The Use of Criminal Background Checks in Social Work Education

Abstract

This article reports the findings of an electronic survey regarding the use of criminal background checks, using a convenience sample with 119 BSW and 53 MSW programs responding. Requiring applicants or students to undergo a criminal background check was reported by 25% of BSW and 34% of MSW programs. An additional 66% of BSW programs and 57% of MSW programs reported that,although not a requirement of their programs, criminal background checks were required by some of their field agencies. A procedure for the use of criminal background check information was reported in only 7% of BSW and MSW programs. Safety and welfare of future clients, student privacy, and liability if background checks are not conducted were identified as the issues of greatest importance regarding criminal background checks in social work education. Implications for social work education policy and procedure are considered.

Criminal Records as Predictors of Harm

“…The use of criminal background checks is part of a larger focus within the profession on gatekeeping, which has long been accepted as a necessary practice in ensuring academic program integrity, graduating competent social workers, and protecting clients from harm (Madden, 2000;Miller & Koerin, 1998;Sowbel, 2012;Zellmer & Knothe, 2011). Social work educators and practitioners take their gatekeeper roles seriously, implementing screening strategies across students' professional journeys, but at each stage of gatekeeping, social workers face complex ethical dilemmas, uncertainties, and contradictions.…”

“…Across the academic and professional spectrum, there is a lack of empirical data and guidelines from accrediting bodies of social work informing effective techniques and criteria for predicting success or suitability for the profession (Curran et al, 2020;Madden, 2000;Miller & Koerin, 1998;Sowbel, 2012;Zellmer & Knothe, 2011). This is cause for concern.…”

“…One way of authenticating disciplines is through specialized degree programs, which may selectivity as a means of separating professionals from the lower socioeconomic classes (Kunitz, 1974). Within the field of social work, processes of exclusion, such as licensing, accreditation, and gatekeeping have been used to elevate the profession's status and public image (Gushwa & Harriman, 2019;Weeden & Siegel, 2020;Vliek, 2018;Zellmer & Knothe, 2011). Because of this constant struggle for legitimacy, it is not always clear when gatekeeping decisions are about prioritizing the safety and needs of clients or are driven by the goal of elevating the profession.…”