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B.S.W. ProgramUniversity of Utah

Social Work 3110: Social Work Practice I with IndividualsFall 2017 - Online

Instructor: Scott Boyle, Ph.D.Office: Room 326Office phone: 801-585-7151Email: scott.boyle@socwk.utah.eduOffice hours: By appointment

Course description: This course introduces students to knowledge, values, and skills for generalist social work practice. Prepares students to enhance well-being of people and ameliorate environmental conditions that affect them adversely. Focus is on the planned changed or problem-solving process within a strengths perspective. It includes content on evaluation of practice.

Prerequisites: Admission to the BSW program and completed (or currently taking) SW 2100 HBSE I (grade of “C” or better).

Course objective, instructional materials, and assessment methods.

Course Outcomes

Course outcomes include the successful completion of the course objectives and a passing grade on the midterm and final examinations.

GENERAL INFORMATION

ADA Statement

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services (CDS), 162 Olpin Union Building, (801) 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification from the Center for Disability Services.

Wellness Statement

Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the University Counseling Center (801) 581-6826 and/or Center for Student Wellness (801) 581-7776.

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Violence and Harassment

Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kind of accountability and the same kinds of support applied to offenses against other protected categories such has race, national origin, color, religion, age, status as a person with a disability, veteran’s status, or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office Equal Opportunity and Affirmative Action, 135 Park Building, (801) 581-8365, or the Office of the Dean of Students, 270 Union Building, (801) 581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, (801) 581-7776. To report to the police, contact the Department of Public Safety, (801) 585-2677 (COPS).

Gender Pronoun and Name Preferences

Class rosters are provided to the instructor with the student’s legal name as well as “Preferred first name” (if previously entered by you in the Student Profile section of your CIS account). While CIS refers to this as merely a preference, I will honor you by referring to you with the name and pronoun that feels best for you in class, on papers, exams, group projects, etc. Please advise me of any name or pronoun changes (and update CIS) so I can help create a learning environment in which you, your name, and your pronoun will be respected. If you need assistance getting your preferred name on your UID card, please visit the LGBT Resource Center Room 409 in the Olpin Union Building, or email bpeacock@sa.utah.edu to schedule a time to drop by. The LGBT Resource Center hours are Monday through Friday 8:00am-5:00pm, and 8:00am-6:00pm on Tuesdays.

Veteran Center

If you are a student veteran, the University of Utah has a Veterans Support Center located in Room 161 in the Olpin Union Building. Hours: Monday through Friday 8:00am-5:00pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/. Please also let me know if you need any additional support in this class for any reason.

Learners of English as an Additional/Second Language

If you are an English language learner, please be aware of several resources on campus that will support you with your language and writing development. These resources include: the Writing Center (http://writingcenter.utah.edu/) ; the Writing Program (http://writing-program.utah.edu/) ; the English Language Institute (http://continue.utah.edu/eli/ ). Please let me know if there is any additional support you would like to discuss for this class.

Academic Integrity Statement

Student Code of Conduct: While scholastic dishonesty is not anticipated, students shall be subject to The University of Utah’s policy on this subject. See Code of Student Rights and

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Responsibilities Policy at http://www.admin.utah.edu/ppmanual. Students are encouraged to familiarize themselves with this policy and standards. Please note that academic misconduct violates the NASW Code of Ethics, and represents a failure to achieve learning outcomes related to EPAS 2.1.2, social work ethics and professional conduct.

Academic Misconduct

The College of Social Work does not permit or tolerate academic misconduct. The following information is drawn from the University of Utah’s Code of Student Rights and Responsibilities (http://www.regulations.utah.edu/academics/6-400.html):

“Academic misconduct includes, but is not limited to, cheating, misrepresenting one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of information, as defined further below. It also includes facilitating academic misconduct by intentionally helping or attempting to help another to commit an act of academic misconduct.

1. Cheating involves the unauthorized possession or use of information, materials, notes, study aids, or other devices in any academic exercise, or the unauthorized communication with another person during such an exercise. Common examples of cheating include, but are not limited to, copying from another student's examination, submitting work for an in-class exam that has been prepared in advance, violating rules governing the administration of exams, having another person take an exam, altering one's work after the work has been returned and before resubmitting it, or violating any rules relating to academic conduct of a course or program.

2. Misrepresenting one's work includes, but is not limited to, representing material prepared by another as one's own work, or submitting the same work in more than one course without prior permission of both faculty members.

3. Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.

4. Fabrication or falsification includes reporting experiments or measurements or statistical analyses never performed; manipulating or altering data or other manifestations of research to achieve a desired result; falsifying or misrepresenting background information, credentials or other academically relevant information; or selective reporting, including the deliberate suppression of conflicting or unwanted data. It does not include honest error or honest differences in interpretations or judgments of data and/or results.”

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Official Drop/Withdrawal

The last day to drop classes is Friday, September 1st; the last day to withdraw from this class is Friday, October 20th. Please check the academic calendar for more information pertaining to dropping and withdrawing from a course. Withdrawing from a course and other matters of registration are the student’s responsibility.

Content Accommodation

The content of this course is largely mandated by the requirements of CSWE. In accordance with University of Utah policy, students are encouraged to familiarize themselves with these requirements before requesting substantive content accommodations.

Instruction and Learning Methods

The primary teaching methods utilized in the course include lectures, small and large group exercises, experiential exercises, group and community meetings, electronic media, guest speakers, and film/media. Students will have numerous opportunities to examine issues of individual interest that support their professional development. Students are responsible for their own learning; as such, students are expected to attend class and participate in a manner that will help them achieve the learning goals, objectives and practice behaviors for the course. This course requires critical thinking, skillful writing composition, and verbal discourse, where knowledge and information is shared with others.

Course Expectations

1. Student Expectations: Students are expected to engage in courteous communication with instructors and peers inside and outside of the classroom; and showing respect for others’ opinions When communicating with instructors or peers electronically, please be aware that standards of professional behavior apply. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and sometimes we will not agree with the ideas we encounter in readings, discussions, or class presentations. However, under all circumstances, we will treat others with respect and act professionally. Students are responsible for their own learning and contributing to a larger learning community in the classroom. It is imperative that students stay on schedule in order to learn valuable skills for social work practice. If a student misses three (3) or more classes, he/she risks not passing the course.

2. Instructor Expectations: The instructor is expected to demonstrate professional behavior, which means: informing students of changes to the course syllabus; informing students of changes to the class schedule;; providing clear expectations on course assignments; providing clear and concise feedback on course assignments; returning assignments to students in a timely manner, and replying promptly to e-mail. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and sometimes we will not agree with the ideas we encounter in readings, discussions, or

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class presentations. However, under all circumstances, we will treat others with respect and act professionally.

3. Course Assignments: All written assignments are due at the beginning of class on the date specified in this syllabus. All written assignments are to be submitted electronically via CANVAS. All written assignments that are submitted late will receive a one (1) point deduction for every day it is late (including weekends). Written assignments will be checked using anti-plagiarism software. The instructor reserves the right to grant an extension on course assignments. If the student anticipates needing an extension (i.e., emergency medical, personal, and/or familial), the student is expected to communicate with the instructor as soon as possible. No extension requests will be approved on assignments that are due within the next 48 hours.

4. Incompletes: In accordance with University of Utah policies and procedures, Incomplete Grades are strongly discouraged. The University of Utah requires that a student has completed a minimum of 80% of the required course work before the instructor may grant an Incomplete. Please speak with the instructor before assuming an Incomplete will be granted.

5. Safety: As part of professional social work education, at certain points in the curriculum, students will have assignments that involve reaching out and working with agencies and agency personal within the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should notify the appropriate authority regarding any safety concerns.

6. Confidentiality: Personal disclosure is not an expectation or requirement of this course. However, it may be appropriate for students to share information during class as it relates to learning about a particular topic. Students are expected to adhere to all professional standards of confidentiality during the semester.

7. E-mail Correspondence: It is preferable that e-mail correspondence to the instructor come from a UMail account (ending in @ utah.edu). E-mail from non-UMail accounts may go to the instructor’s junk mail folder, which will not be reviewed. Senders must also validate that all submitted documents are in readable format (i.e., Microsoft Word). If the instructor receives corrupted documents, the instructor will inform the sender and the sender will be responsible for submitting a readable document. The use of e-mail correspondence has created expectations that the receiver of an e-mail receives and reads every e-mail within seconds of its activation by the sender. Unfortunately, these expectations are unreasonable for most people. The instructor will respond to e-mail correspondence in a timely manner and expects that students will respond in a similar fashion. “Timely” means within 48 hours. If you do not receive a response within this time frame, please re-send your e-mail and/or contact the instructor by phone.

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8. At the end of the semester, students will have the opportunity to evaluate the course and the instructor using the official University of Utah course and instructor evaluation.

Texts:

Boyle, Hull, Mather, Smith, and Farley (2009) Direct Practice in Social Work, 2nd ed. (2009). Boston: Allyn & Bacon

Cournoyer, B. 2014) The Social Work Skills Workbook ( 7th ed.). Belmont, CA: Brooks/Cole

Other required articles and documents that will be posted in canvas.

Course Outline (Professor reserves the right to adjust the schedule as needed)

Week of August 21Introduction to course

Instructor, content, texts, course requirements, and studentsReadings: 1. Chapter 1 in SW Workbook

2. Chapter 1 in Direct Practice

Assignment: 1a. In chapter 1 in SW Workbook: describe your initial reaction to the wide range of roles, responsibilities, and functions of social work (pg. 3-8). 1b. In chapter 1 of Direct Practice: which of the values, knowledge, and skills will be easiest/most challenging to develop? (pg. 20-24).1c. What will you do to ensure you have enough time to prepare for your classes in social work?

Introduction to Generalist Social Work Practice-NASW versus CSWE-Overview of BSW and MSW curriculum, advanced standing status, and licensure-Differentiate between generalist practice and direct practice-Roles of the generalist vs. direct practitioner: therapist, educator, broker, case manager, advocate, group leader, and mediator-Social work as a profession-Social work skills-Common factors in the working relationship: empathy, respect, authenticity, professionalism

Readings: 1. Continue reading chapter 1 in both textsAssignment: 1. In the Direct practice text: respond to the critical thinking questions # 1 and 2 about generalist practice (pg. 11)

Week of August 28

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Introduction to ProfessionalismProfessionalism: a working definition and conceptual frameworkIntegrityKnowledge and self-efficacySelf-understanding and self-control

The family: context for development (genogram, roles)Ecological assessment (eco-map, sources of energy)TimelinesPersonality assessmentSocial support

Discuss research on the effectiveness of counselingDiscuss facilitative conditions - empathy, respect, and authenticity

Readings: 1. Read chapter 2 in SW workbook

Assignment: 1. In SW workbook do genogram and eco- map (pg. 36-42) and respond to the following questions: What role(s) do you play in the family? (pg. 38-40)Which relationships enhance and deplete your energyHow may your family and the broader environmental context positively/negatively influence your work as a professional? (pg. 41-42)2. In direct practice, respond to critical thinking questions #1 & 2 (pg. 28 - reason for mental illness)

Introduction to Professionalism (continued) ProfessionalismIntegrityKnowledge and self-efficacySelf-understanding and self-control

The family: Context for development of selfEcological assessment (eco-map, sources of energy)TimelinesPersonality assessmentSocial support

Discuss responses to SW workbook exercises on genograms, eco-maps, and the environment’s influence on us plus critical thinking questions #1 & 2 (pg. 28) in Direct Practice on one’s belief regarding the causes of mental illness and how it may affect the professional/client relationship

Readings: 1. Chapter 4 in SW Workbook 2. Chapter 1 in Direct Practice

Assignment: 1 - Read chapter 4 in SW Workbook - do appendix

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#9 “Acceptance of Others Scale” (pg. 555-556) along with Chapter 4 “Summary Exercise” #1 (pg. 138)2 - Also in chapter 4, pay specific attention to sections on cultural competencies: engaging diversity & culturally sensitive communication. Then describe 5 things you need to improve to be more “culturally competent.” (pg. 182-193)

Week of September 4

Valuing diversity, advancing human rights and social justice, and promoting social well-being through policy practice

-Discuss the following terms: prejudice; discrimination; bigotry; racist. We need to transcend these.-Valuing diversity and difference-Cultural sensitivity and competence: engaging diversity and difference-Culturally sensitive communications-Advancing human rights and social and economic justice-Promoting social well-being through policy practice-Review homework on “acceptance of others”-Role-play working with clients from diverse backgrounds-Review NASW’s outline of 12 skills. Compare them with -10 core competencies from CSWE

Readings: 1 - Read chapter 5 in SW Workbook. 2 – Read chapter 2 in Direct Practice

Assignment: 1 - In SW Workbook, do chapter 5 summary exercise - #1-6 (pg. 173-175)2 - In Direct Practice text respond to critical thinking questions #1 & 2 (pg. 61) on ethical decision-making

Ethical Decision Making-Understanding your legal obligations-Duty to: care; respect privacy; maintain confidentiality; inform; report;

warn and protect -Understanding the fundamental values and ethics of social work-Identifying ethical and legal implications-Addressing ethical dilemmas: Motive, means, ends, and effects.-Loewenberg, Dolgoff, and Harrington’s ethical principles screen (pg. 170-172)-Discuss types of knowledge (research, theoretical, experiential, in consultation), rules for decision-making (agency policy, state and federal laws) and ethics as well as state licensure laws.-Discuss terms: malpractice, tort

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-Begin reviewing ethical standards and have class justify their responses to the homework (summary exercises on ethical

decision-making

Readings: 1 - Chapter 5 in SW Workbook2 - Chapter 2 in Direct Practice text.

Assignment: 1. Compare/contrast your own personal religious/spiritual beliefs/values with those of the

profession of social work. (see pg. 158-159) in SW Workbook

Week of September 11Ethical Decision Making (continued)

-Understanding your legal obligations-Duty to: care; respect privacy; maintain confidentiality; inform; report;

warn and protect -Understanding the fundamental values and ethics of social work-Identifying ethical and legal implications-Addressing ethical dilemmas:

Motive, means, ends, and effects.-Dolgoff et al. ethical principles screen (pg. 170-172)*Do a computer search on state laws related to limits of

confidentiality and on mandatory reporting Continue discussing homework on ethical dilemmas

Readings: 1. Read article by Alexander, Jr., R. (1997). Social workers and privileged communication in the federal legal system. Social Work, 42 (4), 387-391.

(On electronic reserve at Marriott library).

Assignment: 1. Read article for the quiz on “privileged communications”

Ethical Decision Making (continued)-Quiz on “Social work and privileged communication” article-Discuss article on privileged communication-Continue discussion of ethical standards with case examples-Discuss HIPPA rules and regulations as they apply to practice (pg 53).-Discuss common or predominant lawsuits involving professional

misbehavior (pg. 148-150).Readings: 1. Read chapter 6 in the SW Workbook (basic interpersonal

skills and cultural competence)2. Read chapter 4 in direct practice (skills for engagement)

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Assignment: 1. In the SW Workbook chapter 6 do exercise 6-5#1- 4 (active listening pg. 213-215)

Week of September 18Talking and Listening: The Basic Interpersonal Skills

-List positive qualities people like in someone who listens to them.-Define “active listening.”-Do role plays of the 20 situations listed in the book (p. 196) of what not to do (done in pairs with each person doing an incorrect behavior).-List do’s and don’ts in the interview process-Role play students practicing active listening – break into pairs.

Readings: 1- Read chapter 6 in SW Workbook

Assignment: 1- In the SW Workbook chapter 6 do exercise 6-5 #5-9 (active listening pg. 213-215)

Preparing

-Review homework on active listening-Emphasize that as helpers we are listening to client’s thoughts and feelings-Review homework-Define reflective listening-Introduce Scott Miller’s session outcome rating forms-Role-play active listening. Rate role-play using Miller’s forms

Readings: 1 - noneAssignment: 1 - none

Week of September 25Preparing (continued)

-Teach how to handle criticism, then role-play the steps-Discuss paraphrasing-Review active listening: hearing, observing, encouraging, and

remembering-Role-play demonstrating the above skills and use Scott Miller’s session outcome rating forms

Readings: 1- Read chapter 7 in workbook

Assignments: 1- In the SW Workbook do exercises: 7-1, 7-2, 7-5, 7-6, & 7-8 (for 7-8 do either #1 or #2) pg. 224-239

Beginning

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-Preparatory: reviewing; exploring; and consultation; arranging; empathy; self-exploration; and centering-Preliminary planning and recording-In small groups - review responses to homework on preparing (7-1

thru 7-8)-Role-play active listening-Teach relaxation as a way to “center” before seeing a client

Readings: 1. Read chapter 8 in SW Workbook

Assignment: 1. SW Workbook do exercises 8-1#1, 8-2#1, 8-3#1, 8-5#1, 8-6#1 (pg. 248-264)

Week of October 2-Introducing yourself-Seeking introductions-Describing initial purpose-Orienting clients-Discussing policy and ethical factors-Seeking feedback-Role-play meeting a client for the first time (voluntary then involuntary)-Teach about empathic statements-Role-play empathic statements-Teach positive regard and practice role-plays-Role-play meeting the client for the first time

Readings: 1. Continue reading chapter 8 in SW Workbook2. Continue reading chapter 4 in Direct Practice

Assignments: 1. Study for Exam #1

Exam #1

Readings: 1 - Read chapter 3 in Direct Practice (theoretical perspectives on direct practice, pgs. 83-110)

Assignment: 1 - Identify and discuss 3 key components of each theoretical perspective

Week of October 9 – Fall Break – No ClassWeek of October 16

Theoretical perspectives on direct practice: An overview-Return exam and discuss results-If not covered, discuss empathic responses

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-Role-play expressing empathic responses-Critique a counseling session-Discuss positive regard-Role-play expressing positive regard-Role-play all skills learned to this point-Five domains for understanding human behavior.-An integrative model.-Strengths versus problem perspective.-Review of theories:

Ego psychology.Cognitive theory.Behavioral theories.Person-centered theory.General systems theoryMulticultural theory

-Review each perspective in small groups than present content from each perspective

-Discuss theoretical perspectives emphasizing one of five areas of human functioning (biology, feelings, thoughts, behavior, and environment)

Readings: 1. Read chapter 9 in SW Workbook2. Read chapter 4 in Direct Practice

Assignments: 1. In the SW workbook do exercises: 9-1#1-3 (questions pg. 288-291), 9-2#1-3 (clarification pg. 293-295), 9-3#1-3 (reflecting content pages 297-298); and 9-5#1-3 (reflecting feeling/meaning pages 306-307)2. In Direct Practice write “questions” to #1-10 (page 133-134)

Exploring

-Review concepts on exploring: exploration of the problem (problem exploration - frequency, intensity, duration; exploring the person - thinking, feeling, doing; exploring the situation - social, economic, family, work, cultural; future - problem, person, situations as they emerge in the future; and strengths - competencies, social supports).-Role-play skills for exploration

Readings: 1. Read chapter 10 in workbook on “assessing” 2. Read chapter 5 in direct practice on “knowledge and skills for assessment.”

Assignment: 1. None

Week of October 23

Assessing

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-Identifying issues-Sharing hypotheses-Clarifying issues for work-Organizing descriptive information-Preparing an assessment and case formulation-Presentation on how to do a social history-Discuss questions associated with each subheading-Assessment from person-in-environment perspective (inner and outer forces model)-Assessment from a multi-perspective paradigm: ego psychology, behavioral psychology, cognitive therapy, person centered, systems theory, and strengths-based

Readings: 1. Optional reading - chapter 10 in SW Workbook (DAC guidelines page 364-368)2. Chapter 5 in Direct Practice (assessment)3. Read article on “Assessing Strengths.”

Assignment: 1. Interview a fellow student regarding content found in social history. Write up results of the social history.2. Quiz on article next class

Strengths-Based Assessment-Turn in social history write up-Quiz on article “Assessing Strengths.”-Discussion on strengths and comparing/contrasting strengths with -problem solving for: assessment, expert, questions, etc.-Activity -discuss the differences between problem talk vs, solution talk.-Empowerment and strengths-based practice-Empowerment guidelines-Strengths-based practice-Empowering engagement and overview-Assessment-Intervention techniques-Strengths-based perspective with involuntary clients-Role-play responding to clients from the strengths-based perspective-Role-play working with involuntary clients from the strengths-based perspective

Readings: 1. None

Week of October 30Assessing (continued)

-Discuss responses to SW workbook homework 9-1, 9-2, 9-3, and 9-5 (reflecting content and feelings and meaning)

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-Practice role-playing reflecting potential feelings and content statements-Role-play responding to statements from a variety of perspectives using open, close, or clarification questions, or reflect feelings, content, or positive regard while doing an in-depth assessment (social history).

Readings: 1. Read chapter 11 in the SW Workbook (contracting).2. Read chapter 6 in Direct Practice (planning)

Assignments: 1. In the SW workbook do exercises 11-1#1-4 goals pg. 397-398) and 11-2 #1-4 (action plan pg. 401-402)

Contracting-Establishing goals-Developing action plans-Identifying action steps-Planning for evaluation-Summarizing the contract-Discuss SMART goals-Discuss Egan’s criteria for effective goals-Discuss behavioral descriptions of problem, long-term goals, short-term objectives, accompanying interventions, and responsible person-In small groups set up a treatment plan/goals for a 15 year old Latina or a 27 year old Pacific Islander.

Readings: 1. Read chapter 7 in direct practice (Knowledge and skills for intervention)

Assignments: 1. In the Direct practice book complete a treatment contract form for a man in a substance abuse treatment program (pg. 202)

Week of November 6Knowledge and Skills for Intervention

-Discuss the importance of applying interventions based on theoretical perspectives-Begin discussion and role plays using specific counseling models and techniques:-Ego psychology and interventions

Interventions from cognitive therapyBehavioral therapy and interventionsPerson-centered therapy

-Role-play using techniques from above theoretical perspectives

Readings: 1- Chapter 7 in Direct Practice text

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Knowledge and Skills for Intervention (continued)-Continue discussion and role-play of counseling models-techniques:

Person-centeredSolution-focusedMulticultural

Week of November 13

No class, work on videotaped role-plays/due at the end of the week.

Week of November 20 – Thanksgiving Week

Working and Evaluating-Discuss responses to homework assignment in chapter 12-Rehearsing action steps-Reviewing action steps-Evaluating-Focusing

-Educating-Advising-Representing-Responding with immediacy-Reframing-Confronting-Recording progressIn groups of three develop a role-play demonstrating each of the interventions described in the homework from chapter 12

Readings: 1. Read chapter 12 in the SW Workbook

Assignments: 1. In the SW Workbook do exercises: 12-1 #1 & 2, -3 #1 & 2, 12-4 #1 & 2, 12-8 #1 & 2, 12-9 #1 & 2, 12-10 #1 & 2,and 12-12 #1 & 2 (evaluating, focusing, responding, reframing, confronting, and recording progress, pg. 431- 472)

Week of November 27

Ending-Discuss the difference in roles and emphasis between the first meeting with a client and later follow-up sessions/meetings with the client-Role-play doing a second or third session with the client.

Readings: 1. Read chapter 13 in SW workbook2. Voss, R. W., Douville, V., Little Soldier, A., & White Hat, A. (1999). Wo’Lakol Kiciyapi: Traditional philosophies of

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helping and healing among the Lakotas: Toward a Lakota-Centric practice of social work. Journal of Multicultural Social Work, 7(½), 73-93. (On electronic reserve)

Assignments: 1. In chapter 13 of the SW Workbook do exercise 13-4#1-2 (pg. 491 - recording closing summary)2. Quiz next week on Lakota article

Ending-Reviewing the process-Final evaluating-Sharing ending feelings and saying goodbye-Recording the closing summary-Discuss significant items found in the article-In small groups role-play using the techniques previously learned

Week of December 4

-Quiz on Lakota article-Review study guide for exam

Week of December 11 Exam #2

Grading and assignments:

Grading in this course is based upon the following activities and assignments. Since all graded assignments are related directly to course objectives, failure to complete any assignment will result in an unsatisfactory course grade.

Attendance 28Exercises/Assignments 10 pts eachQuizzes 5-10 pts eachSocial history 25 ptsExam #1 140 ptsExam #2 125 ptsVideotaped role play 125 ptsOther, as assigned by the professor TBD

A = 100-94% A- = 93-90% B+= 89-87% B = 86-84% B- = 83-80% C+ =79-77 C = 76-74% C- = 73-70% D+= 69-67% D = 66-64% D- = 63-60% <60% = E

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APPENDIX A

Council on Social Work Education (CSWE)

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CSWE is the accrediting body for undergraduate and graduate social work programs in the United States. They developed the Educational Policy Accreditation Standards (EPAS) by which curriculum and programs are assessed and accredited (See Appendix A).

Course Objective/Practice Behavior

Instructional Materials

Assessment Methods

Competency #1: identify as a professional social worker and conduct oneself accordinglyPB 1.2 Practice personal reflection and self-correction to assure continual professional development.

SW Textbook – Chapter 1DP Textbook – Chapter 2

Complete summary exercise 1-1,2,3. (Reflecting on roles; responsibilities of Social Work; and Social Work qualities). Exam questions from section on SW values. Compare/contrast personal beliefs/values with those of social work.

PB 1.3 Attend to professional roles and boundaries

SW Textbook – Chapter 2DP Textbook – Chapter 1-Class discussion on roles in direct practice.

Complete exercise 2-3, self-understanding & self-control and critical thinking questions 1 & 2, pg 11.

PB 1.4 Demonstrate professional demeanor in behavior, appearance, and communication.

SW Textbook – Chapter 1-Responding to criticism – role play in class & video role play. Watch video of unprepared social work intern.

Complete exercise 6-4 in SW workbook on active listening. Complete exercise 7-1, 2, 5, 6, and 8 in SW workbook (preparatory reviewing, exploring, empathy, self-exploration, and planning). Do summary exercise in chapter 8 of SW workbook 1-6

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(preparing to meet with a client for the first time).

PB 1.5 Engage in career-long learning

SW Textbook – Chapter 3-Discuss the value of career-long learning

Competency #2: apply social work ethical principles to guide professional practicePB 2.1 Recognize and manager personal values in a way that allows professional values to guide practice.

DP Textbook – Chapter 2

Compare/contrast own personal values with those of SW; complete case study and critical thinking questions on page 60 of the DP text.

PB 2.2 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.

SW Textbook – Chapter 5DP Textbook – Chapter 2-Article on “Privileged Communication”-Read section on managing ethical dilemmas – class discussion

Complete summary exercises found in SW workbook #1-8 on ethical decisions using hierarchy of decision making;Quiz on article on “Privileged Communication”.

PB 2.3 Tolerate ambiguities in resolving ethical conflicts.

SW Textbook – Chapter 5DP Textbook – Chapter 2-Read section on managing ethical dilemmas – class discussion

Complete summary exercises #1-8 on ethical decisions using hierarchy of decision making found in SW workbook;

PB 2.4 Apply strategies of ethical reasoning to arrive at principled decisions.

SW Textbook – Chapter 5DP Textbook – Chapter 2-Class discussion on managing ethical dilemmas.

Apply NASW code of ethics, federal & state laws to cases in summary exercises by applying Loewenberg, Dolgoff & Harrienton’s Hierarchy to Ethical

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Decision Making found in SW workbook #1-8

Competency #3: apply critical thinking to inform and communicate professional judgmentsPB 3.2 Analyze models of assessment, prevention, intervention, and evaluation.

DP Textbook – Chapters 5 & 7-Discuss assessment instruments as models of assessment and evaluation.

Complete genogram/ecomap, social history, and timeline. Exam #2

PB 3.3 Demonstrate effective oral and written communications in working with individuals, families, groups, organization, communities, and colleagues.

DP Textbook – Chapters 5 & 7-Role play demonstrating effective verbal skills;

Social history write-up demonstrating effective written communication skills.Complete exercise 12-3,4,8,9,&12 on working with clients demonstrating effective verbal communication

Competency #4: engage diversity and difference in practicePB 4.1 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power.

SW Textbook – Chapter 4

Complete exercise 4-1 Valuing Diversity and Difference.

PB 4.2 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups.

SW Textbook – Chapter 4DP Textbook chapter 3 (read section on multicultural theory).

Complete exercise 4-1 “Valuing diversity and Difference.Complete exercise on 5 areas that need improvement with regards to cultural competence

PB 4.4 View themselves as learners and engage those with whom they work as informants.

SW Textbook – Chapter 6DP Textbook – Chapter 3Read section on multicultural theory.

Complete exercise on 5 areas that need improvement with regards to cultural competence

Competency #6: engage in research-informed practice and practice-informed research

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PB 6.2 Use research evidence to inform practice

SW Textbook – Chapters 3 & 6.DP Textbook – Chapters 3 & 4. Read steps on evidence-based practice. Class discussion, role-play. Overview of theoretical perspectives on direct practice

Exam #1 questions covering theoretical perspectives on direct practice and talking and listening. Basic skills for engagement and talking and listening measured by exam #1 questions and video role-play

Competency #7: apply knowledge of human behavior and the social environmentPB 7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.

SW Textbook – Chapter 8

Complete social history and integrate conceptual frameworks/theories of human behavior as a guide to the process of assessment and integration.

Competency #10: engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communitiesPB 10.1 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities.

SW Textbook – Chapter 7

Complete Exercise 7-1, 2, 5, 6, & 8 on preparing to meet with the client. Exams #1 and 2

PB 10.2 use empathy and other interpersonal skills.

SW Textbook – Chapter 6DP Textbook – Chapter 4-View video role plays demonstrating empathy, genuine, positive regard; Read basics skills for engagement.

Complete exercise 6-4 on Active ListeningVideo tape role play.

PB10.3 Develop a mutually agreed-on focus of work and desired outcomes.

SW Textbook – Chapter 10DP Textbook – Chapter 6

Complete exercise 11-5,6 in the SW handbook on contracting

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-view video role plays demonstrating mutually agreed upon focus;-Skills for planning video role play

PB 10.4 Collect, organize, and interpret client data.

SW Textbook – chapter 10DP Textbook – chapter 5Article on Strengths

Complete social history write-up.-quiz on article “assessing client strengths”

PB 10.5 Assess client strengths and limitations

Article on Assessing Strengths

Quiz on article assessing client strengths; social history write-up; Exam #2

PB 10.6 Develop mutually agreed-on intervention goals and objectives.

SW Textbook – chapter 11DP Textbook – Chapter 6-Video demonstrating mutually agreed upon goals.

Complete exercise 11-5, 6 in the SW workbook on “contracting.”

PB 10.7 Select appropriate intervention strategies.

SW Textbook – Chapter 12DP Textbook – Chapter 7-Video role play demonstrating skills for intervention.

Complete exercises 12-3, 4, 8, 9 & 10 in the SW workbook on “Working and Evaluating.” Exam #2

PB 10.10 Help clients resolve problems

SW Textbook – Chapter 12

Complete exercises 12-3,4,8,9 & 10. Working and Evaluating in the SW workbook on “working in evaluating.”

PB 10.12 Facilitate transitions and endings.

SW Textbook – Chapter 13

Exam Questions on ways to terminate with client; Exercise 13-4 in the SW workbook on “closing summary.”

PB 10.13 Social workers critically analyze, monitor, and

SW Textbook – Chapter 12DP Textbook –

Exam questions.Case study and critical thinking questions on

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evaluate interventions. Chapter 13- Demonstrate ability to accept feedback on exercises, exams, and video role play from Professor; apply Scott Miller’s session rating scale to role plays conducted in class.

pg 471 of the DP text.

Bibliography

The following bibliography contains articles and readings that may be used either to complete one or more assignments in this course or to extend your knowledge in a specific area of social work. The bibliography is not intended to provide an exhaustive list on any particular topic but only to familiarize you with some of the literature

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in our field. Every year, students find and recommend articles or readings they believe should be added to the bibliography. Please feel free to do the same.

Austin, C. D. (1990). Case management: Myths and realities. Families in Society, 71(7): 398-407.

Cournoyer, B. (2000). The Social Work Skills Workbook. (2nd Ed.). Pacific Grove, CA: Brooks/Cole Publishing Co.

Daley, A., Jennings, J., Beckett, J. O., & Leashore, B. R. (1994). Effective coping strategies of African Americans. Social Work, 40(2), 240-247.

DiNitto, D. & McNeece, C. A. (1997). Social work: Issues and opportunities in a challenging profession. (2nd Ed.). Boston, MA: Allyn & Bacon.

Dore, M. M. & Dumois, A. O. (1990). Cultural differences in the meaning of adolescent pregnancy. Families in society: The journal of contemporary human services, 71(2): 93-101.

Fiene, J. I. (1991). The construction of self by rural low-status Appalachian women. AFFILIA Journal of women and social work, 6(1): Issue.

Germain, C. B. & Gitterman, A. (1996). The life model of social work practice: Advances in therapy and practice. (2nd. Ed.). New York, NY: Columbia University Press.

Ivey, A. E. (1994). Intentional interviewing and counseling - facilitating client development in a multicultural society. (3rd Ed.). Pacific Grove, CA: Brooks/Cole Publishing Co.

Kemp, S. P., Whittaker, J. K., & Tracy, E. M. (1998). Person-environment practice: The social ecology of interpersonal helping. Hawthorne, NY: Aldine de Gruyter.

Korr, W. S., & Cloninger, L. (1991). Assessing models of case management: An empirical approach. Journal of Social Service Research, 14(2): 129-146.

Krajewski-Jaime, E. R. (1991). Folk-healing among Mexican-American families as a consideration in the delivery of child welfare and child health care services. Child welfare, 70(2), 157-167.

LeCroy, C. W. (1992). Case studies in social work practice. Belmont, CA: Wadsworth.

Lee, J. (1994). Empowerment approach to social work practice. Irvington: Columbia University Press.

Leigh, J. (1997). Communicating for cultural competence. Needham Heights, MA: Allyn and Bacon.

Moore, S. T. (1990). A social work practice model of case management: The case management grid. Social Work, 35(5): 444-448.

Morrow, D. F. (1993). Social work with gay and lesbian adolescents. Social Work, 35(5), 444-448.

National Association of Social Workers (1996). NASW Code of Ethics, Washington, D.C.: Author.

Parsons, J. R. (1991). The mediator role in social work practice. Social Work, 36(6): 483-487.

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Pires, Sheila A. (2002). Building Systems of Care: A Primer. Human Service Collaborative. Washington, DC.

Proctor, C. D. & Groze, V. K. (1994). Risk factors for suicide among gay, lesbian, and bisexual youths. Social Work, 39(5), 504-511.

Rothman, J. (1998). From the front lines: Student cases in social work ethics. Needham Heights, MA: Allyn and Bacon.

Sheafor, B. W., Horejsi, C. R. & Horejsi, G. A. (2000). Techniques and guidelines for social work practice. Boston, MA: Allyn and Bacon.

Simon, B. (1994). The empowerment tradition in American social work: A history. New York, NY: Columbia University Press.

Specht, H. & Courtney, M. (1994). Unfaithful angels: How social work has abandoned its mission. New York: Free Press.

Taylor, P. & Daly, C. (1995). Gender dilemmas in social work. CSPI-The Social Work Publisher.

Thornton, S. & Garrett, K. (1995). Ethnography as a bridge to multicultural practice. Journal of Social Work Education. 3(1), 67-74.

Van Gelder, L., & Brandt, P. R. (1996). The girls next door: Into the heart of lesbian America. Old Tappan, NJ: Simon and Schuster.