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Critiquing the presence and absence of children and young people's participation in policies for looked after children in scotland , interrogating the ethics of telecare services: a conceptual framework for dementia home care professionals , forever home the complexity of adoption breakdown in scotland , exploring experiences of children who migrate to delhi: understanding gender and space , looking after grandchildren: the motivation, pattern, and the impact of intergenerational engagements on grandparents in rural china , topping up the tank: enhancing the emotional resilience of social workers in local authority adult services , intergenerational transmission of the effects of maternal childhood adversities via poor infant outcomes , contributing to the development of social pedagogy in the uk: a case study at 'santiago 1' residential care home in spain , helping the 'problem child' become loveable again a discourse analysis on childhood adhd in switzerland and implications for social work , health needs and services for refugee women and children in uganda’s settlements: articulating a role for social work , unpicking social work practice skills: an interactional analysis of engagement and identity in a groupwork programme addressing sexual offending , turkish fathering today: an enquiry and discussion arising from the views of turkish fathers and turkish young people , twenty first century contact: young people in care and their use of mobile communication devices and the internet for contact , quickening steps: an ethnography of pre-birth child protection , low income employment in dhaka: women’s lives, agency and identity , partnership, power and policy: a case study of the scottish partnership on domestic abuse , feedback systems, interaction analysis, and counselling models in professional programmes , the participation of looked after children in permanency planning , everyday social work practice: listening to the voices of practitioners , quality of life experiences of parents of children with autism in scotland .

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

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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UKnowledge > College of Social Work > Theses & Dissertations

Theses and Dissertations--Social Work

Theses/dissertations from 2024 2024.

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

CONCEPTUALIZING THE PREVENTION OF HUMAN TRAFFICKING: SURVIVORS PERSPECTIVES , Jessica James Donohue-Dioh

LIVABLE FOR ALL AGES: EVALUATING PERCEPTIONS OF COMMUNITY IN AN INTERGENERATIONAL CONTEXT , David L. Ferrell

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Thesis process and proposal overview.

The UW School of Social Work's MSW Program includes an OPTIONAL thesis option, which works well for a small number of students, particularly those who are interested in continuing on into a doctoral program or in academia.  The thesis credits (9) may count toward the student's elective credits.  A student graduating with a thesis has this noted on their transcript along with the title of the thesis.  EDP students interested in doing a thesis should contact Lin Murdock at [email protected] before starting other steps.

A thesis (SOC W 700) must involve empirical research focusing on issues of human service practice, social service organization, or social policy.  A literature review is acceptable only if it is a systemic or meta-analytic review with a methods section. 

FINDING A THESIS PROJECT

Many students may find potential research ideas and faculty to work with by checking current research occurring at the UW School of Social Work:

• School of Social Work Research website: https://socialwork.uw.edu/research
• Current SSW Research Search: https://socialwork.uw.edu/research-projects

REQUIRED FORMS

All required thesis forms and documentation are available on the MSW Program Reference Area website at:

https://socialwork.uw.edu/students/msw/msw-program-reference-area

These include:

• Thesis Process and Proposal Overview (this document)
• Statement of Intent form
• Thesis Proposal and Committee Constitution Coversheet
• Use of Human and Animal Subjects for UW Graduate Student Theses and Dissertations form
• Student and Thesis Committee Member Roles and Expectations

All documents get turned in to Lin Murdock, Director of Student Services for inclusion in the student file.

Most students who are interested in completing a thesis have begun preliminary conversations regarding a research topic and have lined up at least a Thesis Committee Chair before the end of their generalist curriculum (for day students, by winter/spring of their 1 st year, for EDP students, by fall/winter of their 2 nd year.) 

What?                                                             When?

Submit Preliminary Statement of Intent          Before end of generalist curriculum

Complete IRB proposal                                   Before end of generalist curriculum

Committee Selection                                       Before the start of first registered quarter of Soc W 700

Literature Review                                           Often before, but complete by end of 1 st quarter

Research Proposal and 1 st Committee Mtg     First 3 weeks of first registered quarter of Soc W 700

Methodology draft to Committee                    End of first registered quarter

Data-collection/coding                                     First and second registered quarters

Data analysis and writing                                Third registered quarter of Soc W 700

Get warrant from Lin                                      Week 7 of last quarter of registration of Soc W 700

Near-to-final draft to committee                      Week 7 of last quarter of registration of Soc W 700

Submit signed approval form  to grad school  5pm on last day of instruction

Submit signed warrant to Lin                          5pm on last day of instruction

Submit final thesis                                           5pm on last day of instruction

REQUIRED COMPONENTS

• Must involve complete process of empirical research
• Must involve a minimum of 9 credits typically over 3 quarters
• Committee must include at least 2 members, one of which must have Graduate Faculty Status with the Graduate School.
• Must include:
• Problem formation (This includes review of the literature, concept exploration and development, and the specification of questions and hypotheses.)
• Development of a design (This includes selection of and rationale for type of design, sampling procedures, data-gathering methods, instruments, and measures.  Instruments may be existing ones or developed for the study.)
• Data collection/coding and data analysis or re-analysis. (This includes gathering, collating, and coding data.)
• Interpretation and implications for practice.

STATEMENT OF INTENT  

A statement of intent is completed at least 3 months before the planned start of a thesis, usually in the spring of the student’s first year in the MSW Program.  It is designed as an opportunity to make sure that both the student and the faculty advisor are clear about expectations and timeline – and to make sure that the project is a reasonable one.  It also provides time to get an IRB Review done, if necessary.  Form available on the MSW Program Reference Area website: https://socialwork.uw.edu/students/msw/msw-program-reference-area

HUMAN SUBJECTS REVIEW

Students should discuss early any need for an IRB review with their proposed chair, since getting human subjects approval can take an extended period of time.  Best place to start is the UW Human Subjects Division website to determine if your project requires IRB review. 

All proposals must have attached the following form, available on the MSW Program Reference Area website:

“Use of Human and Animal Subjects for UW Graduate Student Theses and Dissertations.”

A proposal for research should contain clear descriptions of the plans for accomplishment of the particular combination of research tasks, which will be implemented, plus human subjects review.  Where the research is concerned only with implementation of previously designed research, the proposal should include a statement summarizing the problem formulation and design tasks.  Where the research is a secondary analysis of previously collected data, the proposal should contain a summary of the original problem formulation, design, and data-collection procedures as a framework for considering a newly proposed hypothesis which will be examined via the available data. 

Sample generic thesis proposals available at the following sites but yours must include all required components on the Thesis Proposal and Committee Constitution Form on the MSW Program Reference Area:

• https://www.tadafinallyfinished.com/thesis-proposal.html
• https://www4.uwm.edu/letsci/communication/graduate/maproposals.cfm

DATA ANALYSIS CONSULTATION AND SUPPORT

The UW School of Social work provides financial support to the Center for Social Science Computation and Research (CSSCR).  This on-campus resource center provides workshops on the use of different software programs used for data analysis.  They also provide 1:1 data consulting for students. 

http://csscr.washington.edu/

COMMITTEE MEMBERSHIP, MEETINGS AND RESPONSIBILITIES

The committee chair MUST be a member of the Graduate School Faculty and be approved to chair thesis committees for the School of Social Work.  Students must verify that their proposed chair has such an appointment at: https://grad.uw.edu/for-faculty-and-staff/faculty-locator/

The committee must have a minimum of 2 members and the second member may be a teaching or research faculty member at the UW (in or out of the department), a practicum instructor or agency supervisor, but if a student would like a 3 rd member, that 3 rd member must again be approved by the Graduate School (but may be in a department other than social work.)  This ensures that at least half of the committee are UW Graduate Faculty on any committee.

Students should review themselves and provide a copy to all committee members of the “Thesis Student and Committee Roles” document, which can be found on the MSW Program Reference Area website at: https://socialwork.uw.edu/students/msw/msw-program-reference-area

REGISTRATION FOR THESIS CREDITS

Students will submit their Statement of Intent (see above) to [email protected] , and, once all permissions have been granted, will be given a faculty ID code which will be used to register for their first quarter of Soc W 700.  Students will need to submit their full thesis proposal to receive the code to register for their subsequent quarters of thesis. 

THESIS DEFENSE

The UW School of Social Work does not require a thesis defense nor will a masters “warrant” be necessary.  Students may choose to defend their thesis if they would like to do so.

UW GRADUATE SCHOOL THESIS PROCEDURE

Students considering a thesis should watch the video concerning the UW Graduate School processes, which includes the process for submitting the thesis electronically, at:

https://grad.uw.edu/for-students-and-post-docs/thesisdissertation/

SUBMISSION OF THE THESIS

The thesis must be submitted by 5pm on the last day of instruction in the quarter of completion through the UW ETD site.  Along with the thesis, the student must submit a “ Master’s Supervisory Committee Approval Form ” with signatures from all committee members. More information and that form may be found at:

https://grad.uw.edu/for-students-and-post-docs/thesisdissertation/final-submission-of-your-thesisdissertation/​

*Note: students who have registered a preferred name with the UW may use it on their thesis title page and in the ETD administrator site.  Students may add a preferred name at identity.uw.edu.

WHAT HAPPENS IF SOMETHING DOESN'T WORK OUT?

Students who have started a thesis but find that they are unable to complete the full scope of the project will have any completed Soc W 700 credits converted to Soc W 600: Independent Research in Social Work on their transcript and will be able to continue to use those completed credits toward their MSW elective requirement. 

These standards were updated September 2017.

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

Social Work Theses, Projects, and Dissertations

Theses/projects/dissertations from 2019 2019.

The Impact of Stigma on Adolescents Willingness to Seek Treatment , Alejandra Randol

SOCIAL WORK STUDENT EDUCATION ON TEEN PREGNACY , Diogenes Anthony Roman III

THE PRACTICE OF SELF-CARE STRATEGIES AMONG MASTER OF SOCIAL WORK STUDENTS , Gracie Romero

VOLUNTEER SERVICE AS A COPING STRATEGY FOR SOCIAL WORKERS AGAINST PROFESSIONAL BURNOUT , Jessy Jean Salloum and Francesca Maria Augusta Twohy-Haines

FAMILY STRUCTURE CORRESPONDING WITH DELINQUENT BEHAVIORS , Miranda Santiago and Shirley Tamayo-Contreras

Policy Practice of Master of Social Work Students: An Analysis of a Policy Practice Intervention , Wright Sarah

THE RELATIONSHIP BETWEEN SELF-CARE AND BURNOUT AMONG SOCIAL WORK STUDENTS , Andrew Semedo

FOSTER YOUTHS’ PERCEPTIONS OF THE SOCIAL WORKER’S ROLE IN THEIR PURSUIT OF HIGHER EDUCATION , Elisa Elvira Sequeira Delgado and Anedia Suarez Arroyo

WHAT ARE THE FACTORS OF COLORISM AMONGST AFRICAN AMERICAN WOMEN; AND HOW DOES THIS AFFECT THE LIVES OF AFRICAN AMERICAN WOMEN? , Iris Sumo

The Benefits of Animal-Assisted Interventions: Perceptions of Social Workers Working with Veterans , Anne Thompson

SOCIAL MEDIA'S INFLUENCE ON YOUNG ADULTS FROM THE PERSPECTIVES OF MENTAL HEALTH CLINICIANS , Natalie Aliana Valdepeña and Ulises Ivan Lozano

Social Work Student's Perception of Canine Therapy for Children of Trauma , gia Valdez

FOSTER PARENT SATISFACTION WITH THE FOSTER CARE SYSTEM AND THEIR INTENTIONS TO DECERTIFICATION , Karla Valdez

THE ROLE OF SPIRITUALITY IN MEDICAL SOCIAL WORK , Adriana Vera and Elena Marie Rendon

INCARCERATED MOTHERS ACHIEVING REUNIFICATION: PROVIDING SUPPORT TO CHILD WELFARE SOCIAL WORKERS , Francesca Villarreal

PARENT PARTNERS' PERCEPTIONS OF REUNIFICATION CELEBRATION AND THE IMPACT ON REUNIFIED PARENTS , Marley Leila Walker and Tre'Nise JeMel Anderson

ACTIVE SHOOTER PREPAREDNESS TRAINING , Clarissa Welch and Nancy Villalta

Accessing Children's Mental Health Services In A Rural Northern California County , Deborah Wingate

Mental Health Services for Single Homeless Mothers with Children , Andrea Zermeno and Maria Alejandra Perez

SOCIAL WORKERS' PERSPECTIVES ON DISRUPTIVE MOOD DYSREGULATION DISORDER , Jenna Lee Zscheile

Theses/Projects/Dissertations from 2018 2018

PERCEPTIONS OF SELF-DISCLOSURE IMPACTING THE SUPERVISORY RELATIONSHIP AND RECOGNIZING COUNTERTRANSFERENCE , Melissa Alvarez Torres and Jessica Elizabeth Wilinski

Does Resilience Occur from Predisposed Characteristics, or from Experiences, Moments, and/or People The Individual Encounters Throughout his/her Childhood , Marlene Anceno

Compassion Fatigue, Burnout and Self-care Strategies Amongst Los Angeles County Child Welfare Workers , Chigolum Anene

Permanency Planning for Youth in Foster Care , Elisa Arteaga

WORK WITH ELDERS EXPERIENCING COGNITIVE IMPAIRMENT: EXPLORING THE INTEREST OF SOCIAL WORK STUDENTS , Cindy Avelar and Gabriela Maria Cantu-Reyna

LOW-INCOME OLDER ADULTS PREPAREDNESS FOR LONG-TERM CARE: IN-HOME SUPPORTIVE SERVICES , Zina Basom

The Effectiveness of Disciplinary Interventions in School-Based Counseling , Dakota Blue Bates

BARRIERS TO RECRUITING NATIVE AMERICAN FOSTER HOMES IN URBAN AREAS , Shirley Mae Begay and Jennifer Lynn Wilczynski

SOCIAL WORK STUDENTS’ ATTITUDES AND BELIEFS ABOUT MENTAL HEALTH COURTS , Nicholas Bettosini and Conrad Paul Akins-Johnson

TEAM DECISION-MAKING AND CHILD/FAMILY TEAM MEETINGS: A SOCIAL WORKERS PERSPECTIVE , Marian Buzga

CHALLENGES FOR MALE THERAPISTS WORKING WITH COMMERCIALLY AND SEXUALLY EXPLOITED FEMALE ADOLESCENTS , John Caballero

SAN BERNARDINO AND RIVERSIDE COUNTY FOSTER FAMILY AGENCY SOCIAL WORKERS' AWARENESS OF DOMESTIC MINOR SEX TRAFFICKING , Cristin Elizabeth Campbell

RECOVERY SUPPORT SERVICES FOR YOUNG ADULTS: A NEEDS ASSESSMENT FOR A COLLEGIATE RECOVERY PROGRAM AT A MIDSIZED PUBLIC UNIVERSITY LOCATED IN SOUTHERN CALIFORNIA , Micah Carlson

SPANISH-SPEAKING CLIENT-WORKER EXPERIENCES AT A CALIFORNIA CHILD WELFARE AGENCY , Koressa Castillo

FILIPINO SERVICE CARE PROVIDERS' EXPERIENCE OF COMPASSION FATIGUE WHILE WORKING IN RESIDENTIAL CARE FACILITIES , Leizel Cerezo-Pann

Knowledge of School Resource Officer's Roles and Their Perceptions on School Social Worker's Roles , Cynthia Crystal Cervantes and Vanessa Vazquez

RIVERSIDE COUNTY HOMELESS INDIVIDUALS’ PERSPECTIVE ON PRIMARY FACTORS CONTRIBUTING TO HOMELESSNESS , Megan Irene Chaney

THE SYSTEMIC ISSUES ASSOCIATED WITH VIOLENT CRIME IN PREDOMINANTLY AFRICAN AMERICAN COMMUNITIES , Abraham Coles

Social Work Students' Views and Attitudes Towards Working with Previously Incarcerated Individuals , Tiffany Comptois and Brianda Villa

THE CHALLENGES FACING SINGLE HISPANIC PARENTS AND THEIR NEEDS TO IMPROVE FAMILY SERVICES , Gabriela Contreras

EFFECTS OF CHILD NEGLECT ON PSYCHOLOGICAL DISTRESS IN COLLEGE STUDENTS , Veronica Daniel

BRIDGING THE GAP: EXPLORING SOCIAL WORK STUDENT PREPAREDNESS FOR WORKING WITH CHILDREN WHO HAVE DEVELOPMENTAL DISABILITIES , Shauna Lei De Jesus and Mariela Licon

ATTITUDES AND EXPERIENCES OF UNDOCUMENTED LATINO IMMIGRANTS WHEN SEEKING MEDICAL SERVICES , Susana Michelle De Leon

CHILD WELFARE WORKERS’ PERSPECTIVES ON PLACEMENT INSTABILITY AND THE IMPACTS ON FOSTER YOUTH , Steven Joseph Delgado and Amanda Marie Fuerte

EFFECTS OF AUTISM SPECTRUM DISORDER ON MOTHERS , Angelica Del Villar

PLANNING FOR A FUTURE: A DEVELOPMENTAL BLUEPRINT TOWARDS SUCCESS AMONG CURRENT AND FORMER FOSTER YOUTH , John Devine

The Self-Percieved Grief Competency of Masters Level Therapists , Emily Rae DeVries

ACTIVE SHOOTER PREPAREDNESS TRAINING , Berenice Dougherty and Nyemal Thuok Chuol

The Effects of Auditory Verbal Hallucinations on Social-Behavioral-Functioning and Mental Status: Perceptions among Mental Health Social Workers , Zachary Robert Eckert

COGNITIVE-BEHAVIORAL THERAPY (CBT) FOR POST-TRAUMATIC STRESS DISORDER (PTSD) ON VETERANS AND ITS RELATIONSHIP TO SUICIDAL THOUGHTS , Peggy Erwin

MUSLIM AMERICAN’S UNDERSTANDING OF WOMEN’S RIGHTS IN ACCORDANCE TO THE ISLAMIC TRADITIONS , Riba Khaleda Eshanzada

AFRICAN AMERICAN PERCEPTIONS AND EXPERIENCES ON PREVENTIVE FAMILY THERAPY AND HELP-SEEKING BEHAVIORS IN THE INLAND EMPIRE , Nathnael Estifanos and Brandon Daniel Farmer

HOSPICE SOCIAL WORKERS’ ATTITUDE ON PHYSICIAN-ASSISTED SUICIDE AND PRACTICE UNDER CALIFORNIA’S END OF LIFE OPTION ACT , Veronica Lorraine Fausto Melchor

RESIDENTIAL COUNSELORS AND DUAL-STATUS YOUTH CHALLENGES AND RESILIENCY , Kenny Gallegos and Leslie Stephanie Romero-Gallegos

AMONG MASTER OF SOCIAL WORK STUDENTS, WHAT HAS A HIGHER IMPACT ON LEVELS OF STRESS: SPIRITUALITY, PHYSICAL ACTIVITY, OR SELF-COMPASSION , Tania Garcia Avalos and Jose Murillo

THE PLACE OF SPIRITUALITY IN SOCIAL WORK: PRACTITIONERS’ PERSONAL VIEWS AND BELIEFS , Alexis Garcia-Irons

AN EXAMINATION OF THE IMPACT TRAUMATIC EVENTS HAS ON PSYCHOSOCIAL IMPAIRMENT IN EATING DISORDER PATIENTS , Jennifer Parker Hackett

SERVICE PROVIDERS PERSPECTIVE ON THE UNIQUE NEEDS OF SEXUALLY EXPLOITED WOMEN AND CHILDREN IN THE INLAND EMPIRE , Ruth Harrison

SOCIAL SERVICE WORKERS KNOWLEDGE ON THE USE OF TECHNOLOGY FOR HUMAN TRAFFICKING , Raquel Monique Holguin and Athena Noel Barber

WHAT IMPACT DOES RELIGIOUS BELIEFS HAVE AMONG AFRICAN AMERICANS ATTITUDES TOWARDS GETTING MENTAL HEALTH SERVICES? , Vanessa House

FORMER FOSTER YOUTH PERSPECTIVES ON STRENGTHS AND NEEDED SERVICES OF THE FOSTER CARE SYSTEM , Cynthia Huizar and Judy Andrea Lawrence

WHAT DOES AN EFFECTIVE REENTRY PROGRAM LOOK LIKE AT A UNIVERSITY CAMPUS? , Paul Jones

Social Work Services: How can Social Workers Improve the Healthcare Experience for People who are Homeless? , McKinsey Kemp

PERCEPTIONS OF SERVICE RELATED TRAUMA IN FEMALE SERVICE MEMBERS, RESERVISTS, AND VETERANS , Sara Cathryn Klepps

Mental Health Treatment for the Elderly Community in a Central California Region , John Lewis Klevins Mr.

CHALLENGES MEDICAL SOCIAL WORKERS FACE THAT LEAD TO BURNOUT , Emilee Limon

PERCEPTIONS ABOUT DISPROPORTIONALITY AND DISPARITY AMONG BLACK FAMILIES WITHIN THE CHILD WELFARE SYSTEM , Kania Alexince Long

SPIRITUALITY AND WORK RELATED STRESS IN SOCIAL WORKERS , Daisy Lusung

RESILIENCE AND RESISTANCE: HOW THE INLAND EMPIRE TRANSGENDER COMMUNITY THRIVES , Raul Angel Maldonado

DIFFERENT THERAPISTS, DIFFERENT OUTCOMES? DO REFERRALS TO DIFFERENT PROVIDERS IMPACT REUNIFICATION OF CHILD WELFARE CLIENTS? , Heather Marie Martinell

IDENTIFYING THE ROLE OF FAITH AND SPIRITUALITY IN THE RECOVERY AND WELLNESS OF ALCOHOL ABUSERS , Andrea Elisabet Masdeu

SOCIAL WORK PERCEPTIONS OF PEDOPHILES: OPENING THE DIALOGUE , Dana Rose Montes

IMPLICATIONS OF VICARIOUS TRAUMA IN MEDICAL SOCIAL WORKERS , Erika Mora

MENTAL HEALTH INTERVENTION: DOES AN EXPEDITED PROCESS INCREASE ACCESS TO MENTAL HEALTH SERVICES FOR CHILDREN? , Desiree Lin Morris

A SOCIAL WORKERS’ PERSPECTIVE ON THE EFFECTS OF DOMESTIC VIOLENCE ON ADOLESCENTS BETWEEN THE AGES OF 12 AND 17 , Arianna Lilybel Olvera

AN INSIGHT INTO THE PSYCHOLOGICAL EFFECTS AND EXPERIENCES OF INDIVIDUALS WHO WERE PLACED IN A GROUP HOME , Nicole Olvera

IMPACT OF COMPASSION FATIGUE AND EMOTIONAL INTELLIGENCE ON THE QUALITY OF CARE IN SKILLED NURSING FACILITIES , John Simon Pangilinan

Providing Counseling Services to Spanish Speaking Clients , Maritza Pelayo

Social Work Students' Perception of Intimate Partner Violence Victims Who Stay With Their Abuser , Andrea Perez

Mexican Women's Perception of Mental Health Service Use , Claudia Perez and Samara Yael Cardona

EXPLORING THE EFFECTS OF COMMUNITY RESOURCES ON CLIENT PROGRESS IN CASE PLANNING AS ASSESSED BY SOCIAL WORKERS IN CHILDREN AND FAMILY SERVICES , Mary Carmen Perez and Desiree Violet Prendergast

The Impact of Low Retention of Nonprofit Organizations , Yolanda Phillips and Jessica M. Hernandez

FACTORS ASSOCIATED WITH CHILD WELFARE SOCIAL WORKER RETENTION , Ernesto Pineda

THE EFFECTIVENESS OF DOMESTIC VIOLENCE TRAININGS ON HELPING PROFESSIONALS , Paula Virginia Preciado Romero

THE NEEDS AND CHALLENGES EXPERIENCED BY LATINO PARENTS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES , Lizbeth Quintero

MASTER OF SOCIAL WORK STUDENTS' PERCEIVED PREPAREDNESS TO ADDRESS MENTAL HEALTH NEEDS OF CAREGIVERS WORKING TOWARD REUNIFICATION , Stephanie Ramirez and Vanessa Romero

BURNOUT AMONG BILINGUAL SOCIAL SERVICE PROVIDERS , Marlene Reyes

Misdiagnosis of Trauma in Children and Youth: Implications for Mental Health Professionals , Dana Rodriguez

INFORMAL ART THERAPY GROUP AMONG MINORITY SENIORS IN INDEPENDENT LIVING COMMUNITIES , Jennifer Rodriguez

DISCUSSING SEXUAL HEALTH TOPICS WITH SEVERELY MENTALLY ILL CLIENTS: AN EXPLORATION OF SOCIAL WORK PRACTITIONERS’ PREPAREDNESS , Priscilla Rodriguez

MASTER OF SOCIAL WORK STUDENT COMPETENCY IN SPANISH SKILLS AND THE SUPPORT THEY RECEIVE , Giselle Sanchez and Shizatiz Gioconda Guerrero

SPIRITUALITY OF SUBSTANCE ABUSE COUNSELORS , Matthew Sasso

CROSS - PROFESSIONAL COMPARISON OF SOCIAL WORK BURNOUT , Heather Lynn Schaal

CORRECTIONAL OFFICERS’ PERCEPTIONS AND ATTITUDES TOWARD MENTAL HEALTH WITHIN THE PRISON SYSTEM , Alexandra Rose Serafini

MENTAL HEALTH TREATMENT PERSPECTIVE OF HISPANIC POPULATION: A COMMUNITY-BASED PARTICIPATORY RESEARCH APPROACH , Jesus Alfredo Serrato Vidal

RESILIENCE AND POST-TRAUMATIC GROWTH IN PARENTS OF CHILDREN WITH SPECIAL NEEDS , Elizabeth Anne Sidener

THE IMPACT OF MENTAL HEALTH ISSUES ON ACADEMIC ACHIEVEMENT IN HIGH SCHOOL STUDENTS , Patricia Lea Sutherland

SERVICE PROVIDERS' PERCEPTIONS OF BARRIERS TO SERVICES FOR WOMEN WITH POSTPARTUM DEPRESSION IN SAN BERNARDINO AND RIVERSIDE COUNTIES , Hana Gen Swenson-Coon and Bertha Ayala Reeves

SOCIAL WORKERS’ KNOWLEDGE ON AGING, AND ATTITUDES TOWARD OLDER ADULTS , Kristina Marie Thornton

SCHOOL-BASED MENTAL HEALTH CARE PROGRAM EVALUATION , Adriana Torres

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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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Sample Thesis Proposal – Master of Social Work (MSW)

• by Laurie Pawlik
• April 25, 2016

On my recent blog post  Should You Go to Grad School for a Master of Social Work (MSW) , a reader asked how to write a thesis proposal for the social work application. So, here is the thesis proposal I wrote when I applied to UBC (the University of British Columbia) a few years ago.

My MSW program was two years because my first undergrad degree is in Psychology and my second degree is in Education. If I had an undergrad social work degree, it would’ve only taken one year to get my MSW.

If you’re worried you won’t be accepted to the university or program of your choice, read  How to Get Into Grad School – Master’s or PhD Programs .

And here’s what I wrote for my grad application for UBC…

Sample Thesis Proposal – Master’s of Social Work (MSW) Program

Social Issue and Research Question

I wish to study internalized oppression in foster children. Specifically, I’d like to explore how social workers can empower and encourage foster children to overcome negative self-beliefs, stereotypes, and misinformation to reach their full potential and create meaningful, fulfilling lives.

According to the American Academy of Child and Adolescent Psychiatry, children in foster care:

• blame themselves and feel guilty about being “taken” from their birth parents
• wish to return to birth parents even if they were abused
• feel unwanted
• feel helpless about multiple changes in foster parents
• have mixed emotions about attaching to foster parents
• feel insecure and uncertain about their future
• reluctantly acknowledge positive feelings for foster parents

Self-blame, guilt, confusion, fear, insecurity, and fear can lead these kids to believe they aren’t as intelligent, capable, worthy, or “good” as their peers. How foster kids perceive themselves and their role in the world has a significant impact on how they think, behave, and treat others.

Negative self-beliefs can develop even if the foster care system (or foster families, birth families, peers, etc) don’t directly “oppress” youth. Foster kids are at risk of developing destructive self-perceptions simply because of their situations – not necessarily how they’re treated.

Research indicates that children in foster care tend to be more disengaged and exhibit more problem behaviours than other children. Further, they are at greater risk of dropping out or being forced out of high school (Satchwell, 2006). This is pertinent to social services, and directly affects society as a whole. Disengagement, problem behaviours, and negative self-perceptions influence the decisions and choices that foster children make. This directly and indirectly affects their families, schools, friends, and the community at large.

Rationale  

I lived in three foster homes as a child, between bouts of living with my single mother. She suffered from severe paranoid schizophrenia and the effects of “treatments” such as electroconvulsive therapy and psychotropic medications. I grew up in a culture of mental illness, poverty, powerlessness, and the stigma of being a foster child.

As a result, I held two specific beliefs about myself: 1) I wasn’t smart or “good” enough to go to university; and 2) I wasn’t lovable enough to be in a healthy relationship.

When I was 11, I was matched with a Big Sister through the Big Brothers/Big Sisters organization. While I can’t pinpoint the exact effect she had, I now have two undergraduate degrees and am happily married. My Big Sister changed my life – and all she had to do was show up once a week.

In my work as a Mentoring Coordinator with Big Brothers, I see firsthand how mentoring changes lives. Research shows that mentoring increases self-worth, improves relationships with others, and is connected to measurable gains in school attendance and academic achievement (Satchwell, 2006).

My goal is to combine my professional and personal experiences, and empower foster kids to transcend their self-limiting beliefs.

Annotated Bibliography

Axner, M. (2011). Healing from the effects of internalized oppression. Retrieved from The Community Toolbox https://ctb.ku.edu/en/tablecontents/sub_section_main_1172.aspx. This online resource describes discrimination versus internalized oppression, and offers practical strategies for recognizing and helping individuals overcome internalized oppression. The tools are effective, practical ways to empower people struggling with oppression.

Baskin, C. (2007) Structural determinants as the cause of homelessness for aboriginal youth.  Critical Social Work , Vol 8, No 1. Retrieved online from https://www.uwindsor.ca/criticalsocialwork/structural-determinants-as-the-cause-of-homelessness-for-aboriginal-youth. A paper that describes how the cycle of oppression caused by social systems leads to the loss of self-identity in Aboriginal youths in the foster care system. This loss of self-identity leads to unhealthy development and an increased risk of homelessness.

Bishop, Anne. (2002). Becoming an ally: Breaking the cycle of oppression in people. Halifax:Fernwood Publishing. Bishop’s premise is that no one form of oppression stands alone. All oppressions are interdependent, and none can be solved in isolation. She is “looking for mechanisms that cause us to reproduce oppression, generation after generation” (page 71), and encourages readers to form alliances (as opposed to “just” fighting one’s own oppression).

Freire, P. (2000). Pedagogy of the oppressed. New York,NY: Continuum International Publishing Group. This book was first published in 1968; this is the 30 th anniversary edition. Freire describes how oppressors “dehumanize” oppressed groups, who become incapable of recognizing their own oppression. This would be a solid foundation from which to base my research on overcoming internalized oppression.

Geenen, S. & Powers, L. (2007). “Tomorrow is another problem”: The experiences of youth in foster care during their transition into adulthood. Children and Youth Services Review . 29(8), 1085-1101. Retrieved from https://www.sciencedirect.com.ezproxy.tru.ca/science/article/pii/S0190740907000680#sec3.1. This study gathered information from foster youth, case workers, foster parents, educators and other professionals on the experiences of transitioning from youth to adulthood. It revealed that youth in foster care need more opportunities to control and direct their own lives, to take responsibility and ownership for their futures. The authors also found that caring, long-term relationships are more important than accessing formal services, and that a flexible, individualized and creative approach to transition is necessary.

Kirk, R. & Day, A. (2011). Increasing college access for youth aging out of foster care: Evaluation of a summer camp program for foster youth transitioning from high school to college. Children and Youth Services Review . 33(7), 1173-1180. Retrieved from https://www.sciencedirect.com.ezproxy.tru.ca/science/article/pii/S0190740911000648#sec3.6.4.  The School of Social  Work at Michigan State University developed a campus-based learning program to help foster youth transition to college. Foster care alumni offered peer support, role modeling, mentoring and active learning sessions. This intervention increased college-related knowledge and information, enhanced perceptions of life skills, self-concept, empowerment and a sense of purpose.

Krebs, B. and  Pitcoff, P. (2006) Beyond the foster care system: The future for teens .Chapel Hill, NC: Rutgers University Press. Written by the co-founders of the Youth Advocacy Center in New York City, this book offers inspiring, real-life accounts of what it’s like to live in foster homes and illustrates how the foster care system sets teens up to fail by inadequately preparing them for adult life. The authors also offer practical improvements to empower teens.

Satchwell, K. (2006). Mentoring literature review. Retrieved from Government of Alberta Human Services website: https://www.child.alberta.ca/home/929.cfm Mentoring_Lit_Review_Final[1].pdf. An excellent overview of mentoring that goes beyond “just” a case for mentoring. This report includes volunteer mentor recruitment, training tips, matching considerations, best practices, and more.

van Wormer, K. (2004). Confronting oppression, restoring justice: From policy analysis to social  action Alexandria, VA: CSWE Press. This is a guide that doesn’t just explain internalized oppression and social justice theory, it describes what is needed to confront oppression for human services practitioners, students, and educators on the “front lines.”

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After being accepted to the MSW program at UBC, I discovered that writing a thesis is a choice grad students have. I’ve decided not to write one, as I’d rather focus on getting as much practical, hands on experience as I can. Plus, I don’t plan (at this point) to go into a PhD program, so writing a thesis for my MSW isn’t necessary.

If you get into a grad program, you’ll probably need to secure a practicum placement! For tips, read  Sample Field Placement Request – Master’s of Social Work at UBC .

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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

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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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The majority of graduate programs are NOT impacted by recent government announcements about tuition increases. PhD students from the rest of Canada will continue to pay Quebec fees. International PhD fees will see the same 3% increase as Quebec fees.

Social Work (M.S.W.)

Program description.

The Master of Social Work (M.S.W.) in Social Work (Non-Thesis) offered by the School of Social Work in the Faculty of Arts is a course-based program that emphasizes career-focused and innovative learning opportunities. The program's objective is to equip students with skills in critical thinking, program development, and communication to pursue professional opportunities (or potentially continue their studies).

The program may also be taken with a Gender & Women's Studies option so students may pursue some of their coursework to focus on gender, sexuality, feminist, and women's studies and issues in feminist research and methods.

Keywords: advanced clinical practice, counselling, child and family, community-based practice; international development, advocacy, disability, aging, immigrants and refugees.

Unique Program Features

• Student develop critical and innovative approaches to practice competence and to policy analysis such that they may contribute to both established social services and to new and less developed areas of service provision;
• The program is comprised of coursework, a field placement, and an Independent Study Project.  The program offers several streams: Children & Families, Health & Social Care, and International & Community Development;
• The School's research interests include child welfare, families, violence, sexuality, aging, social theory, social work practice, and methodology;
• The School of Social Work is a member of the International Association of Schools of Social Work (IASSW) and the Canadian Association for Social Work Education (CASWE);
• The program is accredited by the CASWE.

University-Level Admission Requirement

• English-language proficiency

Visit our English language proficiency webpage for additional information.

Program-Specific Admission Requirement

• A Bachelor's of Social Work (BSW) degree with a minimum 3.2 GPA out of a possible 4.0 GPA

Visit our Educational credentials and grade equivalencies  webpage for additional information.

Each program has specific admission requirements including required application documents. Please visit the program website for more details.

Program Website

Master of Social Work website

Department Contact

Graduate Program graduate.socialwork [at] mcgill.ca (subject: Master%20of%20Social%20Work%20(Non-Thesis)) (email)

Available Intakes

Application deadlines.

Note : Application deadlines are subject to change without notice. Please check the application portal for the most up-to-date information.

Application Resources

• Application Steps webpage
• Submit Your Application webpage

Application Workshops

Consult our full list of our virtual application-focused workshops on the Events webpage.

Department and University Information

Graduate and postdoctoral studies.

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Master of Social Work

UC's Master of Social Work (MSW) is ideal for practitioners with specialist practice, supervisory, management, or policy analysis and development responsibilities. Learn more about studying an MSW through Te Kaupeka Oranga | Faculty of Health at the University of Canterbury.

TUITION FEES

2024 tuition fees estimate per 120 points:

• Domestic — $7,627
• International — $30,900

Introduction

The Master of Social Work degree requires candidates to complete a thesis on a full or part-time basis. The MSW is particularly aimed at practitioners with specialist practice, supervisory, management, or policy analysis and development responsibilities.

The programme of study and research can be designed to meet your professional needs and interests.

The degree may be awarded with Distinction or Merit.

UC also offers the Master of Social Work (Applied) involving taught coursework.

Entry requirements keyboard_arrow_down

Entry requirements.

The MSW is accessible only to those who have obtained a professional qualification in Social Work and have completed fieldwork requirements. For more details, contact Tauwhiro Hapori | Department of Social Work . Those who do not have a professional qualification in Social Work may instead consider the Master of Social Work (Applied) .

To enrol in the MSW, you must have completed one of the following:

• a Bachelor of Social Work with First Class or Second Class Honours Division I
• any bachelor’s degree and the Graduate Diploma in Social Work
• any bachelor's degree and a Postgraduate Diploma in Social Work with a B+ Grade Point Average or above (or equivalent)
• completed an approved qualifying course to the standard to the prerequisite courses.

If English is your additional language, you are also required to meet UC's English language requirements .

For the full entry requirements, see the Regulations for the Master of Social Work or use the admission requirements checker .

How to apply

You can apply online at myUC .

See Admission and enrolment for all information on enrolling at UC.

Further study keyboard_arrow_down

Further study.

UC offers a Doctor of Philosophy (PhD) in Social Work.

Careers keyboard_arrow_down

Career opportunities.

Postgraduate study can bring many career benefits eg, specialist skills and enhanced knowledge, entry into specific occupations, higher starting salary/progression rates, research capability/achievement, and evidence of high academic attainment/self-discipline.

Useful information:

• Read what other UC postgraduate students have gone on to achieve in their studies and careers in our student stories .
• Te Rōpū Rapuara | UC Careers can help you to achieve the career you want, connect with employers, or find a job.
• For research into career destinations by qualification, visit Te Pōkai Tara | Universities New Zealand website .
• Find out more about what can you do with a degree from UC .
• Come along to an upcoming information event for prospective postgraduate students.

Fees keyboard_arrow_down

2024 tuition fees estimate (per 120 points):

2023 tuition fees estimate (per 120 points):

• Domestic — $7,419
• International — $29,000

SSL estimate (per 120 points):

• 2024 — $1,100.40
• 2023 — $992.40

Domestic tuition fees

International tuition fees

Student Services Levy (SSL)

Funding your study

Degree structure keyboard_arrow_down

How do i plan my degree.

The MSW degree requires you to complete SOWK695 MSW Thesis on a full or part-time basis.

It will take 1 year full-time, or up to 3 years part-time. You can begin your thesis at the beginning of any month.

For full requirements, see the Regulations for the Master of Social Work .

Postgraduate Prospectus 2024

Whakatairanga tāura.

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