Program, Department, School, or
University activities. Following University policies, the School, Department, and Program do not
discriminate on the basis of age, race, ethnicity, disability and ability, potentially stigmatizing health
conditions (e.g., obesity), gender, gender identity and expression, sexual orientation, economic status,
marital status, tribal sovereign status, immigration status, political ideology, nor religion/spiritualty. The
enrollment of students in School programs is not conditioned on political or sexual orientation; in these
areas the school’s policy is directed towards conduct or disruptive behavior, not orientation. In support of
this position, we expect our students, faculty, and staff to demonstrate unwavering respect for the
diversity of others and interact with integrity, never forgetting the standards that guide professional
actions. Further, we expect all programs, through their faculty, to develop competent, compassionate,
ethical professionals who possess the knowledge, skills, and values necessary for a life dedicated to
service to all those in need regardless of their lifestyles.
APPLICATION PROCEDURE
Potential MSW applicants may receive general admissions information from the School of Behavioral
Health Office of Admissions. Applicants should direct requests for specific information about the MSW
Program to the Department of Social Work and Social Ecology's Admissions Office. Applicants must
submit a completed application, including a personal statement, application fee, all college and/or
university transcripts, and three letters of recommendation (including at least one from an academic
source, one from a work or previous practicum supervisor, and a final recommendation from another
professional—not a family member or friend). Applications must be completed online. The School of
Behavioral Health Office of Admissions informs all applicants when their files are complete or if
additional information is required. The Department's Admissions Office reviews all completed applicant
files and then coordinates contacting all qualified candidates for an admission interview. A description of
LLU’s admission policies can be found on the LLU Admission Policies and Information web page.
ADMISSIONS DECISION MAKING
Graduate social work education programs are accountable to the profession to prepare individuals for
competent, compassionate, and ethical practice. This charge carries with it a responsibility for what is
known as "gate keeping," or the process of selecting, admitting, progressing, and graduating individuals
who are suitable for participating in and advancing professional social work practice. In support of this
view, the courts consider graduate professional education a privilege and not a constitutional or property
right.
Admission into the MSW Program is based upon an evaluation of an applicant's suitability for
professional social work practice and their potential for successful completion of required coursework. As
such, this screening includes an evaluation of an applicant's fit with social work values and their academic
Loma Linda University MSW Program Student Handbook 2022-2023 Page 19
potential as measured through the School of Behavioral Health and Department of Social Work and
Social Ecology’s criteria for admission.
ADMISSIONS CRITERIA
Admission requirements for both the main campus and online MSW Programs are the same. However,
preference for the online MSW program option is given to individuals who are working full-time or have
a geographic distance of approximately 25 miles from the campus.
Admission requirements include the following:
1. A four-year baccalaureate degree from an accredited college or university.
2. The MSW curriculum is built on a liberal arts perspective. Individual applicants whose undergraduate
degree does not reflect this perspective may be asked to enroll in additional courses.
3. Applicants must submit a completed application, including a personal statement; application fee; all
college and/or university transcripts; and at least three letters of recommendation—preferably one of
which is from an academic source and one from a work supervisor. All students who are working full
time must also submit a letter from their agency director acknowledging support in completing the
practicum and educational requirements of the M.S.W. program and must commit to at least one full
weekday of practicum each week.
4. Applicants must meet the minimum academic and professional compatibility criteria established by
the Program. These criteria include:
• A cumulative undergraduate grade point average (GPA) of 3.0 or above (on a 4.0 scale).
Applicants with lower grade point averages will be considered if the last 45-quarter credits (30
semester units) of non-field practica coursework show significant improvement or if applicants
have additional attributes that demonstrate preparedness and an appropriate fit for graduate social
work education. Supplemental attributes such as work and volunteer experiences must be verified
by employer/supervisor statements on official agency stationery. Further consideration will also
be given to individuals who provide evidence of additional graduate coursework, certifications,
and/or training that illustrate preliminary preparation for a career in social work. Students who are
admitted to the Social Work Program with a cumulative GPA below 3.0 may be required to
participate in individualized academic assessments and a targeted learning assistance program.
• Demonstration, through the application and interview processes, of compatibility with the
profession of social work, ability to develop and nurture interpersonal relationships,
communication skills, self-awareness, professional comportment, critical thinking skills, fit with
the mission and values of LLU and the Department of Social Work and Social Ecology, and the
capacity to successfully complete the MSW curriculum.
ADMISSION CLASSIFICATIONS
Regular Status: Granted to applicants who meet admission criteria.
Denied Status: Given to applicants who do not meet admission criteria.
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NOTIFICATION OF ACCEPTANCE
The Department's Admissions Committee forwards recommendations of regular or denied status to the
Dean of the School of Behavioral Health for confirmation. All applicants are notified by the Dean's office
of their admissions status. Accepted applicants are required to use the University’s Online Confirmation
System to acknowledge their intention to enroll in the Program. This final step helps to assure that
registration documents are in order when students are ready to enroll in courses.
TRANSFER CREDITS
Transfer students who have taken courses in an MSW Program accredited by the Council on Social Work
Education may transfer up to 20% of the 78 units required for the MSW degree at LLU. The 20% transfer
of units is limited to credits THAT HAVE NOT ALREADY BEEN APPLIED TO A DEGREE and for
which a B (3.0 on a 4.0 scale) or better has been recorded. In order to perserve the unique character of
degrees from LLU, the combination of transfer credits and advanced standing must not exceed 40% of the
didactic coursework at LLU as specified in the University Catalog, which excludes internships, practice,
clinical experiences, research and courses in religion. Transfer credit may not reduce the total unit
requirement below 40 units for a single- major master’s degree program. Evaluation of all courses are
conducted on a case-by-case basis where course outlines, transcripts, and course catalog entries are
reviewed to assure adequate equivalency. The Academic Standards Committee evaluates these
equivalencies. If approved, the student initiates an academic variance which receives final approval from
the dean. Note: The grades of courses transferred do not calculate into a student’s earned GPA
acquired while matriculating through the program at LLU.
Limited advanced standing may be given to individuals with a master's degree for equivalent courses
taken that apply to another degree in the areas of research methods and statistics if the content and area of
study demonstrates appropriate compatibility with competencies required for professional social work and
behavioral health. These requests are assessed by the Academic Standards Committee to meet the
equivalency requirements previously described.
Professional (field) practica grades/credits are not typically transferable—review is made on a case-by-
case basis. Rare instances have occurred where employment transfer by the student or partner required the
student to end their MSW education at another institution. Part of the generalist practicum may be
considered for transfer if appropriate documentation regarding the student’s performance is provided,
including informed consent by the student for the Director of Field Education to discuss with the former
field instructor, the student’s practicum performance. No academic credit is given for life experience
and/or previous work experience for any part for the MSW Program (i.e., professional [field] practicum,
courses in the professional foundation, or advanced curricula).
All LLU University and SBH transfer credit policies also apply.
DEFERRED ENROLLMENT
Once admitted, students may request up to one year of deferred enrollment. Contact the School of
Behavioral Health Dean's Office for additional guidance in this area.
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RE-ENTRANCE
A student who discontinues their studies in the MSW Program must comply with University policies
regarding re-entrance. As such, the University requires that they meet the entrance requirements effective
at the time of re-entrance, unless a leave of absence was previously granted. Fees are required for re-
entrance applications. Supplementary documents may also be required.
CHANGE OF PROGRAM OR DEGREE
Students should refer to the University Catalog for information regarding transfer to a different degree
program.
CONCURRENT ADMISSION
Applicants may not be admitted to a School of Behavioral Health program while admitted to another
program at this University or elsewhere. Combined-degree programs are exempt from this policy.
Non-Degree Status: The MSW Program makes limited use of the non-degree status. This status is given
to students who wish to enroll in graduate courses for personal or professional benefit but who are not
seeking graduate degrees. Such applicants complete a special application form with the Program. Non-
degree students are permitted only 12 units of study. Individuals who have been denied admission are not
eligible for consideration of non-degree status.
Audit: Requests for the auditing of courses are reviewed on a case-by-case basis by the Program Director
in consultation with the course instructor. Students auditing a course are required to pay half the normal
tuition and to agree to attend at least 80% of course lectures.
INTERNATIONAL STUDENTS
For admission policies, English competency requirements, and information pertaining to international
students and exchange visitors (including visas and student aid), please refer to the University Catalog.
Inquiries may also be forwarded to the University’s International Student Services Office.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 22
MSW PROGRAM REQUIREMENTS
CURRICULUM OVERVIEW
The 78-unit curriculum of the MSW Program provides the mix of academic, experiential, and research
experiences essential for MSW students. Students must maintain a grade point average of at least a 3.0 (or
a letter grade of B on a 4.0 scale) and meet the knowledge, skill, and professional performance
competencies outlined by the Program in order to remain in regular standing toward degree completion.
Because the MSW degree prepares graduates for direct practice with the public, course grades should
meet the minimum B (3.0 on a 4.0 scale) standard, which by University policy indicates satisfactory
performance. Courses in which a student earns a grade below a B (3.0 on a 4.0 scale) must be repeated.
The Program begins with the generalist content (first year courses) common to all graduate social work
education. The generalist practice curriculum is grounded in the liberal arts and the person-in-
environment framework. Within this framework, students learn to promote social well-being, and build on
the strength and resiliency of all human beings through a range of prevention and intervention practice
methods when working with diverse individuals, families, groups, organizations, and communities.
Integrated within the curriculum, students learn to apply ethical principles, critical thinking, and research-
informed practice at the micro, mezzo, and macro levels while also maintaining emphasis on diversity,
advocacy for human rights, and social and economic justice.
The clinical practice specialization builds on the strengths-based and ecological practice perspective of
the generalist curriculum by extending, expanding, and enhancing students’ ability to effectively engage
in advanced clinical practice. This requires the integration of generalist and clinical practice theories and
intervention methods as applied with individuals, families, groups, organizations, and communities.
Theoretical perspectives include empowerment, strengths approach, attachment, child development, risk
and resiliency, trauma, cognitive neuroscience, family systems, cognitive, behavior, and psychodynamic;
all of which are enhanced by the person-in-the-environment perspective. These theoretical underpinnings
support student skill acquisition and development through the clinical specialization courses with a firm
grounding in engagement, diagnostic assessment, problem solving, social policy, and evidenced informed
treatment approaches. Students’ clinical practice experiences also attends to the needs and rights of all
persons to promote social and economic justice. Clinical students also learn to be alert to and understand
the importance of continuous self-reflection and practice evaluation.
PROFESSIONAL PRACTICA
Professional practica experiences (Field Practica) are regarded as integral parts of the MSW Program
because these offer students’ opportunities to integrate and apply theoretical and research knowledge with
social work practice and intervention skills in institutional or agency settings. Practica are designed (and
selected) to provide maximum learning opportunities under the supervision of a qualified field supervisor.
As such, experiences are patterned to build upon one another, presenting the increasing challenges present
in the continuum of generalist to advanced social work practice. Students complete 1,080 hours of field
work in a qualified setting and 120 hours of concurrent integrated seminar for a total of 1200 hours.
Students begin with SOWK 578 Field Orientation. This class reviews with students the administrative
processes and general requirements of the professional (field) practicum experience and requirements for
both the first and second year practica. Further, there is a review of the TEVERA software program that
Loma Linda University MSW Program Student Handbook 2022-2023 Page 23
both students and field supervisors are to use in completing various field forms (see LLU MSW Field
Practicum Manual for further details).
Emphasis during the Generalist Practice Consultation SOWK 757 ABC (requiring 480 hours of practicum
and 60 hours of seminar) is placed on achieving generalist social work knowledge, values, and skills,
including developing rapport with agency personnel and clients, acquiring interviewing skills, and
obtaining beginning-level psychosocial assessment and intervention capabilities. The content of the
concurrent seminar further supports this perspective as it provides students with opportunities to integrate
their practicum experiences with their developing professional identity.
The Clinical Practice Consultation SOWK 787 ABC (requiring 600 hours of practicum and 60 hours of
seminar) reflect advanced clinical practice and provide the depth and breadth of learning opportunities
that underpin the acquisition of advanced practice capabilities. More specifically, clinical practica
experiences are expected to promote increased insight and understanding of agency and/or client systems
by building on the generalist skills achieved during the first year of study.
RESEARCH
The MSW Program includes completion of course work in applied research. An individually authored
thesis option is also available for students meeting program criteria. These study options aim to develop
knowledge for the advancement of social work practice and provide guided experiences in the conduct of
research applicable to a variety of professional and academic settings. Guidelines for these options are
provided by the student’s academic advisor.
SPECIALIZATION IN CLINICAL PRACTICE
The specialization in clinical practice requires mastery of advanced practice roles, modes of intervention,
and methods used in behavioral health settings (see Appendix A for a full description). Required study
includes the integration of clinical practice theories, diagnostic assessments, problem-solving skills and
techniques, spiritual integration; as well as the impact of policy upon the availability of treatment,
treatment modalities, and expectation of outcomes. Students’ experiences and knowledge are expanded
through the selection of practicum sites and selectives concerning special population and problem areas.
These include, but are not limited to, children at risk, geriatric issues, mental disorders, substance abuse,
health care, and family conflict. The integration of cultural diversity as a factor guiding the analysis and
intervention with clinical populations is incorporated into the totality of the specialization.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 24
CENTRAL ACADEMIC REQUIREMENTS AND PROCESSES
MSW ADVANCEMENT GPA
The MSW Advancement GPA provides an initial predictor used for gatekeeping. The first 4 units
completed toward the MSW degree, including units acquired during non-matriculation, must be
completed with a GPA of 3.0. Students who fail to achieve at this level may be dismissed from the
Program. Students receive orientation to the process and requirements of the MSW Advancement GPA
during the student orientation conducted prior to the fall quarter or before their first quarter of
registration.
QUALIFYING REVIEW
Once generalist course work and practicum are completed, students are required to pass the Program's
Qualifying Review which is given during the summer. The intent of this process is to:
• determine the degree to which students can conceptualize and demonstrate the integration of
generalist practice;
• assist faculty and students in assessment of strengths and areas for improvement;
• provide feedback in core knowledge and skills;
• foster an environment of self-evaluation; and
• encourage heightened participation in individualized academic development.
A specific orientation is held to explain the expectations, format, and scheduling of the Qualifying
Review process. The results of this review help both the student and faculty to develop learning
objectives for the advanced clinical practice year. A passing score for the exam is 36 out of 48. Students
who fail the Qualifying Review are notified in writing and are required to take SOWK 595: Professional
Development (please note that this course in not covered by financial aid unless you enroll and maintain
enrollment in 4 or more financial aid eligible units during the quarter in which you take SOWK 595),
AND must then retake and obtain a passing score on the Qualifying Review. Students who do not pass the
Qualifying Review on the second attempt must meet with the MSW Program Director to develop an
individualized plan which may include extended practicum hours, repeated coursework in areas requiring
further development, and/or personal mentoring by an assigned faculty.
WHOLENESS PORTFOLIO
All students complete an online wholeness portfolio assignment during the SOWK 757ABC Generalist
Practice Consultation and 787ABC Clinical Practice Consultation.. The wholeness portfolio assignment is
used to assist students in developing an understanding of the importance of maintaining balance in all
areas of life including (a) physical, (b) intellectual, (c) emotional, (d) relational, (d) cultural, and (e)
spiritual dimensions. It is based on the Loma Linda University’s definition of wholeness as stated below.
"Wholeness means the lifelong, harmonious development of the physical, intellectual, emotional,
relational, cultural, and spiritual dimensions of a person's life, unified through a loving relationship with
God and expressed in generous service to others."
As part of this assignment, students are required to define the assigned wholeness variable of focus;
produce three tracking statements; and one summary entry each quarter. Journal entries are required to be
thoughtful, personal, and deeply reflective. This process is designed to enhance personal and professional
growth and development throughout the program.
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PROGRAM OPTIONS (FULL- AND PART-TIME MAIN CAMPUS; 3-YEAR ONLINE)
Alternative time options for completing the program have been designed to address the varying needs of
students. As such, the Program offers a full-time two-year main campus option, a three-year part-time
main campus option, a three-year part-time online option, and a four-year part-time main campus or
online option.
All program requirements for the online cohort are the same as those required for the on-campus cohorts
for the three-year part-time option. Please note that all practicums, regardless of program option, are
conducted in-person. A separate application portal has been created for the online cohort.
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PROGRAM OF STUDY
CORE FIRST YEAR COURSES
(Required of all students)
RELR 540 Wholeness and Health (3)
SOWK 510 Diversity Theory in Practice and Research* (3)
SOWK 513 Human Behavior in a Culturally Diverse Environment* (4)
SOWK 514 Social Welfare History and Policy* (4)
SOWK 517 Practice I: Individuals* (4)
SOWK 518 Practice II: Groups* (3)
SOWK 519 Practice III: Organizations and Communities* (3)
SOWK 520 Practice IV: Families (3)
SOWK 548 Research Methods* (5)
SOWK 574 Practice V: Administration (3)
SOWK 578 Field Orientation (0)
SOWK 585 Legal and Ethical Aspects in Health and Behavioral Health Services (3)
SOWK 757 ABC Generalist Practice Consultation 480+60
Students complete three generalist practicum classes during the academic year, which includes taking
SOWK 757 ABC. Each class requires 160 hours of practicum and 20 hours of seminar. Students take
SOWK 757 concurrently with the generalist practice curriculum. In special circumstances and with
approval from the Field Education Committee, eligible students may be allowed to complete 757 ABC as
a block placement following the completion of all the general practice curriculum classes. To be eligible
for this option, students must also be in good academic and behavioral standing. Professional practicum
and seminar hours are not calculated into degree units. Students pay program fees for generalist
practicum units instead of tuition.
(*Indicates courses eligible for transfer by students with a Baccalaureate Social Work (BSW) degree
awarded within the last five years from a CSWE-accredited university.)
QUALIFYING REVIEW
(Required of all students following the completion of generalist practice courses and SOWK 757 ABC)
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CORE SECOND YEAR COURSES
SOWK 613 DSM: Diagnosis Within the Context of Diversity and Difference (4)
SOWK 617 Global Practice (3)
SOWK 647 Integrated Behavioral Health (2)
SOWK 648 Co-Occurring Processes and Interventions (3)
SOWK 661 Psychodynamic Therapies (4)
SOWK 662 Behavioral and Cognitive Therapies (4)
SOWK 663 Crisis and Trauma Interventions (3)
SOWK 675 Supervision (3)
SOWK 681 Behavioral Health Policies and Services (2)
SOWK 695A Advanced Research Methods * (2)
SOWK 695B Advanced Research Methods * (2)
SOWK 695C Advanced Research Methods * (2)
*Thesis option is available for students meeting program criteria.
SOWK 787A, B, C Clinical Practice Consultation 600+60
Students complete three clinical practicum classes during the academic year which includes taking
SOWK 787 ABC. Each class requires 200 hours of practicum and 20 hours of seminar. Clinical
practicum and seminar hours are not calculated into degree units. Students pay program fees for clinical
practicum units instead of tuition.
Wholeness Portfolio Assignment (Completed by all students during SOWK 757 ABC and SOWK 787
ABC)
Loma Linda University MSW Program Student Handbook 2022-2023 Page 28
PROGRAM SELECTIVES
Complementary selective courses provide students with broad exposure to advanced practice in
behavioral health through examination of related concerns and issues of population groups and problem
areas. All students are required to take six units of selectives.
Students may take one 2-unit selective outside of the Department (within the School only). Students
choosing to take a selective outside of the Department must have their selection approved prior to
enrolling to assure it supports the MSW competencies.
Students choose 6 units of selectives that support their areas of interest. Students choose selectives from
the following categories:
Population Groups
GERO 515 Diversity and Aging (3)
GERO 654 Therapeutic Interventions with Older Adults (3)
MFAM 644 Child Abuse and Family Violence (3)
SOWK 550 Clinical Interventions with Service Members, Veterans, and their Families (2)
SOWK 651 Medical Social Work (2)
SOWK 653 Child Welfare Practice (2)
SOWK 658 Children’s Psychotherapy (2)
Problem Areas
BHCJ 550 Fundamentals of Dialectical Behavior Therapy (2)
CRMJ 519 Expert Testimony: Procedure and Practice (2)
CRMJ 520 Restorative Justice (3)
MFAM 665 Structural Family Therapy (2)
SOWK 584 Special Topics in Social Work (2)
SOWK 659 Recovery in Behavioral Health (2)
SOWK 679 Advanced Professional Projects (2)
SOWK 684 Advanced Policy Project** (2)
Note: See Appendix B for a complete listing of course descriptions. Students wishing to take courses that
are not included in the above list of approved selectives must obtain an academic variance by submitting a
Petition for Academic Variance to the Program’s Academic Standards Committee prior to enrolling in the
course. As not all selective courses are taught each academic year, students should review the advisement
guides in Appendix C for a complete listing of courses offered during the current academic year.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 29
BSW ADVANCED STANDING
Students who have earned a BSW degree from a CSWE-accredited program
1
within the past five years
have the opportunity of removing areas of redundancy in their education through consideration for
Advanced Standing. To be considered an Advanced Standing student you must have graduated from a
CSWE accredited program within the last 5-years and must have received a minimum grade of B (3.0
on 4.0 scale) in all BSW field practicum coursework. In their personal statement, which is part of the
application for admission to the MSW Program, BSW degree students can request Advanced Standing
status and thus have the opportunity to complete their MSW in 12 months
2
,
3
. Students completing the
Advanced Standing track MUST BEGIN THE MSW PROGRAM DURING THE SUMMER QUARTER
prior to their advanced academic year, which requires individuals to submit all components of their
application packet by January 15
th
of the enrollment year (exceptions to this date will be reviewed on a
case-by-case basis). Additionally, students MUST OBTAIN A GRADE OF B OR BETTER IN ALL
BSW EQUIVALENT COURSES TO BE WAIVED* (see course list below). Advanced Standing
students enrolling as part of the summer cohort receive a tuition waiver of $12,500 (distributed
throughout the year) upon successful completion of their first quarter. Information on tuition waivers is
updated annually.
The specific foundation courses eligible for Advanced Standing transfer are:
COURSES ELIGIBLE TO BE WAIVED FOR BSW ADVANCED STANDING STUDENTS
Course Number
Name Hours
Units
SOWK 510
Diversity Theory in Practice and Research
3
SOWK 513
Human Behavior in a Culturally Diverse Environment
4
SOWK 514
Social Welfare History and Policy
4
SOWK 517
Practice I: Individuals
4
SOWK 518
Practice II: Groups
3
SOWK 519
Practice III: Organization and Communities
3
SOWK 548
Research Methods
5
Selective
2
SOWK 757ABC
Generalist Case Consultation280/40 hours
TOTAL 280/40 hours
28 Units
*Effective 1995 the State of California, Board of Behavioral Sciences requires that all MSW students complete coursework
in families. This regulation prohibits students with BSW degrees from transferring the equivalent of this course.
Eligible waiver courses must meet the School of Behavioral Health minimum requirement of a B or
better. In cases where students do not receive the minimum grade requirement of a B (3.0 on a 4.0
scale) and report that their BSW grades do not accurately reflect their mastery of knowledge, or
there is disagreement with the depth and breadth equivalency to a specific MSW course, students
may choose to take a comprehensive examination. A description of this process is provided below.
1
Advanced Standing in the MSW Program is awarded only to students who have earned a baccalaureate social work degree from a program
accredited by CSWE, including the International Social Work Degree Recognition and Evaluation Services*, or covered under a memorandum of
understanding with international social work accreditors.
2
Students completing the online MSW Program option are able to vary in approved BSW classes meeting the grade requirement and apply for field
advanced standing but will not be able to complete the MSW Program within the 12-month time period. Only a two-year adjusted schedule option
is available for this Program option.
3
Advanced Standing students may also elect to complete the MSW Program on a part-time basis over two years typically six academic terms (unless
the student also chooses to attend summer school).
Loma Linda University MSW Program Student Handbook 2022-2023 Page 30
ADDITIONAL COURSES ELIGIBLE TO BE WAIVED FOR BSW ADVANCED STANDING
STUDENTS
Students awarded Advanced Standing status may in some cases transfer an additional 6 units of MSW
specific coursework based on course equivalency in regards to depth and breadth of content. Eligible
courses and the transfer requirements and approval process are described below.
ADDITIONAL ELIGIBLE WAIVED COURSES FOR BSW ADVANCED STANDING STUDENTS
Course Number
Name Hours
Units
SOWK 574
Practice V: Administration
3
SOWK 585
Legal and Ethical Aspects of Health and Behavioral Health Services
3
TOTAL
6 Units
To apply for additional course waivers, students submit to the Academic Standards Committee an
academic variance form listing each additional course being requested for waiver in the MSW Program
prior to their first quarter of enrollment. A syllabus clearly indicating that it was in use at the time the
student completed the course must be provided for each course being reviewed.
ADVANCED STANDING STRUCTURE AND PROCESSES
Students receiving Advanced Standing are required to enroll in Integrative Generalist Practice and
Seminar (SOWK 678). This experience provides students with a bridge from their undergraduate social
work education into the second year of the MSW Program. In this course, emphasis is placed on
reviewing the knowledge, values, and skills of generalist social work practice, and then defining
additional competencies required for advanced practice. This concurrent field and class format assists
faculty and students in identifying and addressing individualized needs for further development, including
application of professional ethics and judgment, use of self, and self-awareness. At the completion of
SOWK 678, students formulate learning objectives for their advanced year of study.
Following the completion of SOWK 678, Advance Standing students, like all other MSW students who
have completed the generalist curriculum, are required to take a Qualifying Review to assess their
generalist practice competencies. If a successful score (36 out of 48) is not obtained, students are required
to take a two-unit Professional Development (SOWK 595) course designed to strengthen identified areas
of weakness and must then retake and obtain a passing score on the Qualifying Review. Students who fail
the Qualifying Review on the second attempt must meet with the MSW Program Director to develop an
individualized learning plan. The content of the individualized learning plan is typically integrated into
the Clinical Practicum and may require the completion of additional practicum hours and/or in the most
serious situations the completion of additional coursework, which may include taking a course that was
previously considered waiver eligible as part of the baccalaureate social work content. Advanced
Standing students are informed of this possibility in the MSW Student Handbook. This process ensures
that regardless of how students enter or progress through the MSW Program, all (including Advanced
Standing students) must demonstrate the practice competencies expected of all MSW students at the time
of degree completion.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 31
COMPREHENSIVE EXAMINATION PROCESS
Students who received grades in their BSW curriculum that do not meet the minimum requirement of a B
(3.0 on a 4.0 scale) have the option of taking course waiver exams. Course waiver exams must be taken
and passed with a score of 83% or better prior to the term the course is offered during the academic year.
Students who choose not to attempt a course waiver exam(s), or who fail to receive a passing score(s), are
informed that it is unlikely (and usually unadvisable) that they will be able to complete the MSW degree
in 12 months, and will likely need to complete the program over two years on a part-time (typically six
quarters unless the student also chooses to attend summer school). Students are provided with academic
advisement reflective of the final number of courses approved for transfer.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 32
GENERAL ORIENTATION
PROGRAM ORIENTATION
The MSW Program has developed a number of orientations to assist students in their transition into the
University, School of Behavioral Health, and MSW Program. Each of these orientations provides students
with clarification of essential policies, procedures, and requirements that are fundamental to a successful
academic experience. As such, each of these is considered mandatory. NO EXCEPTIONS.
GENERAL ORIENTATION
All students are required to attend the new student orientation provided prior to beginning course work
in the Program. This one-day orientation includes the University, School, as well as the Department of
Social Work and Social Ecology. Individuals who do not attend may have their entrance to the MSW
Program deferred to the following year. For students enrolled starting in the winter, spring, or summer
sessions, special arrangements will be made to provide an orientation to them.
FIELD ORIENTATION
All first-year field students and Practicum Advanced Standing students are required to attend field
orientation (SOWK 578). Individuals who do not attend may have their status changed to part-time or
may have their entrance deferred to the following academic year. As in the case of general orientation,
special arrangement will be made for students entering during the winter, spring, or summer sessions.
GENERAL REGISTRATION
Once registration for a term is open, the student must verify with her/his academic advisor a planned
schedule for the academic year by signing the Curriculum Planning Form
4
. This document acts as a
contract between the student and the Department of Social Work and Social Ecology. If the student wants
to deviate from the approved schedule, it is their responsibility to contact the academic advisor prior to
registering for any courses that are not listed on Curriculum Planning Form. It is noted that students on
block registration are not required to complete the Curriculum Planning Form as their courses are
automatically added to the registration portal. All students must register on the dates designated in the
University calendar. A $200 late fee is assessed if registration is not completed on the designated dates.
Students may not attend class without being registered. Registration is not complete until financial
arrangements have been cleared with Student Finance and a completed registration form filed with the
Office of University Records. Students may not register once the last day to add a course is past. In rare
exceptions where there are extenuating circumstances, students who miss the last day to register may
petition to the Dean of the School and the Assistant to the Vice Chancellor for Student Affairs. If granted
permission they can be reinstated with a $300 fee.
Note: Students having problems with registration (i.e., inability to clear academic holds or add/drop
needed courses) should immediately report these problems to their academic advisor.
4
Block registration is provided for individuals participating in the online MSW Program option. Only classes appearing in your registration portal
may be taken. Students must still complete the registration process by the dates designated or pay a late fee (see above).
Loma Linda University MSW Program Student Handbook 2022-2023 Page 33
STUDENT LOAD LIMITS
At LLU a full-time program of study is typically 8-15 units per quarter. Students wanting to take loads
that exceed 15 units must petition the Academic Standards Committee.
ADD/DROP
Should it become necessary to add, drop, or withdraw from a course, the student wishing to do so may do
this Online from their student Registration Portal https://ssweb.llu.edu/studentlogin. Students on Block
registration must complete and submit an Add/Drop Registration Form via email to Doreen
Flores doflores@llu.edu. The Add/Drop registration form is available on the student registration portal in
the “Forms” section. Add/Drop Forms must be submitted through LLU student email accounts. Forms
received by non-LLU accounts are not accepted. Change of registration, as in the case of adds/drops, and
withdrawals from courses, are never processed over the phone or by a surrogate representative appointed
by the student (e.g., family member, friend, classmate, or department staff). Rather, all processing
concerning a student's academic record must be handled by the student.
DIRECTED STUDY
Directed study is provided ONLY for the student with an academic record illustrating exceptional
scholarship and having adequate time to complete the study. A student wishing to take directed study
should submit a detailed outline of the specific area of study to the Program’s Academic Standards
Committee for approval prior to the quarter in which the study is to be conducted. The Academic
Standards Committee will then consider the request. The Committee does not usually look with ready
approval on requests for independent study since department selectives have been designed to provide
breadth and depth to the advanced curriculum. In cases where committee approval has been obtained, the
Committee will appoint a professor with whom the student is then to arrange the directed study. A
decision to grant a directed study request depends upon the merit of the directed study proposal and the
student's academic standing.
To register for the Independent Study, the student must initiate the electronic form online which can be
located at: https://home.llu.edu/academics/registrar-records#forms. This must be done at the
beginning of the registration period for the quarter in which the course is to be taken. The student must
login and then locate the form on the University Portal’s main page, under the Portlet titled “Student
Forms” and subtitled “Electronic Forms.” The student will then submit the form by engaging in an
electronic process online. Please direct questions about the electronic form process to the Senior
Administrative Assistant, Department of Social Work and Social Ecology; or the Assistant Dean for
Academic Affairs, School of Behavioral Health.
INCOMPLETE
In the School of Behavioral Health, an incomplete (I) is given only in cases of documented emergencies
where the student has completed 80% of the course requirements including 80% of class attendance. A
Petition to Receive Incomplete form must be initiated online by the student and approved by both the
Department Chairperson and the Dean of the School of Behavioral Health. Further, the student needs to
talk with each instructor to have a thorough understanding of assignments necessary to be completed in
order to have the I grade removed. Additional documentation may be required for approval of the form,
such documentation can be submitted to the Senior Administrative Assistant, prior to the last day of finals
Loma Linda University MSW Program Student Handbook 2022-2023 Page 34
week. Incompletes must be made up no later than the beginning of the regular examination week
scheduled for the following term.
Instructions for initiating the form online
1. Go to http://myllu.llu.edu/index.php, login using your LLU student login credentials and then locate
the form on the University Portal’s main page, under the Portlet titled Student Forms.
2. Submit the form by engaging in the electronic process. Direct questions about the electronic form
process to the Senior Administrative Assistant, Social Work and Social Ecology; or the Assistant
Dean for Academic Affairs, School of Behavioral Health.
IN PROGRESS
In Progress indicates that the course has a duration of more than a single term and will be completed by
the student no later than the final term of the course, not to exceed five quarters for independent study and
research courses (original quarter of registration plus four additional quarters). The student's final grade
will be reported on the instructor's grade report at the end of the term in which the course is completed. If
the course work is not completed within the five-quarter time limit, a grade of U will be given.
REGISTRATION RECORDS
Students are responsible for checking their registration to ensure that each class is correct and follows the
course schedule outlined by their academic advisor. Students are also responsible for accurately tracking
their advancement through their degree program. University Records and the School of Behavioral
Health, by way of the Department, provide transcript audits and degree check sheets for all students.
Students should take advantage of faculty advisement to assist them in this process. Occasionally,
however, errors do occur. In this event, it is the responsibility of the student to immediately bring the
problem to the attention of the Department, as well as immediately respond to the Department requests
for correction of an inaccurate registration. Students that do not attend to assuring that all registrations are
accurate and their degree program is on track will be responsible for any additional costs associated with
correcting the error and may experience a delayed graduation date.
ACADEMIC RESIDENCE AS CONTINUOUS REGISTRATION
University policy provides that students are required to meet the matriculation requirements of the
particular degree program in which they are enrolled. In the MSW Program, matriculation is defined as
continuous registration beginning with the first quarter of enrollment through advancement to candidacy
to the awarding of the degree. The MSW Program's policy of continuous registration also incorporates
summer quarters for part-time students as a means of dispersing the course load across the calendar year.
This requirement of continuous registration is supported by University policies for graduate study. This
requirement does not preclude, however, the provision of arrangements to accommodate special
circumstances. Students not registered for new courses and paying tuition are assessed a continuous
registration fee.
Graduate students are considered to be in full-time residence if registered for at least 8 units. Although 8-
15 units are typical in many programs, full-time MSW students register for 12 of more units each quarter.
This has been factored into the financial aid needs of MSW students; however, students are individually
Loma Linda University MSW Program Student Handbook 2022-2023 Page 35
encouraged to verify with the University's Office of Financial Aid that the additional unit requirements of
the MSW Program have been considered in the development of their individual financial aid packages.
TIME LIMIT
Both three-year and four-year MSW Program options have been developed to assist individuals with work
and family obligations that prevent them from attending school in the two-year full-time option. Beyond
this, the MSW Program defers to the School of Behavioral Health policy, which allows a total of five
years from admission to the conferring of the Master's Degree. Some consideration may be given to a
short extension of time if recommended by the MSW Program, and in the Dean's opinion, such is merited.
EXTRAMURAL STUDY
Students need to understand that core courses are taken through the Department of Social Work and
Social Ecology on a campus of the University or online. University policy does not allow students to be
enrolled in more than one program simultaneously unless programs have been structured as dual degree
programs.
LEAVE OF ABSENCE
Withdrawal from the MSW Program for a quarter or longer must be preceded by a written request for
leave of absence. This request is submitted to the MSW Program’s Academic Standards Committee
indicating the reason and the length of time needed to be out of the MSW Program. Once approved by the
Academic Standards Committee the student must complete the electronic Leave of Absence form that
requires additional approval from the Department Chairperson and Dean. The electronic form is located
on the myllu.llu.edu website. One year is the maximum leave time granted. Stipulations for re-entry are
given to the student in writing (see also LLU MSW Field Practicum Manual for policies affecting Field
Practica).
ADMINISTRATIVE WITHDRAWAL
Students who fail to arrange for a leave of absence and continuing registration may be administratively
withdrawn from their program and the School of Behavioral Health after two quarters of registration
inactivity. Students who have been administratively withdrawn from their program and the School of
Behavioral Health are required to reapply for admission and are subject to the requirements in effect at
the time of readmission.
WITHDRAWAL
Formal withdrawal begins with the Department of Social Work and Social Ecology, followed by the
School of Behavioral Health’s Office of Records, and finally at the Office of University Records. An
online form is provided for this purpose which is located on the myllu.llu.edu website.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 36
GRADE REQUIREMENTS/SCHOLASTIC STANDING
Graduate students are expected to maintain consistently high levels of performance. Because the MSW
degree prepares graduates for direct practice with the public, course grades should meet the minimum B
(3.0 on a 4.0 scale) standard, which by University policy indicates satisfactory performance. Courses in
which a student earns a grade below a B (3.0 on a 4.0 scale) need to be repeated (or may not apply to the
degree).
The Department and School receive grade reports indicating the academic standing of all students in order
to determine the eligibility of students for advancement and the impact of grades on students who are
receiving stipend awards (see Academic and Professional Probation Policies).
The following values are assigned for calculation of the grade point average per unit of enrollment:
A 4.0 93-100% C 2.0 73-76%
A- 3.7 90-92% C- 1.7 70-72%
B+ 3.3 87-89% D+ 1.3 67-69%
B 3.0 83-86% D 1.0 63-66%
B- 2.7 80-82% F 0.0 <63%
C+ 2.3 77-79%
The student who believes that there has been an unjust grade for an assignment or course, may file a grade
appeal as outlined in the Student Grievance Procedure found in the Loma Linda University Student
Handbook and in the University catalog.
The next set of designations is used to identify student status. These designations are not used to indicate
credit:
AU
Audit
I
Incomplete (used in cases of emergency when 80% of coursework is completed)
IP
In Progress (for courses which cross term boundaries)
S
Satisfactory (used in pass-fail courses, does not affect GPA)
U
Unsatisfactory (does not affect GPA)
W
Withdraw (given from two weeks before final examinations begin)
Loma Linda University MSW Program Student Handbook 2022-2023 Page 37
ACADEMIC ADVISEMENT
All students accepted into the MSW Program are assigned a faculty advisor to provide academic
advisement and professional mentoring. The advisement process includes the development of an annual
academic plan that students are required to follow for class registration. They are provided with a copy of
their academic plan which is signed (or email confirmed) by both the student and faculty advisor.
Students must notify, prior to registration, their advisor if they need to change the previously approved
advisement plan. Changing a class schedule without prior notification and approval can have a significant
impact on the student’s ability to graduate on time and could also result in disciplinary action. Students
are expected to consult with their academic advisor prior to registration each quarter.
ADVANCEMENT THROUGH THE PROGRAMS
Student advancement through the MSW Program is tracked by the School of Behavioral Health using
standardized recording/report forms. These forms are listed below. Students should check with the School
of Behavioral Health Records Office for the due dates. These dates are also listed in the annual University
calendar.
Form A
Petition for Admission to Candidacy
Grad Petition
Petition for Graduation
Form D
Statement of Completion of Requirements for Degree
Form (DCCS)
Diploma Clearance Check Sheet
Students should pay close attention to the deadlines for filing each of these forms (see Appendix D). An
oversight in any one of these may affect their registration and potentially delay graduation.
GRADUATION ATTENDANCE
Candidates for graduate degrees taken on the Loma Linda campus are expected to attend graduation
events and to receive their diplomas in person. Consent for a degree to be conferred in absentia is
contingent on the recommendation of the Dean to the President and can only be granted by the President.
ACADEMIC PROBATION
The School of Behavioral Health’s policy regarding students whose overall grade point average falls
below a 3.0 will be placed on academic probation. Students who are on academic probation and fail to
make a 3.0 for the next quarter may be required to repeat course work or be dismissed from school.
PROFESSIONAL PROBATION
If a student has substantial and/or unresolved behaviors that affect their ability to complete course and/or
practicum requirements of the MSW Program, or seriously impact their interactions with faculty, staff,
students, agency representatives, and/or clients, will either be placed on probation or will incur other
sanctions as deemed appropriate by the Academic Standards Committee (also see LLU MSW Program
Professional Performance Policy). This could include dismissal from their respective program.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 38
REPEATING A COURSE
A student wishing to improve their grade once grades have been posted for a course must repeat the
course. When repeating a course, the student must attend class and laboratory sessions as ordinarily
required and take all regularly scheduled examinations. Both the original and the repeat grades will
appear on the student's permanent record, but only the repeat grade is computed in the GPA and included
in the total units earned. A student may repeat a course only once, and no more than two courses may
be repeated within the program curriculum. Students exceeding these limits may be dismissed from
the program.
COURSE GRADES
Regardless of degree program, all course grades must meet the minimum B (3.0) standard, which by
University policy indicates satisfactory performance. Some SBH programs require a higher minimum
course and grade point average. Students in these programs must maintain the higher-grade point average
to continue in regular standing.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 39
GENERAL PROGRAM INFORMATION
ACADEMIC DISHONESTY
SBH adheres to the University Standards of Academic Conduct and related definitions (see Standards of
Academic Conduct). As such, students in the school are expected to be committed to the practice of
honesty and to uphold the standards of professional and personal conduct, including behaviors and
attitudes that are consistent with University values.
Students who do not adhere to these standards of academic conduct shall be subject to discipline for any
form of academic dishonesty—including, but not limited to the following
examples of serious breaches of integrity: falsifying reports, records, and the results of research; cheating,
including copying from another's examination or allowing another to copy from one’s own work; giving
or receiving unpermitted aid on class work or take-home tests; and plagiarism— representing as one's
own work the work of others, without giving credit (e.g., course assignments, agency materials,
unpublished manuscripts, etc.); direct and substantial quotations without proper citation; and self-
plagiarism (submitting previous course work in part or in whole without proper citation and/or permission
of the professor involved). (For appropriate citation guidelines please refer to the most recent edition of
the Publication Manual of the American Psychological Association.)
Other examples that may appear to be minor but that constitute misrepresentations of truth, and thus
indicate problems with academic integrity, include such actions as signing someone else’s name on an
attendance sheet (for a required class or meeting); or signing oneself in as present and then leaving.
It is the responsibility of all students to avoid both dishonest practices and the appearance of dishonesty.
In addition, students are expected to be accountable for their own conduct as well as to assume
responsibility for the professional behavior of their colleagues. Assuming responsibility for the
professional behavior of one’s colleagues means exemplifying integrity in oneself; encouraging
colleagues to be honest and responsible; and refusing to ignore or cover up breaches of integrity, as
previously listed.
Acts of academic dishonesty, including but not limited to those previously listed, may be cause for
dismissal from the school. In all incidents, both faculty and students are charged with the responsibility of
reporting instances of such behavior to the department chair for an investigation. Subsequently, the
department chair conducts a thorough and objective investigation, while also paying close attention to
confidentiality and limiting information to those “who need to know.”
Evidence of substantiated violations is provided to the dean (or designee) for further review of the
evidence negating or verifying academic dishonesty and determination of the disciplinary action if
applicable. The minimum disciplinary actions to be taken include: (first offense) a failing grade on the
assignment or the equivalent; (second offense) a failure in the course or equivalent, without possibility of
withdrawal; (third offense) dismissal from the degree program and the University. (Under no
circumstances are faculty, or department chairs to independently review and determine the consequences
for academic dishonesty.)
REPORTING DISRUPTIVE OR DISHONEST BEHAVIOR
It is not always possible for instructors to be aware of everything that occurs in their classrooms. If
disruptive or dishonest behavior is observed, students should report the behavior to the instructor, MSW
Program Director, or the Department Chairperson. While anonymity will be preserved when the issue is
Loma Linda University MSW Program Student Handbook 2022-2023 Page 40
addressed, it may be necessary for such reports to include the identity of the reporting student depending
upon the severity of the behavior.
ASSIGNMENT STANDARDS
The MSW Program prepares student for professional practice. This preparation includes learning task
management. As such, assignments must be neat, well written, and unless otherwise instructed,
assignments should be word processed or typewritten and double-spaced following the American
Psychological Association (APA) standards. All assignments are to be turned in at the required deadline.
Late assignments will receive a 10% deduction. Subsequent grade reductions may also apply if late
assignments are not submitted within the designated time provided within the term. A proctoring fee of
$100 may be assessed for the rescheduling of exams.
ATTENDANCE POLICY
Attendance Policy: The Social Work Program is one of professional preparation and students are
expected to attend all class sessions; failure to do so will negatively impact the student’s grade. The
Program’s disposition regarding attendance reflects the need for students to actively participate in class
activities aimed at integrating course specific content as well as integration of knowledge from a range of
courses. The faculty are convinced that this cannot be accomplished through independent study alone.
In regards to classes that have an online component, all students are expected to maintain regular and
meaningful interactions on a weekly basis in all online and hybrid courses. Should a student fail to
participate substantively in the activities/assignments, including discussion boards as specified, they will
be marked absent and will be ineligible for the points associated with those activities/assignments.
Students in the Master of Social Work (MSW) Program who do not attend at least 80% of all scheduled
face-to-face classes will not receive a passing course grade nor be eligible for an incomplete grade. For
hybrid classes, students must attend and complete 80% of all weekly in-class sessions and discussion
boards to be eligible to receive a passing course grade or be eligible for an incomplete grade. Also, for
hybrid classes, weekly in-class attendance and discussion board participation must be completed within
the same week to receive attendance credit for the given week. For online only classes, students who
complete less than 80% of the scheduled synchronous class activities and/or, depending on the structure
of the course, fail to complete at least 80% of the online modules and discussion boards during the
designated timeframe, will not be eligible for an incomplete grade (see the LLU Student Handbook for
information regarding Incomplete [I] grades). Students who do not complete the minimum 80%
attendance requirement (regardless of class format) will be advised to withdraw from the course, and in
cases of non-communication with the instructor and program director will be dropped from the course
with subsequent notification to the Loma Linda University Financial Aid Representative.
The 20% allowance for class absences are to be used for illness, personal emergencies, jury duty, or work
responsibilities. Appropriate documentation should be provided. Students should give special attention to
arranging for child care and making voluntary personal appointments at times that do not conflict with
their responsibilities regarding class attendance.
Classes begin on the hour unless otherwise arranged. Students are required to be in the classroom and
seated by that time. Instructors have the right to refuse entry or reentry to any students who are tardy or
who take frequent and/or extended breaks from class. Early departures from classes are also not
acceptable. Tardiness, frequent and/or extended breaks, and early departures are all recorded as absences.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 41
All absences are factored into the course grade and may be substantial enough to affect the final course
grade; including assignment of an unsatisfactory or failing grade.
BACKGROUND CHECKS
In compliance with University Policy students are required to obtain a University approved background
check prior to beginning their classes and their field practicum.
Student background checks are completed online at the time of initial registration for classes. The MSW
Program is notified whenever a student fails to complete the background check or a “hit” registers on the
check.
Students are strongly encouraged to speak directly with the Director of Field Education should there be
prior convictions which could impact the ability to secure a field placement. Even with closed or
expunged records, a hit may sometimes appear on a background check which could impact field
placement.
Most field agencies also require a Live Scan background check on students prior to starting their
practicum placement. It is not legally permissible for background checks to be shared between the
University and practicum site. Consequently, almost all students will need to complete the background
check through both the University as well as the practicum site.
The University has approved the following vendor through which students may obtain background
checks: www.MyBackgroundCheck.com. For more information about background checks, please contact
the Department at (909) 379-7590.
PROGRAM FORUM
Students have an opportunity to meet informally with the Department Chairperson and/or MSW Program
Director on a quarterly basis (except during the summer and regular school vacations) to present and
discuss issues, needs, and concerns. Students should watch for announcements on student information
boards and their LLU email account. In addition, the Student Government provides an opportunity to
share ideas or concerns with the Chairperson and/or MSW Program Director.
CLASSROOM PARTICIPATION
Classroom participation in the professional environment of the MSW Program requires active and
cooperative learning and is a requirement of the MSW Program. Students who engage in passive or direct
behaviors to avoid participation in group and/or individual classroom learning activities, practice labs, or
course assignments will receive a failing grade for the course. Students’ classroom participation will be
evaluated by the following criteria:
• evidence that they have reflected upon and integrated material learned via readings, class, and
their own lives and professional experience;
• the degree to which their communication is clear, concise, and relevant to the issue under
discussion;
• professional collegial behavior, as exhibited by:
Loma Linda University MSW Program Student Handbook 2022-2023 Page 42
o arriving on time to class and remaining in class for the full session
o avoiding distractions/interruptions (e.g., side conversation, audible cell phones/beepers)
o collaborating to maintain focus by avoiding monopolizing (e.g., tangential comments, etc.)
o respectful dialogue that honors the right of individuals to hold and express different
viewpoints. In this way, all students will collaborate to create a safe and enriching learning
environment; and
• active participation and engagement with the professor and peers including but not limited to
classroom learning activities, practice labs, and course assignments.
STUDENTS WITH DISABILITIES
The University, School and the MSW Program support the integration of all qualified individuals into the
MSW Program and are committed to full compliance with all laws regarding equal opportunity for all
students with a disability. At LLU, students, faculty, deans or dean’s designee, department chairpersons,
and the Advisory Committee on Students with Disabilities all play a joint role in ensuring equal access to
campus facilities and programs.
For the MSW Program, the SBH Dean’s office is responsible for evaluating and maintaining all disability
records for students with disabilities. The Dean’s office arranges for determining eligibility for services
and based on an evaluation, provides verification of the disability which the student may use to acquire
needed accommodation for specific courses.
Students are required to request services or accommodations through the SBH Dean’s office.
Documentation of a disability is required. All information regarding a disability is considered
confidential. Students are responsible for making arrangements for accommodations by providing his or
her instructors with a letter from the Dean’s office requesting the approved accommodations. Faculty are
responsible for implementing accommodations as outlined in the Dean’s letter.
ELECTRONIC DEVICES IN THE CLASSROOM
Handheld devices, cell phones, pagers, and laptops are now essential to most lives. In order to minimize
the potential for disruption in the classroom, all cell phones must be kept on silent alert (vibration or
flash). If a call must be answered, it should be outside the classroom.
Students may use laptop computers or handheld devices in the classroom unless otherwise prohibited by
the instructor. Use of any electronic device in the classroom is only allowed to support the academic
objectives of the course. Students observed using electronic devices to play games or other non-class
related activities will be asked to leave the classroom and will be prohibited from bringing any device into
the classroom from that time forward.
FINANCIAL AID INFORMATION
Although it is the responsibility of students to plan for the financing of their academic program, the Office
of Financial Aid (located in the Student Services building) assists in the process by assessing students'
eligibility for financial assistance. Whereas, the majority of financial aid is in the form of loans, grants, or
work opportunities, the Office of Financial Aid also manages and distributes a limited number of
Loma Linda University MSW Program Student Handbook 2022-2023 Page 43
scholarships for eligible students. Staff are available to counsel students on the most appropriate and
available resources to meet individual needs. Students are urged to contact the office early to maximize
their eligibility and comply with application deadlines. (See also the LLU Student Handbook for
information about financial assistance and student finances.)
Federal Work-Study money provides for students an additional means of augmenting students' financial
aid. Eligibility for Work-Study is determined by the University's Office of Financial Aid following
federal guidelines for nondiscrimination.
In addition to Federal financial aid, the Department has a limited amount of funds to support students'
financial needs. To be eligible for these funds, students must meet two criteria: (a) proven financial need
(verification provided by the Office of Financial Aid), and (b) be in good academic and professional
standing with the Department, School, and University. See the School of Behavioral Health website for
additional information about scholarships at https://behavioralhealth.llu.edu/admissions/scholarships.
The University's Office of Diversity provides scholarship and loan programs designed to support
individuals with demonstrated need. Scholarship and loan programs have also been designed by alumni of
the University specifically for African American students. A comparable program is also available for
Hispanic students.
HEALTH SERVICES AND INSURANCE
Due to the nature and content of course work in the programs, all on-campus students are required to pay
for the University’s health insurance plan. The cost of this health insurance is incorporated in the
University’s enrollment fee that students pay each quarter. This service does not apply to fully online
program options as the enrollment fee is not charged. Please note that if you are an online student and
take an in-person course, you will be charged the enrollment fee.
PERSONAL THERAPY
The mental health benefits for students covered through student health insurance include up to nine free
sessions. Sessions provided beyond this have a $40 per session co-payment
5
. Students who require mental
health services beyond what the University’s health plan provides can be provided with a list of reduced
cost providers through the Student Counseling Center.
Students have two resources to obtain counseling through the Student Assistance Program which is
affiliated with LLU. The Student Counseling Center typically counsels students on a short-term basis
(i.e., up to nine sessions). For students wishing to receive more intensive long-term therapy, the
Psychiatric Medical Group provides such services.
The MSW Program supports students independently seeking and receiving personal therapy, and any
information about such is kept confidential.
There may be occasions where the MSW Program recommends that students receive personal therapy to
address issues that impinge on their success in the MSW Program (academic and/or professional).
5
This service does not apply to off-campus or online program options as the enrollment fee is not charge.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 44
Students are responsible to correct identified problems in order to help insure successful completion of
the MSW Program.
When students seek personal therapy, any individuals employed by the MSW Program (full- or part-time)
are never to provide this service.
HONOR SOCIETY
The Phi Alpha Honor Society is a nationally based honor society offering membership to qualified social
work students. The purposes of the society are to provide a closer bond among students of social work, to
promote academic excellence, and to promote humanitarian goals and ideals. Phi Alpha fosters high
standards of education for social workers and invites into membership, those who have attained
excellence in scholarship and achievement in social work. The Department of Social Work and Social
Ecology has had a Chapter of Phi Alpha since 2001. Students who maintain a minimum GPA of at least
3.5 over the course of one quarter (12 units of course work), are invited to apply for membership.
Students need to maintain a 3.5 average for ongoing membership. Chapter officers are elected from
among MSW students each spring and include (a) President, (b) Vice President, (c) Secretary, (d)
Treasurer and (e) Community Vice-President.
GATEKEEPING
The courts consider graduate professional education a privilege and not a constitutional or property right.
As such, professional graduate programs are provided with the authority to develop and carry out
educational programs in a manner best suited to prepare individuals to meet public and professional
expectations of practice competency. In keeping with this stance, graduate social work education
programs are accountable to the profession in preparing individuals for competent, compassionate, and
ethical practice. This charge carries with it responsibility of "gatekeeping," which is the process of
selecting, admitting, continuing, and graduating individuals who are considered suitable for participating
in and advancing professional social work practice. In support of this responsibility, the MSW Program
has developed its Academic and Professional Advancement Policy.
LATE ASSIGNMENTS
Papers/assignments not submitted to the professor on the designated due date will be reduced by 10% of
its possible value. Subsequent grade reductions may also apply if late assignments are not submitted
within the designated time provided within the term. Papers/assignments will be accepted up to and
including the last scheduled day of the quarter. Papers/assignments will not be accepted after this date.
Students with special circumstances have the responsibility of contacting their professors and the MSW
Program Director if modifications to the above policy are sought. All students are required to take
examinations at the times scheduled. Variations to accommodate personal circumstances must be
approved through petition to the Department's Academic Standards Committee and will be assessed a
proctoring fee of $100.
LICENSING INFORMATION
The LLU MSW Program helps students to develop core knowledge and skills necessary for subsequent
application of licensure (LCSW). Changes in licensing requirements may periodically result in the
Loma Linda University MSW Program Student Handbook 2022-2023 Page 45
revision and/or addition to the specialized continuing education topics required for independent
professional practice in California. For more information, contact:
Board of Behavioral Science
1021 O. Street
Sacramento, CA 95814
(213) 620-2814
http://www.bbs.ca.gov
PROFESSIONAL SOCIAL WORK ORGANIZATIONS
Students are encouraged to take part in the professional collaboration that occurs through the local
Chapter of the National Association of Social Workers (Region F-Inland Empire Unit) and the regional
unit of the National Association of Latino Social Workers. A portion of students' course fees from
professional (field) practicum provides students with NASW memberships and subsequent information
about national, state, and local issues and activities.
STUDENT GOVERNMENT
The MSW Program has an active Student Government. All students are encouraged to take part in this
organization. Students in the MSW Program are eligible to run for the following offices of the Student
Association: (a) President, (b) Vice President, (c) Treasurer, (d) Secretary, (e) Full-Time Representative,
(f) Part-Time Representative, and (g) Online Cohort Representative. First year MSW students are eligible
to run for First Year Representative during the fall quarter of their first year. In addition, students in the
MSW Program are provided opportunities to influence the formulation and modification of MSW
Program policies affecting academic and student affairs through a well-established Student Government
organization. The constitution for this group outlines the process of participation, including attendance at
general faculty meetings (by Student Government leadership) and the protocol for addressing questions
and/or concerns that arise regarding policies or programmatic issues.
STUDENT FILES
Student files are confidential. Students needing to view their file for any reason should make their
requests to the Department Chairperson or MSW Program Director.
STUDENT SAFETY
The University strives to provide a safe environment in which students can thrive in their professional
pursuits. Despite these efforts, students are advised to take a cautionary stance regarding their personal
safety. As such, students leaving classes, the library, or other University facilities after dark are
encouraged to obtain peer escorts to their vehicles. Individuals that find themselves without a walking
partner should not hesitate to call campus security to seek a late-night escort to vehicles.
Students are not permitted at any time to bring onto campus or into their field practicum firearms, knives,
or other objects which could endanger the lives of others.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 46
STUDENT WORKLOAD
Full-time students are strongly discouraged from being employed full-time while in the MSW Program;
some exceptions, however, are made in consultation with the academic advisor. Students whose workload
interferes with their academic performance may jeopardize their status and progress through the MSW
Program. Online students are required to have one full weekday (Monday through Friday) available for
field practicum.
TRANSPORTATION AND AUTOMOBILE INSURANCE
Transportation is required of all students. Students are responsible for having reliable transportation to
and from the field agency. Students who do not drive must present a plan for transportation to the
Director of Field Education for approval. Public transportation in California is NOT a viable option.
Attempts are made by the Director of Field Education and the field faculty to attempt to place students at
a reasonable distance from their home. When this is not possible, students can expect an average driving
time of 45 minutes to a field practicum site. Students must show proof of a valid California driver’s
license, automobile registration, and proof of automobile insurance. Students are to maintain their
automobile insurance coverage throughout the field practicum assignment. All costs associated with
automobile use and maintenance is the responsibility of the student.
TUITION, FEES, WAIVERS, AND FEDERAL WORK STUDY
Students can consult the University Student Handbook or contact the Office of Student Finance (909)
558-1000 (x 44520) for the current University tuition and fee schedule.
(Fees are subject to change and may not include all special charges.)
Tuition waiver amounts are reviewed annually and posted on the Social Work and Social Ecology
website. When awarded, the amount is distributed across the duration of attendance in the completion of
the MSW Program. For a schedule of distribution amounts please contact Sheri Ryder at [email protected]u.
Students must apply and qualify for Federal Work Study (FWS) under federal regulations to receive this
benefit. The current amount for eligible students (if approved and available) is $17.14/hr. for 480
generalist practice practicum hours and 600 advanced clinical practice practicum hours. No overtime
hours are permitted without written approval from the MSW Program Director. Individual tax rates apply,
as funds are received through payroll. LLUH hourly employees, students using their work site as a
practicum setting, and student in a paid practicum placement are not eligible for FWS. Once it is
determined students are eligible for Federal Work Study benefits, students are required to complete an
application and onboarding process through Human Resources. This process must be completed 6 weeks
prior to the start of practicum to prevent delays in payment. Please contact Doreen Flores at
[email protected] for assistance with the application and onboarding process.
University Student Services, Programs, and Policies
The University Office of Student Affairs has prepared a University Student Handbook. This online
handbook (which includes sections specific to each school) provides students with a wealth of facts about
the University, including its programs to promote balance in student life, student resources and services,
as well as detailed information concerning University policies and academic processes. All students are to
receive a link to the LLU Student Handbook when they register for their first quarter of classes. If
Loma Linda University MSW Program Student Handbook 2022-2023 Page 47
students do not receive theirs, they should do not hesitate to contact the School of Behavioral Health
Office of Admissions. Students wishing additional information concerning University-wide programs to
support students' spiritual life, housing, recreational facilities and activities, and campus-wide student
organizations should refer to the Loma Linda University Catalog, Section II, “About the University”
(2022-2023).
UNIVERSITY IDENTIFICATION (ID) BADGE REQUIREMENT
University ID badge must be worn in a visible location above the waist at all times while student is on
campus. This includes all LLUH facilities (e.g., Behavioral Health Institute, SBH Department of Social
Work and Social Ecology, San Bernardino campus).
VETERANS
Students eligible to have veteran benefits should seek information from the Office of University Records.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 48
ACADEMIC AND PROFESSIONAL ADVANCEMENT
OBJECTIVES OF THE POLICY
1. To develop objective criteria for assessing students’ academic and professional performance during
the completion of degree programs in the School of Behavioral Health.
2. To create a procedure that will allow for the timely and positive intervention with students identified
as experiencing problems which interfere with their progress through their degree programs.
3. To determine whether students have demonstrated the required level of achievement in academic and
professional performance to interact positively within multiple systems on behalf of present and
future consumers.
CRITERIA FOR ACADEMIC AND PROFESSIONAL PERFORMANCE
Graduate students are expected to maintain consistently high levels of achievement in two areas: (a)
academic performance in courses and professional practica/internships; and (b) professional performance
in University related interactions with faculty, staff, peers, and practicum/internship personnel and
clients/consumers. Performance in each of these areas is evaluated quarterly. Evaluation criteria for each
of these areas are delineated below:
ACADEMIC PERFORMANCE
1. Evaluation of students' academic performance in courses is based upon criteria as stated in course
syllabi. Grading for courses follows the University's established criteria for calculation of grades (see
also Grade Requirements).
2. Professional practicum/internship performance is also evaluated quarterly following the guidelines
outlined by each program in their respective practicum/internship manuals/handbooks. Grading for
professional practica/internships make use of the following designations:
Although these designations do not have an effect in calculating a GPA, a grade of "S" is
considered by the University equivalent to a grade of B (3.0 on a 4.0 scale) or higher.
Graduate students are expected to maintain a grade point average of 3.0 (B) in their course work and
professional practicum/internship performance and to pass all courses with a B or better (see course
repeat policy). Course and professional practicum/internship requirements that are identified as needing to
be repeated to improve a student's academic standing must be registered and paid for as new course
registrations. Tuition and fee rates for repeated requirements are paid at the rate in effect at the time
(quarter) repeated and not at the rate paid for the original registration. University policy does not allow a
program or faculty member to identify supplemental assignments or learning activities to address
S
Satisfactory (used in pass-fail courses, does not affect GPA)
U
Unsatisfactory (does not affect GPA)
IP
In Progress (for experiences that cross term boundaries)
Loma Linda University MSW Program Student Handbook 2022-2023 Page 49
unacceptable performance and then submit a grade change for a failed course or professional
practicum/internship experience.
PROFESSIONAL PERFORMANCE
Students' advancement in their degree program may be delayed or terminated for failure to meet
established professional performance criteria. The policies and practices in this area have been established
and are adhered to in order to protect the rights of students, the well-being of clients/consumers, the
reputation of practicum/internship sites, and the integrity of the degree program and the profession. The
following categories and subsequent lists of professional performance criteria represent reasons for delay
in a student's program advancement or full dismissal from an academic program in the School of
Behavioral Health. This is not, however, an exhaustive delineation. (See Disciplinary Actions.)
1. ADHERENCE TO PROFESSIONAL ETHICS
Graduate students in the School of Behavioral Health are required to conduct themselves according to
the Code of Ethics for their distinct profession. Violation of any part of their profession’s Code of
Ethics will be reason for disciplinary action and possible dismissal from their specific program. In
general, violations include, but not limited to the following behaviors:
a. Misconduct that involves clients/consumers on or off campus, or conduct that is potentially
dangerous to current or future clients/consumers.
b. Misconduct on or off campus directed toward other University students, faculty, or staff.
c. Legal or illegal behavior that violates the mission, processes, or academic or business functions of
the University and or the student’s degree program.
d. Forced or coerced sexual behavior.
e. Sexual activity with clients/consumers (or relatives or friends of clients/consumers) including, but
not limited to, sexual comments, dating, kissing, fondling, or sexual intercourse.
f. Physical actions directed at clients/consumers, students, faculty, or staff, such as hitting, spanking,
or slapping.
g. Physical or emotional threats directed toward clients/consumers, students, faculty, or staff.
h. The acceptance of gifts or money from clients/consumers that are not considered standard payment
for services received on behalf of the practicum agency. Students shall not ask for nor expect gifts
from clients/consumers.
i. Illegal or unethical behavior that limits or takes away clients'/consumers’ rights or results in
financial, material, or emotional loss for clients/consumers or gain for students.
j. Plagiarism and other forms of academic dishonesty.
2. INCOMPATIBILITY WITH INHERENT PROFESSIONAL VALUES UNDERPINNING BEHAVIORAL HEALTH
Students may be dismissed from their program of study if they demonstrate a persistent pattern of
incompatibility, inability or unwillingness to change concerning the core values, ethics and an overall
pattern of being un-teachable. This pattern may be demonstrated by:
a. Demonstrated resistance to learning and incorporating professional values, ethics, knowledge,
and skills (including refusal to participate in or failure to complete laboratory or learning
experiences).
b. The presence of subjective punitive or demoralizing actions toward others that stem from lack of
openness to the differential life circumstances of others or an externalized personal ideology.
c. An inability to develop tolerance for human differences.
d. Failure to accept and respect human diversity as measured through repeated incapacity to form
collegial and/or therapeutic relationships with individuals who have membership in one or more
Loma Linda University MSW Program Student Handbook 2022-2023 Page 50
special populations, the repeated use of pejorative labeling, and/or the direct violation of the
human rights of another.
Note: Professional behavioral health education includes acceptance and integration of the core
values of each specific profession. The faculty's observations of students’ interactions and
assignments may raise questions as to whether students’ values and attitudes are compatible with
their profession. This does not mean, however, that there is no place for dissent or disagreement in
the discourse of graduate professional education. It does mean that students must reflect upon and
integrate the principles implicit in the value system of professional behavioral health practice and
their specific profession. Students will be encouraged to decide whether the identified conflict/s can
be resolved in favor of openness to other experiences and views. In cases where the challenges cannot
be resolved and are serious enough to result in a compromising the rights and services of
clients/consumers, and work with peers, supervisors, or faculty, students will be recommended for
dismissal from their degree program.
3. CLASSROOM BEHAVIORS
Students who demonstrate a basic incompatibility with and/or inability to perform professionally in
their program's classroom or online requirements (including laboratory or other in-class required
learning activities) will be dismissed from their program. Students demonstrate an overall pattern of
incompatibility with and/or inability to perform academically and professionally for reasons including
but not limited to the following:
a. Inability to follow instructions as demonstrated by being consistently late in meeting academic
deadlines and/or failing to complete requirements.
b. Being consistently late and/or absent from required classes, and/or pattern of leaving class before
or during required classroom or laboratory activities or experiences.
c. A pattern of not readily or actively participating (passive participation) in required classroom or
laboratory activities or experiences.
d. Failure to respect others' opinions in classroom discussions as demonstrated by rude comments,
verbal abuse, and the pejorative labeling or name calling of others. (See LLU Student Handbook
with regard to respect for the opinions of others.)
4. PROFESSIONAL PRACTICUM/INTERNSHIP ISSUES
Students who demonstrate a basic incompatibility with and/or inability to perform their program's
professional practicum/internship requirements, will be dismissed from the program. Students can
demonstrate this overall pattern of incompatibility with, and/or inability for reasons including, but not
limited to the following:
a. Students rejected by three or more agencies for reasons related to inappropriate behavior and/or
responses to questions in the agency preplacement interview (i.e., rigidity to agency expectations,
not open to accepting the student role in the learning process, extreme withdrawn personality
style, persistent incongruent affect, volatile and inflammatory responses, persistent angry and
hostile mood).
b. Students show unwillingness to participate in the practicum/internship placement process as
demonstrated by turning down three placement sites within a given academic year.
c. Students demonstrate repeated inability to engage with the field practicum/internship learning
process by requesting unwarranted/unfounded practicum/internship reassignment within a given
academic year.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 51
d. The standards of competency delineated by the program are not met.
e. Noncompliance with or demonstration of an inadequate level of knowledge and/or skill outlined
in the corrective actions provided by their program’s practicum/internship committee and/or
academic standards committee.
f. Persistent failure to appear at the designated practicum/internship site at the prescribed time
and/or days without prior approval.
g. Consistent failure to meet agency deadlines.
h. Failure to complete agency assignments.
i. Violation of agency policy and procedures.
j. Violation of the professional Code of Ethics of their specific profession.
k. Violation of LLU student policies regarding personal and academic conduct (see LLU Student
Handbook).
l. Violation of professional performance standards of their program and the School of Behavioral
Health.
m. Personal issues which significantly impact students’ ability to meet agency or client/consumer
obligations or needs.
n. Falsification of client/consumer records or fraudulent billing.
o. Violation of HIPPA requirements.
5. INTERPERSONAL BEHAVIORS
Students who demonstrate behaviors which deem them as incompatible with professional values,
ethics or behaviors, or are unable to complete classroom and/or professional practicum/internship
requirements regarding interpersonal competence, they may be dismissed from their specific program
and the University. Students demonstrate an overall pattern of incompatibility with and/or inability
through, but not limited to the following:
a. Demonstrated inability to establish and maintain positive and constructive interpersonal
relationships including therapeutic and professional use of self, appropriate assertiveness, and
conflict resolution.
b. Demonstrated emotional instability and/or immaturity as evidenced by repeated difficulties in
forming professional relationships with faculty, University personnel, agency staff and peers
(including, but not limited to, inability to engage in cooperative team work, physical or verbal
abuse, acts of relational impropriety, and/or criminal violation of the personal and/or property
rights of others).
c. Demonstrated behavior that shows symptoms of sufficient dysfunction or personal distress such
as to compromise the worker/practitioner and client/consumer integrity, the therapeutic process,
the learning of self or other students.
d. Seriously inappropriate affect as demonstrated by extremely withdrawn personality style,
persistent incongruent affective responses in the classroom and/or practicum/internship, volatile
and inflammatory responses, and persistent angry and hostile mood.
e. Personal problems of such magnitude that result in an inability to work effectively with
clients/consumers, agency staff, peers, faculty, or University personnel.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 52
f. Demonstrated deficits in effective verbal communication with clients/consumers, agency staff,
peers, faculty, or University personnel.
g. Demonstrated inability to participate in client/consumer assessment, goal setting, treatment
intervention, and/or use of adjunctive resources.
6. PROFESSIONAL DEMEANOR AND IMAGE
Students who demonstrate significant difficulties in forming a professional image that deems them as
incompatible with or unable to fully interact in or complete their program’s classroom and/or
professional practicum/internship requirements, or to productively engage with future
clients/consumers and colleagues, may be dismissed from their program and the University. Students
demonstrate significant difficulties in forming a professional image through, but not limited to the
following:
a. Severe and persistent problems with personal hygiene which inhibit interactions with others that
may stem from a severe lack of self-awareness, emotional instability, personal preferential style
incongruence with minimum professional standards, and/or disregard for minimum public health
standards.
b. Severe and persistent disregard for University dress codes of a degree to be considered disruptive
to the learning environment or run counter to the professional requirements of the University or
their program.
7. SUBSTANCE ABUSE ISSUES
(See LLU Student Handbook for University policies.)
8. AREAS OF ZERO TOLERANCE*
The following are considered areas of zero tolerance and will result in immediate dismissal from a
program in SBH:
a. Dual relationships with clients/consumers (whether voluntary, forced or coerced) including, but
not limited to, personal friendships with clients/consumers; unauthorized transporting or contact
with clients/consumers; relationships of a business or financial nature, sexual activity with
clients/consumers including, but not limited to, kissing, fondling, or sexual intercourse.
b. Verbal, emotional, or physical threat or intimidation directed toward clients/consumers, students,
faculty, staff, or agency representatives.
c. Physical actions directed at clients/consumers, students, faculty, or staff, such as hitting,
spanking, or slapping.
d. Potentially slanderous or libelous acts directed towards students, faculty, staff, University
representatives or their designees (including contract instructors), and agency representatives.
e. Illegal or unethical behavior that limits or adversely impacts on clients’/consumers' rights or
results in financial, material, or emotional loss for clients/consumers or gain for students or others
personally associated with the student.
f. Concurrent illegal activities including, but not limited to, drug trafficking, persistent trouble with
the law, possession of fire arms (see LLU Student Handbook), fraud on admissions documents,
sexual harassment, assault, inappropriate sexual conduct with clients/consumers, intentional
intimidation of others, or violations of the personal rights of others.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 53
g. Failure to report concurrent charges or violations of the law that reflect significant gaps in
judgement and disregard for public protection and safety (e.g., DUI, driving with a suspended
license).
h. Failure to disclose previous criminal convictions and charges (whether or not cleared from their
criminal record) which make practicum/internship placement impossible.
i. Gross self-interest as demonstrated by any disruptive or persistent uncooperative behavior which
adversely impacts, compromises or results in disrupting the flow of care or services to
clients/consumers, including but not limited to refusal to follow sanitation and safety procedures
required by practicum/internship sites.
j. Sexual harassment (see LLU Student Handbook).
k. Taking any type of weapon onto campus or to the practicum/internship site.
* See LLU STUDENT HANDBOOK FOR OTHER ZERO TOLERANCE POLICIES.
ACADEMIC AND PROFESSIONAL PERFORMANCE PROBATION & DISCIPLINARY ACTION
ACADEMIC PROBATION
Each quarter, the SBH Office of Academic Records reviews the grade reports of all students in the school
and notifies departments of those whose cumulative G.P.A. has fallen below the minimum 3.0. grade
point average. Departments then work with each identified student to develop an academic plan to assist
that student in raising their overall G.P.A. to the minimum standard. Departments are to provide the
dean's office a copy of each academic plan. The procedures that further support the designation of
academic probation are as follows:
1. The first quarter that a student's G.P.A. falls below the minimum 3.0 G.P.A., the SBH Office of
Academic Records sends the student a warning letter informing them of the drop below
acceptable performance. A copy of the letter is sent to the student’s department. The warning
letter informs the student that they have one quarter to return (improve) their G.P.A. back to the
minimum required 3.0; and if they fail to do so, they will be placed on academic probation the
subsequent quarter.
2. Students who fail to raise their G.P.A. at the end of the one-quarter warning period, they will be
placed on academic probation by the school’s Office of Academic Records. The student then
receives a letter notifying them that they have been placed on academic probation, and that
continuation of academic probation for two quarters may result in dismissal from the program.
The letter also states that a repeated (nonconsecutive) pattern of below-standard performance
may also result in program dismissal. A copy of the letter is sent to the student's department.
3. In the event that a student is placed on academic probation, the department is responsible for
conducting an immediate academic review involving at least the department chair or program
director and the student’s advisor. A statement regarding the academic future of the student
must be formulated by the department and signed by the student, with a copy given to the
school’s Office of Academic Records. The statement must indicate clearly all requirements,
conditions, and criteria needed to remove the probationary status.
4. When the school’s Office of Academic Records officially designates a student’s status as
probationary, a hold or limited registration authorization is placed on the student’s registration if
recommended by the program (i.e., the student may not register for any new courses) until grades
from the previous quarter are posted and the student’s academic history and satisfactory academic
progress have been evaluated. Such registration holds are cleared only after the department
verifies the following—as appropriate to the phase in the probationary process: a) that an
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academic plan has been developed with the student to address the challenges that resulted in
academic probation; b) that the academic plan has been implemented; and c) that the student is
making satisfactory progress to raise their G.P.A. to the minimum standard. The student is
responsible for late registration fees that apply, unless other indicated by the department and/or
the dean’s office.
PROFESSIONAL PERFORMANCE PROBATION
When it is determined that a student demonstrates serious unacceptable behaviors or a pattern of
behaviors or attitudes not in keeping with the values and ethics of the professional area of study and/or the
University, they may be placed on professional performance probation (sometimes also referred to as
clinical probation). Professional performance issues include, but are not limited to, substantial and/or
unresolved behaviors that affect the student’s ability to complete course and/or clinical requirements; or
behaviors that seriously impact the student’s interactions with faculty, staff, other students, University
representatives, representatives of collaborating organizations and clinical training sites, and/or clients at
clinical training sites. When any of these issues have been identified, the student will be placed on
professional performance probation or will incur other sanctions as deemed appropriate, given the
seriousness of the infraction and/or violation of University policies.
ACADEMIC AND PROFESSIONAL DISCIPLINARY PROCESSES
Note: Not all phases of disciplinary action outlined may be applicable with all cases.
When a student fails to observe the academic or professional performance requirements of the MSW
program (and/or profession), the school, and/or the requirements and standards of the University; the
following procedures apply:
1. Advisement: From time to time a program’s academic standards committee is notified of academic
or behavioral issues of students that may have negative consequences on their current or future
performance. If the issue does not rise to the level of a warning, the committee may ask the faculty
advisor to speak with the student/s in a timely manner. The faculty member should put a note in the
student’s file documenting that they have met with the student.
2. Written Warning. The student is provided with an official written warning when previous situations
or problems advised about have not been resolved, or are initially presented/exist that have the potential
to jeopardize the academic or professional development, performance, and/or may impact the
clients/consumers served by the student in their practicum experience. Based on the identified problem
as defined by their program’s academic standards committee and these policies, students are expected
to submit a written response to their program’s academic standards committee written warning,
detailing how they plan to correct the problem. The SBH Dean’s Office is to be provided with a copy
of the written warning sent to the student and the student’s response. A form is provided by the SBH
Dean’s Office for this purpose.
3. Academic and/or Professional Performance Probation. Not all academic and practicum/internship
issues result in probation. However, students who have not attended to the self-imposed conditions of
a written warning, or for whom a serious situation or problem is identified that has violated the SBH
Academic and/or Professional Performance criteria, will be placed on academic and/or professional
performance/clinical probation following a full review and investigation of all issues by the
program’s academic standards committee. In all cases, students are provided with an opportunity to
provide a written explanation, and also provided a copy of the SBH (University) grievance
procedures. Students placed on probation may be continue to be enrolled in both course and
practicum/internship experiences unless a reduced academic load and/ or removal from their
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practicum/internship is deemed a necessary due to the nature of the identified issue as outlined in the
Corrective Action Plan.
When the department/program specific academic standards committee deems that probation is
warranted, they first share the content of the recommendation with department leadership.
Recommendations for probation are for a minimum of one quarter. Recommendations for probation
proceed as follows:
a. The department leadership forwards the program’s committee recommendation on to the
SBH Associate Dean for Academic and Student Affairs for formal action. Based upon a
review of the department’s recommendation, the dean’s office may accept or recommend
additional or alternative ameliorating conditions or steps. An accepted recommendation for
academic and/or professional performance probation by the dean’s office is communicated
to the student in writing and will include the timeline for reevaluation.
b. Based on acceptance of the recommendation for probation, the department/program’s
academic standards committee convenes and develops a Corrective Action Plan. The time
frame for the corrective plan will be determined based upon the nature of the situation. After
receiving notification of the recommendation for academic and/or professional
performance/clinical probation the student will be provided a copy of the Corrective Action
Plan (usually within three business weeks, excluding weekends, holidays, and unscheduled
school closures), including the time frame for completion of the identified issues. Delays in
processing Corrective Action Plans that result from the student’ failure to communicate
with their program add to the response time and may result in further corrective and/or
administrative action by the program and school. A copy of the Corrective Action Plan is
also provided to the SBH Dean’s Office. The SBH Associate Dean for Academic and Student
Affairs will meet with the student to assure that the student understands the Corrective Action
Plan and is aware of their rights to grieve if they do not agree with the recommendation for
probation.
c. The Corrective Action Plan shall specifically state the concern(s), the action(s) to be
undertaken by the student, and the date by which the student must demonstrate completion of
and/or compliance with the plan. In the event that the plan is of a long-term nature, the
student's progress is reviewed no less than one quarter following the date the Corrective
Action Plan is to be executed and will continue to be reviewed quarterly until a statement of
closure has been placed in the student's academic file.
d. Prior to the timeline for reevaluation by the dean’s office, the department/program is required
to notify the dean’s office in writing of the student’s compliance with, need to continue, or
failure to comply with the Corrective Action Plan. Based upon this updated information, the
department/program is to provide the dean’s office with a recommendation regarding the
disposition of the probation, i.e., to remove, continue, require additional conditions, place on
a leave of absence or move to dismissal.
e. Depending on the nature of the academic and professional performance issues, the
department/program’s academic standards committee may recommend to the Associate Dean
for Academic and Student Affairs that the student's probationary status be continued for a
second quarter if the student's progress toward amelioration of the identified concern(s) as
outlined in the Corrective Action Plan is insufficient, and/or additional concerns have been
identified. When this occurs, the department/program’s academic standards committee must
clearly communicate with the student in writing the reasons for their recommendation and
once again assure that the student has been given an opportunity to provide additional
explanation, and has been informed of their right to grieve. If not already directly involved in
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the committee process, the department leadership must also be apprised of the committee’s
decision before the recommendation for continuation of probation is forwarded to the Dean’s
office. A copy of the continuing or modified Corrective Action Plan is provided to the SBH
Dean’s Office for monitoring by the Associate Dean for Academic and Student Affairs.
f. Closure of a Corrective Action Plan is processed by the department/program’s academic
standards committee on or before the end date specified in the Corrective Action Plan form.
The department/program’s academic standards committee reviews the student's progress to
determine whether or not the identified issue(s) has (have) been resolved. The committee's
decision should first be shared with department leadership for confirmation or modification.
The final written decision is then provided to the student on the designated section of the
Corrective Action Plan form. A copy of the updated Corrective Action Plan form that
articulates closure of the issues is placed in the student's academic file and provided to the
SBH Dean’s Office. Note: Students are not approved for graduation if they have unresolved
concern(s) on file whether or not they have been placed on academic and/or professional
performance probation.
4. Suspension. In some cases, students may be required to go on a mandatory Leave of Absence when
progression in their program requires concurrent progress in course (including research) and clinical
practice.
5. Dismissal. If the problem still remains unresolved or shows insufficient improvement to meet
academic and/or professional standards and requirements, then the department/program committee
may make a recommendation for dismissal to the department chair, who subsequently forwards this
written recommendation directly to the Dean, with a copy to the Associate Dean for Academic and
Student Affairs.
DISMISSAL
Students who violate the legal and/or ethical standards of professional practice, cannot meet the
objectives and outcomes of a Corrective Action Plan, evidence severity in the identified problem(s), or
develop additional problems during a period of corrective action of a similar scope as those previously
identified, can be dismissed from their degree program. When any or all of the above are evidenced, the
program’s academic standards committee recommends to department leadership that the student be
immediately dismissed from the program. Department leadership reviews with the program’s academic
standards committee their recommendation and then subsequently forwards the recommendation to the
Dean of the School for formal action. The Dean’s Office will subsequently review the issue, adherence
with policy, and if there is concurrence, the student will be notified in writing that they have been
dismissed from the program and University (see LLU Student Handbook Grievance Procedure).
GRIEVANCE PROCEDURE
Students who feel that they have been given an unfair course or practicum grade, or recommendation for
probation or dismissal should follow the steps below.
COURSE GRADE GRIEVANCES
A student who believes that the final grade received in a course does not accurately represent their
performance in the course may request a review of the grade assigned. A request for a grade review must
occur within one quarter (i.e., the quarter immediately following) the assignment of the grade in question.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 57
(Note: The grade-grievance process is not applicable to the review of grades received on assignments
prior to the assignment of a grade in the course.) The grade-review/-grievance process is as follows:
1. The student submits in writing to the course instructor a request for grade review, including the
specific reason(s) for their belief that the grade in the specific course is not accurate. The
instructor is to respond promptly to the student's request, including any necessary clarification of
evaluation criteria and grade calculation.
2. If the student is not satisfied with the explanation(s) provided by the instructor, the student then
submits in writing to the department Executive Associate Chair a request for a grade review,
including the specific reason(s) for their belief that the grade in the specific course is not accurate.
The Executive Associate Chair is to respond promptly to the student's request, which means they
are responsible for investigating the claim(s).
3. If the student is not satisfied with the explanation(s) provided by the Executive Associate Chair,
the student then submits in writing to the dean a request for a grade review, including the specific
reason(s) for their belief that the grade in the specific course is not accurate. The dean will
respond by conducting an appropriate investigation, which may include appointing an ad hoc
committee to assess the student's claim(s), and then make a final determination regarding the
matter. In the event that an ad hoc committee is used, the committee provides its findings to the
dean, which may include agreement or disagreement with the grade provided, or other
determinations as appropriate.
4. The decision of the dean will be final and will be shared with the student in writing.
DISCIPLINARY GRIEVANCE PROCEDURE
Students who feel that they have been incorrectly disciplined may grieve the actions of their program as
outlined below:
1. Students must first submit a request for a review regarding the issue in writing to their department
leadership. In response, the department leadership is required to provide the student with a written
response of the determination.
2. Students dissatisfied with the determination of department leadership may appeal to the Dean of
the SBH where the disciplinary issues will be further reviewed. This may require the student to
meet with the Dean in person in order to clarify any needed information. If deemed necessary, the
Dean will form a panel/committee to assist in the review process.
3. A written determination will be provided to the student once the process is complete.
PROBATION, MANDATORY LEAVE AND DISMISSAL GRIEVANCE PROCEDURE
Students who wish to appeal a recommendation regarding academic and/or professional performance
probation, a mandatory leave of absence, or dismissal from a program must follow the steps indicated
below. (The grievance process described below does not apply to decisions regarding admissions and
readmission.)
1. The student must first submit a request for a review regarding the issue in writing to their
department leadership. In response, the department leadership is required to provide the student
with a written response of the determination.
2. Students dissatisfied with the determination of department leadership may appeal to the Dean of
the SBH where the disciplinary issues will be further reviewed. This may require the student to
meet with the Dean in person in order to clarify any needed information. The dean may choose to
conduct the review or may convene an ad hoc faculty review committee. Ad hoc review
committees are made up of at least three faculty members in the School or the University who
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have been identified as capable of impartiality regarding the situation under review. The student
may make a presentation to the faculty review committee and may be accompanied by a faculty
representative; but they may not be accompanied by family, friends, or legal counsel in the
meeting room. The faculty ad hoc review committee then provides its findings to the dean, which
may include agreement or disagreement with the original faculty decision(s); or the committee
may make additional or alternative recommendations to the dean. A more detailed protocol that
guides the committee process is provided by the dean.
3. A written determination will be provided to the student once the process is complete.
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APPENDIX A: CLINICAL PRACTICE DESCRIPTION
The clinical practice specialization builds on the strengths-based and ecological practice perspective of
the generalist curriculum by extending, expanding, and enhancing students’ ability to effectively engage
in advanced clinical practice. Specifically, this requires the integration of generalist and clinical practice
theories and intervention methods as applied with individuals, families, groups, organizations, and
communities. As such, the theories that support the clinical practice specialization include empowerment,
strengths-based, self-efficacy, attachment, child development, risk and resiliency, recovery, trauma,
cognitive neuroscience, family systems, cognitive, behavior, and psychodynamic; all of which are viewed
through an ecological, person-in-the-environment perspective. Integrated throughout clinical courses and
practicum experiences, this theoretical knowledge underpins students’ skill acquisition in therapeutic
engagement, diagnostic assessment, problem solving, and the use of evidenced-informed treatment
approaches.
Critical race theory, intersectionality, and the embedded practice of cultural humility deepen students’
knowledge, values, and skills in the use differential assessment; and alerts them to the importance of self-
reflection, as well as the embedded responsibilities and potential long-term effects associated with
diagnosis and the selection of appropriate interventions. Further supporting students’ understanding of
diversity and human differences, is the integration of content throughout the clinical specialization on the
ethical and professional responsibilities of clinical social workers to understand, address, and engage in
the formation and implementation of social policies that support parity in the receipt of services, protect
human rights, and promote social, economic, and environmental justice for all persons.
Students receive numerous opportunities for cognitive and affective learning through which to integrate
clinical knowledge, values, and skills. Special attention is given to the professional use of self through
role-playing, feedback from faculty and peers, combined with content in the use differential treatment
modalities. Self- and practice evaluation of effective clinical intervention is emphasized to further
strengthen students’ integration of knowledge, skills, and practice values. Learning expectations for all
students include the ability to (a) conduct a Mental Status Exam; (b) demonstrate effective engagement
skills; (c) complete a differential assessment and diagnosis using the DSM-5; (d) differentially select and
apply a spectrum of theoretical models; (e) differentially select and apply appropriate individual, family,
and group treatment modalities that emphasize evidence-based and evidenced-informed practice, (f)
conduct various levels of practice evaluation; and (g) perform advanced practice roles.
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APPENDIX B: COURSE DESCRIPTIONS
SOWK 510. Diversity Theory in Practice and Research. 3 Units.
Examines contemporary theories of diversity from a critical perspective that includes intersectionality.
Using a cultural humility framework for engaging diverse populations at all levels of practice, as well as
policy and research, provides students the opportunity to apply the concepts learned. Gives students the
opportunity to build self-awareness and self-regulation and to grow beyond the influence of personal
biases and values in order to work more effectively with and on behalf of diverse clients and
constituencies.
SOWK 513. Human Behavior in a Culturally Diverse Environment. 4 Units.
Provides the basis for understanding human development and life transitions throughout the life span
within an ecological perspective. Orients the student to the generalist social work approach to
understanding human behavior in a cross-cultural context, with a focus on normal behavior from birth
through senescence. Provides a theoretical foundation on which to build social work practice skills.
SOWK 514. Social Welfare History and Policy. 4 Units.
Provides students with an understanding of the historical foundations of the social work profession,
including its influence in the development of the United States (US) system of social welfare. Examines
the societal perspectives and contradictions that have affected the development and evolution of
contemporary social policies and services in the US. Emphasizes understanding of the role of race,
gender, and perception of human needs in shaping social policy. Analyzes programs, policies, and issues
as responses to long-term changes in social and economic conditions in the US and the needs and
demands of oppressed groups. Orients students to the structure and process of policy development and
legislative advocacy at both the state and federal levels, including the development of United Nations
(UN) conventions and the varied international frameworks and challenges affecting policy advocacy and
change within international environments.
SOWK 517. Practice I: Individuals. 4 Units.
Facilitates understanding of generalist practice in microsystems. Students conduct a biopsychosocial-
spiritual assessment, along with a full range of beginning intervention strategies for working with
individuals. Emphasizes the special problems experienced by populations-at-risk, women, and minorities;
the unique skills necessary for goal setting and successful interventions; and the cultural values that
influence the development and resolution of psychosocial problems. Prerequisite to or concurrent with
social work practicum.
SOWK 518. Practice II: Groups. 3 Units.
Provides students with an understanding of generalist social work practice with groups. Includes a survey
of small-group constructs, research, and principles of ethical application. Emphasizes differentiation
among the types of individuals, situations, and presenting problems best served through group processes
and intervention methods.
SOWK 519. Practice III: Organizations and Communities. 3 Units.
Provides students with an understanding of generalist social work practice in organizational and
community settings. Utilizes an ecological systems framework and an empowerment practice model in
discussion within the macro context. Students examine neighborhood and community conditions that
affect outcomes for populations-at-risk. Students also examine the role of social service agencies within
urban communities, including relationships with other neighborhood institutions and organizations.
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Students define concepts of community and organization as they develop community organizing and
organizational leadership skills that are culturally sensitive and based in social work values.
SOWK 520. Practice IV: Families. 3 Units.
Introduces family interventions. Examines views and issues regarding contemporary family structure and
function, and focuses on concepts and techniques used to promote change in family functioning. Course
meets state requirement for content in family violence.
SOWK 548. Research Methods. 5 Units.
Reviews quantitative and qualitative research methodologies in order to provide students with an
understanding of the scientific and ethical approaches to building knowledge. Employs computer-based
statistical analysis and data interpretation to assist students in integrating research into social work
practice.
SOWK 550. Clinical Interventions with Service Members, Veterans and Their Families. 2 Units.
Provides students from multiple behavior health disciplines with an understanding of military culture and
skills to apply evidence-based clinical treatments that foster resilience and provide relief to service
members, veterans and their families. Attention to issues of diversity, ethics, and use of self are included
throughout all clinical case discussions. Clinical issues addressed include intimate partner violence,
PTSD, anxiety disorders, traumatic brain injury, bereavement, depression/suicidality, substance abuse,
and homelessness. Transmodular interventions that focus on individual, family, and community-based
treatments are presented.
SOWK 574. Practice V: Social Work Administration. 3 Units.
Provides macropractice knowledge, skills, and perspectives of administrative practices with which to
develop, support, and maintain effective service delivery. Topics include role identification and
development, situational leadership, strategic planning, levels and types of decision making, management
of organizational behavior, use of information systems, budgeting, documentation and reporting, resource
development and utilization, and community networking.
SOWK 578. Field Orientation. 0 Unit.
Provides students with the policies and procedures for completing the Program's practicum requirements.
Begins the process of examining social work values and ethics as students are introduced to the NASW
Code of Ethics and fundamental principles of professional behavior prior to beginning their field
practicum.
SOWK 584. Special Topics in Social Work. 1-4 Units.
Lecture and discussion, under the direction of a faculty member, on a current topic in social work. May be
repeated for a maximum of 4 units applicable to degree program.
SOWK 585. Legal and Ethical Aspects in Health and Behavioral Health Services. 3 Units.
Focuses on those instances when legal mandates or concerns interact with and affect the practice of social
work. Overviews the sources of legal authority, the judicial system, and the legal standards applicable to
particular proceedings. Examines the legal implications of the social worker/client relationship.
Emphasizes consent to treatment. Examines the statutes and judicial decisions that govern the
confidentiality implicit in a social worker/client relationship. Examines the statutes and judicial decisions
that permit or place an obligation on social workers to breach client confidentiality. Explores course
content in the context of common and high-risk situations.
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SOWK 595. Professional Development. 2 Units.
Tutorial course work aimed at ameliorating difficulties associated with meeting the professional
performance competencies of the MSW degree program (see LLU MSW Student Handbook). Students
enroll in the course as a result of a corrective action plan developed with the Department of Social Work's
Academic Standards Committee.
SOWK 599. Directed Study. 1-4 Units.
Limited to matriculating master's degree students in social work who wish to pursue independent
investigations in social work practice or policy under the direction of a department faculty member.
SOWK 613. DSM: Diagnosis Within the Context of Diversity and Difference. 4 Units.
Applies the DSM-5 and Mental Status Examination from a person-in-the-environment perspective.
Integrates recovery and a review of psychopharmacology into the diagnostic process while enhancing
awareness of sociocultural needs and issues of populations at risk.
SOWK 617. Global Practice. 3 Units.
This advanced practice course deepens students’ appreciation and understanding of professional social
work in a global context. Emphasis is placed on analyzing and applying social work strategies and
practice methods to address catastrophic events (natural or man-made), as well as the related social,
economic, environmental and human rights injustices that compromise the ecological well-being of
individuals, families, groups, organizations, and communities. Attention is given to examining and
reflecting on comparative behavioral health frameworks that support development through strength-
building that enhances consumers’ human capital and worth within their culture and community,
including peace-keeping and restorative justice measures that emphasize reconciliation between
oppressors and survivors.
SOWK 647 Integrated Behavioral Health. 2 Units.
This course focuses on the wholistic (biopsychosocialspiritual) approach to integrating behavioral health
within primary care settings. The course begins with a review of the fundamental interrelationship
between health and behavioral health, including the physical and emotional impact of discrimination,
economic and social oppression, and trauma and violence on health and disease across the lifespan.
Subsequently, emphasis is placed on the importance of utilizing strength-building psychoeducational and
therapeutic approaches that are resiliency- and trauma-informed that engage individuals, families, groups,
and communities in practices that promote positive emotional well-being, implementable health behaviors
and improved health outcomes. Students also examine the essential role and effectiveness of engaging
and learning from community health workers (e.g., neighborhood liaisons and Promotores) to improve
health care access and behavior changes within disenfranchised and underserved communities. The
positive social, political, and economic impact of improved health care access and outcomes that can be
achieved through integrated behavioral health practice is presented. All students in the School's
behavioral health disciplines are encouraged to take this course.
SOWK 648. Co-Occurring Processes and Interventions. 3 Units.
Builds on the practice experiences and foundation courses of the first year by increasing competency in
the assessment, diagnosis, and treatment of individuals experiencing mental, emotional, and/or behavioral
disturbances with co-occurring chemical dependency. Students learn to utilize behavioral health-treatment
strategies and substance-abuse counseling techniques from within a biopsychosocial-spiritual paradigm
that integrates an understanding of the recovery process.
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SOWK 651. Medical Social Work. 2 Units.
Orients students to medical social work in hospitals and other health care environments. Gives attention to
the ecological practice perspective, the application of biopsychosocial-spiritual assessment, along with
other interventions used to assist patients and families. Examines additional interventions, including
connecting patients and families to resources and supports in the community; providing psychotherapy,
supportive counseling, and grief counseling; practice modalities for populations with various
diseases/conditions; or helping patients expand and strengthen their network of social supports. Addresses
roles and responsibilities of membership in an interdisciplinary team of health professionals, as well as
requirements of follow-up care. Focuses on the needs of high-risk populations (including the poor, ethnic
and racial minorities, recent immigrants, and children from high-risk environments). Reviews medical
social work's role in the development of community health care systems as an aspect of accountable
health care environments.
SOWK 653. Child Welfare Practice. 2 Units.
Focuses on practice with children and families in relationship to environmental stability. Examines the
association between the physical and mental health of children and family and environmental
permanency. Emphasizes development of parental and social support capacities, as well as the requisite
professional knowledge and skills to help children deal with identity issues and concerns of joining a new
family. Addresses the impacts of race, ethnicity, gender, economic deprivation, physical illness, and
disability.
SOWK 658. Children's Psychotherapy. 2 Units.
Considers treatment techniques appropriate for young children with a wide range of diagnoses and
behavior problems. Emphasizes the integration of theory and practice of psychotherapy with the
ecological perspective of social work practice. Discusses diagnosis, phases of treatment, and special
communication issues. Research, ethical, and value issues addressed.
SOWK 659. Recovery in Behavioral Health. 2 Units.
Facilitates understanding of the issues, theories, and recovery-oriented interventions used with persons
experiencing severe and persistent behavioral health conditions. Presents an overview of the historical
development of behavioral health perspectives and interventions. Emphasizes understanding and
application of contemporary wellness-recovery action plans and techniques.
SOWK 661. Psychodynamic Therapies. 4 Units.
Basis for understanding psychodynamic therapy (from object relations therapy to interpersonal therapy to
short-term psychodynamic therapy), the concepts and techniques of various types of psychodynamic
interventions, and the empirical data regarding the efficacy of this treatment orientation.
Prerequisite: Qualifying Review or permission of Academic Standards Committee.
SOWK 662. Behavioral and Cognitive Therapies. 4 Units.
Provides understanding and practice of cognitive-behavioral therapies (CBT). Reviews CBT theories and
interventions, including a range of cognitive-behavioral strategies such as systematic desensitization,
cognitive restructuring, and contingency management. Emphasizes more progressive models, such as
Dialectical Behavior Therapy (DBT).
SOWK 663. Crisis and Trauma Interventions. 3 Units.
Examines the nature and characteristics of crisis, as well as traumatic events, for their long-term effects
on psychosocial functioning. Presents crisis theories and interventions for working with children and
adults who have been exposed to man-made or natural traumas such as violence or loss; along with
Loma Linda University MSW Program Student Handbook 2022-2023 Page 64
ethical, legal, and cultural factors of crisis intervention. Introduces students to specific strategies for
responding to community, national, and international crises.
SOWK 675. Supervision. 3 Units.
Examines administrative, educational (clinical), and supportive supervisory functions combined with an
ethical decision-making model. Emphasis throughout the course is placed on the supervisory skills
necessary for the development of staff capable of functioning creatively and independently. Principles and
techniques of staff development are discussed and a variety of approaches explored.
SOWK 678. Integrative Generalist Practice and Seminar. 2 Units.
Required of students with Advanced Standing. Students complete 200 hours of practicum and 20 hours of
practicum seminar. Designed to provide a bridge quarter to integrate the BSW degree experience with the
second year of the MSW degree program. Emphasizes reviewing the knowledge, values, and skills of
generalist social work practice; and defines the additional competencies required for advanced practice.
Assists instructor and students in identifying and addressing individualized needs for further
development, including application of professional ethics and judgment, use of self as a therapeutic tool,
and self-awareness. At the culmination of this course, students also formulate conceptual and experiential
learning objectives for their second year of study.
SOWK 680. Children and Families Policies and Services. 2 Units.
Provides students with an understanding of the major social policy issues affecting the current
organization and delivery of human services for children and families. Analyzes current debates about the
tensions between social policy and the doctrine of family privacy, with attention to the legal basis of state
interventions and judicial decisions affecting family relationships, including parent-to-parent and child-to-
parent.
SOWK 681. Behavioral Health Policies and Services. 2 Units.
Deepens students’ understanding of federal, state, and county policies and systems that affect the delivery
of public and contracted behavioral health services. Attention is given to how differences between
political perspectives, treatment philosophies, and consumer preferences can result in conflicting views
that influence service options and choices. Historical and contemporary factors which have effected
policy choices leading to minimum vs. comprehensive service mandates, target efficiencies, the adequacy
and structure of funding, service parity and the continuity of care are examined. The ethical, legal, and
public safety perspectives regarding the implementation of voluntary and involuntary, as well as
population specific services are discussed. Disparity in the delivery and utilization of behavioral health
services within culturally and racially diverse communities is studied, including how social and economic
injustices and embedded distributive justice alter service access and appropriateness. The opportunities
and clinical benefits of advocating for, developing, and delivering culturally relevant, recovery-oriented
therapeutic partnerships are promoted.
SOWK 684. Advanced Policy Projects. 2, 3 Units.
Enhances understanding of the interconnections between politics, policy making, and policy analysis
through first-hand participation in a political action campaign. Choices for projects may focus on local
initiatives or those coordinated annually through the California chapter of NASW.
SOWK 695A. Advanced Research Methods. 2 Units.
The first course in a three-quarter sequence that supports the student who chooses to advance their
knowledge through examination and application of a broad spectrum of quantitative and qualitative
research methods used in professional practice settings. Didactic and laboratory experiences draw on the
student's advanced practice. Develops student's capacity to differentiate and apply the most appropriate
Loma Linda University MSW Program Student Handbook 2022-2023 Page 65
and widely used research designs and methods of practice evaluation and renewal. Gives continuous
attention to current federal and state requirements for assessing intervention effectiveness. Emphasizes
self-evaluation and evaluation of practice effectiveness with individuals and families.
SOWK 695B. Advanced Research Methods. 2 Units.
The second course in a three-quarter sequence that supports the student who chooses to advance their
knowledge through examination and application of a broad spectrum of quantitative and qualitative
research methods used in professional practice settings. Didactic and laboratory experiences draw on the
student's advanced practice. Develops the student's capacity to differentiate and apply the most
appropriate and widely used research designs and methods of practice evaluation and renewal. Gives
continuous attention to current federal and state requirements for assessing intervention effectiveness.
Emphasizes practice evaluation groups as well as the design and implementation of quality assurance
studies for monitoring work with specific populations.
SOWK 695C. Advanced Research Methods. 2 Units.
The third course in a three-quarter sequence that supports the student who chooses to advance their
knowledge through examination and application of a broad spectrum of quantitative and qualitative
research methods used in professional practice settings. Didactic and laboratory experiences draw on the
student's advanced practice. Develops the student's capacity to differentiate and apply the most
appropriate and widely used research designs and methods of practice evaluation and renewal. Gives
continuous attention to current federal and state requirements for assessing intervention effectiveness.
Emphasizes evaluation at the program, organizational, and community levels.
SOWK 697. Applied Research. 2 Units.
Supports students choosing to complete the thesis option. Provides research matriculation in the
collection and analysis of data for the thesis. Students required to register for two quarters, or a total of 4
units.
SOWK 698. Thesis. 2 Units.
The culminating work of the student's independent research, under the direction of the research advisor.
Registration during the quarter in which student defends research and submits the final document to the
Department and School of Behavioral Health.
SOWK 704. Older Adult Interventions and Services. 1 Unit.
Provides subject content in the laws related to older adult interventions and services, as required by the
state of California for licensure as a licensed clinical social worker (LCSW). Does not count toward the
MSW degree or the Case Management Program certificate.
SOWK 757A. Generalist Practice Consultation. 3 Units.
Provides student with experiential learning opportunities in generalist social work practice through
practicums arranged by the Program's Director of Field Education. Student completes 160 practicum
hours concurrent with 20 hours of practicum seminar for each of three consecutive quarters. A block
practicum option is available to qualified students.
SOWK 757B. Generalist Practice Consultation. 3 Units.
Provides student with experiential learning opportunities in generalist social work practice through
practicums arranged by the Program's Director of Field Education. Student completes 160 practicum
hours concurrent with 20 hours of practicum seminar for each of three consecutive quarters. A block
practicum option is available to qualified students.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 66
SOWK 757C. Generalist Practice Consultation. 3 Units.
Provides student with experiential learning opportunities in generalist social work practice through
practicums arranged by the Program's Director of Field Education. Student completes 160 practicum
hours concurrent with 20 hours of practicum seminar for each of three consecutive quarters. A block
practicum option is available to qualified students.
SOWK 787A. Clinical Practice Consultation. 4 Units.
Provides student with advanced social work experience in the clinical practice specialization. Advanced
practicums arranged by the Program's Director of Field Education. Student required to complete 200
practicum hours concurrent with 20 hours of practicum seminar for each of three consecutive quarters.
SOWK 787B. Clinical Practice Consultation. 4 Units.
Provides student with advanced social work experience in the clinical practice specialization. Advanced
practicums arranged by the Program's Director of Field Education. Student required to complete 200
practicum hours concurrent with 20 hours of practicum seminar for each of three consecutive quarters.
SOWK 787C. Clinical Practice Consultation. 4 Units.
Provides student with advanced social work experience in the clinical practice specialization. Advanced
practicums arranged by the Program's Director of Field Education. Student required to complete 200
practicum hours concurrent with 20 hours of practicum seminar for each of three consecutive quarters.
CRMJ 519. Expert Testimony: Procedure and Practice. 2 Units.
Students will be familiarized with judicial procedure and given an opportunity to practice testifying as
expert witnesses in a simulated trial setting.
GERO 515. Diversity and Aging. 3 Units.
Assists students in understanding the complexity of variables related to the aging process. Examines
ethnicity, gender, social class, and culture within the context of the physical, mental, social, political, and
financial effects of aging.
GERO 654. Therapeutic Interventions with Older Adults. 3 Units.
Integrates theories and practice skills needed for effective interventions with older adults and their
families. Considers the significance of the individual's bio-psychosocial-spiritual history within an
environmental context while also recognizing the specific needs of older adults. Assessment and
evidence-based clinical intervention methods that bridge health and mental health services are also
examined along with service delivery and case-management systems.
MFAM 644. Child Abuse and Family Violence. 3 Units.
Definition and incidence of physical and emotional abuse, neglect, sexual molestation, dynamics of
family violence; offender and non-offender characteristics. Treatment of children, adolescents, the family
and adults abused as children. Treatment modalities, including individual, group, and family therapy.
Ethical and legal issues, community resources, multidisciplinary approach to child abuse, assessment,
interview techniques, and confidentiality. Examines how cultural, SES, poverty and/or social stress
impacts a family's mental health and recovery.
BHCJ 550. Fundamentals of Dialectical Behavior Therapy. 2 Units.
Examines the theory, empirical foundations, and applications of dialectical behavior therapy (DBT), an
evidenced-based psychosocial treatment initially developed for suicidal individuals with borderline
Loma Linda University MSW Program Student Handbook 2022-2023 Page 67
personality disorder (BPD). Familiarizes students with the techniques of DBT, as well as the latest research
on and adaptations for use of DBT with other populations.
CRMJ 519. Expert Testimony: Procedure and Practice. 2 Units.
Familiarizes students with judicial procedure, and provides opportunity in a simulated trial setting for
them to practice testifying as expert witnesses.
MFAM 665. Structural Family Therapy. 2 Units.
Enhances observational, conceptual, planning, and intervention skills. Students will increase their ability
to recognize verbal and nonverbal communication and will broaden their understanding of structural
family therapy.
Loma Linda University MSW Program Student Handbook 2022-2023 Page 68
APPENDIX C: MSW ADVISEMENT GUIDES
Advisement Guides
Master of Social Work Program
2022-2023
MSW 1 Year Advanced Standing Curriculum
MSW 2 Year Main Campus Curriculum
MSW 3 Year Main Campus Curriculum
MSW 3 Online Curriculum
MSW 4 Year Main Campus Curriculum
Selective Courses
The guides are to be used for advisement purposes only.
All students are required to meet with their academic advisor to plan their course of study.
For variations or questions about these schedules, and schedules including any degree
combined with the MSW, please consult with an academic advisor within the Department.
See website or Links Below
https://behavioralhealth.llu.edu/academics/social-work-and-social-ecology/social-work-
msw-online-or-campus
Advanced Standing
Full-Time (2-Year)
Part-Time (3-Year)
Part-Time (3-Year Online)
Part-Time (4-Year)
Schedule of Selectives 2022-2023
Loma Linda University MSW Program Student Handbook Page 69
APPENDIX D: GRADUATION FORMS DEADLINES
SPRING AND SUMMER PROGRAM COMPLETION
Form A Deadline: November 1
Please be advised: Dual degree students must complete a Form A for each degree.
Grad Petition Deadline: November 1
Form D Deadline: This form is due the Friday before finals, prior to your anticipated
graduation quarter.
Please be advised: Dual degree students must complete a Form D for each degree.
Form DCCS Deadline: This form is due the Friday before finals, prior to your anticipated
graduation quarter.
AUTUMN PROGRAM COMPLETION
Form A Deadline: April 1
Please be advised: Dual degree students must complete a Form A for each degree.
Grad Petition Deadline: April 1
Form D Deadline: This form is due the Friday before finals, prior to your anticipated
graduation quarter.
Please be advised: Dual degree students must complete a Form D for each degree.
Form DCCS Deadline: This form is due the Friday before finals, prior to your anticipated
graduation quarter.
WINTER PROGRAM COMPLETION
Form A Deadline: August 1
Please be advised: Dual degree students must complete a Form A for each degree.
Grad Petition Deadline: August 1
Form D Deadline: This form is due the Friday before finals, prior to your anticipated
graduation quarter.
Please be advised: Dual degree students must complete a Form D for each degree.
Form DCCS Deadline: This form is due the Friday before finals, prior to your anticipated
graduation quarter.
