Division of Social Work Social Work 140B: Social Work Practice Fall 2015 Dr. Chrys Ramirez Barranti Office: 5035 Mariposa Hall Phone: 278 - 7173 Email: [email protected] Office Hours: Tuesdays & Thursdays: 12:00-2:00 Gladly by appointment

Class meeting place: 1533 Library Class meeting days: Tuesdays & Thursdays Class meeting time: 10:30-11:50 am

COURSE DESCRIPTION The Council on Social Work Education defines Generalist Social Work Practice at the Baccalaureate in the following Educational Policy 2.0 – Generalist Practice: Generalist practice is grounded in the liberal arts and the person-in-environment framework. To promote human and social well-being, generalist practitioners use a range of prevention and intervention methods in their practice with diverse individuals, families, groups, organizations, and communities based on scientific inquiry and best practices. The generalist practitioner identifies with the social work profession and applies ethical principles and critical thinking in practice at the micro, mezzo, and macro levels. Generalist practitioners engage diversity in their practice and advocate for human rights and social and economic justice. They recognize, support, and build on the strengths and resiliency of all human beings. They engage in researchinformed practice and are proactive in responding to the impact of context on professional practice (CSWE, 2015 p. 11).

This course focuses on the Generalist social work practice process and the building of generalist practice skills. The ecosystem perspective, which provides a basic theoretical framework for the course, is oriented toward person-in-environment and understanding the application of multiple levels of intervention. Other theoretical frameworks integrated into the course include empowerment, resilience, and strength approaches to social work practice. In this course, generalist practice process will be keenly examined and social work practice skills honed. Social work practice--relationship building, assessment, intervention, and termination skills with will be the primary focus of SWRK 140B with an emphasis on individuals and families, while SWRK 140C will focus on groups, organizations and communities. Other theoretical frameworks integrated into the course include empowerment, resilience, and strength approaches to social work practice. More specifically, SWRK 140B emphasize practice within a diverse (age, gender, ethnicity, mental and physical ability, sexual orientation, religion/spirituality, groups of vulnerable and oppressed persons) society. This emphasis is supported by the NASW Code of Ethics which states that “Social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental or physical disability” (NASW Code of Ethics, 1.05c). Social work values, ethics and ethical decision making are applied to the spectrum of social work practice processes. Taking a person-in-environment perspective, students are expected to apply knowledge of social systems, lifespan development, life course issues, diversity, and social and economic justice in relationship building, assessment, treatment planning, intervention and evaluation with individuals, families.

Course Objectives and CSWE Social Work Competencies

The Council on Social Work Education has adopted competency based framework to guide accredited social work program curriculum. What is meant by a social work competency? CSWE defines a competency as the ability to integrate and apply social work knowledge, values, and skills to practice situations in a purposeful, intentional, and professional manner to promote human and community well-being (CSWE, 2015, p. 6). Nine interrelated Social Work Competencies give shape to the competency based framework. Each of the nine competencies are defined through identified knowledge, values, skills, cognitive and affective processes. These are actualized through practice behaviors (PB) which students are expected to successfully demonstrate. Course objectives for SWRK 140B articulate the specific elements of the nine competencies and related practice behaviors that students are expected to learn.

The Nine Social Work Competencies (CSWE, 2015) Social Work Competency SWRK 140B Course Objectives 1. Demonstrate Ethical & Professional Behavior

1, 2, 3

2. Engage Diversity and Difference in Practice

1, 3, 4

3. Advance Human Rights & Social, Economic & Environmental Justice

4, 5

4. Engage in Practice-Informed Research & Research Informed Practice

3, 6, 8

5. Engage in Policy Practice

8

6. Engage with Individuals, Families, Groups, Organizations & Communities

1, 2, 3, 4, 8

7. Assess Individuals, Families, Groups, Organizations & Communities

1, 2, 3, 4, 5, 7, 8

8. Intervene with Individuals, Families, Groups, Organizations & Communities

1, 2, 3, 4, 5, 7, 8

Related Course Assignments In Class discussions, exercises and role plays End of Chapter Exercises Online Case Studies Field Update/Reflection Paper Biopsychosocial Case Study In Class discussions, exercises and role plays End of Chapter Exercises Online Case Studies Field Update/Reflection Paper Diversity Practice Research Paper Biopsychosocial Case Study In Class discussions, exercises and role plays End of Chapter Exercises Online Case Studies Diversity Practice Research Paper Biopsychosocial Case Study In Class discussions, exercises and role plays End of Chapter Exercises Online Case Studies Diversity Practice Research Paper In Class discussions, exercises and role plays End of Chapter Exercises Online Case Studies In Class discussions, exercises and role plays End of Chapter Exercises Online Case Studies Field Update/Reflection Paper Diversity Practice Research Paper Biopsychosocial Case Study In Class discussions, exercises and role plays End of Chapter Exercises Online Case Studies Field Update/Reflection Paper Diversity Practice Research Paper Biopsychosocial Case Study In Class discussions, exercises and role plays End of Chapter Exercises Online Case Studies Field Update/Reflection Paper Diversity Practice Research Paper

9. Evaluate Practice with Individuals, Families, Groups, Organizations & Communities

1, 2, 3, 6, 8

Biopsychosocial Case Study In Class discussions, exercises and role plays End of Chapter Exercises Online Case Studies Field Update/Reflection Paper Diversity Practice Research Paper Biopsychosocial Case Study

Course Objectives By the end of the course, students will be able to: 1. Identify as a professional social worker and demonstrate professional behaviors. (PB) Demonstrate knowledge and understanding of the mission and values of the social work profession. (PB) Practice personal reflection, self-correction a management of personal values and ethical decision making to assure continual professional development, including attending to professional roles and boundaries. (PB) Demonstrate the ability to use supervision and consultation to guide professional judgement and social work practice. (PB) Demonstrate a sense of self knowledge, one’s strengths and challenges for ethically-based, culturally competent practice. (PB) Demonstrate the m (PB) Demonstrate professional demeanor in behavior, appearance, and communication. (PB) Demonstrate the capacity for critical self-awareness and self-examination and the effective use of supervision, feedback from colleagues, and current social work research and literature. 2.

Apply social work ethical principles to guide professional social work practice. (PB) Recognize and manage personal values in a way that allows professional values to guide work. (PB) Understand and apply the principles of the Code of Ethics in the helping process (PB) Make ethical decisions by applying strategies of ethical reasoning to arrive at principled decisions. (PB) Understand and demonstrate ability to apply ethical decision making screens to ethical dilemmas (PB) Describe and explore a sense of self in one’s strengths and challenges for ethically-based, culturally competent practice.

3. Apply and demonstrate critical thinking in social work practice. (PB) Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice. (PB) Demonstrate effective oral and written communications (PB) Integrate specific classroom content with field practicum experiences an field practicum experiences with classroom content. 4. Incorporate and enhance diversity and difference in social work practice. (PB) Recognize the extent to which a culture’s structures and values shape life experiences as well as oppress. (PB) View oneself as learners and engage those with whom one work as informants. (PB) Apply self-awareness and self-regulation in the management of personal biases and values in working with diverse clients. 5. Advocate for and advance human rights and social and economic justice. (PB) Identify forms and mechanisms of oppression and discrimination. (PB) Articulate social justice and advocacy issues as they relate to vulnerable, diverse, at-risk, or oppressed populations. (PB) Articulate how to engage in practices that advance social and economic justice. 6. Utilize research processes to inform social work practice.

(PB) Understands strategies for evaluating social work practice (PB) Recognize how research evidence informs practice. 7. Utilize and apply knowledge of human behavior and the social environment. (PB) Demonstrate an understanding of the generalist perspective and the eco-system perspective in analyzing client’s strengths and challenges. (PB) Utilize conceptual frameworks to conceptualize problems, interventions, and evaluation of interventions. (PB) Demonstrate how to critique and apply knowledge to understand person and environment. 8.

Engage, assess, intervene, and evaluate with individuals and families. (PB) Articulate how to substantively and affectively prepare for action with individuals and families, groups, organizations, and communities (PB) Master abilities in basic interviewing skills, such as listening, empathy, genuineness, pacing, confrontation, and focusing. (PB) Master the principles and develop beginning skills for engagement, interviewing, assessment, intervention, evaluation and termination (PB) Use empathy and other interpersonal skills including facilitating transitions and endings. (PB) Assess individuals through the use of various established assessment tools, including eco-maps and bio-psycho-social assessments (PB) Demonstrate awareness and understanding of the dynamic transaction between individual and families and social welfare and economic policies and the impact of such on wellbeing, presence and accessibility to services. (PB) Apply knowledge of human behavior and the social environment, person-in-environment , and other multidisciplinary theoretical frameworks to engage with clients. (PB) Develop appropriate and mutually agreed on focus of work, desired outcomes, and intervention goals and objectives that help clients resolve problems and capitalize on client strengths. (PB) Demonstrate how to collect, organize, and interpret client data. (PB) Demonstrate how to critically analyze, monitor, and evaluate interventions. (PB) Demonstrate beginning skill in the monitoring and evaluation of practice, and of the importance of involving clients in this evaluative process.

REQUIRED Textbooks, Materials and Readings 1. Birkenmaier, J., Berg-Weger, M., and Dewees, M. (2014). The Practice of Generalist Social Work, 3rd d ed. Chapters 1-7. NY: Routledge. 2. On-line book from CSUS Library: Naar-King, S., Suarez, M (2011) Motivational Interviewing With Adolescents and Young Adults. Guilford Publications, Inc. 3.Companion readings are available on our SacCT course webpage

4.The New Social Worker: The Social Work Careers Magazine at www.socialworker.com This is a great magazine and is available online for free 5.Case Studies and the related student notebook are available at: www.routledgesw.com/cases Recommended Texts:

1. Ward, K. and Mama, R.S. (2010) Breaking Out of the Box: Adventure-Based Field Instruction, Second Edition. Chicago, IL: Lyceum Books Course Format This course emphasizes student participation. A variety of teaching methods are used to engage students as active learners as they gain skills for social work practice. These include lecture, discussion, experiential exercises, group work, video and audio material, and case studies. The instructor implements collaborative and co-learning processes as the primary engines for learning. It is important to realize that this is not a lecture, note taking, and multiple-choice type of course. Using Team-Based Learning and Flipped Classroom strategies, students are active in preparing for and participating in each class session. This is a social work practice course and requires your active engagement and participation for successful completion. Collaborative and co-learning criteria in this course include:  Attending class consistently; keeping up to date with the readings and being prepared to work from them in class;  Be Mindfully Present while in class: Put your cell phones away and refrain from texting, FB, Twitter, etc.  Using opportunities to develop the principles, processes, and skills of both foundation practice courses by actively engaging in the discussions and experiential learning activities;  Demonstrating accurate understanding of the readings and increasing ability to consolidate and apply the principles, processes, and skills in class and in completing the assignments;  Experimenting with new, unfamiliar ways of thinking and acting;  Demonstrating dependability, timeliness, and mutual accountability in completing team assignments;  Demonstrating contribution to a proportionate share of the team’s work load, including attendance at team meetings; and  Contributing to the creation and maintenance of a conducive learning climate overall. Attendance Policy Considering the significance of student engagement and requisite of active student participation and commitment, attendance at each class session is expected. Class attendance is not simply sitting in class but is highly inclusive of meaningful participation. This includes coming to class prepared by having completed readings and assignments for the class session, being actively present, and participating and contributing to each class session. The following important elements of the attendance policy for this course:  If you are absent from class due to illness or family emergency please notify the professor before missing the class session  Students sign-in at each class session and each student is responsible for signing the roster.  If a student is more than 15 minutes late to class there is no credit for attendance on that day  Repetitive tardiness (10 minutes or more) or early departure (10 minutes early or more) of more than three times will affect the final grade. Up to 10 points can be deducted from the final calculations for the final grade.  Missing SIX (6) or more scheduled class sessions can result in a grade of “F” Confidentiality Confidentiality is a critical ethical component to the course discussion and sharing. All students are bound by social work principles of confidentiality. Any and all client and personal information shared in the class is considered confidential information and should be respected and handled as such. (EPAS

2.1.1; 2.1.2) Students with Special Learning Needs If you would like to request academic accommodation due to a disability, please contact Services to Students with Disabilities- Lassen Hall room 1008, phone: 916-278-6955 (voice only) or 916-278-7239 (TDD only) or http://www.csus.edu/sswd. Office hours are Monday through Friday 8:00 a.m. to 5:00 p.m. (except holidays). If you have a letter from Services to Students with Disabilities please present the letter to me so we can discuss the accommodations you might need for this class. Ethical Practice As developing social work professionals, it is expected that students will become familiar with and adhere to the NASW Code of Ethics. This code for professional behavior and conducts should guide your actions in class and in the field agency setting. Ethical violations (e.g., disrespect for colleagues) may result in failure of this course, particularly if the instructor or the field instructor has previously advised a student of the violation(s).

Written Assignments Clear and concise writing are key ingredients for your future in the field of social work. As future social workers, each of you will be called upon to write letters, conduct assessments, and complete reports that will impact the lives of individuals, families, agency funding, and social policies. It is in this spirit that I encourage you to use the written assignments in this class to hone your writing skills. We are fortunate to have access to a writing tutor here in the Division of Social Work. The development of writing skills is a life long endeavor; therefore I encourage you to seek out the assistance of the writing tutor whenever you feel the need. Additionally, after I read your assigned work I-may refer you to the writing tutor. NOTE: All ways keep a copy for yourself of each assignment you submit to the professor General Guidelines for Written Assignments Clear and concise writing are key ingredients for your practice as a social worker. As social workers, documentation, reports, case notes and other writings are critical elements that always impact the lives of clients, potential funding, and social policies. The development of writing skills is a life long endeavor; therefore, I encourage you to seek out the assistance of the writing tutor whenever you feel the need. Additionally, after I read your assigned work I may refer you to the writing tutor. All writing assignments in this course are viewed as expressions of social work practice skills. Approach each written assignment as a PROFESSIONAL activity. All assignments should be written with the following guidelines in mind: ►All papers are to be typed, double-spaced. ► Font (typeface) size shall be 12 points ►All papers are evaluated for proper use of grammar and spelling and coherently and logically arranged, thoughts. ►All papers are evaluated for proper use of knowledge: the integration of concepts, theories, models, and information from readings, lectures and class discussions is used in a way that demonstrates your grasp of the material. ►All papers should demonstrate accurate citation of references (both text and internet) in the style of the American Psychological Association (APA Style). ►Always keep a copy of each assignment you submit to the instructor ►No late papers will be accepted unless there are extraordiary circumstances and/or prior approval has been given by the instructor. Plagiarism: What is It and How to Avoid It

Written work must reflect your own thinking. It is considered plagiarism if you copy from your textbook, other printed works, other students or claim ideas that belong to others without citing the source of those ideas. More specifically, plagiarism is the use of distinctive ideas or works belonging to another person -without providing adequate acknowledgement of that person's contribution. Regardless of the means of appropriation, incorporating another's work into one's own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. When the source is not noted, the following would constitute plagiarism: 1. Word-for-word copying. 2. The mosaic (to intersperse a few words of one's own here and there while, in essence, copying another's work). 3. The paraphrase (the rewriting of another's work, yet still using the fundamental idea or theory). 4. Fabrication (inventing or counterfeiting sources). 5. Ghost-written material (submitting another's effort as one's own). It is also plagiarism to neglect quotation marks. Violation of University policy on plagiarism can result in an automatic failure (grade of “F”). In addition, if it is determined that a student has plagiarized the work of another, the student may be suspended or expelled from the University, depending on the circumstances. Students are encouraged to review the University policy on plagiarism by visiting the web-site http://www.csus.edu/admbus/umanual/UMP14150.htm. ►If you are ever in any doubt about what is or is not Plagiarism please do not hesitate to talk with me or any other professor. Help with Writing For free, one-on-one help with writing in any class, visit the University Reading and Writing Center in Calaveras 128. The Reading and Writing Center can help you at any stage in your reading and writing processes: coming up with a topic, developing and organizing a draft, understanding difficult texts, or developing strategies to become a better editor. To make an appointment or a series of appointments, visit the Reading and Writing Center in CLV 128. The Division of Social Work also offers writing tutors. You can sign-up to work with a writing tutor at the Division of Social Work Office. Criteria for Evaluating Writing LEGEND + = Thoroughly Covered  = Partially Covered

√ = Well Covered  = Not Covered

+= Thoroughly Covered = The points made in the essay answer are all relevant to the thesis and support it. The paper makes all the points essential to the thesis. Essay elements demonstrate a correct understanding of the material covered, or, where room for disagreement exists, present thoughtful and plausible interpretations of difficult material. Essay elements use terms, examples, comparisons, criticisms, and the like, as needed, to unambiguously convey a coherent view or explanation of the ideas or arguments being explained. √ = Well Covered = The points made in the essay answer are all generally relevant to the thesis and tend to give it solid support. The essay answer makes most of the points essential to the thesis. Essay elements evince a mostly correct and a competent understanding of the material covered, or, where

room for disagreement exists, present, overall, thoughtful and plausible interpretations of difficult material, even if one or two key elements are not covered or are given questionable treatment.  = Partially Covered = The essay makes one or more of the points essential to development of the thesis, although a number of points essential to the thesis may be overlooked or glossed-over, and the argument advanced may include more than a few elements that lend little if any support to the thesis. Some important and obvious points may be misunderstood or missing. Some points may be undeveloped or unrelated to each other. Connections may have to be supplied by the reader.  = Not Covered = The essay answer has a thesis and appears to argue for it, but the essay is a series of scattered or unrelated points. The content of the essay evinces misunderstanding of several key concepts (relative to the purposes of the assignment) or understanding of them is not conveyed, yet some key concepts are covered and are not entirely misunderstood. Assignments 1. Attendance and Participation, Interview Skills Practice and Role Play Participation (50 points) This course is a learning and doing class in which actual student participation and student commitment to the course is essential. The principles of collaborative and co-learning environment are central to achieving our course learning outcomes. That is, to develop social work practice skills it is essential that students practice through doing and participation. I am interested in how you participate in this course. Participation means that you talk in a relevant fashion (about the lectures, discussions, readings, field, etc.) and that you listen and give feedback to your colleagues. It means that you “attend” to the class discussions and participate in your small group discussions. You will be graded for each time you come to class and participate. Below are indicators of student participation considered for assessment of “Participation” 1. Arrive for class on time and remain in class until end of class session 2. Turn-off Cell Phones and No Texting during class 3. Complete all pre-class assignments before coming to class 4. Attend each class and be active in class discussions, small group work, role plays, and group exercises. 5. Read all assigned readings and complete noted assignments prior to class. 6. Challenge yourself to be an active learner by asking questions, discussing readings, assignments and field experiences. This may require you taking a risk and venturing outside your comfort zone. Share your ideas and thoughts! 7. Challenge yourself to be open to hearing ideas and thoughts of fellow classmates with whom you disagree. 8. Take the risk and engage in Role Plays 9. Bring with you when you enter the classroom your commitment to learning and being a member of a classroom community. 10. Consider how you can contribute to building a classroom community that is safe and is made up of an atmosphere of respect, honoring, and openness so that each and everyone can take the necessary risks to grow and learn. 11. Read the Division of Social Work’s Student Standards of Performance and abides by these. (see the Student Engagement Section for web address). 2: Learning Modules (Pre-class Preparation Assignments, End of Chapter Exercises and Case Studies): (150 Points) Learning Modules available on our SacCT Course page help you explore and integrate important course material. There are Learning Modules for each class session. Learning Modules can include Birkenmaier, et al, (2014) end of Chapter exercises, the Case Studies that accompany the Birkenmaier, et al (2014) text, other readings and follow-up questions, and other pre-

class preparation learning activities. These exercises will help you develop critical thinking skills with regard to how factors such as culture, discrimination, and issues at all levels affect client situations. Students will practice skills relating to theory application and generalist intervention.  Each Learning Module with the complete and detailed assignment is located on our course’s SacCT Blackboard webpage.  When asked to work with an online case study you can locate these at: www.routledgesw.org/cases o Type up the answers, save them in the online Notebook, print out and bring them to class where they will be discussed. You will keep all your notebook entries and assignments in a folder to be periodically turned in and reviewed by the professor.  Follow the directions for other exercises and reading responses, etc and type up responses as directed in each Learning Module. Print out and keep them in an assignments folder.  You will be asked to turn this folder in periodically so that I can review and credit your work.  Always have this folder with you for each class session.

3.Quizes: 40 points Throughout the semester there will be 4 quizzes. We will use the Team Based Learning model to work with the quiz which means. 1.You will take the quiz individually in class 2. Take the quiz in class as a TEAM with a small group 3. We will process and appeal as we process the quiz Quiz #1: Quiz #2: Quiz #3: Quiz #4:

Thursday, September 24th Tuesday, October 29th Thursday, November 12th Tuesday, December 3rd

3. Diversity Practice Research Paper: 50 pts After exploring the diversity of the client population that you are serving at your field agency, you will research a diversity competent practice that would relate to your client population (students’ definition of this can be broad—e.g., some groups that could be considered include those with developmental or other physical/mental challenges; sexual or ethnic minorities; older adults; men—because they often aren’t a focus of practice). The goal of this assignment is to assist you in using the social work literature to identify techniques and strategies supported by research in direct practice with diverse groups. What you need to do: 1. Locate at least 1 journal articles, a book, or professional paper that describes some aspect of social work practice addressing your chosen population. You might begin by looking at the bibliography for the text. In addition, you can consult with the computerized databases in the library (e.g., social sciences abstracts). 2. Read the articles and identify one technique or strategy that the author(s) suggests will be helpful in working with this population. 3. Prepare a brief (three page minimum) written summary of the technique and a critique of the author’s research. In your review, address the following: a. What does the author suggest are the main clinical or other issues facing this population? b. Describe the approach suggested by the author(s). c. Does the author cite any research or study that supports his/her suggestions? d. What are some of the limitations to using this approach, particularly for this population (e.g., is it appropriate? Might it reinforce stereotypes/oppression? Is it an evidencebased approach?)? e. Are there any ethical considerations in using this approach?

f.

Would you be comfortable using this approach? Why or why not? Include in this any critique you might have of the approach based on your knowledge of the population, research methods, theory, etc. or any values conflicts you might have personally. g. What did you learn about this population? Did what you learned change any previously held beliefs, values, ideas, stereotypes etc. about this population? How? h. Be sure to include a full citation for the article you used. 4. You will share your findings with us in class. Be prepared to answer questions we might have! 4. Biopsychosocial Case Study and Presentation (12 pages): 150 Points By the end of October, you should have a particular case with which you are working. If not, the instructor has cases that can be used for this assignment. By the end of the semester, you will have completed a comprehensive case study that will be presented to the class. Presentations will be conducted during the last few weeks of the semester. Case studies need to include the following information: 1. Generalist practice assessment and “intake” information on the client (e.g., presenting problem(s); client profile including age, living situation, marital/partner status, children, current work situation, education, etc.; history of presenting problem; past psychiatric history; substance use/abuse; social history including where person was reared, extended family and relationships, friends, marital/partner history, etc.; relevant family history; medical history; mental status information; possible defense mechanisms client may be using; cultural, oppression, discrimination, and spiritual considerations). Though a real intake would be thorough and somewhat lengthy, for this paper keep this section brief and include only pertinent information. 2. Assessment of the problem(s) and client’s strengths 3. A plan for working with the client and the problem(s) 4. Intervention(s) to be used with the client This includes a brief literature review of best practices for your particular client. This will require 5 scholarly references 5. Evaluation of the process 6. A plan for follow-up 7. Ethical and other considerations 8. Presentation of the case Again, you will want to consult class notes, the textbook, course readings and further details on our SacCT Course Webpage for full information on each of these sections. Remember to maintain client confidentiality in papers and presentations!! The case study helps you to develop skills in generalist practice assessment and intervention and to apply knowledge of theory and policy to social work processes to affect change. The case study also helps you to understand how values, ethics, and issues of diversity, oppression, and discrimination impact social work processes as they work with clients from intake to follow-up. You must use effective communication skills to gather information and utilize supervision for feedback on the process as well as function within the agency setting to achieve goals set with the client. 5.Field UpDate and Reflection Paper (60 points) SWRK 140B is interrelated with SWRK 195A Field Education and so this course assignment provides a specific bridge between these two important components of your professional social work practice education. During the semester you will write FOUR (4) Field Updates (see end of syllabus).There are TWO parts to the update:  Part One is a simple check list wherein you will let me know how the field internship is going for you.

 Part Two requires that you do further explanation, elaborating on a case or situation in the field related to social work competencies and practice behaviors. You need to type this part and include citations. See our SWRK 195 Folder for the topic ideas and guide questions for each Update/Reflection.  The Field Update is available to download on the SacCT homepage, under “SWRK 195 Field” Folder.  The Field Update is submitted in class on the due date according to the following schedule: Field Update Due Dates: Due Date #1 Due Date #2 Thursday, 9/24  

Tuesday, 10/20

Due Date #3

Due Date #4

Tuesday, 11/17

Tuesday, 12/08

Note that hand-written entries are not acceptable—they must be typed. Do not email your entries they must be handed-in as a hard copy. Please note that the fourth field update will include several thought questions to help you reflect on your growth in the fall semester and your goals for the upcoming semester

Assignment Attendance and Participation Learning Modules Quizzes Field Update & Reflection Paper Diversity Practice Research Paper Biopsychosocial Case Study Presentation Paper Total Points

Grade A AB+

Points Range 500-475 474-450 449-430

Grade B BC+

Points 50 150 40 60 50 150

Due Dates Ongoing Each Class Session 9/24; 10/29; 11/12; 12/03 9/24; 10/20; 11/17; 12/08 Tuesday, 10/27 Tuesday, 12/08 & Thursday 12/10 Thursday, 12/17 : 10:15-12:15

500

Points Range 429-410 409-400 399-385

Grade C CD+

Points Range 384-375 374-350 349-335

Grade DF

Points Range 334-300 299 -….

Please note that in the Division of Social Work students must receive a grade of C or better to pass a course.

COURSE OUTLINE and Schedule Please note that this is a living document and therefore it will more than likely change in response to our classroom community and the Professor’s discretion. Learning Modules are on our SacCT Course Webpage along with specific directions for the Pre-Class Assignments. These include our Class Preparation Assignments, Case Study Exercise Assignments, End of Chapter Exercises, and other learning activities. Keep all Class Preparation Assignments, Case Study Online Notebook entries, End of Chapter exercises, and other Learning Module learning activities in your class assignment folder and have it available for turn-it at each class session

Week 1 Introduction to the Course

Tuesday, 9/01/15 Topic Welcome to this class! Course overview & review of syllabus and assignments. Building a classroom community. Aligning practice class to your field placement. Assignments Due for Today’s Class 1. Listen to the Welcome video clip for this course _______________________________________________________________________ Thursday, 9/03/15 Topic Practicing Social Work, Social Work Competencies, Review of the Social Work practice framework, social work roles, and other concepts Assignments Due for Today’s Class: Learning Module 1: 1.Case Exercises #1 (Birkenmaier, et al., p. 36): Explore the Sanchez family case study at www.routledgesw.com/cases by reviewing the introduction and tasks of each of the 4 phases. Click on “Start this Case” and Complete Tasks #1, 2, and 3. a.Use the Notebook function and enter notes for each of the cases. b.Answer the questions in the TASK tab. b.Come to class ready to discuss and share Readings for Today’s Class 1. Birkenmaier et al. Chapter 1 pp. 1-25

Week 2 Field Starts this week!

Tuesday, 09/08/15 Topic Introduction to Theoretical Perspectives for Social Work Practice Straight Talk about Translating Perspectives into Practice Readings for Today’s Class: 1. Birkenmaier et al. Chapter 1 pp.25-38 2. Saleebey: The Strengths Perspective in Social Work Practice: Extensions and Cautions (on SacCT) Assignments Due for Today’s Class: Learning Module 2A 1. Read the Saleebey article a. Answer the Follow-up Questions

b.Complete and Bring to class ready to share 2.Case Exercises #5 (Birkenmaier, p. 37): Explore the case file of Emilia Sanchez within the Sanchez Family Case Study at www.routledgesw.com/cases. a. Read her Client History, Client Concerns, and Goals. b. Click on “Mapping the Case” (under Case Study Tools) c. Explore Emilia’s relationship with relatives by reviewing the genogram, ecomap, and interaction matrix (under Case Study Tools). d. Answer Emelia’s Critical Thinking Questions in Notebook, print out for class. _________________________________________________________________ Thursday, 09/10/15 Topic Starting at your field, Exploring Values and Ethics, Developmental Stages of Internship, Using Supervision Assignments Due for Today’s Class: Learning Module 2B 1.View the mini-lecture PowerPoint on SacCT 2.Answer Follow-up questions 3.Come to class ready to share Readings: 1.Sweitzer, H.F., & King, M.A. Chapter 2,3 & 4 In, The Successful Internship, 3rd edition. Belmont, CA: Brooks Cole/Cengage (on SacCT) 2. Young, S. (2014). Eight Tips for New Social Work Interns. In The New Social Worker at http://www.socialworker.com/feature-articles/field-placement/8-tips-for-new-socialwork-interns/ Week 3

Tuesday, 9/15/15 Topic Human Rights Applying Ethics and Values in Social Work Practice Ethical Decision Making Tools Assignments Due for Today’s Class: Learning Module 3A 1.View the mini-lecture on Ethical Dilemmas and Ethical Decision Making tools a.Listen to the Podcast: Social Work Podcast: Interview With Allan Barsky on Social Work Values and Ethics at http://www.socialworker.com/feature-articles/ethicsarticles/social-work-podcast-interview-allan-barsky-social-work-ethics/ b.Answer the follow-up questions c. Come to class ready to share 2. Case Exercises #1 (Birkenmaier, et al., p. 64). Read the entire description of exercise #1. Select the Sanchez Family case ( www.routledgesw.com/cases) and review the client history of Celia and Hector Sanchez a. After reviewing the case history and reviewing the exercise, answer the questions: Should you encourage Celia to use your assistance to enroll? What social work values are involved in this case situation? Is there an ethical dilemma? How might you resolve the dilemma/situation? What might be the implications? b. Bring your notes and come to class ready to share

Readings: 1.Birkenmaier et al. Chapter 2 2.Ward & Mama, Appendix A: Code of Ethics of NASW __________________________________________________________________ Thursday, 9/17/15 Topic Professional boundaries, confidentiality and HIPAA Field check-in and learning agreements Assignments Due for Today’s Class Learning Module 3B 1.Read the two articles assigned for today. a. Answer the follow-up questions Readings: 1.Handon, R (2009). Client Relationships and Ethical Boundaries for Social Workers in Child Welfare. The New Social Worker at http://www.socialworker.com/featurearticles/ethicsarticles/Client_Relationships_and_Ethical_Boundaries_for_Social_Workers_in_Child_W elfare/ 2. Stanford, K. (2008). Analysis of an Ethical Dilemma. The New Social Worker at http://www.socialworker.com/feature-articles/ethicsarticles/Analysis_of_an_Ethical_Dilemma/

Week 4

Tuesday, 9/22/15 Topic More on ethical issues, Duty to Report and Duty to Warn Assignments Due for Today’s Class: Learning Module 4A 1. Complete b. Other Exercises #7 in Birkenmaier, et al page 64-65. A. Answer all the questions and bring to class for discussion Readings: Corbin, J (2008). Confidentiality & the Duty to Warn: Ethical and Legal Implications for the Therapeutic Relationship. The New Social Worker at http://www.socialworker.com/feature-articles/ethicsarticles/Confidentiality_%26_the_Duty_to_Warn%3A_Ethical_and_Legal_Implications_f or_the_Therapeutic_Relationship/ __________________________________________________________________ Thursday, 9/24/15 Topic Field Check-in Use of Self and Countertransference In Class Quiz Today Assignments Due for Today’s Class: Learning Module 4B 1. First Field Update/Reflection due today 1.Read Dr. Dot’s article on Transference and Countertransference a. Answer the follow-up questions b. Complete and bring to class ready to share Readings:

1. Dr. Dot (2008): Transference and Countertransference at: http://www.clinpsy.org.uk/forum/viewtopic.php?t=1979

Week 5

Tuesday, 9/29/15 Topic Hearing the Client’s Situation and Perspective Articulating Purpose Moving from Spotting Deficiency to Recognizing Strengths Documentation in Social Work Practice: The Case Note Assignments Due for Today’s Class: Learning Module 5A 1. .Working with the Carla Washburn Case at www.routledgesw.com/cases. a. Complete all of Phase 1: Engage the Client System b. Complete all of the Tasks, Critical Thinking Questions and thought questions c. Print and bring to class Readings: 1.Birkenmaier, et al. Chapter 3 pp 67-81 2.Ward & Mama, Chapter 6: Communication: Building Bridges Not Walls 3.Cameron, S. & turtle song, i. (2002). Learning to write case notes using the SOAP format. Journal of Counseling & Development, 80, pp. 286-292 __________________________________________________________________ Thursday, 10/01/15 Topic Viewing the Client System Situation and Perspective from Social Justice and Human Rights Perspectives Assignments Due for Today’s Class: Learning Module 5B 1. Case exercises #1 and #2 (will do the role play in class)pp. 99 a. Complete all the guide questions b. Print and bring to class Readings: 1.Birkenmaier, et al. Chapter 3 pp 82-102 2. Segal, E. (2011). Social Empathy: A Model Built on Empathy, Contextual Understanding, and Social Responsibility That Promotes Social Justice. Journal of Social Service Research, 37, pp. 266–277

Week 6 Learning Agreements Due this week

Tuesday, 10/06/15 Topic Exploring Cultural Competence in SW Practice Assignments Due for Today’s Class: Learning Module 6A 1.Read the Ward & Mama Chapter 7 a.Complete the exercises and questions within the chapter b.Bring to class 2. Read your Assigned Article from the Diversity Articles Folder on SacCT a. Complete the guide questions b.Bring to class to share Readings:

1.Ward & Mama. Chapter 7: Insight into your Client’s Perceptions 2.Diversity Readings Folder (SacCT): Read Your assigned article from the Diversity Articles Folder on SacCT __________________________________________________________________ Thursday, 10/08/15 Topic Introduction to Assessment Implications of Diversity in Assessment Using Mapping Tools in Assessment Assignments Due for Today’s Class: Learning Module 6B `1. Case Exercises #1 (Birkenmaier, et al., p. 170). Read the entire description of exercise #1. Select the Emilia in the Sanchez Family case including the ecomap and genogram for the family.( www.routledgesw.com/cases) a.Complete the directions for constructing genograms and bring to class 3. We will role play in class.

Week 7

Readings 1.Birkenmaier, et al. Chapter 4:pp. 103-142 2.Meyers. Using Graphics for Assessment (SacCT) 3.Congress, E.P. (2005). The Use of the Culturagram to promote cultural competence among social workers in healthcare settings. Social Work in Health Care, 39 (3), 249262. Tuesday, 10/13/15 Topic Mental Health Assessment Suicide Assessment Assignments Due for Today’s Class: Learning Module 7A 1.Read the MAP and the Klomek articles a. Answer the guide questions b. Come to class ready to share Readings 1.Birkenmaier, et al, Chapter 4: pp. 142-169 2.MAP (2011). Talking about suicide and LGBT Populations 3.Klomek, A.B., et. Al. (2007). Bullying, Depression and Suicidiality among Adolescents. Journal of Child and Adolescent Psychiatry, 46(1), 40-49. __________________________________________________________________ Thursday, 10/15/15 Topic Mental Health Assessment Continued Grief and Loss Mental Status Exam Assignments Due for Today’s Class: Learning Module 7B 1.Working with the Carla Washburn Case at www.routledgesw.com/cases. a. Complete all of Phase 2: Assess the Client System b. Complete all of the Tasks, Critical Thinking Questions and thought questions c. Print and bring to class

Week 8

Readings 1.Tufts University: Mini Mental status 2. Elizabeth Altmaier (2011) Best Practices in Counseling Grief and Loss: Finding Benefit from Trauma. Journal of Mental Health Counseling: January 2011, Vol. 33, No. 1, pp. 3345. Tuesday, 10/20/15 Topic From Assessment to Treatment Planning Share Diversity Practice Papers Assignments Due for Today’s Class: Learning Module 8A 1. .Working with the Carla Washburn Case at www.routledgesw.com/cases. a. Complete all of Phase 3: Intervene: Create a Plan b. Complete all of the Tasks, Critical Thinking Questions and thought questions c. Print and bring to class 2. Field Update/Reflection #2 Due Today Readings 1.Review Birkenmaier, et al, Chapter 4: pp. 126-129 ______________________________________________________________________ Thursday, 10/22/15 Topic Self Care Assignments Due for Today’s Class: Learning Module 8B 1.Explore the Self Care Starter Kit at the University of Buffalo, School of Social Work 2. Go to Developing My Self Care Plan and complete #1: How Do You Cope Now: Life Style Behaviors and #2: Self Care Assessment 3. Bring to both to class. Readings 1.Review Birkenmaier, et al, Chapter 4: pp. 160-170 2. Smullens, S (2012). What I wish I had known: Burnout and self-care in our Social Work profession. The New Social Worker, 3 (summer). http://www.socialworker.com/feature-articles/fieldplacement/What_I_Wish_I_Had_Known_Burnout_and_SelfCare_in_Our_Social_Work_Profession/

Week 9

Tuesday, 10/27/15 Topic Supporting Clients’ Strengths Supporting Clients’ Environments Traditional Social Work Roles in Contemporary Social Practice Case Management Practice Assignments Due for Today’s Class: Learning Module 9A 1. Diversity Practice Research Paper Due Today Readings: 1.Birkenmaier et al. Chapter 5 pp 173-209 2.Eyrich-Garg: Strategies for Engaging Adolescent Girls Emergency Shelter in a

Therapeutic Relationship: Recommendations From the Girls Themselves 3.Kondrat & Teater: An Anti-Stigma Approach to Working with Persons with Severe Mental Disability: Seeking real change through narrative change _______________________________________________________________________ Thursday, 10/29/15 Topic More on Integrating Theory into Practice Highlighting Cognitive Behavioral Therapy (CBT) And Mindfulness Based CBT In Class Quiz Today Assignments Due for Today’s Class: Learning Module 9B 1.Read Ward’s & Mama’s (2010). Chapter 9: Pick a Theory, any Theory a.Answer the follow-up questions b.Complete and Come to class ready to share Readings 1.Ward & Mama: Chapter 9: Pick a Theory, any Theory (SacCT) 2.Naar-King & Suarez (2011). Chapter 2: Adolescents & Emerging Adulthood: A brief review of development. Week 10

Tuesday, 11/03/15 Topic Endings and Practice Evaluation Creating a Case Summary Assignments Due for Today’s Class: Learning Module 10A 1 Working with the Carla Washburn Case at www.routledgesw.com/cases. a. Complete all of Phase 4: Evaluate Your Results b. Complete all of the Tasks, Critical Thinking Questions and thought questions c. Print and bring to class Readings 1.Birkenmaier, et al. Chapter 5 pp. 209-234 2.Loveland, D (2007). Documenting services delivered in behavioral health programs _______________________________________________________________________ Thursday, 11/05/15 Topic Engaging and Intervening with Families Assignments Due for Today’s Class: Learning Module 10B 1.Complete exercise #1 in: a. Case Exercises in Birkenmaier, et al pp. 281-282 a. Review the Roberto Sanchez case at www.routledgesw.com/cases b.Follow the directions on pages 281-282 in the text. c.Answer all the thought thought questions d. Print out and bring to class Readings 1.Birkenmaier, et all: Chapter 6. pp.235-262 2.Shakya et al: Family Well-Being Concerns of Grandparents in Skipped Generation Families

Week 11

Tuesday, 11/10/15 Topic Contemporary Trends and Skills For Engagement and Assessment with Families Generalist Practice Skills Guidelines for Family Engagement and Assessment Straight Talk about Family Social Work Practice Assignments Due for Today’s Class: Learning Module 11A 1. Complete exercise # 4 and #5 in: a. Case Exercises in Birkenmaier, et al pp. 282 a. Review the Case for Hudson City at www.routledgesw.com/cases The Patel family is one of many who have been displaced by Hurricane Diane. b. Answer the guide questions listed on page 282 c. Bring to class Readings 1.Birkenmaier, et al. Chapter 6: pp.262-284 2.Bailey, Letircq, & Porterfield: Family Coping and Adaptation Among Grandparents Rearing Grandchildren 3.McCullogh-Chavis & Waites: Genograms with African American Families: Considering Cultural Context _____________________________________________________________________ Thursday, 11/12/15 Topic Theoretical Approaches to Intervening with Families Contemporary Trends and Skills for Intervening with Families In Class Quiz Today Assignments Due for Today’s Class: Learning Module 11B 1.Complete exercise #1 in: a. Case Exercises in Chapter 7: pp.321 a. Review the case files for Carmen Sanchez at www.routledgesw.com/cases b. Address the Critical Thinking Questions 1,2 and 3 c. Print and bring to class Readings 1.Birkenmaier, et al: Chapter 7: pp.285-306 2.Beharie et al: The HOPE Family Project: A Family-Based Group Intervention to Reduce the Impact of Homelessness on HIV/STI and Drug Risk Behaviors

Week 12

Tuesday, 11/17/15 Topic Contemporary Trends and Skills for Intervening with Families Assignments Due for Today’s Class: Learning Module 12A 1.Complete exercise #7 in b. Other Exercises on p. 323 2. Answer guide questions and bring to class for small group work 3. 1. Complete Field Update/Reflection #3 and turn in at class session Readings 1. Cornille, Meyer, et al: The Family Outreach Model: Tools for Engaging and Working with Families in Distress 2. Goldfarb & Devine: Partnering with Professionals: Family Centered Care from a Parent

Perspective 3.Tomasello et al: Family-Centered Early Intervention for Infants and Toddlers with Disabilities ______________________________________________________________________ Thursday, 11/19/15 Topic Ending Work with Families Evaluation of Social Work Practice with Families Straight Talk about Family Intervention, Termination, and Evaluation Assignments Due for Today’s Class: Learning Module 12B 1.Read the van Wormer article a. answer the follow-up questions b. bring to class and be ready to share

Week 13

Readings 1.Birkenmaier, et al: Chapter 7: pp 306-324 2. van Wormer: Counseling Family Members of Addicts/Alcoholics: The Stages of Change Model Tuesday, 11/24/15 Topic Introduction to Motivational Interviewing The Spirit of Motivational Interviewing Guiding Skills in Motivational Interviewing Assignments Due for Today’s Class: Learning Module 13A 1. View video: Bill Matulich , Introduction to Motivational Interviewing at: https://www.youtube.com/watch?v=s3MCJZGRk a. Answer follow-up questions b. Print out and bring to class Readings 1. Naar-King & Suarez (2011). Chapter 1: Why Motivational Interviewing with Adolescents & Young Adults 2. Naar-King & Suarez (2011). Chapter 3: The Spirit of Motivational Interviewing 3. Naar-King & Suarez (2011). Chapter 4: Person Centered Guiding Skills _______________________________________________________________________ Thursday, 11/26/15: No Class for Thanksgiving Holiday Happy Thanksgiving!

Week 14

Tuesday 12/01/15 Topic Rolling with Resistance, Change Talk, Commitment Assignments Due for Today’s Class: Learning Module 14A 1.Read the today’s assigned readings a.Answer the follow-up questions b.Bring to class to share Readings

1. Naar-King & Suarez (2011). Chapter 5: Responding to Resistance 2. Naar-King & Suarez (2011). Chapter 6 : Change Talk 3.Naar-King & Suarez (2011). Chapter 7: Commitment Thursday, 12/03/15 Finishing up with Motivational Interviewing In Class Quiz Today Week 15

Tuesday, 12/08/15 Topic Biopsychosocial Case Presentations Assignments Due for Today’s Class: Learning Module 15A 1. Complete Field Update/Reflection #4 and turn in at class session ________________________________________________________________________ Thursday, 12/10/15: Last day of class Topic Biopsychosocial Case Presentations Wrap –up Assignments Due for Today’s Class: Learning Module 15B Dec 17 10:15-12:15 Final Exam Biopsychosocial Paper DUE by 12:15 pm