STONY BROOK UNIVERSITY SCHOOL OF SOCIAL WELFARE

HWC 513 Social Work Practice 2012 Fall Semester PROFESSORS:

Linden, Velazquez, McCaslin, Pastore & Standard

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HWC 513 – 514 3 Credits per term COURSE DESCRIPTION This two-semester required foundation practice sequence introduces students to social work practice. They provide the foundation for generalist practice with a variety of client systems and social contexts. The values, knowledge and skills necessary for effective practice are emphasized. This social work practice sequence links knowledge building in the foundation year and the field education practicum by integrating theories and application within the context of professional purpose and values. The courses are designed to be consistent with the School’s mission that emphasizes the values of human dignity, social and economic justice, and human rights. In this regard, people are seen as both unique individuals and as members of groups based on class, age, race, gender, ethnicity, sexual orientation and functional abilities. As such, they are often denied their identity and the resources that they require to maintain a satisfactory existence. Oppressive conditions, structures and processes are considered to be major determinates of human suffering and of individual and social problems. In this way, oppression serves as the organizing principle that brings together individual experience and problems within broader social, political, cultural and economic factors. In considering the diversity of human experience, the courses facilitate students’ examination of how sexism, racism, ageism, homophobia and other forms of discrimination negatively impact the development of accurate assessments and interventions. The courses emphasize a strengths perspective and empowerment model for practice, which identifies and respects the validity of all persons, their construction of reality, the diversity of their experience and cultures, and their judgment as to what constitutes relevant information and action. As generalist practitioners, students develop a repertoire of skills so that they can function in a variety of social work roles and activities to a) foster individual, family, group, organizational and community strengths, self-determination and empowerment; b) enhance the quality of life for individuals and families through strengthening coping mechanisms; c) identify and help secure needed resources and equitable treatment from heath, education and human service organizations; and d) advocate for social, political and economic changes at the case and organizational level to redress social and economic injustice, inequality and oppression. These courses must be taken concurrently with HWC 500 and 501 – Field Education I and II; HWC 504 must be taken concurrently with HWC 514, or before; HWC 513 is a prerequisite for HWC 514. Together, HWC 513 and HWC 514 combine to provide students with a foundation for social work practice. Students are not able to progress to the next course/s in this sequence until grades for all pre-requisite courses are entered. The following provides an overview of the objectives for both courses over the course of the academic year. 2

The specific objectives of these two courses are divided into three areas--Values, knowledge and skills—and are as follows: Values: 1. Understanding that human dignity, social justice and cultural diversity are core professional social work values; 2.

Understanding that individual, family, group and community strengths are the basis upon which efforts at individual and social change are best achieved;

3.

Understanding the objectives and the subjective consequences of oppression, which systematically operate to devalue groups of people on the basis of class, age, race, gender, ethnicity, sexual orientation and functional abilities;

4.

Identifying and reflecting on personal values and their relationship to practice including problem definition, relationship building, intervention methods, and evaluation; and

5.

Appreciating the value systems of others and that these value systems can result in different constructions of reality and meaning for the individual.

Knowledge: 1. Practice theory and processes as they apply to generalist practice and the principles that guide a strengths perspective and empowerment-based model of social work practice; 2.

The objective and subjective manifestations of oppression and how these permeate the psychosocial, political, economic and cultural aspects of people’s lives and impact delivery of services;

3.

The multiplicity of ways of expression and of knowing that are consistent with a respect for diversity and validation of peoples’ strengths;

4.

Professional social work language and how it is applied in a variety of intervention modalities;

5.

The helping process and how this translates across client systems;

6.

How organizations and agency factors affect practice and how they can be influenced;

7.

The way in which evaluation knowledge and methods can be applied to practice;

8.

Structural factors, such as organizational contexts, as positive or negative influences on practice;

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9.

The emerging knowledge base of practice and how to create new knowledge and influence existing knowledge; and

10. The complex factors involved in establishing and maintaining purposeful relationships when services are sought, proffered or imposed. Skills: 1. Communicate effectively with clients, demonstrating recognition of and an appreciation for differences in class, race, gender, ethnicity, culture, religion, abilities, sexual orientation, and other characteristics; 2.

Build empowering effective relationships with individuals, families, groups, organizations and communities that engage them as partners and coworkers in the helping process;

3.

Analyze, from a strengths perspective, individual, family group community, and organizational capacities including, assessment of existing and potential support systems and coworkers in the helping process;

4.

Formulate goals that address assessment, intervention, evaluation and transitions;

5.

Undertake evaluation as a mutual endeavor with clients and apply it in terms of both process and outcomes;

6.

Understand and effectively fulfill practice roles such as advocate, counselor, case manager, group facilitator and community organizer;

7.

Develop cultural competence, assessment and intervention skills, as well as personal awareness;

8.

Develop beginning skills in collaborating toward organizational and community efforts to bring social change in the direction of greater social justice and human dignity;

9.

Develop a beginning awareness and identification with professional social work role/s;

10. Establish and maintain purposeful relationships with clients, community resources, other disciplines and administrative bodies for client’s benefit; 11. Develop Interview skills, which include the ability to listen, question and respond to complexities; 12. Critically evaluate agency policies; and 13. Critically evaluate interventions with client systems. 4

TEXTS FOR HWC 513 - 514 These texts are used for BOTH HWC 513 AND 514 A. REQUIRED TEXTS Glicken, M.D. (2004). Using the Strengths Perspective in Social Work Practice. NY: Pearson Education, Inc. Shulman, L. (2011, 7th edition). The Skills of Helping Individuals, Families, Groups, and Communities. Itasca, Ill.: Thompson Brooks/Cole Publishers, Inc. B. SUGGESTED TEXTS Finn and Jacobson, (2003). Just Practice. Peosta, IA: eddie bowers pub., co., inc. Height, W.L., Taylor, E.H. (2007). Human Behavior for Social work Practice: A developmental-ecological framework. Chicago, IL: Lyceum Books, Inc. Johnson, L.C. & Yanca, S.J. (2010, 10th edition), Social Work Practice: A Generalist Approach. NY: Pearson Education, Inc. Lum, D. (2004, 5th edition). Social Work Practice and People of Color: A Process Stage Approach. CA: Brooks/Cole. Saleebey, D. (2009, 5th edition). The Strengths Perspective in Social Work Practice. NY: Pearson Pub. Sheafor, B. & Horejsi, C. (2006, 7th edition). Techniques and Guidelines for Social Work Practice. Boston, Mass: Turner, F.J. (2011, 5th ed). Social Work Treatment: Interlocking Theoretical Approaches, NY: Oxford University Press. CLASS FORMAT Classes will be conducted in a seminar format. In addition, lectures, class discussions, audio-visual materials, small group discussions and role-plays will be used. Students are expected to participate in these educational activities. COURSE REQUIREMENTS: A.

Students are expected to attend all classes on time and remain for the entire session; attendance is taken. In the event that students need to miss a class, they are expected to communicate with their instructor regarding the absence. A student who misses more than three classes will fail the course. Absences, lateness and/or early departure will reduce a student’s grade.

B.

Students are to utilize APA style in all written work. The Stony Brook Writing Center offers advice and support to all students. Contact information: 631-6327405; 2009 Humanities Building. Students are also referred to Purdue University’s Online Writing Lab. This is a useful web site that is available at: http://owl.english.purdue.edu/owl/resource/560/01/. An online tutorial for use of APA is available at: http://apastyle.org/learn/tutorials/basics-tutorial.aspx 5

C.

Students are expected to do the assigned readings throughout the semester. All written assignments are due on the assigned date. Assignments handed in late without prior arrangements with the instructor will be accepted at the discretion of the instructor and will result in a grade point deduction of one half grade per week.

D.

Students are expected to adhere to the Stony Brook University Student Code of Conduct, the School of Social Welfare Student Code of Conduct and to embrace the NASW Code of Ethics.

Americans with Disabilities Act: If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Disability Support Services, ECC (Educational Communications Center) Building, room128, (631) 632-6748. They will determine with you what accommodations, if any, are necessary and appropriate. All information and documentation is confidential. Academic Integrity: Each student must pursue her or his academic goals honestly and be personally accountable for all submitted work. Representing another person's work as your own is always wrong. All faculty are required to report suspected instances of academic dishonesty to the Academic Judiciary. Please refer to your graduate handbook, “To Help You Manage’ for information on specific procedures. Students are encouraged to utilize Purdue University’s reference guide regarding issues related to plagiarism. This site can be accessed at: http://owl.english.purdue.edu/owl/resource/589/01/ For more comprehensive information on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at http://www.stonybrook.edu/uaa/academicjudiciary/ Critical Incident Management: Stony Brook University expects students to maintain standards of personal integrity that are in harmony with the educational goals of the institution; to observe national, state, and local laws and University regulations; and to respect the rights, privileges, and property of other people. The faculty is required to report to the Office of Judicial Affairs any disruptive behavior that interrupts their ability to teach, compromises the safety of the learning environment, and/or inhibits students’ ability to learn. COURSE GRADING: A. CRITERIA AND COMPONENTS FOR HWC 513: 1. Written work, including timely submission………………. 80 points a. Mid-Term 30 points b. Process Recording 10 points c. Ethnic Roots Assignment 10 points d. Final 30 points 2. Quality & degree of class participation and attendance……. 20 points 6

Total………………. B.

100 points

GRADES: Points 100 – 95 94 – 90 89 – 85 84 – 80 79 – 75 74 – 70 69 – 65 64 – 60 59 – 00

Grade A AB+ B BC+ C CF

HWC 513 This fall semester course provides a foundation for generalist practice, including the knowledge base, values and skills development necessary for effective practice with individuals, families, groups and communities. Students are introduced to the helping process across client systems and across the life span through a strengths perspective and empowerment approach to practice. Students are introduced to the concepts of resilience, strengths and adaptive coping as foundations to their understanding of human development.

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CLASS SCHEDULE – Fall 2012, HWC 513 SESSION

TOPIC

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On Becoming a Professional Social Worker

2

Values & Ethics in Social Work Practice

3

Beginning Roles and Responsibilities

4

The Planned Change Process: Engagement

5

Assessment I

6

Assessment II

7

Goal setting

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In Class MID -TERM EXAM

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Intervention Across Client Systems

10

Intervention Across Client Systems PROCESS RECORDING/LOG DUE

11

Culturally Diverse Practice

12

Duties as a New York State Mandated Reporter

13

Evaluation ETHNIC ROOTS ASSIGNMENT DUE

14

Termination and Transitions

15

Summary and Looking Forward FINAL PAPER DUE

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SESSION 1: A. B.

C.

On Becoming a Professional Social Worker

Introductions and Overview of this Practice Sequence 1. Getting Started 2. Reciprocal Expectations and Responsibilities Historical Overview and Values of our profession 1. Historical overview: the development of social work practice; and the parallel historical origins of casework and the settlement movement 2. Understanding professional values and responsibilities and how we integrate our professional and personal selves a. Understanding the “isms” as markers for oppression b. Aiming for cultural competence as central to social work practice 3. The Helping Relationship and the Helping Process: a. Incorporating mutuality, collaboration and collaborative partnerships b. Understanding the implications of power differentials and oppression on help seeking behavior and on the provision of services Theories that Help Us 1. The Strengths Perspective 2. Defining empowerment and generalist practice 3. General Systems Theory 4. Understanding the Nature of Change

Readings Bell, L.E. (2010). Theoretical Foundations, In Readings for Diversity and Social Justice (2nd ed), pp. 21-34. Lum (2004). Chapter Four, Social Work Knowledge theory, pp. 87-121. Shulman, L. (2011). Chapter One: An Interactional Approach to Helping, pp. 2 – 45. Supplemental Andreae, D. (2011). General systems theory: Contributions to social work theory and practice. In Social Work Treatment, Turner, F. (Ed.), pp. 242 – 254. Gitterman, A. (2011). Advances in the Life Model of social work practice. In Social Work Treatment, Turner, F. (Ed.), pp. 279 – 292. Lee, A.B. & Hudson, R.E. Empowerment approach to social work practice. In Social Work Treatment, Turner, F. (Ed.), pp. 157 - 178. Robbins, S.P. (2011) Oppression theory and social work practice. In Social Work Treatment, Turner, F. (Ed.), pp. 343-353. Rowe, W. (2011). Client-centered theory: The enduring principles of a person-centered approach. In Social Work Treatment, Turner, F. (Ed.), pp. 58 - 76. Young, I. (2004). Five Faces of Oppression. In Oppression, Privilege & Resistance. McGrawHill, pp. 67-63.

SESSION 2: A. B.

Values & Ethics in Social Work Practice

Professional Values and developing a framework for culturally competent practice Ethical Dilemmas in Social Work Practice 1. National Association of Social Workers Code of Ethics

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2. C. D.

Defining ethical dilemmas – self-determination, confidentiality, individual vs. group conflict, and agency-client-social conflict Oppression & Social Justice Understanding the ‘isms: class, race ethnicity, gender, sexual orientation, religion, age and disability

Readings Carbado, D.W. (2010). Privilege, In Readings for Diversity and Social Justice, NY: Routledge, pp. 393-401. Finn, J.L. & Jacboson, M. (2003). Just Practice: Steps Toward a New Social Work Paradigm, Journal of Social Work Education, 39, 1, pp. 57-78. Glicken, M.D. Chapter One: Introduction to the Strengths Perspective, pp. 3 – 17. Johnson, A.G. (2010). The Social Construction of Difference, In Readings for Diversity and Social Justice, 2nd ed, NY: Routledge, p. 15-20. Shulman, L. (2011). Part of Chapter 1: Values & Ethics in Social Work Practice, p. 40 – 45. Supplemental Readings Blundo (2009). Chapter 2: Blundo: the Challenge of Seeing Anew The World We Think We Know, In The Strengths Perspective in Social Work Practice. NY: Pearson Pub pp. 24 – 46. Kisthardt (2009). Chapter Three: The opportunities and challenges of strengths-based person centered practice, In The Strengths Perspective in Social Work Practice. NY: Pearson Pub, pp. 47 – 71. Saleebey, D. Chapter One: Introduction: Power in the People, In D. Saleebey (2009). The Strengths Perspective in Social Work Practice. NY: Pearson Pub, pp. 1-23. Tatum, B.D. Defining Racism: “Can We Talk,” In Social Work Treatment, Turner, F. (Ed.), pp. 66-69.

SESSION 3: A. B.

C. D.

E.

Beginning Roles and Responsibilities

Introduction to Human Service Systems Your role and function within placement – Professional practice 1. Understanding your organization – hierarchies, decision-making, and boundaries of service 2. Interventive roles – enable, counselor, broker, advocate, facilitator, educator, case manage, group worker, organizer, planner, researcher and capacity builder 3. Documentation/Recording in your agency – types and purposes, confidentiality 4. Achieving a professional frame of reference Professional responsibility for continued learning, integrity and developing competence - Defining Critical Thinking Use of Supervision 1. Giving and Receiving Feedback 2. Setting learning goals 3. Process recordings, Logs and Journals Defining Professional Behavior and Professional Boundaries 10

Readings Foundation for Critical Thinking, (2006). www.criticalthinkg.org Ethics without Indoctrination at: http://www.criticalthinking.org/page.cfm?PageID=494&CategoryID=73 Field Education Manual, School of Social Welfare, Stony Brook University Shulman, L. (2011). Chapter 3: The Impact of Agency Culture, pp. 93 – 95. Shulman, L. (2011). Chapter 15: Professional Impact and Helping Clients Negotiate the System, pp. 636-648. Supplemental Evans, N.J. & Washington, J. (2010). Becoming an Ally, In Readings for Diversity and Social Justice, NY: Routledge, pp. 413-421. Finn, J.L. & Jacobson, M. (2003). Chapter Seven: Action & Accompaniment . In Just Practice: A social justice approach to social work, Peosta, IA: Eddie Bowers Pub. Co., pp. 277-291. Kisthardt, W.E. Chapter Three, The opportunities and challenges of strengths-based personcentered practice: Purposes, principles, and applications in a climate of systems integration In, Saleebey (2009). The Strengths Perspective in Social Work Practice. 47- 72.

SESSION 4:

The Planned Change Process: Engagement

A. Engagement – The foundation of the helping process 1. On becoming a client – requesting help, disclosing fears, hopes, concerns 2. Preparation - preparing for and initiating contact 3. Empathy and Building Trust • Clients’ needs, clients’ views of the world, self and context • Clients’ rights 4. Engagement considerations across the client system • Groups • Families • Communities • Organizations 5. Engagement considerations across the life span • Children • Adolescents • Young Adults • The Elderly B. Developing the tools and skills needed 1. Verbal Skills – advocacy, facilitation, partializing, reflection, reframing, supportive strategies (normalization and validation), ventilation, and active listening 2. Non-Verbal Skills – observation, conscious use of self and use of silence, containment C. The Empowerment Approach Readings Anderson, Cowger & Snively (2006). Chapter Ten: Assessing Strengths – Identifying Acts of Resistance to Violence and Oppression, pp. 181 – 200. 11

Glicken, M.D. Chapter Four: The Strengths Perspective and the Client-Worker Relationship, pp. 48 – 60. Shulman, L. (2011). Chapter 3: The Preliminary Phase of Work, pp. 68 – 84. Supplemental Clark, J.L. Chapter 14. Reconceptualizing Empathy for Anti-Oppressive, Culturally competent Practice, pp. 247-263. Shulman, L. (2011). Chapter 2: Oppression Psychology, Resilience and Social Work Practice, pp. 47 – 66. Van wormer, K. (2008). Counseling Family Members of Addicts/Alcoholics: The Stages of Change Model. Journal of Family Social Work, 11, 2, 202-221. Available online at http://jfsw.haworthpress.com

SESSION 5: A.

B. C. D. E.

Assessment I

Engaging the Client System into the Assessment Process 1. Mutual Collaboration & Partnership 2. Tuning In 3. Sessional Contracting Skills 4. Elaborating Skills 5. Empathetic Skills Interviewing for Information Gathering 1. Relevance and purpose – information for what and who? 2. Clarification, Exploring and Probing Assessing for Strengths & Resilience Understanding race, class, gender, ethnicity, sexual orientation and socio-economic issues in the assessment process Identification of natural support systems

Readings Finn, J.L. & Jacobson, M. (2003). Just Practice: A social justice approach to social work, Peosta, IA: Eddie Bowers Pub. Co. Chapter Five: Just Get Started: Engagement, pp. 185-229. Glicken, M.D. Chapter Three: The Strengths Perspective: Psychosocial Assessments, pp. 36 – 47. Saleebey, D. Chapter 5: The Strengths Approach to Practice: Beginnings, p. 93-107. Supplemental Dyson, M.E. (2010). Unnatural Disasters: Race and Poverty. In Readings for Diversity and Social Justice, NY: Routledge, pp. 186-189.

SESSION 6: A. B. C. D. E.

Assessment II

Bio-psychosocial-Spiritual Assessment Tools Ecomap & Genogram Intake Procedures Assessing Across Client System and Across the Life Span Assessing in special situations - risk 12

1. Suicide 2. Overview of mandated reporting for child abuse and neglect (see Session 12) 3. Duty to Warn – Tarasoff Readings Glicken, M.D. Chapter Five: Spiritual and Religious Beliefs, pp. 65-75. Shulman, L. (2011). Chapter 4: Models for Assessment in the Beginning Phase, pp. 125 – 144. Supplemental Finn, J.L. & Jacobson, M. (2003). Chapter Six: Just Understanding: teaching and Learning. In Just Practice: A social justice approach to social work, Peosta, IA: Eddie Bowers Pub. Co., pp. 231-241.

SESSION 7: A.

B. C. D. E.

Goal Setting

Prioritizing & Goal Setting 1. Examining the concept of self-determination 2. Engaging the client system (individual, group, family, community, and organization) in goal setting 3. Developing mutually agreed upon goals – short and long-range goals 4. Understanding resistance - Identifying obstructions and confusions contributing to and/or interfering with goals attainment – Differential Planning - Who is responsible for what? Goal Attainment Scaling Prochaska & DiClemente’s Stages of Change Model Evidence-Based Practices and Social Work Practice

Readings Deegan, P.E. & Drake, R.E. (2006). Shared Decision Making and Medication Management in the Recovery Process, Psychiatric Services, 57, 11, pp. 1636-1638. O’Hare, T. (2005). Evidence-Based Practices for Social Workers, Chapter 3: Selecting and Implementing Interventions, pp. 28 – 45. Shulman, L. (2011). Chapter 4: Beginnings and Contracting Skills, pp. 97 - 112. Shulman, L. (2011). Chapter 17: Evidence Based Practice and Additional Social Work Practice Models, pp. 698 – 723. Supplemental: Balcazar, F.E., Davies, G.L., Viggers, D. & Tranter, G. (2006). Scaling as an effective strategy to assess the outcomes of mentoring programs for troubled youth, The International Journal on School Disaffection. Littell, J.H., Girvin, H. (2004). Ready or not: Uses of the stages of change model in child welfare. Child Welfare, LXXXIII, 4, 341-364. vanWormer, K., (2008). Counseling family members of addicts/alcoholics: the stages of change model. Journal of Family Social Work, 11, 2, 202-221.

SESSION 8:

In-Class Mid-term Exam 13

SESSION 9:

Intervention Across Client Systems

A. Contracting B. Making a Demand for Work Ambivalence and Resistance Support and confrontation Illusion of Work C. Incorporating the client system network D. Life Span considerations Readings Benard, B. & Truebridge, S.L. (2009). A Shift in Thinking – Influencing social workers’ beliefs about individual and family resilience in an effort to enhance well-being and success for all, pp. 201-219. O’Hare, T. (2005). Evidence-Based Practices for Social Workers, Chapter 1: Definition, Processes and Principles, pp. 3 – 13. Pransky, J. & McMillen, D.P. Chapter Thirteen: Exploring the true nature of internal resilience, pp. 240-261. Shulman, L. (2011). Chapter 5, Skills in the Work Phase, pp.147-151.

SESSION 10:

Intervention Across Client Systems – Process Recording/Log Due

A. Identifying Process & Content Connections B. Helping the Client See Life in New Ways C. Difficult Situations Readings Murdach, A. D. (2009). Making difficult decisions, Social Work, 54, 4, pp. 371-373. Shebib, B. (2003). Choices- Chapter 8: Difficult Situations, pp. 227- 256. Shulman, L. (2011). Chapter 5, Skills in the Work Phase, pp. 158 - 219.

SESSION 11:

Culturally Diverse Practice

A. Considering Culture in more depth B. Culturagram Readings Congress, E. (2009). The Culturagram. In A. R. Roberts (Ed.). Social Workers' Desk Reference, 2/e. New York: Oxford University Press. http://www.socialworkpodcast.com/Culturagram2007.png Devore, W. & Schlesinger, E.G. (1999). Adapting Strategies for Ethnic Sensitive Social Work Practice, pp. 174-313. In Ethnic –Sensitive Social Work Practice (5th ed), CA:Pearson. Lum (2004). Chapter Three, Culturally Diverse Values, pp. 64- 86 14

Lum (2004). Chapter Five: A framework for social work practice with people of color, pp. 123-150 Nelson, C.H. & McPherson, D.H. (2003). Cultural Diversity in Social Work Practice: Where are we now and what are the challenges in addressing issues of justice and oppression?, In Emerging Perspectives on Anti-Oppressive Practice, pp. 81-98. Shulman, L. (2011). Chapter 17, Working with Lesbians, Gays, Bisexuals and Transgender clients, pp. 725 – 752. Supplemental Wendell, S. (2010). The Social Construction of Disability, In Readings for Diversity and Social Justice, pp. 477 – 481. McCallion, P. & Ferretti, L.A. (Spring 2010). Social Work & Aging: The Challenges for Evidence Based Practice, American Society of Aging, 34, 1, pp. 66 - 71. Butler, R.N. (2010). Ageism: Another Form of Bigotry, In Readings for Diversity and Social Justice, pp. 557-562. Peled, E., Eisikovits, Z., Enosh, G., Winstok, Z. (2000). Choice and empowerment for battered women who stay: Toward a constructivist model. Social Work, 45, 1, 9 – 25. Langley, J. (2001). Developing anti-oppressive empowering social work practice with older lesbian women and gay men. British Journal of Social Work, 31, 917-932 Taylor, R.J., Ellison, C.G., Chatters, L.M., Levin, J.S., & Lincoln, K.D. (2000). Mental health services in faith communities: The role of clergy in black churches. Social Work, 45, 1, 73-87.

SESSION 12:

Duties as a New York State Mandated Reporter

NYS OCFS Curriculum: Identifying and Reporting Child Abuse and Maltreatment/Neglect Child Abuse and Maltreatment for Mandated Reporters: teaching Personal Safety Skills at: http://www.tsg.suny.edu/downloadfiles/handouts/82963%20SUNY%20participant%20mat%20 3.pdf

All materials for Session 12 are available on Blackboard. SESSION 13:

Evaluation

A.

Critical Analysis of Progress Made – Worker and Client System 1. Evaluation of one’s own practice 2. Mutual evaluation – the client system’s role in evaluation and our role in facilitating this to occur 3. Resetting goals, reframing goal statement and direction, adjusting initial goals B. Critical Analysis of Progress Made – Evaluation of agency’s role in meeting client system needs 1. Identification of unmet needs 2. Consideration of case advocacy and case to cause Readings O’Hare, T. (2005). Evidence-Based Practices for Social Workers, Chapter 4: Evaluating 15

Interventions and Programs, pp. 46 – 61. Murdach, A.D. (2009). Commentary: Discretion in Direct Practice: New Perspectives, Social Work, 54, 2, pp. 183-186.

SESSION 14: A. B. C.

Termination and Transitions

Planned and Unplanned Endings Referrals and transfers Use of Supervision Holding clients through holidays, Saying Goodbye and Owning Progress Achieved Considerations Across Client Systems and Across the Life Span

Readings Shulman, L. (2011). Chapter 6, Endings and Transitions, pp. 221 – 255.

SESSION 15: A. B. C. D.

Summary and Looking Forward – FINAL PAPER DUE

Skill Review Critical Self-Reflection in Practice Learning Goals Course Evaluation

Readings Finn, J.L., Jacobson, M. (2003). Just Futures, In Just Practice: A social justice approach to social work, Peosta, IA: Eddie Bowers Pub. Co., pp. 371-394. Saleebey, D. (2009). Chapter One: Possibilities and Problems, In The Strengths Perspective in Social Work Practice. NY: Pearson Pub, pp. 281-306.

END OF OUTLINE

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