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School of Social Work Dissertations and Theses

Theses/dissertations from 2024 2024.

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

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, Elizabeth March Christie, James J. Christrup, Carol M. Kaulukukui, Jennifer Idris Lenway, Cynthia A. Nelson, Linda S. Rielly, Steven Sorlien, Kathleen A. Sweeney-Easter, Lynn Campbell Tate, Patricia Jones Warman, and Donn C. Warton

Assessment of Needs of Adolescent Mothers in Washington County , John L. Arnold, Jean C. Austin, Gary L. Brink, Jane Hall, Patricia C. Hanson, Valerie A. Ivey, April A. Moran, John P. Pank, Mark J. Skolnick, James A. Tarr, and Roberta B. Vaughn

Burnout: Multi-Dimensional Study of Alienation Among Social Service Workers in the Willamette Valley , Sally Carignan, John Deihl, Judy Harris, Jay Jones, Bonnie Rothman, Sabrina Ullmann, Beth Weinberg-Gordon, Phyllis Weter, Patricia Whitty, and Loretta Wilson

Alternative Agencies: An Exploratory Study , Linda Crane, Carolyn M. Curnane, Mike Echols, Mary Ann Hanson, Susan Kouns, Richard Ono, Mark Pierman, Susan K. Rademacher, Sara Weisberg, and Bea Zizlavsky

An Alumni survey of the School of Social Work, Portland State University , Stephen R. Fishack, Robert A. Forlenza, Susan D. Fredd, Gigi Gandy, William P. Goldsmith, Thomas L. Grier, and Sheila K. Lehto

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

The Portland, Oregon ASAP : an evaluation of treatment effectiveness , Joan M. Wildebush Berry, Stefani K. Cuda, Judi L. Edwards, Mary E. Ericson, Emilie Ford Frisbee, Steve Ernest Hand, Mary Anne Hannibal, Laurel M. Myers, Sharon Lee Perry, Loree Richards, Barbara Burns Schmidtke, Stephen Walker Voris, and Barbara M. Westby

Theses/Dissertations from 1980 1980

Multiple impact therapy : evaluation and design for future study , Jacqueline H. Abikoff, Dennis C. Anderson, Patricia C. Bowman, Carolyn Crawford Caylor, Nancy W. Freeland, Jan A. Godfrey, Marlene Graham, Kelly Ann Mason Hall, Mary J. Hatzenbeler, Susan C. Hedlund, Carol Lewis Kast, Gayle Matson Lansky, Janet M. Lewis, Kathleen Patricia Muldoon, Victoria A. G. Stoudt, and Anita Waage

Salem Teen Mother Program : a follow-up study , Frances L. Barton, Florence C. Berman, Sharon M. Bertoli-Nordlof, Marilyn L. Cooper, Claire K. Murray, Rosanne Peratrovich, Arlene M. Showell, and Julio C. Velazquez

Evaluative Styles of Clinicians in Private Practice , Daniel R. Brophy, Elliot M. Geller, Stephan L. Grove, Nancy E. Hedrick, A. Jill Nelson, and Babette A. Vanelli

Adaptation to dominant society : a self study of a woman of mixed race, black/Indian , Helen Marie Camel

A study of the crisis nature of the preparenthood period and implications for preventative social work practice , Julie Jean Colton

A Generalist approach to social work practice : model and synthesis , Chuck H. Johnson, Paul S. Knight, Michael W. Krumper, and John H. Rademaker

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Digital Commons @ USF > College of Behavioral and Community Sciences > Social Work > Theses and Dissertations

Social Work Theses and Dissertations

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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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.

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

Theses/Dissertations from 2018 2018

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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Theses and Dissertations School of Social Work

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Full text for dissertations and theses included in this collection dates back to 2011. For older dissertations, check the library’s catalog CatalogUSMAI or Dissertations and Theses database .

Recent Submissions

Moving Beyond ‘A white Man’s Thing’: A Case Study of Urban Kenyan Youth Mental Health

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Covariates Associated with Completing Short-Term Residential Treatment for a Substance Use Disorder Among Adults in the U.S.

Parents’ Experiences and Perspectives of Early Childhood Mental Health Services and Child Welfare

Comparing the impact of community-based mediation vs. prosecution on assault recidivism among adults

The Role of Self-efficacy, Technology Acceptance, and Support, in E-Learning for Child Welfare Workers

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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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University of Wyoming

College of Health Sciences

Division of Social Work

1000 E. University Ave.

Laramie, WY 82071-2000

Phone: (307) 766-6112

Fax: (307) 766-6839

WELCOME TO THE MASTER OF SOCIAL WORK PROGRAM 

The Division of Social Work offers two graduate programs of study, both culminating in an MSW degree with a concentration in advanced generalist social work practice. The curriculum for both the Standard Program and the Advanced Standing Program is carefully sequenced to provide students the necessary information to proceed to the next level of coursework. Students must successfully complete all required coursework at one level before being allowed to move to the more advanced level of coursework. We also offer full-time and part-time options for each program of study. The full-time program is based in Laramie and the part-time program is based in Casper.

Our classes consist of both in-person intensive weekends and weekly courses delivered using distance technology.

Detailed curriculums for each program are below:

• Full-time Standard Program
• Full-time Advanced Standing Program
• Part-time Advanced Standing Program 2023 Cohort Only
• Part-time Advanced Standing Program Effective Summer 2024
• Part-time Standard Program Effective Summer 2024

Capstone Projects

All MSW students must successfully complete a capstone project in the advanced year as part of their course of study. This can include a Thesis (also called Plan A) or a Portfolio project.

The Thesis is a 2‐credit per semester project that involves the creation of original and independent research. The Portfolio is a 1‐credit per semester course that involves the intentional collection of student learning that documents one’s growth as a professional social worker.

• Portfolio:  The portfolio option requires that students choose a chair and one other committee member from inside the Division. The portfolio option also includes a 2-hour class that meets 3-5 times each semester (depending on your program) with a final presentation in the spring. This is the path that most MSW students take.
• Thesis: The thesis option requires the formation of a thesis committee consisting of three committee members, two in the division (one chair) and one tenured faculty member outside DOSW from the larger university; a proposal defense; an IRB proposal/submission/approval; and a final defense in the spring. There is no class time associated with the thesis. Be mindful that a thesis is very time-consuming; it is not unusual for thesis students to take additional time beyond their anticipated coursework to complete their studies. Several forms must be completed, signed, and submitted to DOSW and the Registrar’s Office as part of the Thesis. Forms can be found at Office of the Registrar .

MSW Student Handbook

The MSW Student Handbook is an essential resource for all Master of Social Work students. It provides details on program policies, academic requirements, and practical information to support your journey through the MSW program. This handbook is your guide to success, offering information about course planning, field placements, and student services.

MSW Student Handbook 2023-2024 Edition

Intensive Weekends

Intensive weekend classes are a key component of the program and are scheduled periodically throughout each semester. Attendance at these intensive weekend classes is mandatory for all students in both the full-time and part-time programs and requires in-person participation.

Student Resources and Other Forms

• Information for Graduate Students
• General Student Resources
• Disability Support Services
• Anticipated Graduation Date Form - Submit this form to the Registrar at the beginning of the semester in which you intend to graduate.
• Exception Request - If you need to register for a course, past the add/drop deadline, complete the exception request form. 
• Overload Petition - If you need to overload credits in a semester, you will need to file an Overload Petition. This is typical for students concurrently enrolled in the MSW and School Social Work Certificate Programs.

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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

FACULTY OF SOCIAL SCIENCES

Social work.

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MSW Critical Analysis

The Critical Analysis stream of the Master of Social Work (MSW) program teaches new ways of understanding social work and its structuring, fostering possibilities for re-orienting students’ thinking and practice, all in pursuit of a justice agenda.

About the Program

The primary objective of the MSW: Critical Analysis of Social Work is to provide opportunities for students to develop knowledge and skills necessary for the critical analysis of social work, and to examine the challenges and possibilities of working toward more inclusive and just policies and practices in the future. Its goal is to prepare students for advanced practice in the critical analysis of social work.

The program supports students’ development of conceptual, theoretical and analytical skills in relation to social work practices and social policies; an appreciation of the entanglement of fact and value, of material and discursive framings of social problems and the conceptualization and implementation of responses to them; the ability to apply these skills and modes of understanding to substantive areas of interest and in their research practice; and the capacity to move from analysis of social work/social welfare issues or problems to consideration of the possibilities and limits of action and change in practices or policies.

Requirements and Timelines

The msw: critical analysis of social work curriculum has three main components:.

• Required courses that provide the content and methodological skills necessary for policy and practice analysis
• Elective courses that enable students to deepen their knowledge of practice and policy in the inner workings of social agencies and in social change efforts at the community level
• A Thesis, designed to integrate analytical and evaluative skills and to contribute to the critical analysis of policy and practice

Note: All courses are half or one-term courses (Fall or Winter), except SOCWORK 739 which runs over all three terms (Fall, Winter and Spring/Summer).

Three required Courses:

• 700 / Epistemology & Social Work Practice
• 701 / Social Policy: Critical Frameworks
• 739 / Critical Approaches to Social Work Knowledge and Research Methods

Two Elective Courses:

• At least one of:
• 721 / Changing Communities: Tensions and Possibilities for Citizenship and Social Justice
• 740 / Changing Social Service Organizations: Implications for Workers and Service Users
• SOCSCI 708 / Critical Approaches to Community Based Research
• OR a graduate level course linked with the student’s program of study offered by Social Work OR by another department or academic unit (provided that permission has been obtained from those departments or academic units, and School of Social Work’s Graduate Chair).
• One additional elective.

Additional Information:

MSW students who transfer in from other accredited Schools of Social Work would be assessed for transfer credit on an individual basis. Students entering either stream of the MSW program who have successfully completed the Community-Engaged Research and Evaluation or the Critical Leadership in Social Services and Communities graduate diploma may receive 3 units of advanced credit if approved by the School of Social Work’s Graduate Chair.

Admissions and Applications

Please review all information below before applying to the MSW Critical Analysis.

Eligibility

To be eligible for admission to the MSW: Critical Analysis of Social Work stream, applicants are required to hold a BSW degree from an accredited* social work program. In addition, admission requirements are:

• Half course in introductory social research methods;
• B+ standing in senior-level social work courses.

Application Materials

In order for your application to be considered complete, it must include the following items:

• Online Application Form and Fee.
• Statement of Interest (applicant uploads pdf directly).
• Resumé (applicant uploads pdf directly. Please include work/practicum experience using template below).
• Referee Reports (referees complete online report directly using e-referencing system – due by January 5 th at 11:59pm).
• Transcripts (applicant uploads unofficial transcript directly). Original transcripts must be sent directly from issuing institution*.
• English proficiency requirements, if applicable (applicant uploads unofficial copy directly). Original documents sent directly from issuing institution*.

*Note: Transcripts and English Proficiency documents must be sent directly from issuing institution(s) to:

Darlene Savoy, Director’s/Graduate Administrative Assistant

School of Social Work, McMaster University

1280 Main Street West, Kenneth Taylor Hall, Room 319

Hamilton ON L8S 4M4

[email protected]

Timelines for Application

The deadline for applications is DECEMBER 14 th Review of applications will begin in December and admissions will be made to outstanding candidates as early in the new year as possible. Applicants will upload an unofficial copy of their transcript(s) and English Language Proficiency (if applicable) by the deadline date so that we may expedite assessment of their qualifications.

Offers of admission and financial assistance are normally sent out mid-January to end of April.

Application Form & Fee

The portal will open for September 2025 admissions in early September 2024. Application forms must be completed online. Please read this webpage thoroughly before proceeding to the How to Apply instructions on the School of Graduate Studies website.

After September 1, 2024 on the application portal, first review the “Prepare your Application for September 2025” tab before proceeding to the “Application Instructions for September 2025” tab with detailed guide which will lead you through the online application process. Then proceed to the Start Your Application page. Please note the search criteria on application portal for “Filter by Faculty” is “Social Sciences”; then scroll down list of “Programs Open for Application” and click “Apply Now” button beside description “Social Work – Critical Analysis of Social Work MSW”, then click on “Create an Account” link if you are a first time user OR separate link for returning user. For “Course Type” you may choose “full-time” or “part-time” studies. In the “Upload Documents” section, in addition to your CV & Statement of Interest, please also upload Unofficial Transcript(s) and TOEFL (if applicable).

A non-refundable $110 (CAN) application fee is applied to all applications. The fee can be paid on-line by valid debit or credit card.

Transcripts

Applicants must provide one official transcript of university academic work completed to date, sent directly from the issuing institution to the School of Social Work (address above). Note: Unofficial transcripts must be uploaded by deadline date; original transcript(s) will be accepted after the deadline date.

Any relevant work/practicum experience should be included using this work experience template , which can be uploaded separately or added to your resumé.

Statement of Interest

A written statement, maximum of four typed double-spaced pages, expanding on your resumé and covering the following areas:

1)  What is the most significant issue facing the community with which you are connected or about which you care? Describe how your thesis research could support a better understanding or assist in addressing this issue.

2)  Discuss how your experience, including research experience, employment or volunteer work, training or teaching experience, life experience and/or your practicum – inform your desire to participate in the MSW in Critical Analysis.

Note: we are particularly interested in examples of relevant experience which indicate a capacity for innovative and independent thinking, and in your reflection on previous opportunities to participate in research projects, program planning, practice development, organized advocacy or administration. Your description should reflect the length, range, and diversity of your experience.

3)  Please discuss your expectations of this program – indicate why you are interested in the MSW in Critical Analysis program (including why you are interested in writing a thesis) and how you expect it to help you in pursuing your career and personal development goals.

4)  Please provide a brief description of any publications and unpublished papers, reports or proposals.

The supplementary statement is assessed based on comprehensiveness, clarity of presentation, and ability to abstract from experience. The declaration of your area of interest and your ability to connect it to the School’s areas of expertise is important.

Letters of Reference

A complete application includes two confidential letters of recommendation. Two academic references are preferred, but one work reference is acceptable if the person is able to comment on your academic skills. Referees will be asked to describe work you have been involved in that they have direct knowledge of, and comment on a) your potential – in terms of knowledge and skills – for critical analysis of social work practice and/or social welfare policies, and b) your ability to incorporate concerns for social justice into critical analyses. McMaster University uses the Electronic Referencing System. You must enter the email addresses of your referees as part of the on-line application form. Your referees will receive an email message asking them to complete an eReference immediately after the ‘Send to Recommender’ button is clicked. You may wish to click on this button just before you submit the application. If you need to change your reference or referee email address after submitting your application, you may do so through the Applicant Portal. Referees complete online report directly using e-referencing system – deadline is January 5 th at 11:59pm.

English Proficiency Requirements

If applicable, an official copy of your TOEFL score, or other evidence of competency in English is required. A minimum TOEFL score of 580 (or 237 on the computer-based TOEFL test) is needed.

Additional Information

Please complete our Pre-Application form so that we can verify your academic qualifications before you send a full application.

The School of Graduate Studies policy with regard to students with disabilities can be found in section 6.6 of the School of Graduate Studies Calendar . The full policy and further information may be obtained from the School of Graduate Studies or the Student Success Centre (905) 525-9140, ext. 28652 or e-mail [email protected] . For further information, consult McMaster University’s Policy for Academic Accommodation of Students with Disabilities .

Apply for a MSW in Critical Analysis Here

Financial Information, Scholarships and Awards

Ontario student assistance program.

Application forms and brochures can be obtained from the Student Financial Aid and Scholarships office at McMaster University. Application to OSAP can be made online.

General Bursary & Internal Awards

Students can apply for the General Bursary by going to AwardSpring, which is accessed through the tile on their Mosaic Home page. Award Spring is a new and simpler platform for students to apply for aid and internal awards. With AwardSpring, you can complete one common application that matches you with aid and internal award opportunities you’re eligible for. It also tracks your completion of any additional requirements on a user-friendly dashboard.

Internal School of Social Work Awards

No application required. MSW students are automatically considered for these awards.

The Judge Hugh C. Arrell Memorial Prize in Social Work

This prize was established through the generosity of friends and associates of the late Judge Hugh C. Arrell, formerly Judge of the Juvenile and Family Courts, Hamilton. An award will be made annually at Fall Convocation on the recommendation of the Director of the School of Social Work, to the MSW graduand who submitted the best Thesis to meet the requirements of the program.

The Sidney L. Blum Bursary

Established in 1989 by friends and associates in memory of Sidney L. Blum. To be awarded by the School of Graduate Studies, on the recommendation of the Student Financial Aid and Scholarships Office, to any graduate student in good standing in the Master’s program of the School of Social Work.

The Social Work Alumni Anniversary Award

Established by the Alumni of the School of Social Work in 1993, in recognition of the 25th anniversary of the School. The award is designed to promote social work study at the graduate level in the fields of practice and policy. The successful recipient will be a graduate of McMaster’s BSW program, have received the highest mark in the Personal Statement section of the application process, and have been admitted as a full-time student in the MSW program.

External Scholarships

Ontario Graduate Scholarships (OGS) and Ontario Graduate Fellowships (OGF)

• School of Graduate Studies Scholarships website (Under “Provincial Awards”)
• Students who apply for a CGS-M (details below) through McMaster University will automatically be considered for an OGS at McMaster. For incoming Master’s students who apply for a CGS-M, please remember to choose McMaster as one of the three universities to where you would like to submit your CGS-M application.

Canada Graduate Scholarship Master’s (CGS-M)

• School of Graduate Studies Scholarships website (Under ‘Government Awards” and click “Learn More”)

Applicants apply directly via Research Portal.

• Deadline: December 1 (8:00pm)

Further information on scholarships and fellowships tenable at McMaster University, please consult the School of Graduate Studies website.

Social Work Graduate Courses

View our current graduate courses & course descriptions

GRADUATE SUPERVISORS

Find a graduate supervisor in your area of interest.

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Thesis committee:

Crucial early steps in the process include selecting your committee, preparing a proposal and getting it approved by your supervisor. If your research involves human subjects you will have to submit your proposal to the Dalhousie Ethics Review Board for ethics approval at Research Services.    The Faculty of Graduate Studies regulations require that your thesis committee consist of at least two faculty members who are both members of your department and of the Graduate Faculty of the University, one of which will be your supervisor. While it is helpful to have someone with an interest in your area when selecting a thesis supervisor, it is just as important to choose someone who will encourage and support your work and with whom you will be able to work well. It is best to choose people who will offer different strengths to your project (methodologically, theoretically, substantially).   Please visit the individual faculty profile pages to find out the interests of the various faculty members at SSW Faculty.

Important Forms and Information:

• Important Thesis Information for the Master of Social Work Program (Revised Thesis Information) [146 KB]

Forms to be Submitted during the Thesis Process:

• Notification of Thesis Proposal Meeting Form [94 KB]
• Request to Schedule a Defence Form [111 KB]

Thesis document:

The thesis itself generally includes an introduction, a literature review, a discussion of methodology, the findings, and a conclusion. Once the thesis is complete and has been submitted, you will be required to defend your thesis orally to your committee and an external examiner, the latter of whom will be chosen by your supervisor. Further details of the thesis process are governed by the Faculty of Graduate Studies and can be found in the graduate calendar, including the rules and regulations concerning selection, time frames, the defence, and so on at Faculty of Graduate Studies.

Financial considerations:

One critical issue is financial stability. Success in completing a thesis depends on ensuring this stability during the process. As such, we advise you to start investigating possible funding agencies, prior to entering the MSW program. A list of funding agencies can be found at the Faculty of Graduate Studies Funding and the School of Social Work also lists internal scholarship opportunities . Note: students may choose whether the thesis option is full time or part time.

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Creating a thesis statement.

Write with Might #6: Creating a Thesis Statement

This week we continue our exploration of the writing process, which again includes: (1) prewriting, (2) creating a thesis sentence, (3) developing an outline (4) reverse outlining and (5) proofreading. I would like to offer some support on how to create a thesis statement. The following information is adapted from the Purdue Online Writing Lab (OWL) and the Odegaard Writing &Research Center, with citations following.

Creating a thesis statement

In writing a thesis statement, remember that your task is to take a stance, argue a position and support it thoroughly with academic evidence.

1. Determine the kind of paper to determine your thesis' task

An analytical paper: your thesis should break down an idea/issue and evaluate it An expository paper: your thesis should explain something

An argumentative paper: your thesis should make a claim (an opinion) and argue it

Got something different?: Perhaps you are writing a narrative or reflection paper. If so, your thesis statement is still important as it should communicate one central theme or main idea to your reader. It will also help you stay organized.

• Start with your claim

Locate the strongest idea you developed while prewriting, then ask yourself, "is it arguable?"  Thesis statements

MUST be arguable.

Revise your claim as needed so that it is arguable.

Arguable statements:

• are persuasive and convincing
• tackle an issue/problem/question for which no easy answers exist
• invite a variety of possible perspectives
• Add reasons to your claim

A working thesis is a claim (arguable statement) with REASONS attached

CLAIM: Readers should reject women's magazines with advertising that presents impossibly thin models. REASON: Excessive dieting can cause psychological problems.

WORKING THESIS: Because excessive dieting causes psychological problems, readers should reject women's

magazines with advertising that presents impossibly thin models.

4. Ask: Is my thesis statement specific?

It should only cover what you will argue/discuss/present in your paper and what you can thoroughly

support with evidence within the scope of the paper. Be honest with yourself, perhaps you could pare it down?

5. Ask: Where does my thesis statement appear?

Your thesis should generally fall near end of your first paragraph. You should warm up the reader at the beginning of your first paragraph, providing interest, context and perhaps a brief description of the larger discourse in which your thesis lives. Consider adding a roadmap for the reader, telling them how you are going to prove your mentioned thesis. EXAMPLE: "This paper will....1), 2), 3).

6. Ask: Do I need to change my thesis now that I've written part of/all of this paper?

You may find that after you really delve into writing the body of your paper, you realize you have taken a different path. This is not necessarily a problem. Perhaps you simply need to revisit your thesis statement and change it to ensure it exactly reflects what you are telling your reader throughout the paper. Remember, reverse outlining is a great help for gaining this awareness!

Brizee, A., Tardiff, E. (2011, February, 24). Tips and Examples for Writing Thesis Statements. Retrieved from:  http://owl.english.purdue.edu/owl/resource/545/1 /

Odegaard Writing & Research (n.d.) Center. Claims, Claims, Claims. Retrieved from:

http://depts.washington.edu/owrc/Handouts/Claims%20Claims%20Claims.pdf

Have a wonderful, inspired week and take good care of yourself,

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