SOCIAL WORK PROGRAM
SW 351 SOCIAL WORK PRACTICE I
Spring/ 2007
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: This course in the Social Work Curriculum is supported by the following 8 principles of the generalist social work perspective:
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 intra-psychic 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
(150 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 April 25
D. 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 550
points
500 - 550 = A
450 - 500 = B
400
- 450 = C
350 - 400 = 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
Jan
31
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
Feb. 7
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
Feb.
14
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
Feb.
21 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
Feb.
28
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
March 7, 14
------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
March 28
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
April
11, 18
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
April
25
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
May 2
Final Exam TBA
SOCIAL WORK PROGRAM
SW 351 SOCIAL WORK PRACTICE I
Fall 2006
Practice Paper Due April 25
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?
3. What questions would you ask that are not a part of
the information above?
4. What do you think is the presenting problem? Make your argument.
5. How would you assess for addiction? What questions
would you ask and why?
6. How would you confront the client on her drinking? Why or why not? How would you do so? (Refer
to book)
7. How would you assess for any underlying mental
disorders such as anxiety or depression?
What questions would you ask and why?
8. Identify what cultural values of yours that might
influence your work with this client?
9. What cultural problems might the client display that
is different from your values that might hinder the work?
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.