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University of Minnesota School of Social Work Syllabus
SW 5905-Permanency in Child Welfare
Part I: Course information SW 5905-Permanency in Child Welfare 2 credits Faculty contact:
Name: Email: Phone: Office Location:
Course descriptions:
a. Short Version: This course provides knowledge and skill acquisition for advanced social work students in work toward achieving permanency for children receiving services within public, tribal & private child welfare systems. Topics for study include specific permanency interventions and child & family responses to different permanency options.
b. Long Version This course provides depth and breadth in knowledge and skill acquisition for advanced social work students in their work toward achieving permanency for children receiving services within public, tribal and private child welfare systems. Students will develop knowledge and skills in concurrent planning, preparation for court and custody proceedings, and the process of obtaining orders for protection. Advanced content on implementation of and compliance with the Indian Child Welfare Act, customary adoption, kinship care and independent living provides students with deeper understanding of the range of permanency options. Course content also includes critical aspects of adoption (domestic, international) including issues of attachment, grief, loss, identity formation, and disruptions/dissolution.
Clinical Content for MN Social Work Licensure:
This course contains some clinical content, as required by the Minnesota Board of Social Work for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours in each required category is listed below:
Area Differential Diagnosis
Assessment based treatment planning
Clinical Intervention Methods
Evaluation methodologies
SW values and ethics
Culturally specific clinical assessment
Other areas
Hours 6 2 6 0 6 5 5
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Part II: Course objectives After successfully completing the course, students will be able to:
1. Identify the major time frames and themes in U.S. history of foster care and adoption 2. Identify the three major perspectives of the adoption triad and describe the main
practice and clinical needs of each group 3. Identify and who is left out of the adoption triad, as well as the issues and remedies 4. Analyze the ways in which intersections of race, culture, nation, gender, sexual
orientation and normative family values affect permanency/adoption/foster care 5. Describe the similarities and differences among kinship, foster care, Independent Living,
customary adoption, domestic adoption and international adoption 6. Demonstrate best-practice permanency planning skills 7. Identify ethical issues and conflicts in permanency practice, policies, services 8. Demonstrate knowledge of the Juvenile Court processes and the social worker’s role
within that structure
Competency: 2.1.1 – Identify as a professional social worker and conduct oneself accordingly Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers:
Practice Behavior Covered in class
through (i.e., activity, reading, content)
Assessed
• Foundation: Advocate for client access to the services of social work
Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal and professional perspectives Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes
In-class activities Online discussion Assignment - Transition Plan
• Foundation: Practice personal reflection and self-correction to assure continual professional development
Wk.1: Examining personal and professional perspectives Wk.6: Multicultural approaches to permanency
In-class activities
• Foundation: Attend to professional roles and
Wk.1: Examining personal and
In-class activities
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boundaries professional perspectives
• Foundation: Demonstrate professional demeanor in behavior, appearance, and communication
Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal and professional perspectives Wk. 13,14: Legal processes
In-class activities
• Foundation: Use supervision and consultation.
Wk.1: Examining personal and professional perspectives
In-class activities
• Advanced: Apply knowledge of social services, policies and programs relevant to their area of practice
Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption
In-class activities Online discussion Assignment - Transition Plan
Competency: 2.1.2 – Apply social work ethical principles to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers:
Practice Behavior Covered in class through
(i.e., activity, reading, content)
Assessed
• Foundation: Recognize and manage personal values in a way that allows professional values to guide practice
Wk.1: Examining personal and professional perspectives Wk.3: Use of technology Wk.6: Multicultural approaches to permanency
In-class activities Online discussion Final paper
• Foundation: Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles
Wk.1: Examining personal and professional perspectives Wk.2: concurrent planning Wk.3: Siblings; use of technology Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency
In-class activities Online discussion Final paper
• Foundation: Tolerate ambiguity in resolving ethical
Wk.1: Balancing multiple needs, goals, interests and
In-class activities Online discussion
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conflicts clients; Examining personal and professional perspectives Wk.2: concurrent planning Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency
Final paper
• Foundation: Apply strategies of ethical reasoning to arrive at principled decision.
Wk.2: concurrent planning Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC
In-class activities Online discussion Final paper
• Advanced: Identify and analyze value-based and ethical dilemmas that arise in their area of practice, using professional codes of ethical standards and through appropriate professional consultation.
Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal and professional perspectives Wk.3: Siblings; Use of technology Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes
In-class activities Online discussion Assignment - Transition Plan Final paper
Competency: 2.1.3 – Apply critical thinking to inform and communicate professional judgments
Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers:
Practice Behaviors Covered in class through
(i.e., activity, reading, content)
Assessed
• Foundation: Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom
Wk.2: concurrent planning Wk.3: Siblings Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
• Foundation: Analyze models of assessment, prevention,
Wk.4: Disruptions, attachment
In-class activities Online discussion
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intervention, and evaluation Wk.8,9: Foster care & Independent living
Assignment - Transition Plan
• Foundation: Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.
Wk.2: concurrent planning Wk.3: Siblings Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
• Advanced: Identify and synthesize multiple sources of knowledge to understand policy and practice issues related to their area of practice.
Wk.1: Balancing multiple needs, goals, interests and clients; Wk.6: Multicultural approaches to permanency
In-class activities
• Advanced: Identify and evaluate models of assessment, prevention, intervention and evaluation that are appropriate to their area of practice.
Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
EP 2.1.4 Engage diversity and difference in practice Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers:
Practice Behavior Covered in class through
(i.e., activity, reading, content)
Assessed
• Foundation: Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power
Wk.1: Examining personal and professional perspectives Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes
In-class activities Assignment – customary adoption
• Foundation: Gain sufficient self-awareness to eliminate the
Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal
In-class activities Online discussion Assignment - Transition Plan
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influence of personal biases and values in working with diverse groups
and professional perspectives Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
Assignment – customary adoption
• Foundation: Recognize and communicate their understanding of the importance of difference in shaping life experiences.
Wk.1: Balancing multiple needs, goals, interests and clients Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan Assignment – customary adoption
• Foundation: View themselves as learners and engage those with whom they work as informants.
Wk.1: Balancing multiple needs, goals, interests and clients; Examining personal and professional perspectives
In-class activities Assignment - Transition Plan
• Advanced: Engage in practice that challenges the systems of privilege and oppression by utilizing the culturally relevant assessments and interventions specific to the context of their area of practice
Wk.2: concurrent planning Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
EP 2.1.5 – Advance human rights and social and economic justice Each person, regardless of position in society, has basic human rights, such as freedom, safety,
privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and
strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed
equitably and without prejudice. Social workers: • Foundation: Understand the
forms and mechanisms of Wk.1: Balancing multiple needs, goals, interests and
In-class activities Online discussion
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oppression and discrimination clients; Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption
Assignment - Transition Plan
• Foundation: Advocate for human rights and social and economic justice
Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk. 13,14: Legal processes
In-class activities Online discussion Assignment - Transition Plan
• Foundation: Engage in practices that advance social and economic justice.
Wk.2: concurrent planning Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
• Advanced: Gain a full comprehension about disparities and their development, contribute to knowledge about institutional barriers to equality and apply concentration-appropriate strategies to advance social and economic justice.
Wk.1: Balancing multiple needs, goals, interests and clients; Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
EP 2.1.6 – Engage in research-informed practice and practice-informed research Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers:
Practice Behaviors Covered in class through
(i.e., activity, reading, content)
Assessed
• Foundation: Use practice experience to inform scientific inquiry
Final paper assignment Final paper
• Foundation: Use research evidence to inform practice.
Wk.2: concurrent planning Wk.3: Siblings
Online discussion In-class activities
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Wk.5: Attachment, grief, loss & separation Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
Assignment - Transition Plan Assignment – customary adoption Final paper
• Advanced: Demonstrate ability to evaluate practice and/or programs in an area of concentration
Final paper Final paper
• Advanced: Demonstrate ability to use practice experience to shape research questions, methods and processes to advance knowledge in an area of concentration.
Final paper Final paper
Competency: 2.1.7 – Apply knowledge of human behavior and the social environment Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers:
Practice Behavior Covered in class through
(i.e., activity, reading, content)
Assessed
• Foundation: Utilize conceptual frameworks to guide the processes of assessment, intervention and evaluation.
Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency
In-class activities Online discussion
• Foundation: Critique and apply knowledge to understand person and environment.
Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency
In-class activities Online discussion Assignment – customary adoption
• Advanced: Evaluate and synthesize theories and perspectives of human behavior and the social environment to choose and apply methods of assessment, intervention and
Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.8,9: Foster care & Independent living
In-class activities Online discussion Assignment - Transition Plan
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evaluation in their area of practice
Wk.10,11: Int’l adoption & domestic adoption
EP 2.1.8 – Engage in policy practice to advance social and economic well-being and to deliver effective social work services
Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers: • Foundation: Analyze,
formulate, and advocate for policies that advance social well-being
Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk. 13,14: Legal processes
In-class activities
• Foundation: Collaborate with colleagues and clients for effective policy action.
Assignment - Transition Plan Assignment - Transition Plan
Competency: 2.1.9 – Respond to contexts that shape practice Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers:
Practice Behavior Covered in class through
(i.e., activity, reading, content)
Assessed
• Foundation: Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services
Wk.1: Balancing multiple needs, goals, interests, clients Wk.3: Use of technology Wk.6: Multicultural approaches to permanency Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes
In-class activities Assignment – customary adoption
• Advanced: Assess the impact of historical and contemporary contexts on practice and policy in their area of practice.
Wk.2: Permanency and adoption laws and history Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption
In-class activities Online discussion Assignment - Transition Plan Assignment – customary adoption
• Advanced: Organize and advocate with community members, program participants, service providers, community organizations, policy makers and the public to improve practice and service delivery in
Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption
In-class activities Online discussion Assignment - Transition Plan
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their area of practice. Wk. 12: Post-adoption supports & services
Foundation Competency: 2.1.10(a)–(d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. • Engage: Substantively and
affectively prepare for action with individuals, families, groups, organizations, and communities
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes
In-class activities Online discussion Assignment - Transition Plan
• Engage: Use empathy and other interpersonal skills
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
• Engage: Develop a mutually agreed-on focus of work and desired outcomes.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption &
In-class activities Online discussion Assignment - Transition Plan
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domestic adoption Wk. 12: Post-adoption supports & services
• Assess: Collect, organize, and interpret client data
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.8,9: Foster care & Independent living
In-class activities Online discussion Assignment - Transition Plan
• Assess: Assess client strengths and limitations
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.8,9: Foster care & Independent living
In-class activities Online discussion Assignment - Transition Plan
• Assess: Develop mutually agreed-on intervention goals and objectives
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.8,9: Foster care & Independent living
In-class activities Online discussion Assignment - Transition Plan
• Assess: Select appropriate intervention strategies.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.8,9: Foster care & Independent living
In-class activities Online discussion Assignment - Transition Plan
• Intervene: Initiate actions to achieve organizational goals
• Intervene: Implement prevention interventions that enhance client capacities
Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
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• Intervene: Help clients resolve problems
Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.7: Kinship & ICPC Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
• Intervene: Negotiate, mediate, and advocate for clients
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
• Intervene: Facilitate transitions and endings.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk.10,11: Int’l adoption & domestic adoption Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
• Evaluate: Social workers critically analyze, monitor, and evaluate interventions.
Final paper Final paper
Families & Children Competency: 2.1.10 (a)-(b) – Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities
Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.
Practice Behavior Covered in class through Assessed
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(i.e., activity, reading, content)
• Advanced - Engage: Use empathy and sensitive interviewing skills to engage individuals and families in identifying their strengths and problems.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services
In-class activities Online discussion Assignment - Transition Plan
• Advanced - Engage: Establish rapport and maintain effective working relationships with families and children.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes
In-class activities Online discussion Assignment - Transition Plan
• Advanced - Engage: Employ diverse strategies to arrive at a collaborative focus of work and desired outcomes in social work practice with families and children.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk.6: Multicultural approaches to permanency Wk.7: Kinship & ICPC Wk.8,9: Foster care & Independent living Wk. 12: Post-adoption supports & services Wk. 13,14: Legal processes
In-class activities Online discussion Assignment - Transition Plan
• Advanced - Assess: Conduct comprehensive bio-psychosocial, spiritual and culturally appropriate assessments as needed for social practice with families and children
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation
In-class activities Online discussion
• Advanced - Assess: Administer Wk.2: concurrent planning In-class activities
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and interpret standard assessment and diagnostic tools that are appropriate for use in social work practice with families and children (e.g., risk assessment, family strengths scale)
Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation
Online discussion
• Advanced - Assess: Assess individuals, families, groups, organizations, and communities to determine a range of potentially effective and appropriate interventions to improve practice outcomes related to social work practice with families and children, as well as to determine their existing strengths and assets.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation Wk. 12: Post-adoption supports & services
In-class activities Online discussion
• Advanced - Intervention: Use appropriate evidenced-based interventions to help families and children resolve identified and agreed upon problems.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation
In-class activities Online discussion
• Advanced - Intervention: Implement evidenced-based interventions that enhance family and child capacities.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation
In-class activities Online discussion
• Advanced - Intervention: Intervene at different levels to achieve the agreed upon desired practice outcomes.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation
In-class activities Online discussion
• Advanced - Intervention: Maintain accurate records documenting the assessment, interventions and outcomes.
Wk.2: concurrent planning Wk.3: Siblings Wk.4: Disruptions, attachment Wk.5: Attachment, grief, loss & separation
In-class activities Online discussion
• Advanced - Evaluate: Apply research skills to analyze, monitor, evaluate and improve treatment alliance and interventions and programs in social work practice with families and children.
Final paper Final paper
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Part III: Course requirements Required texts and materials Kerman, B., Freundlich, M., & Maluccio, A. (2009). Achieving Permanence for Older Children and Youth in Foster Care. Columbia University Press, NY.
Henry, M., & Pollack, D. (2009). Adoption in the United States; A Reference for Families, Professionals, and Students. Lyceum Books, Ill.
LaLiberte, T. & Snyder, E. (eds) (2011). Child Welfare and Technology. CW 360°, Vol (4). Center for Advanced Studies in Child Welfare, University of Minnesota, St. Paul, MN. Retrieved on 8-19-11 from http://www.cehd.umn.edu/ssw/cascw/attributes/PDF/publications/CW360_2011.pdf
LaLiberte, T. & Snyder, E. (eds) (2010). Promoting Placement Stability. CW 360°, Vol (3). \ Center
for Advanced Studies in Child Welfare, University of Minnesota, St. Paul, MN. Retrieved on 8-19-11 from http://www.cehd.umn.edu/ssw/cascw/attributes/PDF/publications/CW360_2010.pdf
LaLiberte, T. & Snyder, E. (eds) (2009). Permanency or Aging Out: Adolescents in the child
welfare system. CW 360°, Vol (2). Center for Advanced Studies in Child Welfare, University of Minnesota, St. Paul, MN. Retrieved on 8-19-11 from http://www.cehd.umn.edu/ssw/cascw/attributes/PDF/publications/CW360_2009.pdf
Required articles have been placed on E-reserve through the library for this course
http://www.lib.umn.edu/services/eres
This course has a Moodle site. Students are expected to utilize the course site to access readings, resources and participate in other assigned course activities.
Assignments Course Participation: 15 points. Points are earned weekly through active participation in discussion, role plays, group activities, and respectful, appropriate, attentive body language. POINTS ASSIGNED WEEKLY Customary Adoption paper: 5 points. Write a 2 page summary of a journal article which discusses customary adoption in any country of the world. Be prepared to share key elements of the article in class discussion. DUE SESSION 6 Online Discussion: 25 points. Online discussions of CW 360 articles-Over the course of sessions 3, 4, 5, 9 students will select three articles of their choice from the assigned issue of CW360. In small groups (assigned by the instructor during week 1), students will engage in online discussions PRIOR to the class period for which the articles were assigned. One student for each week is identified as the ‘leader’. Leaders should discuss the articles, why they selected them,
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what they learned from reading them and what questions then have been left with. Group member should engage in discussion around the writings of the leaders and can also introduce elements from other articles (if those they selected differed from the leader). DUE SESSIONS 3, 4, 5, 9 Transition Planning: 20 Points. During class session 9, students will begin to engage with a partner in writing a transition plan for an adolescent preparing to age out of foster care to independent living. Outside of class, students will repeat these activities, utilizing the knowledge acquired over the course of the semester to construct a Transition plan for a child (see scenarios provided by instructor) as they move into a ‘permanent’ placement. Some students will prepare children for kinship care or adoptions while others will return home. Students will also be asked to prepare a plan for working with the child if a disruption occurs. DUE SESSION 11 Final paper: 35 Points. -Select a topic from class which presents an ethical scenario or dilemma. Thoroughly describe the scenario/dilemma (1-2 pages) and complete a brief literature review (5 pages) and discuss current practice knowledge related to this circumstance. Take a position and utilize the research to support your decision. Be sure to discuss the impact on all parties and systems involved (10-12 pages). DUE FINALS WEEK Grading Structure
Element Points Due Date Course Participation 15 Entire Course Customary Adoption Paper 5 Session 6 Online article discussion 25 Sessions 3-5,9 Transition Plan 20 Session 11 Final Paper 35 Finals Week
Grading Scale
A = 93 - 100 A - = 90 - 92 B+ = 87 - 89 B = 83 - 86 B- = 80 - 82 C+ = 77 - 79 C = 73 - 76 C- = 70 - 72 D+ = 67 - 69 D = 60 - 66
Students who are taking this class S/N must earn at least 70 points in order to receive a grade of S.
Course Policies
There are many University and School of Social Work policies that govern this course. Please go to http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf to see a complete description of all the policies.
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Part IV: Course content Session Plan
Session: 1 Topic Introduction and Review of Course Objectives Balancing multiple needs, goals, interests, clients
Session: 2
Topics: Skills for Achieving Permanency A. Permanency and adoption Laws and History B. Concurrent Planning
Required Readings: Henry text Chapter 1 pgs. 1-24 Kerman text Chapters 5&6 pgs 88-122 Concurrent Planning for Permanency for Children: A Summary of State Laws, Child Welfare Gateway http://www.childwelfare.gov/systemwide/laws_policies/statutes/concurrent.cfm Supplemental Readings (2): Kerman text Chapters 7&8 pgs 127-155
Related Session Activities
Lecture Sm. Group discussion
Other Resources MEPA Video Podcast http://www.nrcadoption.org/webcasts-2/mepa/
Session 3:
Topics: A. Sibling Separation B. Use of Technology in permanency services and case planning
Required Readings: Child Welfare Information Gateway (2006). Sibling Issues in Foster Care and Adoption, Bulletin for Professionals. Retrieved on 8-19-11 from http://www.childwelfare.gov/pubs/siblingissues/index.cfm
CW360 2011 Issue- choose 3 articles to read. Be prepared to discuss on Moodle key points of each article in assigned groups.
Related Session Activities
Lecture Online and in-person (continuation) small group discussion
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Session 4: Topics:
A. Disruptions B. Attachment
Required Readings:
Fahlberg, V. (1994). A child’s Journey Through Placement. Indianapolis, IN: Perspectives Press. Chapters 1 & 3
CW360 2010 Issue- choose 3 articles to read. Be prepared to discuss on Moodle key points of each article in assigned groups.
Related Session Activities
Lecture Online and in-person (continuation) small group discussion
Session 5:
Topics: A. Attachment (cont.) B Grief C. Loss D. Separation
Required Readings: Fahlberg, V. (1994). A child’s Journey Through Placement. Indianapolis, IN: Perspectives Press. Chapters 4 & 6 CW360 2010 Issue-choose 3 ADDITIONAL articles to read. Be prepared to discuss on Moodle key points of each article in assigned groups.
Related Session Activities
Lecture online and in-person (continuation) small group discussion
Session 6: Topics: Multicultural approaches to Permanency
A. Afro-centric views on permanency B. ICWA C. Customary Adoption
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Required Readings: NICWA (n.d.) Indian Child Welfare Glossary and Flowchart Retrieved on 8-19-11 from http://www.nicwa.org/Indian_Child_Welfare_Act/glossary.pdf NICWA (n.d.) Customary Adoption. Retrieved 8-19-11 from http://www.nicwa.org/adoption/ Henry text Chapter 2 pgs. 25-33
Morrison, C. (2006, Summer). Bringing the spirit of truth and reconciliation to tribal communities’ adoption work. Pathways Practice Digest, 1-2.
Bilchik, S. (2001, April 24). [Keynote address]. Speech presented at the 19th Annual Protecting our Children Conference, Anchorage, AK. Child Welfare League of America. (1960, April). Indian Adoption Project. New York: Author.
Ince, L. (2009) Kinship Care: An Afrocentric Perspective. University of Birmingham, Unpublished Dissertation. Chapters 1-3 Retrieved on 8-19-11 from http://etheses.bham.ac.uk/492/1/ince09PhD.pdf
Supplemental Reading:
Carter-Black, J. (2002). Transracial adoption and foster care placement: Worker perception and attitude. Child Welfare, 81(2), 337-370.
Related Session Activities
Lecture Small group discussions Speech Simulation (students assume roles portrayed within the speech identified in
the assigned reading)
Session 7: Topics:
A. Kinship Care B. Interstate Compact Arrangements
• Preparing youth • Preparing families • Specific interventions • Agencies Roles and Responsibilities • Ethical Considerations
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• Diversity Considerations
Required Readings:
Kerman text Chapters 9 & 10 pgs 156-186
Related Session Activities Lecture Role Play-Scenarios for the PACC curriculum
Session 8:
Topics: Foster Care
• Preparing youth • Preparing families • Specific interventions • Agencies Roles and Responsibilities • Ethical Considerations • Diversity Considerations
Required Readings: Kerman text Chapters 1& 2 pgs 13-39
Supplemental Readings: Kerman text Chapter 15 pgs 266-290
Related Session Activities
Lecture Role Play-Scenarios for the PACC curriculum
Other Resources: Foster Care alumni website http://www.fostercarealumni.org/ UTube video http://www.youtube.com/watch?v=BwK_XdK3DLw&feature=relmfu Casey Family Programs-Foster Care Alumni Studies
http://www.casey.org/Resources/Initiatives/FosterCareAlumniStudies/
Session 9: Topics: Independent Living
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• Preparing youth • Preparing families • Specific interventions • Agencies Roles and Responsibilities • Ethical Considerations • Diversity Considerations
Required Readings:
Kerman text Chapters 3 & 4 pgs 40-87 CW360 2009 Issue- choose 3 articles to read. Be prepared to discuss on Moodle key points of each article in assigned groups.
Related Session Activities Lecture Prepare a Transition Plan (student pairs) Online and in-person discussion of the CW360 articles
Session 10: Topics: Adoption-International The adoption Triad
• Preparing youth • Preparing families • Specific interventions • Agencies Roles and Responsibilities • Ethical Considerations • Diversity Considerations
Required Readings: Henry text Chapters 6 & 7 pgs 64-106
Related Session Activities Lecture Guest speaker-Jae Ran Kim, CASCW PACC Coordinator and Internationally known
expert on adoption
Session 11: Topics: Adoption-Domestic
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• Preparing youth • Preparing families • Specific interventions • Agencies Roles and Responsibilities • Ethical Considerations • Diversity Considerations
Required Readings: Henry text Chapters 4 & 5 pgs. 47-63
Supplemental Reading:
Kerman text Chapter 14 pgs 244-265
Related Session Activities Lecture Role Play-Scenarios for the PACC curriculum
Session 12: Topics: Post-Adoption Services & Supports Required Readings:
Henry text Chapter 8 pgs. 107-126 Child Welfare Information Gateway (2006). Post-Adoption services, Factsheets for Families. Retrieved on 8-19-11 from http://www.childwelfare.gov/pubs/f_postadoption.cfm
Related Session Activities Lecture Guest Speaker-Ginny Blade of North American Council on Adoptable Children (NACAC)
Other Resources:
http://www.nacac.org/postadopt/postadopt.html
Session 13: Topics: Legal Processes
A. Reasonable Efforts B. Active Efforts C. Ethics and Legal liabilities
Required Readings:
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Minn. Stat. 260C.201, Subd. 11 http://www.revisor.leg.state.mn.us/stats/260C/
Minn. Stat. 260.751-260.835. Minnesota Indian Family Preservation Act. http://www.revisor.leg.state.mn.us/stats/260C/ Child Welfare Information Gateway (2006). Reasonable Efforts. State Stature Series. Retrieved on 8-19-11 from http://www.childwelfare.gov/systemwide/laws_policies/statutes/reunify.cfm Native American Affairs Glossary. Retrieved on 8-19-11 from http://www.mfia.state.mi.us/olmweb/ex/NAG/GLOSSARY.pdf Jones, W.G. (2006). Working with the Courts in Child Protection. Children's Bureau, Office on Child Abuse and Neglect, Manual Series. Retriedved on 1-19-11 from http://www.childwelfare.gov/pubs/usermanuals/courts/index.cfm Chapters 1-5
Supplemental Readings:
Henry text Chapter 3 pgs. 34-46 Kerman text Chapter 11 pgs 187-209
Related Session Activities
Lecture Short Simulation
Session 14: Topics: Legal Processes
A. Court Reports B. Preparing for Court/Custody Hearings
Required Readings:
Jones, W.G. (2006). Working with the Courts in Child Protection. Children's Bureau, Office on Child Abuse and Neglect, Manual Series. Retriedved on 1-19-11 from http://www.childwelfare.gov/pubs/usermanuals/courts/index.cfm Chapters 6-9
Related Session Activities
Lecture Video-testifying in court; A guide for child protective services workers
Session 15:
Topics: Tribal Court
Required Readings:
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MN DHS Bulletin on County Responsibilities for Children under Tribal Court Jurisdiction. http://www.icwlc.org/docs/8-icwa-dhs-bulletin-04-68-10_id_038808.pdf
Utilizing the Tribal Court Clearning house, review the webpages listed below
http://www.tribal-institute.org/lists/child.htm http://www.tribal-institute.org/lists/icwa.htm
Related Session Activities Lecture Guest Speaker-TBD Resources:
Tribal Court Checklist http://www.avcp.org/apps/TJforms/J_TRIBAL%20COURT%20CHILD%20PROTECTION%20CASES%20CHECKLIST.pdf
Additional Bibliography
Alperson, M. (2001). Dim sum, bagels, and grits: A sourcebook for multicultural families.
Brooks, T. (2006). A wealth of family: An adopted son’s international quest for heritage, reunion and enrichment. Houston: Alpha Multimedia, Inc. Burton, N. J. (2008). Swimming up the sun: A memoir of adoption. Riverdale Park: Apippa Publishing Company.
Carter-Black, J. (2002). Transracial adoption and foster care placement: Worker perception and attitude. Child Welfare, 81(2), 337-370. Cross, J. (2006). Secret daughter: A mixed-race daughter and the mother who gave her away. New York: Viking Penguin.
Crumbley, J., & Little, R.L. (1997). Relatives raising children: An overview of kinship care.
Elliott, S. (2005). Love child: A memoir of adoption, reunion, love and loss. Random House UK.
Gediman, J.S., & Brown, L.P. (1991). Birth bond: Reunions between birthparents and adoptees – what happens after.
Hammer, K. (2000). Whose child? An adoptee’s healing journey from relinquishment through reunion…and beyond. LaCrescenta: Triad Publishing. Harrison, K. (2003). Another place at the table. New York: Jeremy P. Tarcher/Penguin. Hopgood, M.L. (2009). Lucky girl: A memoir. Chappel Hill: Algonquin Books. John, J. (2005). Black baby, white hands: A view from the crib. Silver Springs: Soul Water Rising.
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Kim, E. (2000). Ten thousand sorrows: The extraordinary journey of a Korean war orphan. New York: Doubleday. Lifton, B.J. (1975). Twice born: Memories of an adopted daughter. New York: St. Martin’s Press.
Mallon, G. P. (2006). Lesbian and Gay Foster and Adoptive Parents: Recruiting, Assessing, and Supporting an Untapped Resource for Children and Youth.
Marindin, H. (2000). The handbook for single adoptive parents.
McKinley, C.E. (2002). The book of Sarahs: A family in parts. New York: Counterpoint. Miro, A. (2006). Daughter of the Ganges: A memoir. New York: Atria. Moorman, M. (1998). Waiting to forget: A motherhood lost and found. New York: W.W. Norton. Pool, H. (2005). My father’s daughter: A story of family and belonging. New York: Free Press. Reed, M.M. (2008). Oceans apart: A voyage of international adoption. JKD Enterprise. Rhodes-Courtier, A. (2008). Three little words: A memoir. New York: Atheneum. Robinson, K. (2002). A Single Square Picture: A Korean Adoptee’s search for her roots. St. Louis: San Val. Rowell, V. (2997). The women who raised me: A memoir. New York: HarperCollins.
Rush, S. E. (2000). Loving Across the Color Line: A White Adoptive Mother Learns About Race.
Saffian, S. (1998). Ithaka: A daughter’s memoir of being found. New York: Delta. Schein, E. and Bernstein, P. (2007). Identical strangers: A memoir of twins separated and reunited. New York: Random House. Scheres, J. (2005). Jesus land: A memoir. New York: Counterpoint.
Schwiebert, P, & DeKlyen, C. (1999). Tear soup: A recipe for healing after loss.
Strauss, J.S. (2001). Beneath a tall tree: A story about us. Sunee, K. (2008). Trail of crumbs: Hunger, love and the search for home. New York: Grand Central Publishing. Trenka, J.J. (2003). The language of blood: A memoir. Minneapolis: Borealis Books. Wolff, J. (1997). Secret thoughts of an adoptive mother. Kansas City: Andrews Mcmeel Publishing.