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Social Work Theses and Dissertations

Theses/dissertations from 2024 2024.

Osteoarthritis, social role participation, and satisfaction with life: A quantitative study informed by the Social Identity Model of Identity Change (SIMIC) , Stephanie E. Rosado

Theses/Dissertations from 2018 2018

Transition of Persons with Developmental Disabilities from Parental to Sibling Co-Residential Care: Effects on Sibling Caregiver Well-Being and Family Functioning , Richard Steven Glaesser

An Exploratory Study of Health Promotion and Disease Prevention Communication among Haitian Mother–Daughter Dyads in West Central Florida , Stacy Eileen Kratz

Theses/Dissertations from 2017 2017

An Exploration of the Relationship between Child Welfare Workers’ Ambivalent Sexism and Beliefs about Father Involvement , Katrina Lee Brewsaugh

Physical, Verbal, Relational and Cyber-Bullying and Victimization: Examining the Social and Emotional Adjustment of Participants , Melanie Mcvean

Understanding the Experience of Early-Onset Bipolar Disorder: A Phenomenological Study of Emerging Adults , Kristin M. Smyth

Theses/Dissertations from 2016 2016

A Mixed Methods Inquiry of Caregivers of Veterans with Sustained Serious "Invisible" Injuries in Iraq and/or Afghanistan , Bina Ranjit Patel

Exploring the Relationship of Healthy Lifestyle Characteristics with Food Behaviors of Low-Income, Food Insecure Women in the United States (US) , Kimberly Ann Wollard

Theses/Dissertations from 2015 2015

Development of the Professional School Social Work Survey: A Valid and Reliable Tool for Assessment and Planning , Catherine E. Randall

Clinical and Criminal Justice Outcomes in the Jail Diversion and Trauma Recovery (JDTR) Program , Daniel Harold Ringhoff

Theses/Dissertations from 2014 2014

Evidence-Based Practice Attitudes, Knowledge and Perceptions of Barriers Among Juvenile Justice Professionals , Esther Chao Mckee

Theses/Dissertations from 2013 2013

The Efficacy of Aggression Replacement Training with Female Juvenile Offenders in a Residential Commitment Program , Jody Anne Erickson

Rural Communities: How Do Individuals Perceive Change When Industry Enters the Area? , Katherine Danielle Ferrari

The Baby Blues: Mothers' Experiences After Adoption , Brigette Barno Schupay

Use of Services by Female Survivors of Intimate Partner Violence: In Their Own Words , Michele M. Scordato

Efforts to Engage Parents and Case Outcomes in the Child Welfare System , Patty Sharrock

Continuing Attachment Bonds to the Deceased: A Study of Bereaved Youth and Their Caregivers , Erica Hill Sirrine

Spiritual Life Review With Older Adults: Finding Meaning in Late Life Development , Alicia Margaret Stinson

Theses/Dissertations from 2011 2011

Children Who Die of Abuse: An Examination of the Effects of Perpetrator Characteristics on Fatal Versus Non-Fatal Child Abuse , Donald L. Dixon

The Mediating Role of Social Support and Fulfillment of Spiritual Needs in End of Life Care , Kimberley A. Gryglewicz

Theses/Dissertations from 2010 2010

Examination of the Effect of Child Abuse Case Characteristics on the Time a Caseworker Devotes to a Case , Christopher J. Card

Evaluating Social Work Students’ Attitudes Toward Physical Disability , Rachael A. Haskell

Theses/Dissertations from 2009 2009

Prevalence of Client Violence against Social Work Students and Its Effects on Fear of Future Violence, Occupational Commitment, and Career Withdrawal Intentions , Pamela Myatt Criss

An evaluation of the influence of case-method instruction on the reflective thinking of MSW students , Marleen Milner

Theses/Dissertations from 2008 2008

Developing a School Social Work Model for Predicting Academic Risk: School Factors and Academic Achievement , Robert Lucio

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Home > School, College, or Department > SSW > Dissertations and Theses

School of Social Work Dissertations and Theses

Theses/dissertations from 2024 2024.

Social Justice in Social Work: A Critical Discourse Analysis , Erica Fonseca

Understanding the Other: Mentor Ethnocultural Empathy and Relationship Quality and Duration in Youth Mentoring , Miriam Miranda-Diaz

The Mirror Project: Reflections on the Experiences of African-American Female Adolescents Experiencing Foster Care , Bahia Anise-Cross DeGruy Overton

Living on the Outskirts of Things: Women and Nonbinary People of Color with Cognitive Disabilities Describe Their Employment Experiences , Laura Spura Rodriguez

Towards a New Discourse on Success in Alternative Education , Samuel Thomas Settelmeyer

Feeling Otherwise: A Hermeneutic Phenomenological Study of Queer and Trans Youth of Color Who Create and Embody Fursonas , Hazel Ali Zaman

Theses/Dissertations from 2023 2023

Does Structural Racism Influence How Black/African Americans Define Memory Loss and Cognitive Impairment? An Africana Phenomenological Study , Andre Pruitt

Prosecutors or Helpers: An Institutional Ethnography of Child Protective Services Casework , Anna Maria Rockhill

Theses/Dissertations from 2022 2022

A Critical Discourse Analysis of How Youth in Care Describe Social Support , Jared Israel Best

Examining Demographic and Environmental Factors in Predicting the Perceived Impact of Cancer on Childhood and Adolescent Cancer Survivors , Nazan Cetin

Health Literacy and People Diagnosed with Mental Illness , Beckie Child

High School Persisters and Alternative Schools , Hyuny Clark-Shim

Examining the Role of Social Support and Neighborhood Deprivation in the Relationship Between Multiple ACEs and Health Risk Behaviors , Marin L. Henderson-Posther

A Typology of Foster Home Quality Elements in Relation to Foster Youth Mental Health , Paul Sorenson

"I'm Very Enlightened:" Assisting Black Males Involved in the Criminal Justice System to Deal With and Heal From Racism , Darnell Jackie Strong

The Mechanisms Connecting State Marijuana Policies to Parent, Peer, and Youth Drug Perception Leading to Youth Marijuana Use , Eunbyeor Sophie Yang

Theses/Dissertations from 2021 2021

E(Raced): Race and Use of Self Amongst BIPOC Social Workers , Anita Reinette Gooding

Theses/Dissertations from 2020 2020

A Colorless Nature: Exploring the Mental Health (Help-Seeking) Experiences of Pre-Adolescent Black American Children , Christopher Ashley Burkett

The Economically Disadvantaged Speak: Exploring the Intersection of Poverty, Race, Child Neglect and Racial Disproportionality in the Child Welfare System , Angela Gail Cause

Examining the Narratives of Military Sexual Trauma Survivors , Maria Carolina González-Prats

Theses/Dissertations from 2019 2019

Our Vision of Health for Future Generations: an Exploration of Proximal and Intermediary Motivations with Women of the Choctaw Nation of Oklahoma , Danica Love Brown

Interrogating the Construction and Representations of Criminalized Women in the Academic Social Work Literature: a Critical Discourse Analysis , Sandra Marie Leotti

Learning From Culturally Specific Programs and Their Impact on Latino Parent Engagement , Analucia Lopezrevoredo

Physical and Emotional Sibling Violence and Child Welfare: a Critical Realist Exploratory Study , Katherine Elizabeth Winters

Theses/Dissertations from 2018 2018

Is Therapy Going to the Dogs? Evaluating Animal Assisted Therapy for Early Identified At-Risk Children , Leah Faith Brookner

Investigating Time During Residential Program Until Transition for Adjudicated Youth: a Mixed Methods Study Using Event History Analysis with Follow-Up Interviews , Emily Carol Lott

Role of Spouse/Partner in Fertility Preservation Decision Making by Young Women with Cancer , Aakrati Mathur

Exploring the Association of Victimization and Alcohol and Marijuana Use among American Indian Youth Living On or Near Reservations: a Mixed Methods Study , Lindsay Nicole Merritt

The Intersections of Good Intentions, Criminality, and Anti-Carceral Feminist Logic: a Qualitative Study that Explores Sex Trades Content in Social Work Education , Meg Rose Panichelli

Latinas and Sexual Health: Correlates of Sexual Satisfaction , Christine Marie Velez

A Foucaultian Discourse Analysis of Person-Centered Practice Using a Genealogical Framework of Intellectual Disability , Nick Winges-Yanez

Theses/Dissertations from 2017 2017

Foundational Knowledge and Other Predictors of Commitment to Trauma-Informed Care , Stephanie Anne Sundborg

An Analysis of Oregon Youth Authority Populations: Who Receives Treatment and What Factors Influence Allocation of Treatment Resources? , Rebecca Arredondo Yazzie

Theses/Dissertations from 2016 2016

The Importance of Online Peer Relationships During the Transition to Motherhood: Do They Decrease Stress, Alleviate Depression and Increase Parenting Competence? , Bobbie Sue Arias

Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work , Miranda Cunningham

An Interpretive Phenomenological Analysis of Long-Term Mentoring Relationships from the Youth Perspective , Kevin Richard Jones

The Development and Validation of the Social Recovery Measure , Casadi "Khaki" Marino

Theses/Dissertations from 2015 2015

A Queer Liberation Movement? A Qualitative Content Analysis of Queer Liberation Organizations, Investigating Whether They are Building a Separate Social Movement , Joseph Nicholas DeFilippis

Got Hair that Flows in the Wind: The Complexity of Hair and Identity among African American Female Adolescents in Foster Care , Lakindra Michelle Mitchell Dove

Assessing the Impact of Restrictiveness and Placement Type on Transition-Related Outcomes for Youth With and Without Disabilities Aging Out of Foster Care , Jessica Danielle Schmidt

Fathers Caring for Children with Special Health Care Needs: Experiences of Work-Life Fit , Claudia Sellmaier

Investigating the Impact of Sibling Foster Care on Placement Stability , Jeffrey David Waid

Theses/Dissertations from 2014 2014

Understanding Sexual Assault Survivors' Willingness to Participate in the Judicial System , Mildred Ann Davis

The Relationship between Mindfulness and Burnout among Master of Social Work Students , Jolanta Maria Piatkowska

Out of the Way and Out of Place: An Interpretative Phenomenological Analysis of the Experiences of Social Interactions of Bisexually Attracted Young People , A. Del Quest

Strengths in Action: Implementing a Learning Organization Model in a Human Service Setting , Barbara Ann Whitbeck

Theses/Dissertations from 2013 2013

"Who Would Have Thought, With a Diagnosis Like This, I Would be Happy?": Portraits of Perceived Strengths and Resources in Early-Stage Dementia , Jutta Elisabeth Ataie

Lost in the Margins? Intersections Between Disability and Other Non-Dominant Statuses with Regard to Peer Victimization and Psychosocial Distress Among Oregon Teens , Marjorie Grace McGee

Teachers' Negative Comments Toward Youth in Foster Care with Disabilities: How Do They Relate to Youths' Problem Behaviors, School Attitudes, and School Performance? , Sunghwan Noh

Exploring the Effects of Multi-Level Protective and Risk Factors on Child and Parenting Outcomes in Families Participating in Healthy Start/Healthy Families Oregon (HS/HFO) , Peggy Nygren

Public Opinion and the Oregon Death with Dignity Act , Peggy Jo Ann Sandeen

The Role of Psycho-Sociocultural Factors in Suicide Risk Among Mong/Hmong Youth , TangJudy Vang

Theses/Dissertations from 2012 2012

Increasing Social Work Students' Political Interest and Efficacy: The Experience and Impact of a Social Welfare Policy Course from the Students' Perspective , Christie Dianne Bernklau Halvor

Exploring Support Network Structure, Content, and Stability as Youth Transition from Foster Care , Jennifer E. Blakeslee

Understanding the Experience of Air Force Single Parents: A Phenomenological Study , Samantha Everhart Blanchard

Implementer Perspectives: The Implementation of a School-Based Mentoring Program , Amanda Angela Fixsen

Risk Factors for Homelessness Among Community Mental Health Patients with Severe Mental Illness , Rupert Talmage van Wormer

Theses/Dissertations from 2011 2011

Gender, Culture, and Prison Classification: Testing the Reliability and Validity of a Prison Classification System , Aimée Ryan Bellmore

An Investigation of the Relationships between Violence Exposure, Internalizing and Externalizing Problems, and Adolescent Alcohol Use , Gregory Lloyd Forehand

Identifying Modifiable Factors associated with Depression across the Lifespan in Stroke Survivor-Spouse Dyads , Michael Joseph McCarthy

Investigating the Predictors of Postsecondary Education Success and Post-College Life Circumstances of Foster Care Alumni , Amy Michele Salazar

Runaway and Homeless Youth: Changing the Discourse by Legitimizing Youth Voice , Donald Dale Schweitzer

Theses/Dissertations from 2010 2010

Visions and Voices: An Arts-Based Qualitative Study Using Photovoice to Understand the Needs and Aspirations of Diverse Women Working in the Sex Industry , Moshoula Capous Desyllas

Somatization and Engagement in Mental Health Treatment , Teresa Chianello

Parental Differential Treatment (PDT) of Siblings: Examining the Impact and Malleability of Differential Warmth and Hostility on Children's Adjustment , Brianne H. Kothari

Understanding the Development of Self-determination in Youth with Disabilities in Foster Care , Jennifer L. Powers

Child Welfare Workforce Turnover: Frontline Workers' Experiences with Organizational Culture and Climate, and Implications for Organizational Practice , Melanie Dawn Sage

Theses/Dissertations from 2009 2009

Developing One's Self: Adoption and Identity Formation Through the Eyes of Transracially Adopted Native American Adults , Jody Becker-Green

Primary Care, Males, Masculinity, and Suicide : a Grounded Theory Study , John Thomas Casey

Dependent Care and Work-Life Outcomes : Comparing Exceptional Care and Typical Care Responsibilities , Lisa Maureen Stewart

Factors Associated with Inclusion of Spirituality in Secular Social Work Education , Leslie Grace Wuest

Theses/Dissertations from 2008 2008

Up a Creek : the Perilous Journey of Recently Uninsured Low-Income Adults in Oregon , Heidi Allen

Attributes of Effective Head Start Mental Health Consultants : a Mixed Method Study of Rural and Urban Programs , Mary Dallas Allen

Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students , Diane Lyn Cole

Children with Incarcerated Parents : a Longitudinal Study of the Effect of Parental Incarceration on Adolescent Externalizing Behaviors , Jean Mollenkamp Kjellstrand

The Child Care Self-Sufficiency Scale: Measuring Child Care Funding and Policy Generosity across States , Karen Tvedt

Theses/Dissertations from 2007 2007

Family-Friendly Workplace Culture, Flexibility, and Workplace Support for Dependent Care : the Perspectives of Human Resource Professionals , Katherine June Huffstutter

Family Participation : Exploring the Role it Plays in Outcomes for Youth with Serious Emotional Disorders , Jodi Lee Kerbs

"Creative Interpretation and Fluidity in a Rights Framework": the Intersection of Domestic Violence and Human Rights in the United States , Karen Lynn Morgaine

Food Security and Hunger among Low income US Households: Relations to Federal Food Assistance Program Participation , Rebecca Elizabeth Sanders

Engaging Our Workforce: How Job Demands and Resources Contribute to Social Worker Burnout, Engagement and Intent to Leave , Sara Laura Schwartz

Theses/Dissertations from 2006 2006

Is It Just Me? Felt HIV -Related Stigma among Adults with HIV , Rebecca Gila Block

Social Workers Addressing Student-Perpetrated Interpersonal Violence in the School Context : Awareness and Use of Evidence-Supported Programs , Natalie Diane Cawood

Sons Providing Care at End-of-Life : Common Threads and nuances , Patricia Ebert

Theses/Dissertations from 2004 2004

Applying the Transtheoretical Model to Cigarette Smoking by Pregnant and Parenting Adolescent Females , Barbara Mary Sussex

Theses/Dissertations from 2002 2002

Identifying and Building on Strengths of Children With Serious Emotional Disturbances , Michael Orval Taylor

Theses/Dissertations from 2001 2001

A Dissertation on African American Male Youth Violence: "Trying to Kill the Part of You that Isn’t Loved" , Joy DeGruy Leary

Theses/Dissertations from 1999 1999

Voices of our past: the rank and file movement in social work, 1931-1950 , Richard William Hunter

The Assessment of Children with Attachment Disorder: The Randolph Attachment Disorder Questionnaire, the Behavioral and Emotional Rating Scale, and the Biopsychosocial Attachment Types Framework , Alice Myrth Ogilvie

Theses/Dissertations from 1997 1997

Grandmothers Laughing: Intergenerational Transmission of Cultural Beliefs About Pregnancy and Childbirth Among Native American Women , Claudia Robin Long

Theses/Dissertations from 1983 1983

The needs of older people as seen by themselves and support providers , Sarah Movius Schurr

Theses/Dissertations from 1981 1981

Non-work-Related Services at the Workplace: An Exploratory Study , William Roland Adix

Assessment of Needs of Adolescent Mothers in Washington County , John L. Arnold

The Portland, Oregon ASAP: an Evaluation of Treatment Effectiveness , Joan M. Wildebush Berry

Burnout: Multi-Dimensional Study of Alienation Among Social Service Workers in the Willamette Valley , Sally Carignan

Alternative Agencies: An Exploratory Study , Linda Crane

An Alumni Survey of the School of Social Work, Portland State University , Stephen R. Fishack

A Description and Evaluation of the Self-Help Information Service , Cathy Tuma and John Wadsworth

Theses/Dissertations from 1980 1980

Multiple Impact Therapy: Evaluation and Design for Future Study , Jacqueline H. Abikoff

Salem Teen Mother Program: A Follow-up Study , Frances L. Barton

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Home > College of Social and Behavioral Sciences > Social Work > Social Work Theses

Social Work Theses, Projects, and Dissertations

Theses/projects/dissertations from 2023 2023.

INCREASING TEACHER AWARENESS OF MENTAL HEALTH IN CHILDREN , Sarah Alexis Cortes

The Investigation of Knowledge and Practice of Child Welfare Workers Providing Case Management to Children with Disabilities , Giselle Cruz

Examining The Relationship Between Technological Skills and Success In Higher Education Among Formerly Incarcerated Individuals , Ebony Cubias

SUPPORT FOR SOCIAL WORKERS TREATING ADOLESCENT SUBSTANCE ABUSERS , Monica DeLucia and Kethura Solano

MINORITIZED GROUPS AND SOCIAL INTEGRATION AND RECOVERY CAPITAL DEVELOPMENT IN MUTUAL AID FELLOWSHIPS , Kaelyn Doyle and Benjamin Wahl

EXAMINING EDUCATORS’ PERCEPTIONS AND PREPAREDNESS ON THE NEEDS OF UNDOCUMENTED STUDENTS , Imelda Duran Herrera

RESILENCY AND FATHERLESS HOUSEHOLDS , Joshua Ellis-Kennedy and Crystal Angelica Orellana

THE INCREASE OF SUICIDE RISKS AMONGST INDIVIDUALS WITH MENTAL HEALTH DISORDERS DURING THE COVID-19 PANDEMIC , Joanna Flores

Staff Turnover in Child Welfare , Maleena Flores

SOCIAL WORK STUDENT'S PERCEPTION, KNOWLEDGE, AND PREPAREDNESS IN SERVING UNACCOMPANIED MIGRANT CHILDREN , Miriam Flores Portillo and Estela Flores-Portillo

PERCEPTIONS OF THE IMPACT OF PARENTAL MENTAL HEALTH ON ADULT CHILDREN , Samantha Ann Gallo-Vargas and Queray McMihelk Jr.

HOW ARE MEDICAL SOCIAL WORKERS EQUIPPED WITH ADEQUATE TRAINING TO DETECT AND REPORT ELDER ABUSE IN HOSPICE , Crystal Garcia and Katherine Barba

How Stigma Impacts the Utilization of Mental Health Services Among Young Adults' Within Three Different Ethnic Minority Communities , Ivette Garcia and Melissa E. Gomez

THE EFFECTS OF COVID-19 ON CHILD ABUSE INVESTIGATION OUTCOMES , Kelly Gasso

INTERVENTIONS AVAILABLE TO CHILDREN AND ADOLESCENTS WITH OPPOSITIONAL DIFIANT DISORDER: A SCOPING REVIEW , Megan George and Jacqueline Laitano

HOW DOES HAVING A PET DURING THE CORONAVIRUS-19 PANDEMIC AMONG UNIVERSITY STUDENTS AFFECT ANXIETY AND DEPRESSION , Sugey Gonzalez-Escobedo and Jessica Morales Sanchez

SCHOOL FACULTY’S KNOWLEDGE AND AWARENESS OF SCHOOL-BASED MENTAL HEALTH PROGRAMS , Bianca Gonzalez Vargas and Cristal Cortes-Vazquez

HOW LATINO PARENTS COPED WITH FINANCIAL CHALLENGES DURING COVID-19 , Melissa Gradilla and Valerie Malagon

ASSESSING RURAL NORTHERN CALIFORNIA FOSTER PARENT RECRUITMENT STRATEGIES , Ava M. Hagwood

SOCIAL WORK’S ROLE IN ADDRESSING POLICE OPPRESSION: SOCIAL WORKERS’ PERSPECTIVES , Jess Husband

THE RELATIONSHIP BETWEEN MENTAL HEALTH AND THE AFRICAN AMERICAN ACADEMIC EXPERIENCE , Adelola Ige

EXAMINING THE CONTRIBUTING FACTORS TO AGING OUT OF FOSTER CARE , Aida Justiz Skipper and Ericka Ross

PROMOTING RESILIENCE FOR CHILDREN IN FOSTER CARE , Brenda Lara

SOCIAL DETERMINANTS AND THE SEXUAL HEALTH OF LGBTQ+ PEOPLE OF COLOR IN THE INLAND EMPIRE , Irad Leon

HOW HAS THE COVID-19 PANDEMIC IMPACTED CLIENTS OF THE EARLY DEVELOPMENT CENTER , Daniella Loera

FACTORS THAT INCREASE SOCIAL WORKER LONGEVITY IN CHILD WELFARE SERVICES , Heather Lovejoy

SAFETY ORGANIZED PRACTICE TRAINING AND IMPLEMENTATION IN CENTRAL CALIFORNIA , Alison Lucado

Indigenous Women and Traditional Paths to Healing , Lisa Mariano-Grise

SERVICES FOR AMERICAN INDIAN/ALASKA NATIVES FOSTER YOUTH VICTIMS OF SEXUAL EXPLOITATION: THE SOCIAL WORKER’S PERSPECTIVE , Maria Marquez

RESIDENTIAL CARE STAFF VIEWS ON THE TRAINING THAT THEY RECEIVE AND THEIR PERCEPTIONS ON PREPAREDNESS IN REGARD TO WORKING WITH RESIDENTS , Deziray Sorieya Marroquin

EFFECTS OF CORPORAL PUNISHMENT ON PARENTS , David Martinez and Linda Saleh Borghol

THE CHALLENGES HOMELESS MEN WITH HIV/AIDS FACE WHEN SEEKING HOUSING , Rosey Yvette Martinez

EXAMINING THE ASSOCIATION BETWEEN FAMILY COHESION AND THE RISK OF SUBSTANCE USE IN OFFSPRING , Angelica Mendoza

MENTAL HEALTH LITERACY AND ATTITUDES TOWARD MENTAL HEALTH HELP-SEEKING AMONG COLLEGE STUDENTS OF NON-MENTAL HEALTH PROFESSIONS , Hannah Metz

EFFECTIVE RESOURCES FOR ONLINE LEARNING A STUDY ON ELEMENTARY AGED CHILDREN , Marlene Mora-Lopez

FOSTER PARENT TRAINING, RETENTION, AND SATISFACTION: AN EXPLORATORY STUDY , Dennisse Moreno Romo and Dulcinea Catota

AGED OUT YOUTH'S PERCEPTION ON THE NEEDS OF EMANCIPATED FOSTER YOUTH , Linda Murillo

Attitudes of Social Work Students on the Use of Psychedelics as a Mental Health Treatment in Clinical Settings , Amanda Nickles

CHRONIC SORROW AND THE IMPACT ON PARENTS OF CHILDREN WITH DISABILITIES , Rhianna Mayra Nordlund

BARRIERS AND CHALLENGES THAT LGBTQ+ INDIVIDUALS FACE WHEN ACQUIRING MENTAL HEALTH CARE SERVICES. , Stephanie Nunez-Rivera

Examining the Obstacles in Rehoming the Homeless with Substance Use Addiction , Denise Ortuno

Access to Gender-Affirming Care and Mental Health of Transgender Individuals , Paola Osuna Berumen

EXAMINING SUPPORT SEEKING BEHAVIORS AND SOCIAL SUPPORT AMONG CHRONIC KIDNEY DISEASE PATIENTS , Ashley Padilla

THE BARRIERS DIRECT SOCIAL SERVICE WORKERS FACE WHEN WORKING WITH INCARCERATED YOUTH , Elizabeth Padilla and Valerie Mercado

UNDERSTANDING VICTIMS OF HUMAN TRAFFICKING: IDENTIFYING MACRO AND MICRO-LEVEL MENTAL HEALTH IMPLICATIONS , Abbigail Pereyra

COVID-INDUCED STRESS AND SYMPTOMS OF ANXIETY AND DEPRESSION IN UNDERGRADUATE STUDENTS , Quenea Popoca and Christina Ngo

STUDENTS' EDUCATIONAL OUTCOMES FOR HYBRID MSW PROGRAM , Carolina Profeta

Preserving Placement for Children with Behavioral Issues: A Qualitative Study of Child Welfare Social Workers in the United States , Jessica Katelyn Quin and Tara Belle Beam

Does the use of Social Media Have an Impact on Young Adults Body Identification? , Glycell Robledo Felix and Ashley Olmedo

ANXIETY, DEPRESSION, AND STRESS DURING COVID-19: A COMPARATIVE STUDY OF LATINO DREAMERS IN COLLEGE , Vanessa Robles and Janelly Molina

WHAT IS THE IMPORTANCE OF SOCIAL WORK INVOLVEMENT IN HOSPICE CARE TRANSITIONS FOR ILL CHILDREN AND THEIR FAMILIES , Natalie Rodas and Guillermina Morales

SOCIAL WORKERS’ PERCEPTIONS OF DISPROPORTIONALITY AND DISPARITY IN THE CHILD WELFARE SYSTEM , Nelyda Rodriguez

EXAMINING HOMELESSNESS AND ITS EFFECTS ON FUNCTIONING AMONG FOSTER CARE ALUMNI , Silvia Romero

THE IMPACT OF SOCIAL MEDIA USE ON SOCIAL ISOLATION AND MENTAL HEALTH AMONG YOUNG ADULTS , MARIANA ROMO

Incarceration Effects on Children and Families , Sharon Rose

IMPACTS OF POVERTY ON LANGUAGE DEVELOPMENT HOW LOW SOCIO-ECONOMIC STATUS STUDENTS ARE AT AN ACADEMIC DISADVANTAGE , Farbod Samari

EXPLORING THE IMPACT OF THE PLACEMENT DISCONTINUITY IN FOSTER CARE , Michelle Sepulveda and Angela Williams

HOW LANGUAGE, HEALTHCARE INSURANCE STATUS, STIGMA, AGE, AND EDUCATIONAL ATTAINMENT INFLUENCED THE UTILIZATION OF MENTAL HEALTH SERVICES AMONG THE LATINO MALE POPULATION , Esmeralda Solis and Annika Coe

THE BENEFITS OF SUPPORT GROUPS FOR INDIVIDUALS WHO EXPERIENCE AUDITORY AND VISUAL HALLUCINATIONS , Joseph Stewart

Social Justice Theatre and the Impact on Theatre Artists , Stevie Taken

School-based Suicide Prevention Program for LGBTQ Students , Ching Lok Tse

Exploring Permanency Rates Within the Southern California Counties of Los Angeles, Riverside, San Bernardino and San Diego , Karrene Turner

Placement instability and its effects on the mental health of foster youth , Tyra Turner and Shalynn Burton

THE ASSOCIATION BETWEEN ADVERSE CHILDHOOD EXPERIENCES AND GANG MEMBERSHIP , Johanna Ulloa

SOCIAL WORKERS PERSPECTIVE ON BARRIERS TO FAMILY REUNIFICATION , Laura Velasquez and Annamarie C. Merrill

FIRST-GENERATION SOCIAL WORK LATINAS BALANCING LIFE AND CAREER , Angelica Venegas

FORMER FOSTER YOUTH AND THE UTILIZATION OF MENTAL HEALTH SERVICES IN POSTSECONDARY EDUCATION , Jacqueline Viadas and Liliana Lua

The Relationship Between Adverse Childhood Experiences and Resilience in Social Work , Margeaux Wilkins and Jazmine Salazar

PARENT-CHILD ATTACHMENT WHEN PARENTING A CHILD WITH A DISABILITY , Giulianna Zocchetti

Theses/Projects/Dissertations from 2022 2022

SOCIAL WORKER STUDENT’S ANXIETY, AND ALCOHOL CONSUMPTION DURING THE COVID-19 PANDEMIC , David Adler

Measuring Competency in Social Work: LGBTQIA Populations , Desirae Nicole Aguirre and Samantha Raquel Stephens

PERCEIVED BARRIERS TO MENTAL HEALTH SERVICE USE AMONG LATINX WOMEN WITH POSTPARTUM DEPRESSION SYMPTOMS , Mayra Alvarado

A NEED FOR SUPPORT SERVICES AMONG HISPANIC FIRST-GENERATION COLLEGE STUDENTS , Evelyn Arellano and Jessica Cazares Armenta

PARENTIFICATION: THE LONG-TERM EFFECTS ON THE PARENTIFIED ADULT , Andrea Monique Armas

UTILIZATION OF MENTAL HEALTH SERVICES AND CULTURE: A QUALITATIVE STUDY OF MONOLINGUAL SPANISH SPEAKING PARENTS IN THE INLAND EMPIRE , Valeria Armentilla Cecena

IMMIGRATION AND SOCIAL WORK: A CONTENT ANALYSIS OF SCHOOLS IN LIBERAL STATES , Yenicka Avila and Stephanie Ibarra

The Effects of Burn Out in Public Child Welfare Workers , Leandra Barcenas

BARRIERS AMONG MEN SEEKING MENTAL HEALTH SERVICES , Karen Barone

COLLEGE-AGED STUDENT’S PERSPECTIVE OF SEXUAL VIOLENCE VIA SOCIAL MEDIA USAGE , Emily Bautista and Marijane Garcia

SOCIAL WORK STUDENTS COMPETENCY ADDRESSING SEXUAL HEALTH NEEDS OF CLIENTS , Laken Beltran

UNDERUTILIZAITON OF MENTAL HEALTH SERVICES BY MARGINALIZED POPULATIONS , Jermaine Bennett and Anna Blum

UTILIZATION OF TELEMENTAL HEALTH BY MENTAL HEALTH PROFESSIONALS DURING COVID-19 , Zayne BoudreauxRamirez

SOCIAL WORK STUDENTS’ COPING STRATEGIES DURING THE COVID 19 PANDEMIC , Margarita Bracamontes and Benjamin J. Johnson

THE EFFECTS OF COVID-19 ON SOCIAL WORK STUDENTS , Rosanne Cabonce

BARRIERS TO MENTAL HEALTH SUPPORTS AND RESOURCES EXPERIENCED BY ONLINE GRADUATE SOCIAL WORK STUDENTS , Joseph B. Camacho

SELF CARE AND BURNOUT AMONG CHILD WELFARE WORKERS DURING THE CORONAVIRUS PANDEMIC , Stephanie Carranza and Claudia Castillo

CAN SOCIAL WORKERS PROVIDE ACCESS TO HEALTHIER FOOD CHOICES TO LOW-INCOME FAMILIES WITH URBAN FARMING , Nayely Chairez

THE COVID-19 PANDEMIC AND MATERIAL HARDSHIPS: A QUALITATIVE STUDY OF UNDOCUMENTED IMMIGRANTS IN THE UNITED STATES , Erika Chavez-Marroquin

THE UNDERDIAGNOSIS OF ADHD IN BLACK FEMALES , Kiana Clerkley

SOCIAL WORKERS’ COMPETENCY WHEN WORKING WITH LATINO IMMIGRANT FAMILIES , Suleima Corea and Cynthia Gutierrez

DISENFRANCHISED GRIEF IN QUEER COMPANIONSHIP AND CHOSEN FAMILY , Derek Lowell Corns

COMBATING DOMESTIC VIOLENCE: UNDERSTANDING MILITARY IPV AND THE AVAILABLE MILITARY AND CIVILIAN IPV INTERVENTIONS , Taylor Coutts

Accessibility of Mental Health Resources in Schools , Zitlaly Lizeth Cruz-Roman and Vianney Consepcion Sandoval

THE EFFECT OF THE PERCEPTION OF MENTAL HEALTH SERVICES ON ASIAN AMERICANS , Angela Dao

HOW KNOWLEDGEABLE ARE SOCIAL WORK STUDENTS ON THE CONCEPT OF COMPASSION FATIGUE AND DO THEY ENGAGE IN MEASURES TO PREVENT IT? , Jessica Duran

AVERTING EDUCATIONAL DISRUPTIONS FOR MIGRANT CHILDREN , Natalie Elisarraraz

CAREGIVER AND SOCIAL WORKER PERCEPTIONS OF THE IMPACTS OF COVID-19 ON CHILD WELFARE VISITATION , Christopher Enhelder and Christina Ortiz

ADVERSE CHILDHOOD EXPERIENCES AND LIFE OUTCOMES AMONG SOCIAL WORKERS , Kazandra Dominique Farrell

CONTRIBUTING FACTORS OF CHILDHOOD PARENTIFICATION: AN EXAMINATION OF FAMILIAL CHARACTERISTICS , Tameka M. Ferguson

Career Outcomes for Formerly Incarcerated College Graduates , Roberta Fox and Jesse Rodriguez

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Thesis and Capstone Requirements for Social Work Programs

Frequently part of accredited social work programs, capstone and thesis programs must meet guidelines to earn accreditation. General requirements for capstone or thesis courses are set by an accrediting council, but specific coursework requirements are set by program leads. A social work capstone is typically completed as an internship. Thesis programs, on the other hand, are in-depth professional and clinical field experiences documented in a final essay. Students should be aware of capstone or thesis requirements when choosing a program and whether their program requires one or both as options for graduation.

General requirements for capstone or thesis courses are set by an accrediting council, but specific coursework requirements are set by program leads.

Students typically complete the capstone or thesis in their final semesters. Both the capstone and thesis review learning objectives and apply the student’s learning to practical scenarios and research. Capstone or thesis projects offer students the opportunity to explore work and research opportunities in social work while receiving college credit and constructive feedback on their work. The capstone or thesis can be completed in a local social services agency, hospital, or nonprofit, wherein students observe client and social worker interactions and apply their research. This guide discusses the differences between a capstone and thesis and some of the ways social work students can choose, complete, and present a project.

Featured Programs in Social Work

What’s the difference between a capstone and a thesis in social work programs.

Sometimes used interchangeably, capstone and thesis projects actually differ in important ways. Capstone projects are usually part of undergraduate program, whereas a thesis is typically required for master’s programs.

Both undergraduate and graduate programs require a practicum for the capstone or thesis project. Many undergraduate program capstones emphasize the practicum component and require a report or presentation of students’ experiences, focusing on the student’s learning about entry-level social work experience. Master’s program thesis projects underscore professional experience and research and may require a research paper. The thesis also develops clinical skills and research explored in the classroom.

What Is a Capstone Like in Social Work Programs?

Social work capstone format.

Many social work programs require two capstone courses and a seminar, a one- or two-credit course that introduces students to the practicum experience and runs concurrent to a capstone course. In the seminar, students describe their goals for the project and may participate in group workshops and discussions. The first practicum takes place in the second or third semester and is usually completed in 200 hours, and students conclude with the 400-hour second practicum in their final semester. Students may complete an individual project as a part of the practicum. A final presentation to the student’s cohort or a report to the faculty adviser may be required to complete the capstone.

Choosing Your Social Work Capstone Topic

Carefully consideration of your capstone topic can enhance your education and career opportunities. A capstone topic should be a relevant, current issue in the social work field that also correlates to your specific interests. Students work closely with a faculty adviser to select their topic. The capstone adviser is a professional in the field who helps students make professional connections, as students develop their practicum placement through networking. This combination of professional guidance, exposure to the field, and exploration of current issues benefits professional development.

Completing Your Social Work Capstone

A customizable experience at its core, students design the goals for their social work capstone, develop learning objectives, and determine the topic they will address. Student and faculty work together to choose an appropriate setting for the capstone research, which may be a hospital, care facility, or a mental health clinic. You may be given permission to complete the capstone at your current place of employment, but all capstone work must be accomplished outside of your normal work duties.

A customizable experience at its core, students design the goals for their social work capstone, develop learning objectives, and determine the topic they will address.

Once you have chosen your topic, designed your capstone, and selected a setting, you will submit a proposal to your faculty adviser. When the adviser approves your topic, design, and setting, the practicum begins in earnest. Social work students keep close records of their practicum experience. Depending on the format, you may file case notes or reports. Students also maintain a log of hours worked that is signed by the site supervisor and the faculty adviser.

Presenting Your Social Work Capstone

Students often present on their capstone at the conclusion of the experience. The presentation typically takes place during the seminar course; students present their work to faculty and their cohorts. Some programs may invite the public to attend, so your family and friends can view your hard work. Hallmarks of capstone presentations include PowerPoints, handouts, and oral reporting and explanation of data collected. The seminar class tends to work together in small groups to develop the final presentations. Not every program requires a presentation, however; a final paper reviewed by an adviser can replace the capstone presentation requirement.

How Is a Social Work Capstone Graded?

Social work capstones are graded on a pass/fail basis. Students receive a rubric of objectives and expectations, which includes the number of hours required for a successful capstone. The goals and objectives designed by the student, as well as feedback from the site supervisor also determine the final grade earned. If a student fails the capstone, schools have a grade appeals process. Most programs allow students to retake a capstone course once to earn a passing grade.

What Is a Thesis Like in Social Work Programs?

Social work thesis format.

Master’s in social work programs require advanced field experiences as a thesis. MSW students complete a minimum of 900 hours of field experience, earned through two to four practicum courses, one course per semester. Programs generally offer a seminar course that is completed prior to or concurrently with the final practicum course. Completed individually in a communal setting, practicum students are free to collaborate with other professionals in the field. MSW students may also conduct new research projects or case studies. A paper is often required at the conclusion of the practicum, which may be presented to faculty and students.

Choosing Your Social Work Thesis Topic

MSW students receive hands-on training while developing their social work theses. The social work thesis topics students choose may focus on private practice, clinical work, or organizational development, and often reflect a student’s ultimate career goals. In a thesis program, students must utilize networking skills, professional experience, and receive faculty advisement. Students may rely on previously developed professional connections and networking to develop their field experiences. Graduate programs employ faculty with extensive professional experience. Research and select a program with faculty advisers that benefit your professional development goals.

Completing Your Master of Social Work Thesis

Field experiences introduce students to clinical and professional practice, develops their skills, and practices interventions. MSW students design their two field experiences to achieve two overarching goals: generalist experience and professional development.

MSW students design their two field experiences to achieve two overarching goals: generalist experience and professional development.

A generalist experience runs between 200-300 hours, with any remaining hours completed in a specialized field. Students conduct observations and case reviews during the generalist experience, then design the specialized practicum to develop their professional skills and respond to a thesis topic. The design of your field experience is highly customizable, but should include concrete objectives with opportunities for hands-on experience. Students submit their plan to the the faculty adviser, who then approves their planned social work thesis topic and field experiences. MSW students record their work through completing observation reports, case notes, and approved logs of hours.

Presenting Your Social Work Thesis

MSW students who complete practicum experiences typically do not defend their thesis in front of a panel. You may be required to give a presentation to the faculty and other students in your program, which can include a PowerPoint, other visual aids, and handouts. Graduates may have the opportunity to present their work to the public through the university or a conference.

Programs that focus on research and policy may require the a thesis presentation, but this is uncommon for a master’s program. A panel of qualified faculty and professionals hear the thesis. Following their presentation, thesis candidates must answer questions and explain the applicability of their work to the field. Students should determine if the program they are applying to requires a thesis presentation or field experience report.

How Is a Social Work Thesis Graded?

Social work thesis projects are typically graded as pass/fail. The number of practicum hours are set according to accreditation and licensure requirements; students must complete all hours to pass the course. Requirements are given to students before they begin coursework, with additional grade requirements outlined in the thesis design syllabus. Feedback from field supervisors is also considered. Students who fail their field experience may appeal through the school’s appeal process or repeat the course.

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The Master’s of Social Work program requires students to satisfactorily complete a culminating activity: a thesis, a community-based project, or a comprehensive case review as a condition of graduation. The culminating activity serves as an integrative experience in graduate education.

The following information can also be found in the MSW Student Handbook (Google Doc) on pages 38-41.

The Office of Graduate Studies’ A Guide to Graduate Studies (PDF) is the guiding publication for theses at Chico State. 

• A thesis is typically a recognized research methodology to answer a significant question. 

All theses require oral and written documentation that are defended and that follow the Office of Graduate Studies’ guidelines and the recommendations of the School of Social Work. Students are personally responsible for all formatting and binding costs for theses.

Undertaking a thesis begins by developing an idea and finding a Chair for the Thesis Committee. The Chair and one other (and sometimes two other) Committee Member(s) comprise the Committee. Students are responsible for identifying their Chair, and then working with the Chair to identify additional Committee members. All Committee members must meet the following criteria:

• The Chair must have professor status within the Chico State School of Social Work. Students can identify professors on the School of Social Work Faculty & Staff (look for the title “professor”).
• The Second Committee member should also have professor status within the School. However, the MSW Director can approve, if requested by the student and/or Chair, a professor from another department or a retired Social Work professor.
• The Third Committee member (and any additional members) can be selected by using all of the above criteria, or an exemption can be made for individuals who have other relevant characteristics (i.e. knowledge of the topic). The Chair, MSW Director, and the Office of Graduate Studies Dean (in that order).

Writing a thesis for an MSW degree’s culminating event can be highly rewarding. However, it is a major undertaking that needs careful consideration and planning. In preparation, a student must complete a Thesis Proposal to be submitted to the MSW Program Director following signatures of approval by the Thesis Chair and Committee Member(s). The development of the Proposal will help the student form a research plan, consider its feasibility, and select a Thesis Chair. Please refer to our faculty web page for faculty specialized focus on research and study.

  The following are the recommended elements of the Thesis Proposal. Ultimately, the standards for the proposal are determined by the Thesis Committee and/or Chair. Proposal submissions should be no more than three to five pages in length.

• Introduction & Problem Statement
• Clearly articulated research question
• Researchable research question
• Brief summation of a compilation of articles from peer reviewed journals that are directly related to the research questions
• Quantity of articles should reflect the range of prior research on the topic
• Description of how the research will be carried out
• Appropriateness of the method to the research question
• Students submit a human/animal protection plan located on Chico State Enterprise’s Institutional Review Board (IRB) website (use “Research”on the left menu).
• Get the plan approved by the IRB through the Cayuse online system. 
• Review additional policy, guideline, and application information on the IRB website.

The final draft of the thesis (can be prior to formatting and revisions from the defense) is to be provided to the Committee Chair and Committee Members no later than one week prior to the defense for publicizing and circulating. The defense flyer invitation shall be provided to the Committee Chair, Committee Members, and the MSW Director via email. Unless otherwise specified, at the request of the student with consultation of the Committee Members, the defense shall be considered an “open” event:

• Flyer invitation emailed to all School of Social Work staff, faculty, and students
• Flyer invitation emailed to Graduate Studies and the BBS dean’s office
• Flyer invitation posted in the School of Social Work building, classrooms, and similar locations

Attendance at the defense will include, but is not limited to, the Committee Chair, and at least one other Committee Member. Attendance by others, as specified by the student, are permitted.

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MSW Thesis and Research Experience

Updated march 21, 2024.

FIFSW offers a thesis option as one way for students to gain research proficiency during their MSW program.

Other research opportunities for MSW students consist of taking an additional research course , doing independent research or a reading course with an FIFSW faculty member , completing a research intensive field placement or by participating in research assistantships . Details about these options follow the MSW Thesis Overview sections below.

MSW Thesis overview

Students can consider the option of a MSW thesis. The option of a thesis is available for  up to three MSW  students in an academic year.

Application Process:

To be eligible to do a thesis a student must:

• Currently hold a SSHRC-CGS Master’s Scholarship or OGS award or meet the GPA level for an OGS (3.70 average over the last 20 courses – this includes undergraduate courses)
• Have two years of direct practice experience
• Have a letter from a faculty supervisor
• Research question
• Brief literature review
• Sample methodology
• Data collection strategies
• Analyses plans
• Have met with the MSW Program Director to determine the feasibility of the proposal

Students will be approved for a thesis based on meeting the above eligibility criteria, and based on:  1) the quality of the applicant’s proposed research, and 2) the availability of a supervisor.

Students who undertake a thesis typically require 1-2 extra semesters to complete the process and, therefore, may need to pay additional tuition fees.

There are other options available for gaining research proficiency, including taking additional research courses, seeking an independent study experience with a FIFSW faculty member, seeking courses at other faculties and choosing a research intensive field placement. We encourage students to discuss all these options with their faculty advisors.

If you have any questions about this process, please contact the MSW Program Director, Micheal Shier  ( [email protected] ).

Timelines for Academic Year

Advanced Standing Candidates Deadlines for Thesis Application

• Meet with MSW Program Director prior to April 15th
• Application Deadline is May 15th
• Outcome of Application: June 15th

Two Year MSW Candidates Deadlines for Thesis Application

Thesis Committee

Once the thesis proposal has been approved, (see Appendix A, Approval for MSW Thesis Commencement Form ), the student, in consultation with the supervisor, selects other members for the thesis committee. Committee members are chosen on the basis of their known expertise in the student’s area of research. Committee members may be selected to contribute to the substantive area of the thesis or to contribute methodological expertise.

One member is often the second reader of the thesis proposal. A member can also be chosen from outside the Faculty (for example, a field instructor or a leading practitioner in the field). It is possible to appoint a committee member from another university who has similar graduate faculty status at her/his university.

Note: It is not a requirement that all committee members be members of the SGS at University of Toronto.

If the student is enrolled in a collaborative specialization, the thesis will be supervised and evaluated in the same manner as those in the home graduate unit. Normally, at least one graduate faculty member affiliated with the collaborative specialization will be a member of the student’s thesis committee.

It is recommended that the thesis committee consist of at least 2 working members. At a minimum, the thesis committee should consist of the supervisor plus at least one other member. The size and composition of the committee should ensure reasonable support for the student during all stages of development and completion of the thesis.

Note: The final oral examination requires a quorum of three voting members. For the oral examination, one or more examiners join thesis committee member(s) to conduct the exam. A final target of four members for the oral examination committee ensures that the quorum of three voting members will be met should unforeseen circumstances require a member to be absent.

When all thesis committee members have been selected and have agreed to serve, the student completes the “Thesis Committee Member Form” ( Appendix B ), and submits a copy to the MSW Program Director for subsequent placement in the student’s file.

The supervisor (the thesis committee chairperson) and thesis committee provide support and guidance throughout the thesis process. They initially approve the thesis and at least one will be present at the defense. The committee should meet at regular intervals during the research process. It is important that the student keep both the supervisor and the thesis committee informed of her/his progress. The student should come to meetings prepared to discuss progress and problems with the thesis research.

The committee members will provide consultation, suggestions, and specific recommendations for dealing with the problems.

Committee members will assess drafts of the chapters of the thesis and provide feedback within two weeks. They will also evaluate the final draft of the thesis and provide specific feedback as to the revisions needed prior to the oral defense.

Preparation of the Thesis

Depending on the nature of the data required, the student may need three or more months to complete data collection. Data analyses and writing of the thesis often requires an additional six or more months. According to this schedule nine or more months will be required to complete the thesis. This timeline is based on concentrated work on the thesis with only minimal employment responsibilities.

Human Subjects Review

If the proposed research involves the use of human subjects, an application and protocols must be submitted for delegated (expedited) or full review, to Health Sciences REB. Students should refer to the website , for application forms, regulations, policies and guidelines governing human research, dates of upcoming meetings of the Health Sciences REB and deadlines for submissions of protocols (usually 2 weeks prior to meeting dates). The REB now accepts electronic submissions exclusively by email (no need to hand in hard copies), for both delegated and full REB reviews for all REBs. Please e-mail one electronic copy of your protocol and appendices as a single Word document or a pdf, with appendices pasted in at the end to  [email protected] . Electronic signatures are preferred. The Research Coordinator (Room 516) of the Faculty’s research office may also be contacted for help.

The above website also offers other important information on topics such as “informed consent” and “delegated/expedited review”. Informed consent requirements are discussed and sample forms are shown. Studies that may qualify for delegated/expedited review due to minimal risk are also discussed.

Thesis Format

The format for the title page, acknowledgments, abstract, and table of contents is consistent with a standard set by the University.

In general, the content of the abstract should give an overall picture of the thesis and should include: purpose of the study, its focus, and research questions or hypotheses; theoretical framework; source of data; methodology; major findings; limitations and strengths; and implications.

For the main body of the thesis, the sequencing of the chapters follows the format set for the thesis proposal:

• Introduction (includes statement of problem) • Review of Background Literature (theoretical and empirical) • Design and Methods • Findings • Discussion  (includes relevance to Social Work) • References • Appendices

Examination Committee Membership

The supervisor (the thesis committee chairperson) and student, in consultation with the MSW Program Director, determine the composition of the oral defense examination committee.

The examination committee consists of at least three and as many as five voting members. The quorum is three voting members. The examiners will require sufficient knowledge of the content of the thesis to form a judgment about its acceptability.

The committee must include: • one to three members of the supervising committee; • one examiner who has not been closely involved in the supervision of the thesis who is approved by the MSW Program Director (usually the external reviewer); • a non-voting chair appointed by the MSW Program Director

All examination committee members must receive copies of the thesis at least four weeks in advance of the examination date with the exception of the external reviewer who must receive a copy six weeks in advance (see below). It is the student’s responsibility to distribute copies to the external reviewer and the committee members.

External Reviewer (or External Appraiser)

The external reviewer must have an arms-length relationship with the student and the supervisor and is selected by the thesis supervisor and the student in consultation with the MSW Program Director. The reviewer/appraiser completes a written assessment of the thesis, recommends acceptance or lack of acceptance and normally participates on the oral examination committee as an examiner. Thesis appraisals usually consist of an analytical and constructively critical commentary of the thesis, together with an assessment of the importance of the work in relation to the field. The appraisal ends with an explicit recommendation that the thesis either be accepted or not be accepted in partial fulfillment of the requirements for the degree of Master of Social Work. The typical length is one to two pages, single-spaced with a list of minor errors attached. The external reviewer should have a minimum of four weeks to review the thesis and prepare a response. In turn, the student and all members of the examination committee are entitled to see the appraisal two weeks before the examination takes place. Therefore, the thesis must be given to the external appraiser six weeks prior to the defense date.

The student can use the two weeks to prepare a considered response to the appraisal. However, the student is prohibited from discussing the appraisal with the external examiner until the examination is underway.

Scheduling MSW Thesis Defense Dates

When the members of the examination committee and the external appraiser have been confirmed, the student and supervisor can determine a defense date and time. At this point the student can formally notify the Factor-Inwentash Faculty of Social Work of her/his intent to defend the thesis at an oral examination. To make this request, the student should complete the “MSW Oral Defense Request” form (see Appendix C ) and return it to the office of the MSW Program Director. The form is for the internal use of the faculty and includes information needed by the faculty to commence with the defense planning, including the defense date and time, committee composition, AV needs, thesis abstract and a short author’s biography. The form should be submitted four weeks prior to the defense date.

Planning for the thesis defense should take into account the School of Graduate Studies deadlines for convocation and fees. Approximate deadlines for defense are March 31, June 30, and December 18. In order to arrange for a defense, the thesis must be ready at least six weeks prior to these dates. Please note that difficulties in defense scheduling may be compounded by holiday schedules. For instance, the last day to defend for the November convocation is the end of June due to the summer schedule of committee members. However, with the approval of committee members and the MSW Program Director, this defense may be held at a later date.

The Oral Examination

The MSW oral examination should generally follow the established School of Graduate Studies procedures for Ph.D. final oral examinations. Many of these procedures are relevant for the MSW oral examination, which is conducted by the Factor-Inwentash Faculty of Social Work.

At the examination, the chairperson functions to protect the candidate from harassment, ensure the candidate is given reasonable opportunity to defend the thesis, and to ensure the candidate her/himself defends the thesis (not the supervisor or other committee member).

Examination committee members must vote whether or not the thesis and the defense are acceptable or not acceptable. More than one negative vote causes the thesis examination to be adjourned. Members who find the thesis acceptable must also determine whether the thesis is acceptable as is, requires minor corrections, or requires minor modifications.

Minor corrections are punctuation or typographical errors or problems in style. Normally these issues must be correctable within one month. The supervisor informs the candidate of the necessary changes and provides a written statement to the MSW Program Director when the corrections have been completed.

Minor modifications are more than changes in style and less than major changes in the thesis. A typical example of a minor modification is clarification of textual material or the qualification of research findings or conclusions. Minor modifications should be feasibly completed within three months. The committee member in charge of monitoring the changes (usually the supervisor) provides a brief written statement of the necessary changes to the candidate and MSW Program Director. When the modifications are complete, they notify the MSW Program Director in writing.

All corrections and formatting of the thesis must be completed prior to the last day for degree recommendation (see Table 1., page 19 and the SGS Calendar) so that the candidate can be recommended for convocation. The corrected final approved thesis must be electronically submitted to SGS by the deadline or the student will be required to register and pay fees until the thesis is completed.

After the Defense

The chairperson immediately returns all exam forms for the student’s file to the Registrar’s office.

Student makes modifications to the thesis as required. These are reviewed by the faculty member(s) designated at the end of the oral defense (usually the supervisor). Minor corrections are completed within one month or less while minor modifications are completed within three months or less.

Supervisor informs the MSW Program Director in writing that the student has made revisions/corrections (see Voting Ballot and Chair’s Summary Form in Appendix D ).

Student picks up (from SGS) and signs the following forms: o Library release guidelines (The University of Toronto Authority to Distribute Form). o Request for microfilm (National Library of Canada Non-exclusive License to Reproduce Theses). o Students failing to complete all steps by the specified deadlines will be required to register and pay fees for another term.

Submission of Theses

One electronic copy of the final approved version of the defended thesis must be submitted to SGS.  Instructions can be found on their Electronic Thesis Submission page.  All theses will be submitted to the national thesis program at Library and Archives Canada, and theses will be made publicly available on the Theses Canada Portal. This program makes theses available to ProQuest, which in turn makes theses available for purchase on its Proquest Dissertations & Theses Database and includes the catalogue records in its bibliographic services. It is the intention of the University of Toronto that there will be no restriction on the distribution and publication of theses. However, in exceptional cases, the author, in consultation with the thesis supervisor and with the approval of the chair of the graduate unit, shall have the right to postpone distribution and publication for a period of up to two years from the date of acceptance of the thesis. In exceptional circumstances and on written petition to the Dean of the School of Graduate Studies the period might be extended, but in no case for more than five years from the date of acceptance of the thesis, unless approved by the Graduate Education Council. More information about producing your thesis can be found on the SGS site.

Following electronic submission of the thesis, a signed hard copy of the Library and Archives Canada Theses Non-exclusive License form (available online here ), along with any necessary copyright permissions, must also be submitted to SGS. Candidates will be charged a fee for the processing and indexing of the thesis.

Specific formatting guidelines must be followed so that theses conform to the requirements of SGS and for the publication of the thesis. Theses that do not confirm to these formatting guidelines will not be accepted. For more information about required fees, forms, copyright, thesis formatting, and other related matters, visit the information for Students’ section of the SGS website.

E-copy to School of Graduate Studies

Students should consult their graduate unit for additional local format requirements, submission deadlines and procedures concerning master’s theses. An electronic copy of the thesis must be submitted to the School of Graduate Studies only after the thesis has been successfully defended and any final corrections have been made. The School of Graduate Studies also requires a copy of the letter from the student’s supervisor confirming completion of any required corrections. Students may also be required to submit a bound copy or copies of the thesis to the relevant graduate unit.

Office of Convocation

Students must notify the Office of Convocation of their intent to attend convocation after the Faculty Assessment Committee has approved students to graduate. Visit the convocation website for details.

Other options for Research Learning and Training 

The thesis option is just one way for students to get research experience in their MSW program. Below is a list of other possible research opportunities for MSW students:

• What you can do to evaluate this option: You would need to speak to your advisor and the MSW Program Director about such options. Course instructors may have prerequisites to take a course and course enrolment may be restricted.
• What you can do to evaluate this option: You would need to reach out to a faculty member that is conducting research in an area of interest to you to ask if they would be willing to conduct an independent study course with you.
• What you can do to evaluate this option: You can reach out to an individual faculty member or the staff in the practicum office to find out more about research intensive field placements.
• What you can do to evaluate this option: You can reach out to faculty who are doing research in your areas of interest to see if they are hiring any RAs. Faculty usually post their RA positions on the MSW listserv, where you can review for opportunities. Finally, RA positions are also posted across the university at the CLNX page . For help with navigating CLNX, please visit this video tutorial

UKnowledge > College of Social Work > Theses & Dissertations

Theses and Dissertations--Social Work

Theses/dissertations from 2024 2024.

Fathers’ Perspectives on the Role of Spirituality in Substance Misuse Disorder Treatment and Engaging with Their Children , Kendra Michelle Eubank

CHANGES IN CRIMINAL THINKING AMONG HOMELESS VETERANS RECEIVING HOUSING FIRST SERVICES , deirdra robinson

Exploring the Therapeutic Relationship in Mental Health Therapy with Queer and Disabled Adults , Rachel Womack

Theses/Dissertations from 2023 2023

FOSTER CAREGIVING: HOW INTERACTIONS WITH THE CHILD WELFARE AGENCY IMPACT FOSTER PARENT SATISFACTION, RECRUITMENT, AND RETENTION , Ethan Engelhardt

Factors Associated with Successful Military-to-Civilian Transition Among Special Forces Veterans , Edward Richter

Theses/Dissertations from 2022 2022

THE INFLUENCE OF DISTANCE LEARNING ON UNDERGRADUATE SOCIAL WORK COMPETENCY: AN EXPLORATORY STUDY AT A PRIVATE UNIVERSITY , Christine K. Fulmer

Conceptualizing Attorney Motivation: A Study of the Representatives for Parents and Children in the Child Welfare System , Shannon Moody

AN INVESTIGATION OF THE EFFECTS OF PSYCHOLOGICAL AND SOCIAL FACTORS ON LABOR MARKET INTEGRATION IN A GENDER STRATIFIED SAMPLE OF REFUGEES IN GERMANY , Theresia M. Pachner

RURAL SUICIDE: A THREE MANUSCRIPT DISSERTATION UTILIZING THE NATIONAL VIOLENT DEATH REPORTING SYSTEM , James Watts

Theses/Dissertations from 2021 2021

THE ROLE OF ADVERSE CHILDHOOD EXPERIENCES (ACEs) IN THE MILITARY AND PREDICTING CURRENT DISTRESS , Douglas A. Foote

Hospital Nurses' Moral Distress and Coping during COVID-19: A Pilot Study , Abigail Latimer

ENHANCING EVIDENCE-BASED TOBACCO TREATMENT SERVICES FOR CLIENTS WITH MENTAL ILLNESSES , Janet Otachi

DOES BULLYING VICTIMIZATION IN MIDDLE CHILDHOOD INFLUENCE ADOLESCENT RISK BEHAVIORS: DIFFERENCES ACROSS RACIAL/ETHNIC GROUPS? , Shawndaya Sabrina Thrasher

Theses/Dissertations from 2020 2020

National Guard Members with Suicide Ideation: The Impact of Stigma, Mental Health, and Trauma History on Treatment-Seeking Outcomes , Amy Brown

KINSHIP CARE PROVIDERS: EXPLORING THE RELATIONSHIP OF CHILD TEMPERMENT, COMBINED FACTORS OF PROVIDER’S RELATIONSHIP TO PRIMARY PARENT AND REASON FOR PLACEMENT, AND INTENSITY OF PARENTING TASKS TO PARENTING STRESS , Shelagh Larkin

EMBODYING INEQUALITY: THREE PAPERS ON THE ROLE OF GENDER AND DISCRIMINATION IN THE LIVES OF WOMEN , Stefana I. Moldovan

Olmstead Mandated Statewide Implementation of Assertive Community Treatment: Precipitating Factors and Participant Experiences , Elizabeth Nelson-Cooke

FIX SOCIETY, PLEASE: THREE PAPERS ON THE MENTAL HEALTH TREATMENT, SOCIAL SUPPORT RESOURCES, AND SUICIDOLOGY OF TRANSGENDER AND GENDER DIVERSE ADULTS , Annie Snow

INVESTIGATING WHETHER ECOLOGICAL MODELS OF COMMUNITY-ORIENTED VARIABLES IMPROVE PREDICTION OF CHILDHOOD RESILIENCE OVER A SET OF PERSONAL CHARACTERISTIC VARIABLES SUCH AS IMPULSE CONTROL, EMOTIONAL REGULATION, RELATIONAL MOTIVATION, AND SELF-RELIANCE , Vinod Kumar Srivastava

Theses/Dissertations from 2019 2019

Veterans' Treatment Courts in Kentucky: Examining How Personal Characteristics and During-Program Occurrences Influence Program Completion and Criminal Recidivism , Monica Lynn Himes

SUICIDE ATTITUDES AND TERROR MANAGEMENT THEORY , Athena Kheibari

DOES CHILDHOOD PSYCHOLOGICAL ABUSE STRENGTHEN OR WEAKEN MSW SOCIAL WORKERS AND ALLIED PROFESSIONALS’ COMPASSION FATIGUE AND COMPASSION SATISFACTION? , Andy S. C. Reynolds

SOCIAL WORKERS’ AND TEACHERS’ FEELINGS OF SELF-EFFICACY IN DEALING WITH SCHOOL BULLYING , Sharon Lynn Simmons

THE DRUGS/VIOLENCE NEXUS: THEORY TESTING AND BEHAVIORAL HEALTH FACTORS AMONG JUSTICE-INVOLVED APPALACHIAN WOMEN , Grant Victor

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A MIXED METHODS ANALYSIS OF GENDER DIFFERENCES IN SYMPTOM PROGRESSION AND TRAUMA NARRATIVES DURING TRAUMA-FOCUSED COGNITIVE BEHAVIORAL THERAPY , Sarah A. Ascienzo

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Thesis and Capstone Requirements for Social Work Programs

Most social work programs culminate in a final capstone or thesis. Usually, students complete a capstone or thesis in their final quarter, semester, or year of study, but some may begin preparing for the project weeks or even months in advance. Schools assign capstones and theses to assess a prospective social worker’s ability to apply classroom concepts in a professional social work setting.

In general, both kinds of projects require students to undergo internships or complete field work in a social work role. Oftentimes, students must critically analyze a social justice or human rights issue relevant to their field experience. Alternatively, students may offer potential solutions to problems their employers face. In combining research with field work, social work programs also prepare graduates to transition from the classroom to the workplace.

Students can complete their capstones or theses in a diverse range of settings. Common placements for both projects include clinical or hospital environments, public policy organizations, and nonprofits. Within these core settings, students work with underserved populations and address issues such as systemic racism, economic inequality, access to healthcare and education, and substance abuse.

This guide outlines the similarities and differences between the social work capstone and thesis, and provides general guidelines for both projects.

What’s the Difference Between a Capstone and a Thesis in Social Work Programs?

Both a capstone and thesis are supervised research projects that include a practicum or internship in a professional social work setting. These projects also include a written essay synthesizing the student’s internship experience and applying relevant lessons from the social work curriculum. At the end of the process, students give a final presentation.

However, significant differences exist between the two options. Social work bachelor’s students usually complete a capstone, while social work master’s students usually complete a thesis. In general, a capstone demonstrates a student’s ability to apply classroom principles in a professional setting. By contrast, a thesis combines internship work with original, publishable research. Thus, while students prove their mastery of social work theory in completing a capstone, students contribute new ideas to the field in writing a thesis.

What Is a Capstone Like in Social Work Programs?

Social work capstone format.

Typically, a social work capstone is a final project embedded within a required research or practicum course. Field work for the capstone project requires a time commitment of one quarter to one academic year, with many students beginning their practicum or internship experience the summer before their senior year. Capstone projects include extended written components, usually an essay of 30 to 40 pages. In the written portion, students identify an issue or need at their field experience site. They then research the topic and suggest potential solutions. Students often present their papers to an audience of their professors and peers. Most capstones are individual projects, but some programs ask students to collaborate.

Choosing Your Social Work Capstone Topic

Since the capstone incorporates an internship in a social work setting, it also provides an opportunity to network with industry professionals and launch a post-graduation career. As such, students’ professional goals within social work should determine their capstone focus. After choosing a topic, students hone their research goals with the help of faculty advisers, professors who typically have work experience relevant to each student’s interests. Capstone topics vary depending on the program, but students often analyze current human rights or social justice issues such as multicultural family systems, health and wellness, public policy, and sustainable development.

Completing Your Social Work Capstone

While each social work program maintains unique capstone requirements, the project’s timeline typically follows a similar sequence. Prior to securing a field work site, students attend informational forums in which instructors explain field work expectations and available partnership locations. Students apply for field work locations that most closely align with their academic interests and professional goals, and professors assign sites accordingly. Field work usually takes place in social service institutions such as hospitals, children’s welfare agencies, or housing transition programs. Occasionally, students can complete capstone research in their current workplace if they already hold employment in an eligible social work setting.

Once students start field work, they meet regularly with advisers, either one-on-one or alongside a group of peers. During these meetings, students analyze their field work experiences, identify problems or needs in a given area, and design a research topic that offers potential solutions. Usually, social work interns also work with a field site supervisor. This supervisor acts as a mentor and ensures that students meet expectations and log the required number of hours.

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Presenting your social work capstone.

Most social work students present their capstone projects in front of a panel of professors and peers. Capstone panels range in size from a few faculty members to audiences of 30 to 40 people. Occasionally, presentations open to the public. Since capstone presentations cover research data, panels generally encourage visual aids, such as PowerPoint or Prezi, to illustrate measurable statistics. During the presentation, students describe their internship role, analyze the communities this internship served, and reflect on the potential solutions to problems they encountered.

How Is a Social Work Capstone Graded?

Students receive a grading rubric at the beginning of their capstone course outlining the program’s unique assessment requirements. While each program determines the success of a capstone differently, professors usually assess how well a student develops a professional identity, engages in critical thinking, conducts research, and cultivates an ethical practice serving human rights or social justice. Assessors grade a capstone on an “A-F,” or 4.0, scale. Students who fail can occasionally appeal their grades, retake the capstone seminar, or edit their research essay.

What Is a Thesis Like in Social Work Programs?

Social work thesis format.

Most master’s programs include a social work thesis. For the thesis, students complete in-depth research or data collection, write an extended essay of about 50 pages, and present an oral defense of results. Typically, master’s students conduct research on a topic of interest while participating in a field work placement or internship. Candidates then outline their research in a written thesis. This process requires at least a year of work, and students usually complete thesis projects individually. Occasionally, however, graduate students’ theses are collective projects that contribute to larger, faculty-led research studies. In such cases, a group of several students and faculty members conduct research together.

Choosing Your Social Work Thesis Topic

Like the capstone, a thesis offers the chance to conduct academic research while earning relevant work experience and networking with social work professionals. Students should communicate with a faculty member or professor who shares their professional or academic experiences and interests. With the help of their adviser, students can determine their research interests and find field work placement sites.

Though thesis topics vary widely, students often address human rights and social justice concerns they encounter during clinical, public policy, or nonprofit work. Rather than relying on established claims, theses propose new ways of understanding and combating social inequality. Social work thesis topics grapple with issues such as the efficacy of community centers in impoverished neighborhoods, strategies for palliative care social work, and success rates for bully prevention programs.

Completing Your Master of Social Work Thesis

Before designing a thesis, students often spend at least one semester, or two quarters, working in their chosen field placement site. During this process, master’s students work alongside a field supervisor, who regularly conducts one-on-one evaluation meetings to measure the student’s progress. The advisers also record student hours. Depending on a program’s requirements, master’s students spend 15 to 30 hours a week at their placement sites. This experience is crucial to identifying eligible social work thesis ideas.

After this initial work, students partner with a faculty adviser to identify a narrow research topic addressing a question or problem in their field. Students form this question by synthesizing their field work with an in-depth review of relevant literature and case studies from peer-reviewed sources. Finally, master’s students present their topic of inquiry to either their adviser or an advisory committee, usually in the form of a short, ten-page summary of their research interests. If the adviser approves the topic, students then begin formally collecting data and writing the thesis.

Presenting Your Social Work Thesis

The master of social work thesis presentation generally takes the form of a formal thesis defense. During the defense, master’s students present their research and conclusions to a faculty panel consisting of at least three professors, including the student’s faculty adviser. Similar to the capstone presentation, thesis defenses often include visual aids such as PowerPoint or Prezi presentations. The visual aid is especially important if the presentation involves graphs, pie charts, or other mediums of data analysis. Only the faculty panel typically attends a formal thesis defense, but master’s students often present their findings again in informal sessions open to the university community.

How Is a Social Work Thesis Graded?

The thesis should display a student’s ability to conduct independent research and meet the demands of a professional social work position. Professors grade a student’s formation of research questions, analysis of secondary literature, collection of data, and organization of research in a coherent report. Advisers always state their expectations in advance of the deadline. Students who don’t meet these goals can occasionally rewrite the thesis, but failure seriously endangers and delays degree conferral. Professors award grades based on a “A-F,” or 4.0, scale. Passing projects generally receive an “A,” while underdeveloped projects receive failing grades.

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Social Work

Master of Social Work (MSW)

Thesis-based program

Program overview.

The Master of Social Work (MSW) is a nationally-accredited program that prepares students for advanced professional practice in social work. The thesis-based route is designed for students who intend to pursue doctoral studies and/or anticipate a career requiring advanced program evaluation and research skills. 

Students are required to attend the residency attached to their program, which may be in Calgary or Edmonton.

Students holding an accredited Bachelor of Social Work (BSW) degree are admitted directly into a 36-month thesis-based MSW program. Students admitted with a non-social work degree complete 9 foundation courses (in 12 months) followed by the 36-month program (48 months total).

Completing this program

Courses: Students must follow the prescribed curriculum plan for their specialization and complete all 10 courses (30 units) if they entered the program with a BSW or 19 courses (57 units) if they entered the program with a non-social work degree.  The specialization year consists of 4 courses in Advanced Social Work Practice (12 units), 4 specialization courses (12 units), and 2 thesis research courses (6 units).

Thesis: Upon completion of required courses, students conduct original research and prepare a thesis which is evaluated on the written content and is orally defended before an examination committee.

Research Proposal:  Students should complete all coursework prior to having their proposal approved by their supervisor.

Optional Practicum:   Students may elect to complete Social Work 660 Advanced Practicum, but it is not a mandatory component of the thesis-based degree.  Students with a non-BSW degree may need additional Foundational Practicum hours to meet accreditation requirements.

Specializations

• Clinical Social Work Practice (CSWP)
• International and Community Development (ICD)
• Leadership in the Human Services (LHS)

For more information about these specializations please see the Academic Calendar.

Hospitals/community health centers, mental health clinics, schools, non-profit/advocacy groups, government, social service/child welfare/family service agencies, correctional facilities, social housing, family courts, employee assistance programs, private counselling, school boards, consulting.

A thesis-based master’s degree in social work is a preferred pre-requisite for a PhD.

Students are required to complete all required courses, prepare and successfully defend a thesis in an open oral examination.

Students with a BSW complete 10 courses (30 units).  Students with a non-social work bachelor's degree must complete 9 Foundation courses (27 units) prior to their 10 Specialization courses (30 units).  Advanced Practicum ( SOWK 660 - 6 units) is optional.

Learn more about program requirements in the Academic Calendar

Online delivery

The MSW thesis-based program in all three specializations will be offered by distance (online) learning with in-person residencies in Calgary or Edmonton. Online courses consist of a mix of real time classes at set times and learning that can be done on your own schedule. Students not attending residencies may be required to withdraw from the course or the program.

Please consult the Social Work  website  for specific program delivery information.

Time commitment

Three or four years (maximum) of full-time study, dependent on entry route, specialization and program location.

For incoming MSW thesis students, the PhD/MSW Thesis Coordinator will act as the interim supervisor. Before the end of April of the first year, each student must designate a faculty member as permanent supervisor. Students will work with their supervisors to determine if a co-supervisor and/or supervisory thesis committee is preferred. This decision should be made prior to start of  SOWK 670  and must be approved by the Graduate Program Director.

See the Graduate Calendar for information on  fees and fee regulations,  and for information on  awards and financial assistance .

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Supervisors

Learn about faculty available to supervise this degree. Please note: additional supervisors may be available.  For more information, visit our website .

Heather M Boynton

Patrina Duhaney

Yahya El-Lahib

Linda Kreitzer

Yeonjung Lee

Anne Marie Mclaughlin

William Pelech

Melanie Rock

Admission requirements

A minimum of 3.0 GPA on a 4.0 point system, over the past two years of full-time study (a minimum of 60 units) of the undergraduate degree.

Minimum education

Bachelor of Social Work (BSW) degree from an accredited/recognized* institution or a four-year bachelor’s degree in another discipline.  The degree must be conferred prior to the May program start.

*The Faculty of Social Work recognizes BSW degrees accredited by the Canadian Association for Social Work Education (CASWE), the Council of Social Work Education (CSWE), and international credentials deemed equivalent to a Canadian BSW degree by the Canadian Association of Social Workers (CASW).

Work samples

Work experience.

Applicants must have the equivalent of two years of full-time paid work or a minimum of 3,000 hours of paid and/or volunteer work in the human services field.

• A program proposal outlining the applicant's social work perspectives and educational goals.
• A preliminary thesis proposal describing the research problem you hope to investigate and the research methodology or methodologies you are considering.

Reference letters

Two; one professional and one academic

Test scores

English language proficiency.

An applicant whose primary language is not English may fulfill the English language proficiency requirement in one of the following ways:

• Test of English as a Foreign Language (TOEFL ibt)  score of 97 (with no section less than 20) .
• International English Language Testing System (IELTS)  score of 7. 0 (Academic version with no section less than 6.0) .
• Pearson Test of English (PTE)   score of 68, or higher (Academic version).
• Canadian Academic English Language test (CAEL)  score of 70 (no less than 70 in writing and speaking; 60 in reading and listening).
• Academic Communication Certificate (ACC)  score of A- in academic writing and oral communication courses and B+ in other courses.

For admission on May 1:

• Canadians and permanent residents: November 1 application deadline 
• International students: November 1 application deadline 

If you're not a Canadian or permanent resident, or if you have international credentials, make sure to learn about international requirements

Are you ready to apply?

Learn more about this program.

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Visit the  Faculty of Social Work website

Email:  [email protected]

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Finding meaningful practicum opportunities is a growing crisis in social work. Dr. Julie Drolet leads a national/international group that is finding surprising solutions.

Curious about the University of Calgary?

Located in the nation's most enterprising city, we are a living, growing and youthful institution that embraces change and opportunity with a can-do attitude.

What I Wish I Knew Before Enrolling in a Thesis-based MSW Program

What is the Difference Between Course-Based and Thesis-Based MSW Programs?

Are you considering applying to a MSW program, but unsure if you should go the course-based or thesis-based route? The purpose of this post is to provide clarity about the difference between both tracks and what you should consider when selecting a path. The structure of a course-based versus a thesis-based program may differ depending on the school, but they will relatively follow a similar approach. 

Course-based MSW programs 

The vast majority of MSW programs are course based.

In a course-based MSW program, you will either enter the program as a foundation student or an advanced standing student. As a foundation student, you will begin the program with a non-social work degree. As an advanced standing student, you will begin the program with an undergraduate degree in social work.

Your first year as a foundation student will consist of foundation-level courses, similar to what you would see in a BSW program. You will typically also complete a practicum during this time. Your second year consists of more advanced or specialized courses, a practicum, and at the end of your program, you may be required to complete a capstone project demonstrating your learning throughout the program. As an advanced standing student, you would only complete one year of advanced or specialized courses, along with a practicum and a capstone project. 

Thesis-based MSW programs 

A thesis-based route commonly adds an extra year to your MSW program. This extra year is dedicated towards completing your thesis. Some programs will offer a mandatory or optional practicum for thesis-based students, which may be completed alongside your courses or during your thesis year, depending on the school’s curriculum plan. I entered the program as an advanced standing thesis-based student, meaning that my first year consisted of completing my advanced courses, alongside two thesis courses. My second and final year will consist of completing my thesis and the optional practicum. Had I been a foundation student, I would have also completed an additional year of foundation courses and a mandatory practicum, meaning that the program would have been three years in total. As a thesis-based MSW student, other than the two thesis courses your program may require, you will take all of your other courses with the course-based students. 

To summarize, the only major differences between the course-based and thesis-based programs is that thesis-based MSW adds an additional year, may require practicums at different times or not at all, and may require thesis courses that you will complete only with other thesis-based MSW students. Again, this structure may differ depending on the school, so be sure to check with the specific program(s) you are applying to for requirements and curriculum plans.

Should you do a Course-Based or Thesis-Based MSW Program?

The majority of MSW programs follow a course-based format. Even among institutions offering thesis-based options, the preference leans heavily towards the course-based track. To provide context, out of about 75 students in my cohort, only 6 of us are thesis-based students. A student’s decision to opt for the thesis-based route is often tied to their future career goals. Some folks may have the goal of pursuing a career in academia, have a passion for research, or have an interest macro-level practice. While some students may enter a thesis-based MSW program with existing research experience, it is not mandatory. The key is the ability to showcase the significance of your research and demonstrate how a thesis-based MSW program will support your goals as a social worker. It is important to note that many programs advise that students aspiring to obtain a Ph.D. opt for the thesis-based MSW program.

In my program, both course-based and thesis-based students can apply to a specialization. As a result, I have been able to pursue a clinical specialization, while also having the opportunity to undertake a thesis. This ensures that I am still prepared to work clinically post-graduation, should I choose. Many individuals opting for a course-based program typically are interested in micro or mezzo-level social work, and often transition into clinical roles after graduation. However, even if you opt not to pursue a thesis, there are still opportunities to engage in research or macro-level work. Nevertheless, if you have aspirations for a Ph.D., undertaking a thesis presents an excellent pathway.

Thesis-Based MSW Application Process 

Given that thesis-based MSW programs are not as widely recognized and information about them can be scarce compared to course-based programs, I have highlighted my experience of the process in a thesis-based MSW program. While the specifics may vary among schools, my experience may offer insight into what to expect if you opt for the thesis-based program. 

Selecting a thesis topic in your MSW application 

When applying to a thesis-based MSW program, you may be asked to submit a thesis proposal in addition to your personal statement . This proposal typically outlines the background of your chosen research topic and the proposed methodology for your study. While your topic idea can evolve once you're in the program, having a preliminary idea for your thesis proposal is essential.

It is important to choose a research topic that you are passionate about. Often, personal statements will ask you to discuss a social justice issue that you hope to address as a social worker. It is a similar process when selecting a thesis topic. For example, my area of interest is in eating disorders, reflecting my previous work experience in the field and my future area of interest as a social worker. Therefore, I aimed to focus my thesis in this area and narrowed down my topic by looking through the current literature to identify the gaps in research. Completing a thesis requires significant effort, so it is important to choose a topic that both interests you and is feasible to accomplish within the timeframe given.  

Selecting a thesis supervisor 

Choosing a thesis supervisor (or supervisors) is another crucial step in applying to thesis-based MSW programs. Potential supervisors should have expertise in your research area and be willing to guide you through your thesis project. Typically, you won't need to select your supervisor(s) until the first year of your program, but it is important to verify your school's requirements.

Many school websites provide resources for finding faculty members and their research specialties. Once you have identified a potential supervisor, you can reach out to them via email, attaching your thesis proposal along with some background information about yourself and your supervision needs. If they express interest, you can request a meeting to discuss further. The purpose of this meeting is to determine if the supervisor is the right fit for you and if they can provide the necessary support throughout the thesis process.

Thesis-based courses 

As previously mentioned, my first year in the thesis-based program involved completing two thesis courses. These courses provided an opportunity to refine my research topic and address various details, such as formulating my data collection and analysis plan, and determining the theoretical frameworks guiding my research. My final year will include completing the optional practicum, conducting my research study, and writing my thesis. At the end of my final year, I will defend my thesis to a committee. The thesis defense involves the student presenting their research findings and defending the validity and significance of the research. This process determines if the student successfully fulfills the requirements for graduation. 

Schools That Offer Thesis-Based Social Work Programs

The following schools offer Thesis options in their MSW program. Check the schools website for the most up to date information. 

Thesis-based MSW programs in Canada

University of Calgary 

Dalhousie University  

McGill University  

University of Manitoba  

University of Toronto  

University of British Columbia

University of Northern British Columbia 

St. Thomas University 

University of Regina 

Wilfred Laurier University 

McMaster University 

Carleton University

Memorial University 

Lakehead University 

Thesis-based MSW programs in the USA

University of Nevada

San Diego State University

Louisiana State University 

Ohio State University

California State University 

Summary 

In summary, the decision to pursue the thesis-based route should depend on your enthusiasm for research, long-term career goals, and readiness for a rigorous schedule. Completing a thesis is a rewarding but demanding and time-consuming process; therefore, it is important to carefully consider your options and ultimately, choose the path the best fits your needs and goals.   

Jessica is an Application Advisor at MSW Helper, and a Master of Social Work Candidate.

MSW Helper is a platform designed to help future social workers get accepted to their dream MSW programs. Through our personal statement editing services and free resources, we’re here to help you write your MSW personal statement with confidence.

MSW Helper is the ONLY grad school application service designed specifically for students who are applying to social work programs. Learn more about MSW Helper here.

How to Choose MSW Programs to Apply to

Scholarships for social work students in the usa.

Social Work Degree Guide

Expert resources on social work careers and education options

Does a Master’s Degree in Social Work Require a Thesis?

What Is a Thesis?

A master's in social work thesis paper is designed to showcase the knowledge acquired by a student during the course of their studies both in formal classroom settings and in independent settings. Thesis papers must generally be between 12,000 and 15,000 words of original argument supported by scholarly research. Academic advisors can provide guidance regarding the selection of a topic and the presentation of information in these extensive research papers, but the primary responsibility for the content and format of the thesis remains with the individual student.

The Thesis Process

Most institutions of higher learning require similar processes for approval and submission of thesis topics and papers that include some or all of the following steps:

• A brief abstract of the general topic to be explored in the thesis and an outline of the planned flow of this paper • A bibliography that includes many of the sources to be used in the final thesis • Applying to the appropriate department and obtaining approval for the thesis topic • Regular meetings with the assigned academic advisor to report on progress and to ensure that benchmarks for completion are met in a timely manner • Submission of the master's in social work thesis first to the advisor and then to an individual reader or a committee of faculty members for final approval

After these steps have been completed and the thesis has been accepted, the student is usually eligible for graduation with their master's degree in social work.

Alternatives to Theses

Practicums and participation in research studies are the most common alternatives to thesis papers in the college and university environment. These hands-on learning options can provide practical experience for students that can serve them well in their later careers.

• Practicums are for-credit college-level courses that allow students to perform the same duties in a supervised setting that they will be expected to do in real-world work situations. These experiences can provide aspiring social workers with the opportunity to work with patients directly while receiving guidance from trained professionals already in this important field.

• By playing an active role in research studies, prospective social workers can earn college credits while performing a valuable service for others in the field. Students typically work with an established team to collate data, interview subjects and perform other duties associated with the work performed by the research group.

While theses remain the most popular way of testing the knowledge acquired during university studies, these alternative methods can offer practical, hands-on experience for students in degree programs that incorporate them.

Graduate students working toward a master's in social work should consult directly with their academic advisors and other counselors to determine if a thesis will be required for their degree. Preparations for this project should begin as early as possible to ensure both the quality of the work and its timely completion. This can pave the way for a fulfilling career in social work for successful master's degree applicants.

http://www.bls.gov/ooh/community-and-social-service/social-workers.htm#tab-6

http://www.ncbi.nlm.nih.gov/books/NBK7267/

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Independent Study Project

The MSW Non-Thesis Program is designed for students who want to develop an advanced understanding of social work and a specialized set of practice skills. Part of the requirements for the MSW Non-Thesis Program is an Independent Study Project (ISP) . Each student will focus their ISP within their MSW Areas of Practice .

Students in the MSW Non-Thesis Program can opt to complete an Independent Study Project (ISP). The ISP is designed for students wishing to complete a specialized in depth analysis of a question in their Area of Study. Students wishing to opt for an ISP will need to develop a study plan with their advisor that takes into consideration their course load, their field placement and the ISP course load: 9 Credits, usually taken over one or two terms. A copy of the study plan should be sent to the Program Director.

Social Work: An independent study project on a topic of interest in a comprehensive and creative fashion. The project is completed by the student following initial guidance from her/his advisor. It systematically examines a theoretical, substantive or empirical matter, using appropriate methodology.

Offered by: Social Work

• Winter 2025
• There are no professors associated with this course for the 2024 academic year
• MSW Non-Thesis ISP Guidelines
• MSW ISP Submission Form

Independent Study Project (MSW-Law Joint Degree)

The Master of Social Work with integrated Bachelor of Civil Law/Bachelor of Laws (MSW/BCL/JD) designed for students interested in transcending academic boundaries in social justice issues. Part of the requirements for the MSW-Law Joint Degree is an Independent Study Project (ISP). The aim of the paper is to address a question common to the two disciplines. Students will work with one advisor from each faculty to complete this project.

Social Work: Students will produce an essay consisting of: 1) identifying a substantive area which integrates core legal and social work knowledge; 2) analyzing the legal and behavioural science information in each substantive area; 3) developing and applying relevant theoretical frameworks; 4) developing research questions to be examined by qualitative or quantitative methods; 5) integrating research findings.

Social Work: An independent Study project with the aim of producing a paper which addresses a question common to the two disciplines.  Using and clarifying the contribution of each discipline to the question, the paper adds something that neither a legal nor a social work perspective alone could attain.  Different tools and sources of learning allow a comprehensive approach of learning to the problem-question.  The paper may take the form of a critical review or be empirically-based in any customary research methods or combination of them (qualitative or quantitative research; case or doctoral legal research).

• Joint MSW-Law ISP Guidelines
• Joint MSW-Law ISP Submission Form

Students completing the Joint Degree Program should seek one adviser from each faculty, and begin meeting with advisors during the Fall semester to discuss their ISP topic. After initial discussion with advisors, the student should prepare a research proposal and meet with the two advisers jointly until the proposal is accepted as an outline of the work. Students must successfully complete this paper in order to graduate, and must have graduated before they begin articling. Most students will write over the summer before the September articling period starts; with advance planning, completion in the winter or spring is also possible.

The MSW (Thesis) Program is designed for students who have strong research interests. This program supports the development of advanced understanding in the field of social work and specialized research skills. Students will focus their coursework and thesis research on one of the MSW Areas of Practice .

Social Work: Independent research work under the direction of a supervisor.

Students propose, design, and conduct their thesis research concurrently with coursework. Students work closely with an advisor to guide their research progress.

• MSW Thesis Research Proposal Guidelines

PLEASE NOTE:  MSW Thesis students follow the guidelines for Masters theses set by McGill University. Detailed guidelines and forms for Masters Thesis can be found here.

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Master of social work, msw concurrent degrees and certificates.

The University of Washington makes it possible to build the kind of concurrent degree program that fits your professional career goals. The most common concurrent degrees that align with social work are in  public health  or  public policy . For details about creating a concurrent degree plan, including advantages and drawbacks, please first review our   Concurrent Degree Guide  and then contact the  School of Social Work Admissions Office  with questions.

All students considering a concurrent degree program should review UW Graduate School Policy 1.5 , describing how both formal and informal concurrent degrees work. Both the MSW/MPA and MSW/MPH dual degree programs are considered an Informal Concurrent Degree program. It is the responsibility of each student to make sure their plan of study aligns with the requirements of the respective schools and the UW Graduate School.

The School of Social Work additionally offers opportunities for students to pursue certification in K-12 School Social Work (details below). 

Common Concurrent Degrees:

Msw/mpa concurrent degree.

The University of Washington Evans School of Public Policy & Governance and School of Social Work concurrent degree option offers interdisciplinary preparation in the fields of social work and public policy and governance, leading to the Master of Social Work and Master of Public Administration. Earning degrees in both areas prepares students to be professionals who work at the interface of the two fields in practice, research, planning, administration, and policy development.

Graduate School Requirements

All students considering a concurrent degree program should review UW Graduate School Policy 1.5 , describing how both formal and informal concurrent degrees work. The MSW/MPA dual degree program is an Informal Concurrent Degree program. It is the responsibility of the student to make sure her or his plan of study aligns with the requirements of the respective schools and the UW Graduate School. 

The concurrent degree is offered by the School of Social Work and the Evans School of Public Policy & Governance. The program enables students to complete the requirements for the MSW and MPA degrees within approximately three years, which would require four years of academic work if earned separately. In addition, it will most likely require a full-time summer block practicum that fulfills the practicum requirement for the MSW and internship requirement for the MPA. 

Students must apply to and be accepted by both schools. The concurrent degree option described here assumes that students are pursuing degrees in the School of Social Work MSW DAY program and the Evans School‘s full-time MPA degree.  Note: Social Work EDP students may pursue a concurrent degree program with the full-time MPA degree, but would likely find it less expensive to, instead, pursue a fee-based concurrent or subsequent degree or certificate through Professional and Continuing Education .

Students who matriculate into the full-time Day program in either the School of Social Work or the Evans School are eligible to apply for the concurrent degree program. Students in the Day program are strongly encouraged to complete their first year of studies in Social Work before entering the MPA program. Applications for both programs are typically due in January. Please check departmental websites for actual dates. Typically, students apply to the School of Social Work in January and enter the MSW program the following September. They then apply for the Evans School the following January. Students may begin taking MPA coursework as early as spring quarter of the Social Work foundation year. Staggered entry generally permits completion of requirements within three years. 

The Evans School certificate programs are also an excellent way for both Day and Extended Degree Program students to take relevant coursework.

Program entry and foundation preparation

Given the integrated first-year curriculum in both programs, students will complete the first year of foundation study in each program largely without substitution. The concurrent degree option is flexible enough to allow students who begin in either program to decide during the first year to pursue the concurrent degree. However, students who know at the point of initial application that they will pursue the concurrent option are strongly advised to complete the Social Work foundation year in Year 1 and the Public Policy & Governance core year in Year 2, with the rest of the coursework for both programs in Year 3. This will allow greater flexibility in scheduling electives and provides a marginally more coherent sequencing of theoretical and research methods content.

Advanced specializations

Students in both programs choose an area of specialization for their advanced work. Social Work students select a specialization during the first year of their studies and complete the coursework related to their specialization in their second year, after completing a common foundation curriculum. There are three specializations in the fulltime MSW program, each of which consists of 9-12 credits of advanced required courses and 680 hours of supervised practicum. Most MSW/MPA students align with the following two:

Administration and Policy Practice

Community-Centered Integrative Practice

The Evans School offers eight suggested concentrations, and students focus their elective coursework in one or more of these areas of study. Students have the option to pursue one of seven transcriptable program options, which is not required. 

Completion of requirements

The MSW program requires 75 credits for graduation; the MPA program requires 72 credits. Students in the concurrent degree program may complete both of these requirements in fewer than 142 credits, since courses taken at one school fulfill some elective requirements for the other. Students should generally plan for a minimum of 3 years of academic work to complete both degree programs.  

**A note that MPA students must take a minimum of 60 credits with the PubPol curriculum prefix to graduate, regardless of substitutions and waivers. Additionally, students will need to complete two sets of 36 credits with no overlap that meet the UW Graduate School requirements, as outlined in Policy 1.5 .**

Concurrent students who begin in Social Work are advised to do a partial block of their Advanced Social Work Practicum during the summer, to make time available for coursework during the academic year. MPA coursework, if available, might also be considered. 

At the time of application for degree, students must submit a list to the Graduate School showing which courses are counted solely for each degree and which credits are shared. This form must be filed with the Graduate Program Advisor in each school.

Permitted Substitutions and Waivers

Some substitutions are possible and are detailed in the sample plan of study, available through the contact person listed below. These possible substitutions are presented for information purposes only and reflect the schools‘ anticipated curriculums. All actual substitutions must be approved by the graduate program director in the affected school.

Typical substitutions allowed for MSW Students:

Soc W 505 & 506 – MSW students admitted to or enrolled in both programs may elect to use PubPol 527-528 as substitutes for Soc W 505-506.

MSW-APP students are required to take 3 of the following 4 courses: Soc W 550, 560, 551 and 561.  (non-dual degree students must take 550, 560, and either 551 and 561.)

MSW-APP students may take PubPol 550 instead of Soc W 550.   

Up to 9 credits of PubPol courses may be counted for the Soc W elective requirement.

Additionally, MSW students should discuss with their MPA advisor whether they may use Soc W 550 to count toward PubPol 550 as an elective or Concentration course. 

Further Information

For more specific information regarding the MSW/MPA concurrent degree and for a sample plan of study, MSW students should contact MSW Advising ( [email protected] ). 

MPA students should contact  [email protected] .

MSW/MPH Concurrent Degree

MSW/MPH Concurrent Degree Program

The MSW/MPH concurrent degree program offers interdisciplinary preparation in the fields of social work and public health, leading to the Master of Social Work and Master of Public Health degrees. Public Health and Social Work share an interest in a preventive approach to health and social problems, a community perspective, and a focus on vulnerable populations. Both fields recognize the influence of social, behavioral, and environmental factors on contemporary health problems, and acknowledge the need for research and interventions that address all three components.

The objective of the concurrent degree program is to prepare professionals who will function at the interface of both fields in practice, research, planning, administration, and policy development. Students will develop (1) competence in social work practice in community health, (2) understanding of the organization and functioning of the health and social service delivery systems, and (3) basic analytical skills necessary to conduct research and to perform competently in a variety of public health social work roles. Students will also have an opportunity for in-depth study of particular issues related to their special interests and career goals.

All students considering a concurrent degree program should review Graduate School Policy 1.5 regarding concurrent degree programs . The MSW/MPH programs would be an Informal Concurrent Degree Program.

WHO MAY APPLY FOR THE CONCURRENT DEGREE PROGRAM?

Concurrent degrees are offered by the School of Social Work and the Departments of Health Systems and Population Health in the School of Public Health. The program enables students to complete the requirements for the MSW and MPH degrees within approximately three years, which would require four years of academic work if earned separately.  In addition, it will most likely require a full-time summer block practicum that partially fulfills the practicum requirement for both programs .

MPH Programs:

• General MPH in Health Systems and Population Health (HSPop) (offered as a state-subsidized tuition program) Applicants apply directly to one of three HSPop MPH concentrations: General, Social and Behavioral Sciences, or Health Systems & Policy when applying or during their first year in the MSW. The MSW program requires 75 credits for graduation; the HSPop MPH program in Health Services requires 63 credits (including a thesis or capstone for 9 credits). Students in the concurrent degree program usually complete 115-125 for both degrees, depending on the number of electives taken.
• General MPH in Community-Oriented Public Health Practice (COPHP) (offered as a fee-based program) The COPHP MPH is a unique program using a problem-based learning approach. As a self-sustaining, fee-based program, offered by the UW Department of Health Systems and Population Health in partnership with the UW Continuum College. Students pay a flat quarterly fee and are the same for Washington state resident and nonresident students. Fees are due on the same schedule as the state-subsidized programs. See COPHP’s cost and aid page for updated fee information. All efforts have been made to find ways to reduce the cost of the joint COPHP/MSW DAY program by sharing credits and approving waivers. For non-Washington State residents, the cost of the MSW/COPHP concurrent degree will be less than doing one of the state-subsidized concurrent programs at non-resident rates. Additionally, students in the MSW CCIP Concentration have sometimes found that the project-based learning and community-oriented curriculum in the COPHP program is a good match with added value.
• General MPH in Global Health (offered in the “Day”, also called state-subsidized program). Concurrent students who wish to apply to the Department of Global Health should select the General Track or the Leadership, Policy, and Management Track.  Most students who are accepted have experience in a low or middle income country or work with refugees and immigrants domestically. The MSW program requires 75 credits for graduation; the MPH Program in Global Health requires 63 credits (including a thesis or capstone for 9 credits). Students in the concurrent degree program usually complete 115-125 for both degrees, depending on the number of electives taken.

UW PUBLIC HEALTH CERTIFICATE PROGRAMS

All social work graduate students in the Day and EDP programs are eligible to apply and are easily admitted to one of many formal certificate programs in the Department of Global Health. The Graduate School allows up to 6 credits to be shared between a degree program and a certificate program, but only if those 6 credits count as electives in both programs. 

INTERESTED IN LEARNING MORE ABOUT THE MPH/MSW CONCURRENT DEGREE PROGRAM?

School of Social Work:  Academic planning:  [email protected] , application questions: u [email protected] ,  How to Apply .

School of Public Health:  

Department of Health Systems and Population Health:

HSPop MPH: contact Lauren Szychowski, [email protected] . Application instructions .

COPHP MPH: contact Mimi Krutein, [email protected]. Application instructions .

Global Health: [email protected]

Frequently Asked Questions (FAQs):

Do you need a concurrent degree?  Completing a concurrent degree is a unique and rewarding experience that comes with its own challenges. Here are some things to consider when thinking about whether pursuing a concurrent degree is a great fit for your academic and professional goals:

• If your primary focus is clinical you don’t necessarily need the MPH, you can do this with an MSW. MPH does not focus on clinical skills.
• If you want to do hospital social work you can do this with an MSW, you don’t need an MPH.
• If you understand what Public Health is and have a strong clinical background and want to evaluate/research/do program development/prevention work, then yes, concurrent is a good option.

If you would like to learn more, check out MPH/MSW: Which degree is a best fit for you?

Is the Graduate Record Exam (GRE) required for either programs?

• No. The Graduate Record Exam (GRE) is not required to apply to the School of Social Work or the School of Public Health. 

Do I have to apply separately to both programs?

• Yes. Students need to apply separately to both programs. Historically, students have applied to the School of Social Work first and enter the MSW program the following September. They then apply to the School of Public Health during their first year in the MSW program (MPH applications are usually due in December). However, some applicants are certain that they only want to attend if they are accepted into both programs. In that case, they should apply to both programs simultaneously and if accepted to both programs, request to defer at the School of Public Health.

How long does it usually take to complete a concurrent MSW/MPH and what does the schedule look like?

• Students usually complete the MSW/MPH program within (+/-) three years. Ideally, students start the first year of their MSW program, and begin taking MPH courses as early as spring quarter in the same year. Students then start their second year completing MPH coursework. In their third year, students complete a combination of courses from both programs.

Is it possible for prospective students in the MSW Extended Degree Program (EDP) and Advanced Standing Program to pursue a concurrent MPH/MSW degree?

• Yes. Prospective Advanced Standing MSW students are eligible for the concurrent program but should apply for both programs simultaneously. Extended Degree Program (EDP) students can apply and would likely be most interested in the Public Health Community Oriented Public Health Program (COPHP) due to both EDP and COPHP programs being self-sustaining. For EDP students interested in the MPH programs in Health Services and Global Health, EDP students may want to consider applying in the fall of their final year of their MSW program to the full-time SPH program and complete them consecutively rather than concurrently. For more information about timeline and other logistics such as cost, please contact MSW Advising . 

Is a Master’s thesis required for the MSW/MPH concurrent degree program?

• The MSW program has an optional thesis option, however, the MPH degree requires a thesis in both Health Services and Global Health. For the thesis, the thesis chair is a member of either the Department of Health Services or Global Health, as appropriate. Students are encouraged to select the second committee member from among the Social Work faculty. Other members may be added at the student’s discretion. A thesis is NOT required in the MPH concentration in Health Systems and Policy in Health Services (students may substitute a capstone); COPHP also has a capstone rather than a thesis requirement. 

K-12 School Social Work Certification Program

Candidates apply for their certificate directly with the WA  Office of the Superintendent of Public Instruction (OSPI) . Applications can be started prior to MSW graduation.

Students will need to present evidence of completion of MSW degree, and completion of the 30-hour course in school law. OSPI facilitates fingerprinting. The Praxis II exam is no longer offered or required.

Resources UW SSW and UW Tacoma will continue to offer (budget permitting):

• School Social Work Course: UW Seattle and UW Tacoma offer the School Social Work course for current students and graduate non-matriculated students on a space-available basis. A different, and more abbreviated course is offered through the Puget Sound Educational Services District office in Renton and intended only for candidates that have completed their MSW degree. Both of thesecourses meet the requirements of WAC 181-79A-223.
• Advising: Students interested in social work practice in a school setting can receive advising on School Social Work Certification from the Office of Field Education at UW SSW and the Practicum Coordinators at UW Tacoma. Additional advising is also available from the Washington Association of School Social Workers (WASSW) and OSPI. 
• Field experience: UW SSW and UW Tacoma will continue to offer practicum/field experience to currently enrolled students provided the schools are able to meet the requirements of the Office of Field Education. For people who have already finished their MSW degree, the UW School of Social Work (Seattle and Tacoma) will not be able to coordinate a practicum/field experience for you. Please contact the WASSW for questions regarding practicum/field experience in school social work after having finished your MSW degree.