Instructor:   John Moody
              Bradley 121
              Phone: 677-4786
              e-mail: moody@bradley.edu

Office hours: Mon: 8:00-10:00 a.m.; Wed: 9:00-10:00 a.m.; Thur:8:00-11:00 a.m.
Classes:      Wednesday 6:00-8:30 p.m.

Accommodation: Any student with a disability or special need who requires an accommodation should inform the instructor at the beginning of this course.

Non-Discrimination Statement: Students will be expected to display respect for fellow students' and clients' unique characteristics including race, color, gender, age, socioeconomic status, religion, creed, ethnic or national origin, veteran status, disability, sexual orientation, and political orientation. All assignments will use non-discriminatory language.

Intercollegiate Competition: Any student representing Bradley University in an intercollegiate competition may be excused from class for a scheduled event if they discuss this with the instructor in advance and with the proper documentation. Students will be allowed to make up any work, however, the student has the responsibility to arrange this with the instructor in advance of the absence.

Relationship to other courses in the Curriculum: SW 351 is the second in the 4 course sequence of practice courses. It builds on the generalist foundation knowledge, skills, and values learned in SW 350 and applies this to the problem solving approach with individuals. This course is a prerequisite for students going into field practicum.

Generalist Practice Principles: The courses within the social work curriculum support the generalist perspective for social work practice. The following 8 principles guide the development and implementation of the Bradley University Social Work Program's curriculum and course content.

1. A systems approach provides the basic framework for understanding the generalist practice perspective and planning interventions with multiple systems.
2. Problems in living are presented from a person-in-environment perspective, with focus on the transactions between individuals and the environment.
3. Assessments and interventions must address both intrapsychic and environmental strengths and stressors.
4. Generalist practice involves assessment and interventions at the micro, mezzo, and macro levels.
5. Practice is based on the problem solving process and knowledge, skills, and values which are applicable across settings with diverse populations and in a variety of problem areas.
6. Critical analysis of social problems is inherent in generalist practice and results in both practice and policy responses.
7. Empirical research provides a solid foundation for both education and practice and generalist practitioners are expected to participate in practice evaluation activities.
8. Generalist practice often requires the social worker to function in multiple roles depending on the needs of the client system.

II. Course Objectives

Students will be expected to demonstrate learning in the following areas:

Knowledge

1. Basic understanding of generalist practice including micro, mezzo, and macro levels of intervention.
2. Knowledge about the social work process and problem solving process including defining issues, intake and engagement, collecting and assessing data, planning and contracting, identifying alternative interventions, selecting and implementing appropriate intervention methods, evaluation of outcomes through the use and application of research methods, termination and followup.
3. Knowledge of practice issues and skills that demonstrate respect for and acceptance of the unique characteristics of clients of differing social, cultural, racial, religious, spiritual, political, gender, sexual orientation, physical and mental ability, age, and socioeconomic classes.
4. Knowledge of appropriate methods for documentation and record keeping for practice.
5. Knowledge of the ethics and values of social work practice with individuals that is built on regard for individual worth and dignity, mutual participation and acceptance, confidentiality, honesty, and the right to self determination and participation in the helping process.

1. Development of beginning communication and interviewing skills to enable the worker to develop a working, helping relationship with clients at all levels and diversity.
2. Development of the skill to critically analyze information from data collection and assessment to select the most appropriate intervention(s) to help individuals promote maintain, restore, and enhance well-being and functioning, prevent and alleviate distress, and use resources.
3. Demonstration of the professional use of self to enhance the therapeutic relationship.
4. Demonstrate the ability to evaluate the outcomes of practice.
5. Develop the skills for appropriate documentation and record keeping.

1. Students will demonstrate the ability to practice with regard for individual worth and dignity, and respect for unique characteristics of race, color, religion, creed, ethnicity, national origin, age, veteran status, disability, age, socioeconomic status, gender, sexual orientation, or political orientation.
2. Students will appreciate the importance of advocating for the client with organizations and systems to ensure the protection of rights and for the procurement of needed resources.
3. Students will be expected to demonstrate an integration of the social work code of ethics as applied to practice.
4. Students will be expected to demonstrate respect for individual's right to make independent decisions and to participate actively in the helping process.

A. Kirst-Ashman, Karen and Hull, Grafton. (1993). Understanding Generalist Practice. Chicago: Nelson-Hall Publishers.

B. Sheafor, Bradford W., Horeisi, Charles R., and Horeisi, Gloria A. (1997). Techniques and Guidelines for Social Work Practice. Boston: Allyn and Bacon.

C. Murphy, B.C. and Dillon, C. (1998). Interviewing in Action: Process And Practice Pacific Grove: Brooks/Cole.

IV. Learning Evaluation

Written assignments should be typed and double-spaced (unless otherwise instructed), grammatically clear and correct, and properly documented. Use of non-sexist and non biased language is expected in written assignments and in class discussion. Final grades will be determined by scores on exams and scores on the completion of assignments. Points will be deducted for any late assignments. A possible total of 425 points may be earned.

A. Participation (30 points! Points will be awarded for attendance and active participation. Students are expected to have readings done before class and be prepared to actively discuss or role play material. Excess of five absences during the semester will result in the drop of a letter grade

B. Exams (200 points)
Two exams will be given, each worth 100 points. The first exam will be given at about the mid semester point. The second exam will be given at the final exam designated time, however it will not be comprehensive.

C.  Assignments  (80 points)
    The following assignments will be given with the breakdown of points allocated:

1. exercise on genuineness                    10 points  due Sept.  5
2. exercise on use of therapeutic responses   10 points  due Sept. 12
3. social history exercise                    10 points  due Sept. 19
4. Exercise on family roles                   10 points  due Sept. 26
5. social network grid                        10 points  due Oct.   3
6. translating problems into needs            10 points  due Oct.  10
7. clarifying vague objectives                10 points  due Oct.  17
8. Diversity exercise                         10 points  due Oct.  14

D. Paper (l00 points) Students will write a 3-5 page paper on either ethics in practice or diversity sensitivity in practice. This paper will be a scholarly paper using the professional literature to explore the empirical evidence guiding sound, effective practice with a minority population or around an ethical issue. Due date Dec. 6

E. Video-tape of Communication Skills Students will be expected to pair up with a partner and arranged to produce a 15 minute video-tape.  You and your partner will each play the role of the social worker and the role of the client.  The two role plays can be put on one tape.  You must each come up with a plausible client situation to role play as the client and the social worker must demonstrate appropriate communication skills including:

-minimal encouragement
-appropriate non-verbal responses
-appropriate paraphrasing responses
-appropriate reflection of feeling responses
-appropriate clarification statements or questions
-appropriate elicitation of more information
-appropriate summarization

50 points Due by Oct. 26th

Grade Distribution on 460 points
 440 - 460 = A
 410 - 440 = B
 390 - 410 = C
 370 - 390 = D

This section will review the levels of practice including micro, mezzo, and macro. It will review the purposes of social work practice including the enhancement of coping and problem solving capacities of people, linking people to resources, promoting effective and humane systems, contributing to the development and improvement of social policies that empower groups and people at risk to promote social and economic justice, and the development and refinement of practice through responsible research. This section will review the essentials of the systemic and problem solving approaches.

Chapter 1 in Kirst-Ashman and Hull
Sept 5

II. Review of Interviewing Skills

This section will review the interviewing and communication skills necessary to work with a variety of client populations, colleagues, and the community. This section will cover the use of self to enhance the therapeutic, helping relationship. Cross-cultural helping will be examined. Videotaping of role playing of interviewing skills will be emphasized.

Chapter 8 of Sheafor, Horeisi, and Horejsi
Chapter 2 of Kirst-Ashman and Hull
Sept. 12, 19

III. Intake and Engagement

Intake and engagement techniques and skills will be examined to facilitate a collaborative working relationship built on respect for individual worth and dignity. These techniques will emphasize self determination and mutual participation with the client.

Chapter 11 pages 265-305 of Sheafor, Horejsi, and Horeisi
Sept. 26

IV. Data Collection and Assessment Techniques

Data collection and assessment techniques will be examined. The strengths perspective will be emphasized as will self determination and maximum participation of the client. Assessment skills will examine application to diverse populations through role play.

Chapter 5 pages l48-159 of Kirst-Ashman and Hull
Chapter 13 pages 319-403 of Sheafor, Horejsi, and Horeisi
Oct. 3

V. Planning and Contracting

This section will focus on problem definition, formulating goals and objectives for treatment, and developing contracts. This section emphasizes self determination and informed consent of clients during the planning and contracting phase.

Chapter 13 page 417-434 of Sheafor, Horejsi, and Horejsi
Chapter 6 of Kirst-Ashman and Hull pages 190-217
Oct. 10

MIDTERM EXAM Oct. 31

VI. Intervention Methods

A variety of intervention techniques are discussed. Application of techniques are discussed with the following examples: Child maltreatment risk assessment, crisis intervention, working with the elderly, working with the developmentally disabled population, working with traumatic brain injury, working with substance abuse, and working with mental illness. Issues in cross-cultural helping are examined.

Chapter 7 pages 228-241 and 250-264 of Kirst-Ashman and Hull
Chapter 14 pages 458-535 of Sheafor, Horejsi, Horejsi
Oct. 17, 24

VII. Testifying in Court

Practice at the micro level, particularly in certain fields of practice such as child welfare, may require social workers to interface with the legal system. This section will examine the role of the social worker in the legal system and the skills necessary to provide testimony in legal cases.
Oct. 31

VIII. Evaluation and Termination

Termination techniques that help bring closure to the therapeutic relationship are discussed. This section also looks at the systematic evaluation of practice to further knowledge in the field and to be accountable to all constituencies of the service. Evaluation methods include single subject design, use of rapid assessment instrument, task achievement scaling, goal attainment scaling, service plan outcome checklists, individualized rating scales, and differential impact scoring.

Chapter 8 pages 292-397 of Kirst-Ashman and Hull
Chapter 15 pages 581-599 of Sheafor, Horejsi and Horeisi
Nov. 7

IX. Diversity Sensitive Practice

This section examines cross-cultural assessment and intervention methods. Examination of knowledge and skills necessary to intervene with diverse populations and to appreciate the differences and similarities in the experiences, needs, and beliefs of people. Gender sensitive practice methods are discussed with appreciation for the experience of discrimination of women in society. Women's issues of domestic violence and sexual assault are discussed with methods for intervention examined.

Chapters 12 and 13 of Kirst-Ashman and Hull
Nov. 14

X. Ethics and Values in Practice

Ethics and values of practice situations will be discussed. The profession's code of ethics will be reviewed and applied through practice examples. Issues of confidentiality and the limits of, privileged communication, informed consent, paternalism and self determination, and distribution of limited resources will be discussed. Guidelines for ethical decision making will be examined.

Chapter 11 of Kirst-Ashman and Hull
Nov. 28

XI. Documentation and Record Keeping

This section will examine the benefits and limitations of different forms of documentation process recordings, audio and visual taping, progress note formats, diagnostic summary recordings, problem oriented recording, and standardized forms. Issues of confidentiality and privacy will be applied to recording.

Chapter 16 of Kirst-Ashman and Hull
Dec. 5

FINAL EXAM Dec 19; 8:00-10:00 pm

This paper will focus on either an ethics or diversity issue.  The paper must be 5-7 pages with at least one source, not from internet.

The paper must address the following:

Why did you choose this topic?
How is it an ethical or diversity issue?
What do you plan to address in this paper?
What do you hope to accomplish in writing this paper?

Your paper will be graded according?
How well it is organized?
How well it is written?
Did you demonstrate some critical thinking in evaluating your ideas or others?
Did you demonstrate some creative thinking in adding some new ideas

Excellent papers will demonstrate some critical and creative thinking, as well as sources to support this thinking].