SW 351 SOCIAL
WORK PRACTICE I
Fall 2006
Instructor: John Moody
Bradley 103
Phone:
677-4786
E-mail: moody@bradley.edu
Office hours: Mon:
8:00-10:00 a.m. Tues: 11-12:00 a.m., Wed: 9:00-10:00 a.m.
Or by
appointment
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
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.
I. Course Description
This course introduces the framework for a
generalist approach to social work micro
practice. This course will focus
on the acquisition of knowledge, skill, and values of practice needed to
enhance the well being of individuals through the promotion, restoration,
maintenance, and enhancement of functioning by helping them to accomplish
tasks, prevent and alleviate stress, and use resources. This course will use the problem solving
approach to practice. In addition to
class lectures and assigned readings, learning methods will include
audiovisuals, class discussion, and individual and group experiential
exercises. Prerequisite of SW 350.
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 follow
-up.
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.
Skills
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.
Values
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.
III. Resources
A. Kirst-Ashman, Karen and
Practice.
B. Sheafor, Bradford W.,
Horejsi, Charles R., and Horejsi, Gloria A.
(1997).
Techniques and Guidelines for Social Work Practice.
1. Students are expected to attend class on time.
2. Students are expected to keep side conversations to a minimum in order not to disrupt lecture.
3. Students
are expected to not share results of tests or papers with other students. Any questions or concerns regarding tests or
papers see professor and make appointments to discuss. TESTS AND PAPERS WILL NOT BE DISCUSSED IN
CLASS
V. 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 for the
course will be determined by scores on exams and completion of
assignments. Points will be deducted for
any late assignments. A possible total of 500 points may be earned.
A.
Participation (100 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 three absences
during the semester could result in the drop of a letter grade
B.
Exams (200 points)
Two
exams will be given, each worth 100 points.
Final Exam will not be comprehensive
C.
Paper (100 points)
Students will write a 3 - 5 page paper on 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. You are expected to
use the book and lecture material.
However, you are expected to have one reference that is not from the
book or lectures. (See end of syllabus for instructions)
Due Date Oct. 11
C. 100
points Video-tape of
Communication Skills
Students will be expected to pair up with a partner and arranged to produce a 15 minute video-tape. Your partner does not have to be someone in class. You and your partner will each play the role of the social worker and the role of the client, if the partner is someone from the class. 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
You will need to reserve equipment and area. You
must go to audio visual second floor of Jobst Hall. I would suggest you do this early. Let me
know if you want the tape back, otherwise after evaluating it will be more than
likely discarded.
Nothing else
should be on the tape
Audio must be
clear
Dress
appropriately
Due TBA
Grade
Distribution on 500 points
450 - 500 = A
400 - 450 = B
350 - 400 = C
300 - 350 = D
SW 351 Class Schedule – Fall
2005
I. Review of Generalist Practice
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
Aug
30
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. Video
Non-Verbal Communication may watched We will also discuss recognizing
potential violent situations and how clients give verbal and non verbal signs.
Chapter 8 of Sheafor, Horejsi, and
Horejsi
Chapter 2 of Kirst-Ashman and
Sept. 6
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 10 of Sheafor, Horejsi, and
Horejsi
Chapter 5 Kirst-Ashman & Hull
Sept 13
IV. Data Collection and Assessment Techniques
Data collection the use of different instruments and
their role in the assessment process will be discussed. Students will become familiar with a variety
of different instruments, DSM IV, Social History and Drug and Alcohol
Assessment skills will examine application to diverse populations through role
play. The strengths perspective will be
emphasized as will self determination and maximum participation of the client
Chapter 5 pages148-159 of
Kirst-Ashman and
Chapter 11 of Sheafor, Horejsi, and Horejsi
Sept. 20 Exam
1
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 12 of Sheafor, Horejsi, and
Horejsi
Chapter 6 of Kirst-Ashman and
Sept 27
VI. Intervention Methods
What is an intervention? A variety
of intervention techniques are discussed. How
do we get people or populations to change? Intervention is about
change? Applications of techniques are discussed
with focus on positives and negatives of interventions? We will review Video to
Chapter 7 of Kirst-Ashman and
Chapter
13 of Sheafor, Horejsi, Horejsi
Oct. 4, 11
------Termination techniques that help bring closure to the therapeutic relationship are discussed. Lectures will discuss the tasks and problems of termination that must be recognized by the worker? Why termination is important and the implications for treatment if not conducted? Chapter 16 pgs 583-596 of Sheafor, Horejsi and Horejsi
Chapter 8 Kirst-Ashman and
Oct. 18
VIII. Evaluation
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. The role
of evidence practice today in social work will be highlighted Understanding
qualitative and quantitative research designs. will be discussed Use of scales,
surveys and or interviews as a means of evaluating.
Chapter 14 of Sheafor, Horejsi and Horejsi
VIII. Diversity Sensitive Practice
This section examines cross-cultural/racial
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 .What
is race and the impact of racism on development and implications for therapeutic
alliance 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. Video Constructing Reality & Sex and
Gender will be viewed
Chapters 12 and 13 of Kist-Ashman
and
Nov 1. 8
IX. 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, self determination, will be
discussed. Guidelines for ethical
decision making will be examined.
Chapter 11 of Kist-Ashman and
Nov. 16
X. 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 Kist-Ashman and
Nov 29
Final Exam TBA
SW 351 SOCIAL WORK PRACTICE I
Fall 2006
Practice Paper Due Oct. 11
A thirty five year old divorced Asian
American female comes to you for treatment because her employer mandated that
she enters treatment or loses her job.
She was arrested and charged with dui.
The information that was provided to you is the following. Ming Lee has parents who live with her from
The purpose of this
exercise is that you demonstrate understanding of the various areas of the
syllabus and your ability to integrate what you have learned. Refer to book and
lectures to answer these questions
Each question is 10
points. Length of paper to not exceed
three pages
1. What
eliciting skills might you use with the client and why?
2. How would
a social history help you to understand the client?
What questions would you ask that are not
a part of the
information above?
3. What
do you think is the presenting problem?
Make your argument.
4. How
would you assess for addiction? What questions would you ask?
and why?
5. How
would you confront the client on her drinking?
Why or Why
not? How would you do so? (Refer to book)
6. How
would you assess for any underlying mental disorders such as
anxiety or depression? What questions would you ask and why?
7. How
would you assess for your cultural bias?
What are your
cultural values?
8. What
cultural problems might you expect and why?
How would you
handle them?
Grade will be determined by how well your
paper is organized, written and your understanding of these areas. Each
question is worth 10 points 20 points for organization, how well written, how
well you establish your argument.
Each question
represents a short essay, You can write your paper referring to each question.
If you cite book or
other sources, you need a separate page for bibliography. You do not cite lectures.