Professional Documents
Culture Documents
SW3020
Social Work Practice Method II
3 credit Hours
Instructor: Karen Weiner, LMSW, ACSW, C-SSWS
Course # 20894-902
Meeting: Wednesday-January 14- April 22, 2015 8:30-11:15 AM
Phone: 0ffice 313- 577-7718: Cell-248-506-0304
Email: Ah 9301 @Wayne.edu
Location: UNIV-Macomb
Office Hours: Thompson Home #211- by appointment
COURSE DESCRIPTION
This course is a continuation of four-course sequence. This course provides an Introduction to a problemsolving guide for effecting situational change; emphases on assessment in the problem-solving process and on
worker-client interactions during the middle and ending phases of service. This course provides exploration of
Comparing and contrasting knowledge, skills and dynamics in work with individuals and small groups.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS
2.1.2 Apply social work ethical principles to guide professional practice
Practice Behaviors:
Recognize and manage personal values in a way that allows professional values to guide practice
make ethical decisions by applying standards of the NASW Code of Ethics; tolerate ambiguity in resolving
conflicts; apply concepts of ethical reasoning to arrive at principled decisions
2.1.3 Apply Critical thinking to inform and communicate professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research based knowledge,
and practice wisdom; analyze models of assessment, prevention, intervention and evaluation; demonstrate
effective oral and written communication in working with individuals, families, groups, organizations,
communities, and colleagues
2.1.4 Engage diversity and difference in practice
Practice Behaviors
Gain sufficient self-awareness to eliminate the influence of personal bias and values in working with diverse
groups; recognize and communicate the importance of difference in shaping life experiences
2.1.9
Practice Behaviors:
Continuously discover, appraise, and attend to changing locales, populations, scientific and technological
developments, and emerging societal trends to provide relevant services; provide leadership in promoting
sustainable changes in service delivery and practice to improve the quality of social service
SSW 11 Analyze the impact of the urban context on a range of client systems, including practice
implications
Practice Behaviors:
Examine the distinct characteristics of the urban context and apply the analysis to social work practice
TEXT AND REQUIRED MATERIALS
UNDERSTANDING GENERALIST PRACTICE 3RD CUSTOM EDITION FOR WAYNE STATE UNIVERSITY SCHOOL
OF SOCIAL WORK (Includes necessary printed access card for online/blackboard content)
TEXTBOOKS SOURCES INCLUDED ARE:
Kirst-Ashman, Karen K., & Hull, Grafton H., (2015). Understanding Generalist Practice
( 7th ed. ) Chicago, IL: Nelson Hall.
Neukrug, E. &Schwitzer A (2006). Skills and tools for todays counselors and psychotherapists: From Natural
Helping to Professional 1st Edition, Belmont: CA Brooks/Cole, Cengage Learning.
INTRODUCTION:
This is the second of four courses in social work practice in which the purpose continues to be preparation of the student for
entry-level professional social work practice. Within this course, emphasis is placed on the micro level of practice, working
with individuals and families, both voluntary and involuntary. It includes developing a knowledge and skill base related to the
helping relationship and issues that are unique to the helping relationship. An overview of the problem solving process begins
in this course. The course is divided into four specific phases of working with the client population. The phases include
assessment, contracting, implementation, and termination.
The beginning phase of assessment includes relationship building, information gathering and problem identification. The
middle phase includes contracting and plan implementation with clients as well as monitoring; evaluating and documenting
progress toward treatment plan goals. Termination, the final phase of the process, revolves around determining when the
client no longer needs service as well as unplanned termination.
There is a continued emphasis on the examination of values and working with ethnic minorities of color, women, and other
at-risk-populations.
PERFORMANCE CRITERIA
Through written assignments, small group projects, and class participation, the student will be expected
to meet the knowledge and skill objectives outlined in II above.
GRADING AND ASSIGNMENTS There will be four assignments for the course:
ASSIGNMENT
POINTS PERCENT
COMPETENCY
AGE
BIO-PSYCHO-SOCIAL
PART A
PART B
VIDEO RECORDING/IN CLASS
IPTV
PROCESS RECORDING I
PROCESS RECORDING 2
FINAL EXAM @ 40 POINTS
OR TWO TESTS @ 20 POINTS
EACH
TOTAL
100
80
80
20
20
20
40
25
20
20
5
5
5
10
400
100
2.1.3
2.1.4, 2.1.9
2.1.4, 2.1.9, 2.1.10
2.1.11
2.1.10
2.1.10
BENCHMARK ASSIGNMENT
A. Bio-psycho-social Assessment Part A and Part B
B. Video Recording/In Class
GRADING POLICY
Students may pass the course with a grade of D but must maintain [achieve] a C (2.0) average during the junior
and senior years. (See Undergraduate Bulletin, Wayne State University http://www.bulletins.waye.edu/ubkoutputindex.html ).
Grade distribution:
100-95 A
79.9-77 C+
94.9-90 A76.9-73 C
89.9-87 B+
72.9-70 C-
86.9-83 B
69.9-67 D+
82.9-80 B66.9-63 D
79.9-77 C+
62.9-60 D-
women, and other at-risk-populations. Students are in their first semester of field placement, and some
assignments and class discussion revolve around their relationships with the organization as well as the
client.
The individual and family sequence is taught in an experiential mode to enable the student to learn first
hand the dynamics involved in working with this population. A variety of structured exercises and
lectures are used to introduce theory, and to provide a basis upon which students begin interacting with
their client population. Students are encouraged to take responsibility for their own learning needs, and
to provide the instructor with feedback regarding these needs.
Students in this course will participate in a one day Interprofessional team Visit to the home of an Older
Adult. All students are required to participate in this project.
ROLE OF THE STUDENT AND INSTRUCTOR
See University Statement of Obligation of Students and Faculty Members of the teaching/learning process.
http://www.bulletoms.wayne.edu/fib/fib2d.html
POLICIES FOR THIS COURSE
Assignment Policy: Assignments must be a hard copy and turned in on the due date. All late assignments will have 1 point deducted
from the total points for each day it is late.
There will be no rewrites. I will be available for questions and to review a draft of your work
(No more than 3 days) before the due date.
Attendance Policy:
With the understanding that some students may encounter a situation necessitating their absence from class, students are permitted one
absence from this course before losing points from their grade. For each subsequent absence, students will lose two grade points.
Due to a variety of reasons, some students might occasionally arrive late or need to leave early. In consideration of such possibilities,
students are permitted two late class arrivals or early leaves. For every subsequent late arrival or early leave, students will lose one
point from their grade. A late arrival or an early leave is defined as 90 minutes. Any more than that period of time will be considered
an absence.
Each student will fill out a notecard at the end of each class, including their name, a comment about the class, the date and time of
arrival and departure. This written record will be used to document your attendance and participation.
Please note: Late arrivals following a break and early departures before break are also subject to point deductions after the second
such instance. If the point total for the number of missed classes, late arrivals, late returns following a break, and/or early departures
exceeds ten, the student may not receive credit for the course irrespective of other performance criteria.
This policy is subject to modification at the Instructors discretion should a students life circumstances warrant alteration of the
policy. Such circumstances may include severe illness of the student or immediate family member, or a death in the family. Should
any such situations occur, request for modification of the attendance policy must be discussed with the Instructor.
One missed class.
Each subsequent missed class.
0 points deducted
2 points deducted
0 points deducted
1 points deducted
PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to the other person. When you use someone elses words,
you must put quotation marks around them and give the writer or speaker credit by revealing the source in a citation. Even if you
revise or paraphrase the words of someone else or just use their ideas, you still must give the author credit in a note.
Plagiarism, Cheating: See WSU References:
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
http://www.doso.wayne.edu/codeof conduct.pdf
(William Harris, Anti-Plagiarism Strategies for Research Papers, http://virtualsalt.com/antiplag.htm, March 7, 2002)
You must cite sources from the Internet or any other form of electronic media used in your work. Any paper suspected of plagiarism
will be reviewed at Turnitin.com to verify that it is your work and properly cited.
Any paper that is plagiarized will result in an F for the class and a referral to the University for further Disciplinary Action.
FORMAT
All papers written in the School of Social Work require APA format. You may purchase the
Publication Manual of the American Psychological Association (6th edition), or you may
visit the website listed below
http://owl.english.purdue.edu/owl/resource/560/01/ There is also a link for this site under
external links.
WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the world. The site is a wiki, which
means that anyone can edit entries simply by clicking on the edit this page link.
Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a paper-based reference source in some
important ways. In particular, mature articles tend to be more comprehensive and balanced, while other (often fledgling) articles may
still contain significant misinformation, un-encyclopedic content or vandalism. Users need to be aware of this in order to obtain valid
information and avoid misinformation which has been recently added and not yet removed.
However, sometimes Wikipedia can give you ideas about where to look for legitimate sources if they have cited reviewed journal
articles in their entries. You should be able to find most of the information that you might need for this program (not just this class) at
the Wayne libraries.
Jan.
21,
2015
Jan.
28,
2015
Feb.4,
2015
Feb.
11,
2015
Feb.
18,
2015
Feb.25,
2015
March
4,2015
March
11,
Content
Review of the course expectations and syllabus.
Lecture related to generalist practice and work with
individuals and families. Characteristics of the
effective helper, being empathic, being open, being real,
having high internality, being an experiencer of life,
having good emotional health being an alliance builder,
being competent.
Dr. Bowers will be speaking about the IPTV Project
.
Engagement and assessment (process)
Practice: Practice: pre-interview process, reality versus
ideal skills and attitudes. Rating characteristics, Are you
empathic? How open are you? Keeping secrets, Locus
of control and Locus of Responsibility, Allowing
yourself to experience.
Ways of attaining and
maintaining emotional health. Building alliances with
others. Competence, rating personal characteristics
Assignments
Understanding Families
Practice: Genograms, eco-maps- sociograms
Kirst-Ashman Chapter 9
Understanding Families
Implementation applications
Kirst-Ashman chapter 7
Implementation Applications
Draft of Psychosocial due
2015
March
25,
2015
April
1,2015
April
8,
2015
April
15,
2015
April
22,
2015
NOTE:
Role Play # 2
Role Play # 2 continued
Class Simulation
Wrap-up/evaluation
Examining the parallel processes in the termination and
Final Exam
evaluation phase.
Syllabus subject to change based on the needs of the class
COURSE ASSIGNMENTS
Assignment I.: Client Assessment (100 points)
This assignment is developmental. Part A of the assignment provides an overview of the client related to
environmental and systemic impact on the functioning of the client. Part B will require the client and you
to develop a plan of change based upon presenting issues as well as covert issues, which, if alleviated, can
lead to a more satisfactory level of functioning
A.
Biopsychosocial assessment
Part A of this assignment will be handed in first for feedback and then both parts of the paper will be handed
in as one complete document for the final grading after you have corrected anything that may need correcting
once you receive the feedback. You will not receive a complete grade for the class if you hand in just part B at
the end of the class.
You MUST submit parts A and B together as a complete assignment for you to receive a grade for the
assignment
For a complete case file, the clients past history and present situation must be investigated (Woodside et al
2003). A bio-psycho-social assessment provides information about the way an individual experiences problems,
past problem-solving behaviors, developmental stages, and interpersonal relationships. This assignment is
designed to assist you in developing your writing skill and your interviewing techniques.
You are to identify a person on whom you want to conduct a bio-psyco-social. You are to use a pseudonym.
History to include:
Presenting Problem: Describe issue that the client says is the problem. Include any precipitating factors and
how long the problem has been present. All Biopsychosocials begin like the following example. I expect yours
to begin in this way also. Remember for purposes of this paper we are going to identify this as a pseudonym, in
7
I.
Dialogue needs to be the exact dialogue as the student remembers it. It will read
like a script for a play.
Feelings need to be your FEELINGS not what you THINK is going on with your
consumer.
10
Analysis will:
1. Identify your understanding of what is going on with your consumer.
2. Identify the skill you are using in a particular response.
3. Explain the reason for selecting that skill or intervention at that point.
4. Explain where you are heading with this client.
5. Self-evaluate the effectiveness of the skill or intervention used.
6. Identify what might work better in the future.
7. Include anything else you think might be relevant to your consumer or your
skill development.
At the end of the process recording, provide an evaluation of your overall skill during the session
A.
B.
C.
( Note: General questions are not acceptable they must be specific questions regarding your skills
and they must have depth).
Video Recording/Practice in Class- 80 pts. (See 4 dates above)
Each student will create the assigned process recordings by interviewing a fellow member of
class. You are to use the highest skill level that you can and as many skills (empathic
responding, furthering, summarizing, paraphrasing, problem solving, assertiveness, etc.) as you
can during the interview.
You will evaluate your skill level yourself. You will then ask for feedback on your skills from
your client (classmate). Next you will ask the other people in your group for feedback.
Feedback/evaluation should address both strengths and skills that still need some practice.
Please be specific when giving feedback. It is not helpful to use statements like You did a really
good job. It is more useful to say When you used empathic responding, she really opened up
about her feelings. Or I like the way you used hand gestures to illustrate your point. Or I
think it would be useful for you to work more on your summarizing skills.
Interprofessional Project:
Research Information Sheet for Health Care Professional Students
Older Adult Home Visit Program:
Fostering an Interprofessional Approach to Patient Care
Principal Investigator (PI):
Identify systems in which the person is involved. Using your interviewing skills ask
questions to obtain information regarding the persons social network.
Focus your interview with older adult participant on the 7 inner circles.
The Ecomap should be constructed with the older adult as much as possible.
Draw lines depicting presence of and nature of the relationship.
13
Eco-Map
Volunteer
Volunteer
Work
Work
Neighbors
Neighbors
Extended
Family
Senior /
Wellness
Center or
organization
Social
Social
organization/
organization/
Clubs
Clubs
Friends
Friends
Church
/Temple/
Mosque
Client
Recreation
Recreation
Health
Care/
Vision
Caregivers
Caregivers
// Personal
Personal
support
support
Agency
Agency
Health
Care/
Dental
Caregiving
Education
Education //
Life
Life Long
Long
Learning
Learning
Health Care
/
Pharmacist
Human
Services
Agency
Caregiving
to
to others
others
Health
Care/
Primary
Care
Physician
for
Course Rubrics
Rubrics are designed to make clear the grading process by informing you, the student,
what key elements are expected by your instructor. Your work will be evaluated by the
criteria listed in each rubric in order to give you specific feedback to help guide your
development as a social worker. Your work will be graded point by point by these items;
and it will be graded for its overall quality.
Points Achieved
Not Acceptable
Beginning
Developing
Competent
Excellent
Points available
Task one
Task two
4
4
Note: More than 3 spelling errors (-4 points) IN EVERY AREA ABOVE
More than 3 grammatical errors (-4 points) IN EVERY AREA ABOVE
Overall Evaluation: Points Possible______
Excellent Competent Developing Beginning Not Acceptable
Grade ______ Comments
Introduction
Client name
Age of client
Marital status of client
Number of contact with client prior
to recorded interview
Goals of the interview
1
1
1
1
1
Exact dialogue
Your feelings
1
1
Body
Analysis
2
1
2
1
2
Self Evaluation
Provide an evaluation of your
1
overall skill during the session
2
How do you see yourself as being
2
effective during the session
What skills would you like to
improve
Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error
Points Achieved
Not Acceptable
Beginning
Developing
Competent
Excellent
Student
All papers must include a cover page &
include the title of the assignment,
information about the class (SW3020), the
date of submission and your student
identification number. All papers must
include an introduction and conclusion.
You will receive a zero if your paper does
not include these components
Points Available
Process Recording 1
20 Points possible
Introduction
Client name
Age of client
Marital status of client
Number of
Goals of the interview
1
1
1
1
1
Exact dialogue
Your feelings
1
1
Body
Analysis
2
1
2
1
2
Self Evaluation
Provide an evaluation of your
1
overall skill during the session
2
How do you see yourself as being
2
effective during the session
What skills would you like to
improve
Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error
Faculty comments
Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error
Points Achieved
Not Acceptable
Beginning
Developing
Competent
Excellent
Student
All papers must include a cover page &
include the title of the assignment,
information about the class (SW3020), the
date of submission and your student
identification number. All papers must
include an introduction and conclusion.
You will receive a zero if your paper does
not include these components
Points Available
Process Recording 2
20 points possible
Points achieved
Not Acceptable
Beginning
Developing
Competent
Excellent
Possible points
BIBLIOGRAPHY
Benjamin, A. (2001). The helping interview with case illustration. Boston: Houghton
Mifflin Company.
Brill, N.I. & Levine, J. (2012). Working with people: The helping process (9th ed). Upper
Saddle River, NJ: Pearson
Compton, B. R., Galaway, B. & Cournoyer, B. (2004). Social work process (7th Ed).
Pacific Grove, California: Brooks/Cole Publishing.
Corey, M. & Corey G. (2011). Becoming a Helper. (6th Ed). Belmont, CA: Brooks
/Cole.
Corey, G., Corey, M. & Callanan, P. (2010). Issues and ethics in the helping profession
(8th Ed). Belmont, CA: Brooks /Cole.
Cournoyer, B. R. (2011) Social work skills workbook (6th Ed). Pacific Grove, CA:
Brooks/Cole.
Dolgoff, R., Harrington, D. & Lowenburg, F. M. (2012). Ethical decisions for social
work practice (9th Ed).
DuBois, B. L. & Miley, K. K., (2010). Social work: An empowering profession (7th
Ed). Upper Saddle River, NJ: Prentice Hall.
Early, T. & GlenMaye, I. (2000). Valuing families: Social work practice with families
from a strengths
Egan, G. (2014). The skilled helper: A problem-management and opportunitydevelopment approach to helping (10th ed). Belmont, CA: Brooks /Cole.
Gambrill, C. (2012). Social work practice: A critical thinkers guide (3rd Ed). New
York: Oxford University Press.
Publications.
Levine, J. (2012). Working with people: The helping process (9th Ed). Upper Saddle
River, NJ: Prentice Hall.
Logan, S. M. L., Freeman, E. M. & McRay, R. G. (1990). Social work practice with
black families: A culturally specific perspective. New York: Longman
Publishing Company.
Lum, D. (2010). Culturally competent practice: A framework for growth and action (4th
Ed). Belmont, CA: Brooks/Cole Publishing.
McGoldrick, M., Gerson, R. & Petry, S. (2008). Genograms: Assessment and
intervention (3rd ed). New York: W. W. Norton.
Melcher, M. J. (2002). Becoming a social worker: Reflections on a clinician's
transformative journey (Best of the New Social Worker, 1). Harrisburg,
Pennsylvania: White Hat Communications.
Miley, K. K., OMelia, M. W, Dubois & B. L. (Ed.). (2012). Generalist social work
practice: An empowering approach (7th ed). Boston: Allyn & Bacon.
Morales, A. T., Sheafor, B. W. & Scott, M. E. (2011). Social work: A profession of many
faces (12th Ed). Upper Saddle River, NJ: Prentice Hall.
Okun, Barbara F. & Kantrowitz, R. E. (2007). Effective Helping: Interviewing and
counseling techniques (7th Ed). Belmont, CA: Brooks/Cole Publishing.
Payne, M. (2014). Modern social work theory (4th ed). Chicago: Lyceum Books.
Poulin, J. & contributors. (2010). Strengths-based generalist practice: A collaborative
approach (3rd Ed). Belmont, CA: Brooks/Cole Publishing.
Ragg, D. M. (2000). Building effective helping skills: The foundation of generalist
WEBSITES
Association of Baccalaureate Social Work Program
www.bpdonline.org /
Child Welfare League of America: http://www.cwla.org
Cultural Competence:
http://www.air-dc/cecp/cultural/default.htm
Council on Social Work Education: http://www.cswe.org
Defining Social and Economic Justice: (see External Links for connecting to this site)
www.cesj.org/thirdway/economic_justice_defined.htm
National Association of Social Workers: http://www.naswdc.org
National Black Child Development Institute: http://www.nbcdi.org
Project Resilience "The website that teaches a strengths based approach to education,
treatment, and prevention" http://www.projectresilience.com
Strengths Based Services International: http://www.empowerkids.org
Social Work Resources:
http://sophia.smith.edu/~jdrisko
Social Work Resources on the Web:
wwwlibrary.csustan.edu/lboyer/socwork/resources.htm