Online Master of Social Work (MSW)

• Coursework: Complete 88 units over 8 quarters
• Internship: 
  • 900 hours of internship, with the possibility of employment-based placements. 
  • For those who wish to pursue the Pupil Personnel Services Credential (PPSC) for School Social Work in California by attending a post-master's program upon graduation, 1,000 internship hours are required.

Applicants to the Online MSW program are required to:

• Bachelor's Degree: Required to be from a regionally accredited institution or its international equivalent.
• Application: Submit through PSYCAS with a fee, including a resume, statement of purpose, three letters of recommendation, and official transcripts.
• GRE: Not required for admission.
• Prerequisites: No specific courses are required for entry.

• Individuals who hold a bachelor’s degree earned in the last 10 years from a social work program accredited by the Council on Social Work Education may apply for Advanced Standing: Online Master in Social Work degree.
• Advanced Standing students complete 56 units of coursework and 450 hours of internship in 5 quarters.

Prepare for leadership and management roles in public behavioral health.

Courses include:

• Public behavioral health funding
• Political savvy and competence
• Communication skills for middle managers
• Leading and managing others
• Budgeting, planning and decision-making
• Managing operations and human resources
• Leading quality improvement

General Graduate Program Requirements

SOCW601.  Anti-racism and culture-building practice (3) 

This course prepares students for anti-racist, anti-oppressive, and culture-building social work practice. The course examines how historical and contemporary patterns of racism, discrimination, and oppression influence social work practice and the professional commitments to marginalized groups and social work ethical standards. Students develop their awareness of power, privilege, and marginalization in individuals’ intersecting status dimensions, including race, ethnicity, class, sex, sexual orientation, gender identity and expression, dis/ability, religion, and immigration. The course prepares students for anti-racist and anti-oppressive practice at individual, group, organizational and community levels within the context of a commitment to dismantling the system of white supremacy and cultivating cultures of wholeness. Attention is given to contextualizing trauma experienced by diverse communities of color, the role of trauma and resilience across generations, and how race and racism become internalized and can be applied to other people of color. The course uses experiential and self-reflective activities and emphasizes critical thinking on controversial topics and challenging oneself to consider new viewpoints that promote human rights and social, economic, and environmental justice. 

SOCW602A.  Clinical Social Work Practice I (1) 

This three-course sequence provides students with knowledge and conceptual frameworks that support social work practice with individuals, families, and groups, with an emphasis on evidence-based practices. Students will learn about professionalism and values and ethical standards in social work as a basis for guiding practice. The course presents knowledge and methods for engagement and building a working relationship, assessment, and development of a treatment plan with a bio-psycho-social-spiritual approach, and application of strengths and person-centered humanistic psychotherapy approaches. This first course also. Students will learn to assess and diagnose depressive, anxiety, and obsessive-compulsive disorders with the DSM5 and gain an overview of the psychotropic medications and evidence-based interventions used to treat these disorders. Emphasis is placed on cultural humility and culturally responsive practice, working effectively with clients who are different from oneself, and engagement and assessment with clients in clinic, school, home, and community settings. Students will also be introduced to writing case notes.

SOCW602B.  Clinical Social Work Practice II (2) 

This three-course sequence provides students with knowledge and conceptual frameworks that support social work practice with individuals, families, and groups, with an emphasis on evidence-based practices. This second course presents knowledge and methods for engagement, assessment, intervention, and evaluation with individuals and groups using cognitive-behavioral therapy, mindfulness-based stress reduction, and a trauma-informed care approach. Students will learn to assess and diagnose trauma- and stressor-related, dissociative, somatic symptom, feeding and eating, neurodevelopmental, and disruptive, impulse-control, and conduct disorders with the DSM5 and gain an understanding of the psychotropic medications used to treat these disorders. Students will be introduced to using assessment tools with children and adults. Emphasis is placed on cultural humility and culturally responsive practice, working effectively with clients who are different from oneself, and practice with clients in clinic, school, home, and community settings. Students will learn about documentation requirements and build skills for writing case notes.

SOCW602C.  Clinical Social Work Practice III (2)

This three-course sequence provides students with knowledge and conceptual frameworks that support social work practice with individuals, families, and groups, with an emphasis on evidence-based practices. This third course presents knowledge and methods for crisis intervention and clinical case management, and an introduction to family therapy and dialectical behavior therapy. Students will learn about resources and advocacy for clients and skills for collaborating with professional and community staff in support of clinical case management. Students will learn to assess and diagnose psychotic, bipolar and related, and personality disorders with the DSM5, gain an understanding of the psychotropic medications used to treat these disorders. Emphasis is placed on cultural humility and culturally responsive practice, working effectively with clients who are different from oneself, and practice with clients in clinic, school, home, and community settings. Students will refine skills for writing case notes.

SOCW603A.  Social Work Practice Lab I (1) 

This three-course sequence builds students’ skills for engagement, assessment, intervention, and evaluation with individuals, families, and groups, with an emphasis on providing evidence-based practices in clinic, school, home, and community settings. These labs incorporate demonstrations, role plays, and other experiential learning and practice activities to build skills in the methods and therapeutic modalities covered in Clinical Social Work Practice I-III. In this first course, students will learn interviewing skills, engagement and building a working relationship, bio-psycho-social-spiritual assessment, assessment of DSM-5 disorders, applying strengths and humanistic psychology approaches, and engagement and assessment with cultural humility and cultural responsiveness.

SOCW603B.  Social Work Practice Lab II (2) 

This three-course sequence builds students’ skills for engagement, assessment, intervention, and evaluation with individuals, families, and groups, with an emphasis on providing evidence-based practices in clinic, school, home, and community settings. These labs incorporate demonstrations, role plays, and other experiential learning and practice activities to build skills in the methods and therapeutic modalities covered in Clinical Social Work Practice I-III. In this second course, students will learn how to conduct cognitive behavioral therapy and mindfulness-based stress reduction, apply a trauma-informed approach, and assess DSM-5 disorders. Emphasis is placed on learning to practice with cultural humility and cultural responsiveness. Students will learn skills for practice with individuals and groups.

SOCW603C.  Social Work Practice Lab III (2) 

This three-course sequence builds students’ skills for engagement, assessment, intervention, and evaluation with individuals, families, and groups, with an emphasis on providing evidence-based practices in clinic, school, home, and community settings. These labs incorporate demonstrations, role plays, and other experiential learning and practice activities to build skills in the methods and therapeutic modalities covered in Clinical Social Work Practice I-III. In this third course, students will learn how to provide in-person, mobile, and telephone-based crisis intervention, family therapy, and dialectical behavior therapy, conduct clinical case management, and assess DSM-5 disorders. Emphasis is placed on learning to practice with cultural humility and cultural responsiveness.

SOCW610A. Introduction to California Law & Ethics for Clinical Social Work (.5) 

This course introduces students to laws and ethical standards relevant to clinical social work practice in California. The objective of the course is to prepare students for their generalist field experience and build a knowledge base and critical thinking skills that support legal and ethical clinical social work practice. Students will learn about confidentiality, HIPPA requirements and standards, informed consent, treatment of minors with and without consent, scope of practice, counselor-client privilege, unprofessional conduct and negligence, maintaining the standard of care and avoiding liability, telehealth regulations, ethical considerations for using clinical supervision, and ethical standards that guide the profession in the National Association of Social Workers’ Code of Ethics. Students will gain an overview of professional practice issues and build their ability to identify and apply relevant laws and ethical standards. Students will also learn about the process for becoming licensed as clinical social workers in California. 

SOCW610B.  Child Abuse Assessment and Reporting (1) 

This course provides students with knowledge and skills for assessing and reporting of child abuse and neglect. Students will learn about current California state laws, statues, regulations, and codes that guide social workers and institutions in identifying and responding to child maltreatment. Students will gain skills for identifying signs and symptoms of child maltreatment and screening and responding to allegations within a person-in-environment framework that considers culturally based parenting practices and other elements of context and the environment. The focus will be on mandatory reporting, identifying risk and protective factors, and working with families in a culturally sensitive, family-centered approach. Students will learn the procedures for making a report to child protective services, the process of investigation, and privileged communication and penalties for failure to report child maltreatment. Attention is given to the responsibilities of social workers and other professionals, including school personnel and health providers, who suspect child abuse or neglect. The course content meets California Board of Behavioral Sciences prelicensure requirement in the area of child abuse assessment and reporting.

SOCW610C.  Aging, Long-Term Care, and Elder/Dependent Adult Abuse (1) 

This course explores the psychological, biological, social, and cultural aspects of aging, long-term care in specialized facilities and alternatives to long-term care, intimate partner and domestic violence in later life, and elder and dependent adult abuse warning signs, assessment, and reporting. Students will gain knowledge about common health and behavioral health issues, including substance abuse causes, effects, and types of substances abused by the elderly and their interactions with medications, with a focus on vulnerable and underserved older adult populations. Students will also learn about psychiatric advance directives, do not resuscitate (DNR) orders, and end of life decisions. Students will learn to diagnosis neurocognitive disorders using the DSM5. Attention is given to the role of stigma and culture in aging and social work practice with older adults living with serious mental illness and management of health and behavioral health conditions. The course content meets California Board of Behavioral Sciences prelicensure requirement in the area of aging, long-term care, and elder/dependent adult abuse.

SOCW610D. Spousal/Partner Abuse Detection and Intervention (2) 

This course examines spousal and partner abuse assessment, detection, and intervention. Students will learn about the prevalence and characteristics of sexual violence, stalking, psychological aggression, and physical violence by intimate partners, warning signs of spousal/partner abuse, the social and clinical impact of intimate partner victimization (IPV) on victims and their children, the relationship of substance use and IPV, and IPV risks and consequences in adolescence, adulthood, and late adulthood. Students will learn skills for IPV screening and detection, individual and family trauma assessment, and treatment models, including crisis intervention and parent-child family treatment approaches. Attention will be given to cultural sensitivity in assessment and treatment approaches. The course content meets California Board of Behavioral Sciences prelicensure requirement in the area of spousal/partner abuse assessment, detection, and intervention.

SOCW610E.  Human Sexuality (1) 

This course explores sexuality and human development, sexual diversity, gender identity, and health and mental health risks and sexual abuse and violence experienced by the LGBTQ+ community. Students will learn to diagnosis sexual dysfunctions and gender dysphoria using the DSM5. Attention will be given to affirming care and culturally responsive social work practice with LGBTQ+ children, youth, and adults. The course content meets California Board of Behavioral Sciences prelicensure requirement in the area of human sexuality.

SOCW610F.  Alcoholism and Chemical Substance Abuse and Dependency (2) 

This course explores the characteristics and contexts and assessment and treatment of alcoholism and chemical substance abuse and dependency applying a person-in-environment perspective. Students will learn, for adolescents and adults, how to use screening and assessment tools for substance use disorders, diagnosis substance use disorders using the DSM-5, and develop treatment strategies. Attention is given to the role of trauma in substance abuse, working with clients with co-occurring disorders, and culturally responsive practice with individuals belonging to diverse communities and vulnerable and underserved populations who are at risk of substance abuse and dependency. Students will gain knowledge and skills for applying motivational interviewing and brief strategic family treatment for prevention and intervention. The course content meets California Board of Behavioral Sciences prelicensure requirement in the area of alcoholism and chemical substance abuse and dependency.

SOCW610G.  HIV/AIDS (1)

This course provides an overview of HIV/AIDS. Students will learn about methods of HIV transmission, signs and symptoms of inflection, clinical stages of HIV infection, methods of HIV prevention for diverse risk groups, and factors that impact variations in the progression of the disease. The course explores the history and epidemiology of AIDS with a focus on social and cultural issues that have impacted and continues to impact diverse communities and vulnerable and underserved populations. Students will gain skills for culturally responsive social work practice, including case management and preventative and therapeutic approaches, with individuals, groups, and communities who are at risk of or have HIV/AIDS. The course content meets California Board of Behavioral Sciences post-licensure first renewal requirement in the area of HIV/AIDS.

SOCW604. Organizational & Community Practice (2) 

This course explores conceptual models and methods for organizational and community practice, such as community organizing and community-based planning and program development. Discussion topics will include human rights, social work values, and diversity, equity, and inclusion as guiding principles of practice. Students will be introduced to organizational structures and policies, organizational psychology, organizational change, and management and leadership in public and non-profit social services organizations. Students will learn best practices for engagement and relationship building, problem and needs assessment, identification of interventions, and evaluation of effectiveness for working with organizations and communities. Students will also develop skills foundational to mezzo and macro practice, such as team collaboration, including working with individuals from diverse disciplines and backgrounds, and advocacy for program and policy change.

SOCW605.  Social Welfare Policy & Services (2) 

This course explores the federal, state, and local policies that underlie the U.S. social welfare system with a focus on the funding and administration of social welfare programs in California. Discussion topics will include the underlying political philosophies, values, and assumptions that have influenced the development of the social welfare system; the relationship of policy to human rights, social work values, and ethical decision making; and the role of advocacy efforts and movements that have contributed to policy change. Students will learn skills for policy analysis and advocacy. Attention is given to specialty policy and services areas, including child welfare, nutrition, financial assistance, employment, housing, and health and behavioral health.

SOCW606.  Research Methods for Evidence-Informed Social Work Practice (3)

This course provides students with knowledge and skills for designing and interpreting research and utilizing the evidence base to inform social work practice. Attention is given to research methods that support evidence-informed practice, with a focus on studies that can generate evidence useful for advancing social justice, human rights, and diversity, equity, and inclusion. Attention is also given to research that highlights diversity and differences among people and identifies needs and appropriate services for communities that are underserved and underrepresented in research. Specifically, emphasis is given to culture- and practice-informed, community-based research. Students will learn basic social and behavioral research methods; how to design a study; how to read and critically evaluate research; and how to apply a model for evidence-based practice decision making.

SOCW622.  Culturally Informed Behavioral Health Practice with BIPOC Communities (3)

This course explores considerations for providing culturally informed behavioral health care to BIPOC communities. Attention is given to the diverse cultural groups, languages, and histories across BIPOC communities and considerations for intersectionality in clinical practice. Discussions will include the limitations of Euro-centric theories and clinical interventions discussed in prior courses. Students will learn engagement, assessment, intervention, and evaluation methods that are culturally sensitive and consider the impact of discrimination, racism, historical and generational trauma, and present-day social and political events that impact the behavioral health and care needs of BIPOC communities. Students will also gain an understanding of the social worker’s clinical and advocacy roles considering the systemic barriers faced by BIPOC communities and the client’s individual characteristics and preferences, spirituality, and cultural, family and community values and practices.

SOCW624.  Culturally Informed Behavioral Health Practice with Immigrant Communities (2)

This course explores considerations for providing culturally informed behavioral health care to immigrant communities in California, with a focus on communities that are vulnerable and receiving publicly funded care. Attention is given to the diverse cultural groups, languages, and histories across these communities. Students will learn engagement, assessment, intervention, and evaluation methods that are culturally sensitive and consider the impact of discrimination, racism, historical and generational trauma, and present-day social and political events that impact the behavioral health and care needs of different immigrant communities. Discussions will include the limitations of Euro-centric theories and clinical interventions discussed in prior courses and considerations for intersectionality in clinical practice. Students will also gain an understanding of the social worker’s clinical and advocacy roles considering the systemic barriers faced by immigrant communities and the client’s individual characteristics and preferences, spirituality, and cultural, family and community values and practices. 

SOCW626. Culturally Informed Behavioral Health Practice with Refugee Communities (2)

This course explores considerations for providing culturally informed behavioral health care to refugee communities in California, with a focus on communities that are vulnerable and receiving publicly funded care. Attention is given to the diverse cultural groups, languages, and histories across these communities. Students will learn engagement, assessment, intervention, and evaluation methods that are culturally sensitive and consider the impact of discrimination, racism, historical and generational trauma, and present-day social and political events that impact the behavioral health and care needs of different refugee communities. Discussions will include the limitations of Euro-centric theories and clinical interventions discussed in prior courses and considerations for intersectionality in clinical practice. Students will also gain an understanding of the social worker’s clinical and advocacy roles considering the systemic barriers faced by refugee communities and the client’s individual characteristics and preferences, spirituality, and cultural, family and community values and practices. 

SOCW627. Culturally Informed Behavioral Health Practice with People with Disabilities (2) 

This course explores considerations for providing culturally informed behavioral health care to disability communities. Discussions will include the limitations of the medical and pathology-based models in theories and clinical interventions discussed in prior courses. Students will learn engagement, assessment, intervention, and evaluation methods that are culturally sensitive and consider the impact of lack of access, discrimination, ableism, and present-day social and political events which affect behavioral health and service needs. Students will also gain an understanding of the social worker’s clinical and advocacy roles considering the systemic barriers faced by this community and the client’s individual characteristics and preferences, spirituality, and cultural, family and community values and practices. Attention is given to the impacts of structural conditions, including exclusion from the labor market, life on disability benefits, lack of access to many public services, homelessness, institutionalization, and incarceration. Attention is also given to the diverse types of disability communities and movements, including neurodivergent and mad-identified communities, which provide alternative frameworks for clinical care.

SOCW628. Culturally Informed Behavioral Health Practice with LGBTQ+ Communities (2)

This course explores considerations for providing culturally informed behavioral health care to the LGBTQ+ community. Discussions will include the limitations of cisgender and heterosexual theories and clinical interventions discussed in prior courses. Students will learn engagement, assessment, intervention, and evaluation methods that are culturally sensitive and consider the impact of stigma, discrimination, homophobia and transphobia, and present-day social and political events affecting this community’s behavioral health and service needs. Students will also gain an understanding of the social worker’s clinical and advocacy roles considering the systemic barriers faced by this community and the client’s individual characteristics and preferences, spirituality, and cultural, family and community values and practices. Attention is given to the impacts of structural conditions, including violence, youth homelessness and trauma, exclusion from families and communities of origin, lack of access to gender affirming healthcare, and high rates of addiction, suicide, mental illness, and health inequities. Attention is also given to clinical care that is non-pathologizing and non-heteronormative.

SOCW630.  Social Work Practice in School Settings – CY Track (2)

This course provides students with knowledge and skills for school social work practice guided by person-in-environment and resilience perspectives. Students will learn about current educational policies and practices and how they impact the lives of academically and socially vulnerable students. Discussions will center on individual and family needs in the context of educational policies, organizational dynamics, pupil adjustment and assessment, and life cycle development. Students will gain skills for engagement, assessment, intervention, and evaluation, including individual intervention with children and family intervention, and building links between families and school staff, classroom-based intervention, collaboration with teachers, and advocacy. Attention is given to promoting well-being with an emphasis on attainment of educational goals.

SOCW631.  Legal Issues in Child and Family Social Work Practice – CY Track (3)

This course provides students with the legal background for child and family social work practice. Students will gain an understanding of the legal system, its functions, organization, jurisdiction, and case processing method, and policies and programs emanating from public policy and/or the family and juvenile courts that impact the lives of children and families. Students will learn specifically about the family and juvenile court systems in California and laws relating to children, including child abuse, neglect, domestic violence, child welfare, custody, divorce, juvenile justice, educational rights, and health and mental health care. Discussions will include the administrative, legislative, and judicial decisions that impact the social welfare services provided to children and families. Students will gain skills for analyzing legal decisions, supporting children and families in legal and court interactions, advocating for policies and programs that support children and families, and using supervision and consultation in support of effective and ethical practice within the client’s legal context. Attention will be given to the needs of children and families from diverse cultural and language groups and at risk and vulnerable populations in the context of their interactions with the legal system.

SOCW632.  Behavioral Health Social Work Practice with Children and Youth – CY Track (3) 

This course provides knowledge and skills for behavioral health social work practice with children, youth, and their families. Students will learn Child-Parent Psychotherapy and Circle of Security approaches for young children who have experienced trauma and family therapy approaches for children and youth at risk of academic, social, criminal justice involvement, and behavioral health related risks. Students will gain skills for using assessment tools, incorporating them into treatment planning and engaging parents with the tools and outcomes, and motivating children and families into receiving services. The course focuses on working with school, child welfare, foster care, adoptions, juvenile justice, residential treatment, health, and behavioral health agencies. Emphasis is placed on culturally responsive and effective practice with diverse populations, including those belonging to threshold language groups for Medi-Cal, and working in and obtaining resources from school and community settings for children and their families.

SOCW640.  Public Behavioral Health Social Work Practice I – PBH Track (2) 

This course provides knowledge and skills for behavioral health social work practice with adults and older adults receiving care in California’s publicly funded behavioral health system. Students will learn Assertive Community Treatment. The course focuses on engagement, assessment, intervention, and evaluation in the community setting, including working with clients who engage in domestic violence and disruptive and violent behaviors in the community. Emphasis is placed on interprofessional practice and culturally responsive and effective practice with diverse populations, including those belonging to threshold language groups for Medi-Cal. Students will learn how to write case notes. Students will also learn how to manage the fast-paced, intense work environment of public behavioral health, including self-care practices to prevent burnout. 

SOCW641.  Public Behavioral Health Social Work Practice II – PBH Track (3) 

This course provides knowledge and skills for behavioral health social work practice with adults and older adults receiving care in California’s publicly funded behavioral health system. Students will learn Integrated Dual Disorder Treatment and other evidence-based practices for dual disorders. The course focuses on engagement, assessment, intervention, and evaluation in the community setting, including working with clients who engage in domestic violence and disruptive and violent behaviors in the community. Emphasis is placed on interprofessional practice and culturally responsive and effective practice with diverse populations, including those belonging to threshold language groups for Medi-Cal. Students will also learn how to manage the fast-paced, intense work environment of public behavioral health, including self-care practices to prevent burnout. Students will learn how to write case notes.

SOCW642.  Public Behavioral Health Social Work Practice III – PBH Track (3) 

This course provides knowledge and skills for behavioral health social work practice with adults and older adults receiving care in California’s publicly funded behavioral health system. Students will learn about the newest trends in evidence-based practices (EBP) for diverse moderate to severe mental and behavioral disorders, including for work with clients’ families and group treatment. The course will give attention to EBPs for specific vulnerable populations, including those who have HIV/AIDS, homeless, LGBTQ+, refugees, and immigrants. The course focuses on engagement, assessment, intervention, and evaluation in home and community settings. Emphasis is placed on interprofessional practice and culturally responsive and effective practice with diverse populations, including those belonging to threshold language groups for Medi-Cal. Students will learn how to write case notes.

SOCW623A.  Culturally Informed Behavioral Health Practice I (2)

This four-course sequence provides students with methods and skills for behavioral health social work practice in California’s publicly funded behavioral health system, including government and non-profit behavioral health agencies, schools, health centers, and hospitals, among other settings. Students will build skills for engagement, assessment, intervention, and evaluation with individuals, families, and small groups using evidence-based practices. In this first course, students learn Intensive Case management, the Integrated Core Practice Model, and Motivational Interviewing. The course focuses on direct practice with individuals who have or are at risk of having moderate, severe, and chronic mental and behavioral health conditions and dual diagnosis, including conducting home and field visits, supporting stabilization, medication compliance, and harm prevention, and working with families providing care. Emphasis is given to participating in and leading team treatment, care coordination, and managing community resources, referrals, and participation. The population of focus is individuals involved with or at risk of involvement with the juvenile and criminal justice systems, including those who are parents. Students will gain skills for interprofessional collaboration and leadership in work with police and criminal justice professionals. Students will learn about documentation requirements and how to write case notes.

SOCW623B.  Culturally Informed Behavioral Health Practice II (2)

This four-course sequence provides students with methods and skills for behavioral health social work practice in California’s publicly funded behavioral health system, including government and non-profit behavioral health agencies, schools, health centers, and hospitals, among other settings. Students will build skills for engagement, assessment, intervention, and evaluation with individuals, families, and small groups using evidence-based practices. In this second course, students learn attachment focused therapies, including Interpersonal Therapy, Trauma-focused Cognitive-Behavioral Therapy, and family systems approaches. The course focuses on integrated behavioral health and conducting home, school, and field visits with consideration of cultural patterns of family dynamics and parenting and domestic violence. Students will gain skills for interprofessional collaboration and leadership in work with health, psychiatric, and school professionals and how to work in short- and long-term psychiatric units and physicians contracted to provide services for individuals with mild-moderate mental and behavioral health conditions. The population of focus is adults and families who are homeless. Students will learn about documentation requirements and how to write case notes.

SOCW623C.  Culturally Informed Behavioral Health Practice III (2) 

This four-course sequence provides students with methods and skills for behavioral health social work practice in California’s publicly funded behavioral health system, including government and non-profit behavioral health agencies, schools, health centers, and hospitals, among other settings. Students will build skills for engagement, assessment, intervention, and evaluation with individuals, families, and small groups using evidence-based practices. In this third course, students learn how to provide telehealth, apply a recovery model approach, conduct group interventions, and use translators for providing services in different clinic and field settings. The course focuses on disability, and individual forms of impairment experienced by individuals with moderate, severe, and chronic mental illness, collaboration and advocacy with disability and welfare related services and agencies, and managing disability payee programs. The population of focus is children, youth, adults, and older adults at risk of or experiencing disability. Students will learn about documentation requirements and how to write case notes.

SOCW623D.  Culturally Informed Behavioral Health Practice IV (2) 

This four-course sequence provides students with methods and skills for behavioral health social work practice in California’s publicly funded behavioral health system, including government and non-profit behavioral health agencies, schools, health centers, and hospitals, among other settings. Students will build skills for engagement, assessment, intervention, and evaluation with individuals, families, and small groups using evidence-based practices. In this fourth course, students learn how to provide crisis assessment and intervention for individual, family, and community violence, trauma, catastrophes, and pandemics in a range of settings. Emphasis is given to participating in and leading interprofessional teams and working with disaster related response professionals. The course focuses on the needs of children, youth, adults, and older adults and diverse vulnerable populations. Students will learn about documentation requirements and how to write case notes.

SOCW625A.  Capstone Project I (.5) 

This is the first course in a three-course sequence in which students will conduct an individual culminating degree project on a topic within the area of culturally informed behavioral health practice with individuals, families, or small groups. In this first course, students will define their project and learning objectives, write a research project proposal, and obtain institutional review board approval or exemption for the study. The purpose of the project is for students to apply the knowledge and skills gained during the MSW program to address a culturally oriented practice problem or need for a specific population and to further hone their professional skills and competencies. Students will identify a practice problem for a specific population and conduct a small qualitative or mixed methods study at their field placement or other agency to generate knowledge to address the problem. Projects will be structured based on students’ self-assessments of their own professional development needs. One type of project is to choose and culturally adapt an evidence-based practice, or develop a new intervention informed by the research literature, and provide the intervention, in English or another language, to clients and evaluate it and one’s own clinical effectiveness. Another type of project is to evaluate how an existing service or intervention can be provided with more cultural sensitivity for a specific population. All projects will involve reviewing the research literature and interviewing behavioral health professionals about the problem and best practices, collecting, and analyzing data involving participation of clients and/or professionals, and writing a research report. Sample projects are cultural considerations for clinical case management with adult Afghan refugees; developing, providing, and evaluating a group cognitive-behavioral trauma intervention for immigrant Mexican American adolescents; and culturally informed psychoeducation with Southeast Asian immigrant families with children experiencing onset of schizophrenia spectrum disorders. 

SOCW625B.  Capstone Project II (2) 

This is the second course in a three-course sequence in which students will conduct an individual culminating degree project on a topic within the area of culturally informed behavioral health practice with individuals, families, or small groups. In this second course, students will write a literature review; collect data involving providing a clinical intervention, conducting interviews, or other activities; and begin to prepare the data for analysis. The purpose of the project is for students to apply the knowledge and skills gained during the MSW program to address a culturally oriented practice problem or need for a specific population and to further hone their professional skills and competencies. Students will identify a practice problem for a specific population and conduct a small qualitative or mixed methods study at their field placement or other agency to generate knowledge to address the problem. Projects will be structured based on students’ self-assessments of their own professional development needs. One type of project is to choose and culturally adapt an evidence-based practice, or develop a new intervention informed by the research literature, and provide the intervention, in English or another language, to clients and evaluate it and one’s own clinical effectiveness. Another type of project is to evaluate how an existing service or intervention can be provided with more cultural sensitivity for a specific population. All projects will involve reviewing the research literature and interviewing behavioral health professionals about the problem and best practices, collecting, and analyzing data involving participation of clients and/or professionals, and writing a research report. Sample projects are cultural considerations for clinical case management with adult Afghan refugees; developing, providing, and evaluating a group cognitive-behavioral trauma intervention for immigrant Mexican American adolescents; and culturally informed psychoeducation with Southeast Asian immigrant families with children experiencing onset of schizophrenia spectrum disorders. 

SOCW625C.  Capstone Project III (2.5)

This is the third course in a three-course sequence in which students will conduct an individual culminating degree project on a topic within the area of culturally informed behavioral health practice with individuals, families, or small groups. In this final course, students will conduct data analyses and write their research reports. The purpose of the project is for students to apply the knowledge and skills gained during the MSW program to address a culturally oriented practice problem or need for a specific population and to further hone their professional skills and competencies. Students will identify a practice problem for a specific population and conduct a small qualitative or mixed methods study at their field placement or other agency to generate knowledge to address the problem. Projects will be structured based on students’ self-assessments of their own professional development needs. One type of project is to choose and culturally adapt an evidence-based practice, or develop a new intervention informed by the research literature, and provide the intervention, in English or another language, to clients and evaluate it and one’s own clinical effectiveness. Another type of project is to evaluate how an existing service or intervention can be provided with more cultural sensitivity for a specific population. All projects will involve reviewing the research literature and interviewing behavioral health professionals about the problem and best practices, collecting, and analyzing data involving participation of clients and/or professionals, and writing a research report. Sample projects are cultural considerations for clinical case management with adult Afghan refugees; developing, providing, and evaluating a group cognitive-behavioral trauma intervention for immigrant Mexican American adolescents; and culturally informed psychoeducation with Southeast Asian immigrant families with children experiencing onset of schizophrenia spectrum disorders. 

SOCW620.  Behavioral Health Policy for Organizations and Systems(2) 

This course explores federal, state, and local health policies that underlie the behavioral health care system and how behavioral care is delivered and accessed in the U.S. and California in particular. The course also explores policy at the organizational level, specifically the impact of multi-level policies on the organizational structures and inter-relationships of public and contracted non-profit service providers. Attention is given to the adequacy of the system for meeting the needs of people who are low-income, uninsured, and underserved, including older adults, children, and youth, LGBTQ+, people with disabilities, people of color, immigrants and refugees, and non-English speakers, among others. Discussions will include an overview of the U.S. healthcare system, its history and recent reforms, the health system’s structures and policies, the state of the Affordable Care Act (ACA), Medicare and Medi-Cal, and California’s Mental Health Services Act, and their impact on behavioral health care access for diverse populations. Attention is given to California’s capacity for addressing its population’s prevention, early intervention and treatment services needs given the current state of the continuum of behavioral health services, infrastructure, technology, and professional training. Students will build knowledge and skills for behavioral health policy analysis and advocacy at the organizational, community and macro levels.

SOCW621.  Behavioral Health Program Planning and Evaluation (2) 

This course explores program planning and evaluation methods for behavioral health care. Students will learn how to plan a behavioral health program with a focus on outcomes for operating effective programs and how to design an evaluation of a behavioral health program, initiative, intervention, or practice. Attention is given to incorporating considerations of social work ethics, human rights, and diversity, equity and inclusion into program design and evaluation. Attention will also be given to common tools used to assess behavioral health programs, identification of performance measures, data analysis, use of technology and information systems, and the role of evaluators, grantors, and other stakeholders.

SOCW610H.  California Law & Ethics for Clinical Social Work (.5) 

This course prepares students for the law and ethics exam required for clinical social work licensing in California and advances students’ knowledge base and critical thinking skills that support legal and ethical behavioral health social work practice. The topics covered include confidentiality, HIPPA requirements and standards, informed consent, treatment of minors with and without consent, scope of practice, counselor-client privilege, unprofessional conduct and negligence, maintaining the standard of care and avoiding liability, telehealth regulations, ethical considerations for using clinical supervision, and ethical standards that guide the profession. 

SOCW611.  Behavioral Health Practice in Medi-Cal Threshold Languages (1)

This course develops students’ proficiency for behavioral health practice in the Medi-Cal threshold languages, including language skills necessary for effective engagement, assessment, intervention, evaluation, and advocacy for work with individuals, families, and groups. Students must possess at least an intermediate spoken level of the language to take this course. This course may be repeated for credit but does not count toward MSW degree requirements. (Course sections will be offered for Arabic, Armenian, Chinese, Farsi, Hindi, Hmong, Japanese, Khmer, Korean, Laotian, Mien, Punjabi, Russian, Spanish, Tagalog, Ukrainian, and Vietnamese. This course is open to clinical counseling and clinical psychology graduate students.)

SOCW660 / SOCW620. Behavioral Health Policy for Organizations and Systems (2) 

This course explores federal, state, and local health policies that underlie the behavioral health care system and how behavioral care is delivered and accessed in the U.S. and California in particular. The course also explores policy at the organizational level, specifically the impact of multi-level policies on the organizational structures and inter-relationships of public and contracted non-profit service providers. Attention is given to the adequacy of the system for meeting the needs of people who are low-income, uninsured, and underserved, including older adults, children and youth, LGBTQ+, people with disabilities, people of color, immigrants and refugees, and non-English speakers, among others. Discussions will include an overview of the U.S. healthcare system, its history and recent reforms, the health system’s structures and policies, the state of the Affordable Care Act (ACA), Medicare and Medi-Cal, and California’s Mental Health Services Act, and their impact on behavioral health care access for diverse populations. Attention is given to California’s capacity for addressing its population’s prevention, early intervention and treatment services needs given the current state of the continuum of behavioral health services, infrastructure, technology, and professional training. Students will build knowledge and skills for behavioral health policy analysis and advocacy at the organizational, community and macro levels.

SOCW661 / SOCW621.  Behavioral Health Program Planning and Evaluation (2) 

This course explores program planning and evaluation methods for behavioral health care. Students will learn how to plan a behavioral health program with a focus on outcomes for operating effective programs and how to design an evaluation of a behavioral health program, initiative, intervention, or practice. Attention is given to incorporating considerations of social work ethics, human rights, and diversity, equity and inclusion into program design and evaluation. Attention will also be given to common tools used to assess behavioral health programs, identification of performance measures, data analysis, use of technology and information systems, and the role of evaluators, grantors, and other stakeholders.

SOCW662.  Funding, Cooperation and Political Competence in Public Behavioral Health (1)

This course provides students with the knowledge and skills as managers for developing and maintaining cooperative relationships with internal and external stakeholders in the publicly funded behavioral health system. Students will gain knowledge of the economics of health policy, specifically how public behavioral health is funded and budgeted annually, as a basis for understanding the roles, responsibilities, and interrelationships of public and non-profit behavioral health agencies. Discussions will include the importance of maintaining cooperative relationships; the manager’s role in creating a cooperative spirit involving mutual respect and motivation; and the use of political skills to create positive outcomes for oneself and others within and outside of the agency. Students will develop their political competence for leveraging relationships to achieve individual, team and agency goals. Attention will be given to working with bargaining unions and nurturing relationships with contracted agencies and other community stakeholders. Attention will also be given to the manager’s use of formal and informal political skills to implement health services change within and across organizations. 

SOCW663.  Professionalism and Communication Skills for Middle Managers in Public Behavioral Health (1)

This course explores social work professionalism and communication skills for the middle manager in public and non-profit behavioral health organizations. Discussions will include demonstrating a high level of professionalism to build credibility and trust and executing professional responsibilities with obligation to ethical values to ensure safety and quality client care. Students will learn oral and written communication skills, including effective communications in formal and informal meetings with staff and different levels of management, giving presentations using technology and data, and writing emails and memos. Students will also learn to assess their own strengths and development needs and to improve their performance based on others’ feedback.

SOCW664.  Leading and Managing Others in Public Behavioral Health (2) 

This course provides students with knowledge and skills for leading and managing others as middle and first-line managers in public and non-profit behavioral health agencies. Students will learn to supervise and mentor clinical and non-clinical staff and lead teams. Specific skills will include communicating clear goals and expectations, assessing effectiveness, providing motivation, delivering feedback, and holding staff accountable. Students will also learn to manage interpersonal and organizational conflicts, provide crisis leadership, and manage change at individual and organizational levels. Attention is given to the role of the manager, as the leaders closest to clinical practice, in promoting quality client care. Attention is also given to the manager’s role in diversity, equity, and inclusion efforts; building an inclusive organizational culture; and the role of staff development for reaching organizational goals.

SOCW665A. Leadership and Management Project I (.5) 

This three-course sequence allows students to build their leadership and management skills in one or several areas of interest in a public or non-profit behavioral health agency. Projects can center on program development, managerial accounting, operations management, team leadership, communications with staff, quality improvement, or other middle management areas. Students will conduct the project(s) at their field placement, workplace, or another agency. The project may be one that is initiated and implemented by the student, an existing project under middle or senior level leadership which the student will observe or provide support for, or a current managerial or leadership activity under the student’s responsibility at their work. Students will identify and design their projects with the instructor. Each project will have defined learning objectives, activities, and end-products, including a DEI and ethics analysis and a self-assessment. Each project will be mentored by a volunteer agency leader and the instructor. The course is taught in a seminar format so that students can share and discuss their project experiences for group learning. In the first course of the sequence, students will define, set up, and obtain IRB approval or exemption for their project(s). In the second and third courses, students will conduct, share, and write up their project(s).

SOCW665B.  Leadership and Management Project II (1) 

This three-course sequence allows students to build their leadership and management skills in one or several areas of interest in a public or non-profit behavioral health agency. Projects can center on program development, managerial accounting, operations management, team leadership, communications with staff, quality improvement, or other middle management areas. Students will conduct the project(s) at their field placement, workplace, or another agency. The project may be one that is initiated and implemented by the student, an existing project under middle or senior level leadership which the student will observe or provide support for, or a current managerial or leadership activity under the student’s responsibility at their work. Students will identify and design their projects with the instructor. Each project will have defined learning objectives, activities, and end-products, including a DEI and ethics analysis and a self-assessment. Each project will be mentored by a volunteer agency leader and the instructor. The course will be taught in a seminar format so that students can share and discuss their project experiences for group learning. In the first course of the sequence, students will define, set up, and obtain IRB approval or exemption for their project(s). In the second and third courses, students will conduct, share, and write up their project(s).

SOCW665C.  Leadership and Management Project III (1) 

This three-course sequence allows students to build their leadership and management skills in one or several areas of interest in a public or non-profit behavioral health agency. Projects can center on program development, managerial accounting, operations management, team leadership, communications with staff, quality improvement, or other middle management areas. Students will conduct the project(s) at their field placement, workplace, or another agency. The project may be one that is initiated and implemented by the student, an existing project under middle or senior level leadership which the student will observe or provide support for, or a current managerial or leadership activity under the student’s responsibility at their work. Students will identify and design their projects with the instructor. Each project will have defined learning objectives, activities, and end-products, including a DEI and ethics analysis and a self-assessment. Each project will be mentored by a volunteer agency leader and the instructor. The course will be taught in a seminar format so that students can share and discuss their project experiences for group learning. In the first course of the sequence, students will define, set up, and obtain IRB approval or exemption for their project(s). In the second and third courses, students will conduct, share, and write up their project(s).

SOCW666.  Technical Skills for Middle Managers in Public Behavioral Health (2)

This course provides students with technical knowledge and skills for middle level management in public and non-profit behavioral health agencies. Students will learn to manage operations and human resources and use managerial accounting, including budgets, forecasts, and financial analysis, to control, plan and make decisions. Students will also develop skills for using Excel software for project and program management.

SOCW667.  Quality Improvement in Public Behavioral Health (1) 

This course provides students with knowledge and skills for implementing quality improvement (QI) initiatives as a middle manager in public and non-profit behavioral health agencies. Students will learn to develop and implement quality improvement plans with defined goals, deliverables, timelines, and budgets. Students will also learn to use behavioral health information systems and data analysis to optimize service delivery, including the use of electronic health records for improving quality, safety, and efficiency. Attention is given to the key function of middle managers, given their position between senior leadership and frontline staff, to mediate between strategy and day-to-day activities, provide support to frontline staff, and serve as knowledge broker.

No. The Master of Social Work program does not require prerequisite courses.

Format and length: 12-point font, 1” margins, double-spaced, & 3-4 pages.

Answer the following five questions, either question by question or by weaving your answers into an essay or narrative.

1.       How have your personal, school, work, and/or other experiences contributed to your decision to pursue a career in behavioral health social work (i.e., clinical social work)?

2.       What motivates you to pursue an MSW specialization in culturally responsive clinical practice with California’s diverse and vulnerable populations?

3.       Which area(s) or with which population(s) are you interested in sub-specializing in working with and why? (e.g., school social work, older adults with severe and chronic mental illness, substance abuse and teenagers, etc.)

4.       What personal characteristics and strengths will contribute to your success in graduate school?

5.       Reflecting on your previous experiences and current identities, what might be your most important areas of improvement for becoming an inclusive, culturally responsive behavioral health care provider (i.e., where might you need to grow)?

The most important piece of advice is to respond to the questions and to adhere to length and style requirements. Beyond that, the statement of purpose is the primary way for the Admissions Committee to hear your voice. Take the opportunity to talk about your passions and interests and help the Committee understand your fit for behavioral health social work.

We recommend a 2.75 cumulative GPA. However, we do a comprehensive review of all your application materials and view each individual holistically. 

Applicants’ whose GPA is lower will still be considered for admission if their work and other experiences show that they are a good fit for our program and will be successful in a rigorous professional program. 

Students may transfer up to 9 semester units of graduate coursework from a prior institution. Transfer credit requests are reviewed on a case-by-case basis by the Department of Social Work faculty. 

After enrolling in the program, students may submit syllabi and course descriptions, which faculty will review for correspondence with MSW program courses, and, if appropriate, award transfer credit

Yes, you need to indicate your preferred track when you apply, and you can choose and complete only one track. However, you will have an opportunity to change tracks before track coursework begins.

The Leadership Certificate will be offered for the student cohort that enrolls in Fall 2027. Students who enroll prior to 2027 will have the opportunity to return to PAU to obtain the Leadership Certificate after graduation.

No. Students must be located in California for the duration of the program. You will complete your internship in-person at an agency located in California.

International students are not eligible to participate in the Master of Social Work Program. These include students currently living in the U.S. in F-1 status and students who would need to receive an F-1 visa in order to study in the United States.

For More Information Visit our International Student Information Center

Practice with Children and Youth in School and Community Settings

88 total units plus 7 optional units for Leadership Certificate

Course Groups:

• Generalist – Generalist courses
• BBS – Courses that satisfy requirements for clinical social work licensing by the California Board of Behavioral Sciences (BBS)
• CIBH – Specialization courses in Culturally Informed Behavioral Health Practice
• CY Track – CY track courses (Behavioral Health Practice with Children and Youth in School and Community Settings)
• Leadership – Optional Leadership Certificate courses
• Elective – Elective courses

Download Coursework Here

*The MSW degree requires 9 total units of generalist internship during which a minimum of 450 hours of internship experience are completed. The units/internship hours may be spread out across 3 or 4 quarters.
** The MSW degree requires 9 total units of specialization internship during which a minimum of 450 hours of internship experience are completed. The units/internship hours may be spread out across 3 or 4 quarters.

Practice with Adults in Public Behavioral Health Settings

88 total units plus 7 optional units for Leadership Certificate

Course Groups:

• Generalist – Generalist courses
• BBS – Courses that satisfy requirements for clinical social work licensing by the California Board of Behavioral Sciences (BBS)
• CIBH – Specialization courses in Culturally Informed Behavioral Health Practice
• PBH Track – PBH track courses (Behavioral Health Practice with Adults in Public Behavioral Health Settings)
• Leadership – Optional Leadership Certificate courses
• Elective – Elective courses

Download Coursework Here

* The MSW degree requires 9 total units of generalist internship during which a minimum of 450 hours of internship experience are completed. The units/internship hours may be spread out across 3 or 4 quarters.
** The MSW degree requires 9 total units of specialization internship during which a minimum of 450 hours of internship experience are completed. The units/internship hours may be spread out across 3 or 4 quarters.

Practice with Children and Youth in School and Community Settings

56 total units plus 7 optional units for Leadership Certificate

Course Groups:

• BBS – Courses that satisfy requirements for clinical social work licensing by the California Board of Behavioral Sciences (BBS)
• CIBH – Specialization courses in Culturally Informed Behavioral Health Practice
• CY Track – CY track courses (Behavioral Health Practice with Children and Youth in School and Community Settings)
• Leadership – Optional Leadership Certificate courses
• Elective – Elective courses

Download Coursework Here

* The MSW degree requires 9 total units of generalist internship during which a minimum of 450 hours of internship experience are completed. The units/internship hours may be spread out across 3 or 4 quarters.
** The MSW degree requires 9 total units of specialization internship during which a minimum of 450 hours of internship experience are completed. The units/internship hours may be spread out across 3 or 4 quarters.

Practice with Adults in Public Behavioral Health Settings

56 total units plus 7 optional units for Leadership Certificate

Course Groups:

• Generalist – Generalist courses
• BBS – Courses that satisfy requirements for clinical social work licensing by the California Board of Behavioral Sciences (BBS)
• CIBH – Specialization courses in Culturally Informed Behavioral Health Practice
• PBH Track – PBH track courses (Behavioral Health Practice with Adults in Public Behavioral Health Settings)
• Leadership – Optional Leadership Certificate courses
• Elective – Elective courses

Download Coursework Here

* The MSW degree requires 9 total units of generalist internship during which a minimum of 450 hours of internship experience are completed. The units/internship hours may be spread out across 3 or 4 quarters.
** The MSW degree requires 9 total units of specialization internship during which a minimum of 450 hours of internship experience are completed. The units/internship hours may be spread out across 3 or 4 quarters.

13.5 total units for community professionals; 7 optional units for MSW students

Download Coursework Here