Course Change Request. New Course Proposal. Practice with Individuals and Families. In Workflow. Viewing: SOWO 7060 : Social Work

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1 Course Change Request Date Submitted: 11/19/15 2:51 pm New Course Proposal Viewing: SOWO 7060 : Social Work Practice with Individuals and Families Last edit: 11/19/15 2:51 pm Changes proposed by: ZUGAZCB In Workflow 1. SOCY Chair 2. LA Graduate Curriculum Committee Chair 3. LA Editor 4. LA Associate Dean 5. Coordinator Curriculum Management 6. Graduate Council Curriculum Committee Chair 7. Coordinator Curriculum Management Approval Path 1. 11/19/15 3:41 pm LAF0014: Approved for SOCY Chair Submitter: User ID: ZUGAZCB Phone: Proposing College/School: Department: College of Liberal Arts Sociology, Anthro. & Soc. Wk. Effective Term: Fall 2016 Subject Code: Social Work (SOWO) Course Number: 7060 Justification for This foundation course prepares students enrolled in the Traditional MSW program to perform generalist social work practice with individuals and families. The course introduces students to the phases of the change process and the knowledge and skills critical to engage with clients through this process. Particular attention is paid to students' development of the practice skills essential to effective social work practice such as rapport building, 1/10

2 Graduate Credit interviewing, and use of self. Through the diversity assignment and assessment/intervention paper, students are required to use critical and analytical thinking to make evidence based social work practice recommendations. This foundation course prepares students for later advanced clinical practice courses. Justification for new course: Course Title: Abbreviated Title: Course Credit: This is a course in the new Master of Social Work program. Social Work Practice with Individuals and Families Practice I Schedule Type Contact/Group Hours Weekly or Per Term? Credit Hours Anticipated Enrollment Lecture 3 Weekly 3 20 Can the course be repeated? No Total Credit Hours: 3 Grading Type: Prerequisites: Standard Grades None Prerequisite Courses: Corequisites: Restrictions: Exclude Freshman Exclude Junior Exclude Sophomore Exclude Senior Exclude For Non Degree Other Restrictions: Students must be admitted to the Master of Social Work program in order to enroll in the class. Admin Restrictions: Course Description: This foundation course prepares students to apply a generalist perspective and systems framework to social work practice with individuals and families. It emphasizes the basics of communication, interviewing, relationship building, and practice skills essential to effective assessment, intervention, and evaluation. May Count Either: 2/10

3 Affected Program(s): Overlapping or Duplication of Other Units' Offerings: Resources No No additional resources are required. Course Objectives/Outcomes 1. Describe the origins, contemporary trends and values of social work practice. 2. Operationally define basic concepts and principles of generalist social work practice. 3. Use a systems framework in developing approaches to assessment, intervention and evaluation for social work practice with individuals and families. 4. Demonstrate understanding of and respect for culturally sensitive practice and respect for diversity in social class, culture, race, age, gender, sexual orientation, religion, spirituality, disability, etc. 5. Make ethical, reflective decisions using critical thinking skills that integrate social work values. 6. Demonstrate competent communication skills in social work interviewing. 7. Articulate how to bring about change that works toward achieving social justice for individuals and families. 8. Explain the importance of empowering and advocating for individuals and families who are vulnerable and/or at risk. 9. Demonstrate professional use of self in social work practice with individuals and families. Is this course considered University Core? No WEEK Week #1 TOPIC/REQUIRED READING Introduction to the Class History of Social Work Video: The Women of Hull House Week #2 Social Work Values & Ethics Cournoyer. (2014). The social work skills workbook (7 th Ed).Ch. 1 3 Hepworth, Rooney, & Larson (2013) Direct Social Work Practice: Theory and 3/10

4 Skills (9 th Ed)., Ch. 1 4 Week #3 Field Orientation (Guest: Field Director) McGoldrick, Gerson, & Shellenberger, (2008). Genograms: Assessment and intervention (3 rd Ed.). Ch. 1 4 Week #4 Genograms and Ecomaps Constructing the multifamily genogram. 5 8 Development) Week #5 McGoldrick, Gerson, & Shellenberger, Ch. Group Case Presentations Due (Group Case Communication Skills Cournoyer, Ch Hepworth, Rooney, & Larson, Ch. 5 7 and Week #6 Format Preparing, Beginning, & Exploring The Importance of Documentation & DAP Course Content Outline Cournoyer, Ch. 5 7 Ethics Assignment Due Week #7 Assessment Cournoyer, Ch. 8 Hepworth, Rooney, & Larson, Ch. 8 9 Week #8 Assessment Hepworth, Rooney, & Larson, Ch Week #9 Contracting Cournoyer, Ch. 9 Hepworth, Rooney, & Larson, Ch. 12 Genogram Assignment Due Week #10 Working & Evaluating: Individuals 4/10

5 Cournoyer, Ch. 10 Hepworth, Rooney, & Larson, Ch Week #11 Change Phase: Families & Groups Hepworth, Rooney, & Larson, Ch Diversity Assignment Due Week #12 Overcoming Barriers Hepworth, Rooney, & Larson, Ch. 19 Assessment/Intervention Paper Due Week #13 Ending/Termination Cournoyer, Ch. 11 Hepworth, Rooney, & Larson, Ch. 20 Week #14 Video Assignment Group Reflections Video Assignment Week #15 Course Wrap Up and Video Discussion Video Assignment Reflection Due 1. Group Case Development (10% of grade): Each group of students will create a fictional case study. The case study should be a minimum of 2 typewritten double spaced pages and should involve an individual or family of an unfamiliar culture, ethnic group or religion. Please be specific and detailed. DO NOT use a true case or any identifying information. Examples of appropriate cultures or ethnic groups to use: Jewish, German, Irish, Bosnian, Hispanic, African American, Asian, Native American, Hindu, etc. Learning objectives 3 & 4 2. Ethics Assignment (10% of grade): Students will write a 3 4 page paper (typewritten, doublespaced, APA format) describing two ethical dilemmas that may arise in social work and how they would work to resolve them. Students should use one possible dilemma from their group case. Students should cite relevant sections of the NASW code of ethics to support their decision making process. Please use a specific decision making model (e.g., Congress, 2000; Corey, Corey & Callanan, 2003; Loewenberg, Dolgoff, & Harrington, 2000; Reamer, 1995) and cite accordingly. Please discuss any conflicts between your personal values and social work 5/10

6 values in resolving the dilemma. Lastly, hypothesize ways to avoid or be prepared for these types of dilemmas. A minimum of four scholarly references is required, cited in correct APA format. Learning objectives 4 & 5 3. Diversity Assignment (10% of grade) Using your group case study research regarding an unfamiliar culture, ethnic group or religion write a 5 6 page paper (typewritten, double spaced, APA format) detailing critical issues and characteristics that may impact social work practice with your case. Include relevant information such as, how they define problems, what do they see as solutions to their problems, to whom do they usually turn for help, how have they responded to immigration/acculturation, what are the typical family patterns of the group, how do they handle life cycle transitions, what may be the difficulties for a therapist of the same background or for a therapist of a different background. How would you approach your case? This must be supported by the literature and not anecdotal or based merely on stereotypes. A minimum of four scholarly references is required. (Diversity Assignment is 10 points). Learning Objectives 2, 3 & Genogram Assignment (25% of grade) Students will complete a genogram of their own family including four generations (self, parents, grandparents, great grandparents). The following information needs to be included for each person on the genogram: name; date of birth; date of death (if appropriate); family role; occupation; education; ethnic origin; religion; race; chronic illnesses or injuries; mental illness; substance abuse, etc. Students will also identify in the appropriate manner on the genogram the emotional system of the family (patterns of closeness/distance, cutoffs, etc.). Correct format is required. Neatness is important. Genograms must be on an 8 ½ X 11 piece of paper, or fold to this size. It should be no larger than a desk when unfolded. Learning objectives 1, 2, 3 & 9 Students will also write a 6 8 page (typewritten, doublespaced) paper exploring two intergenerational themes or patterns identified in their genogram. These themes must be fully developed and include a discussion of their impact/influence on you and your family. A more specific outline of the genogram assignment will be given in class. 5. Assessment/ Intervention Paper (30% of grade) 6/10

7 This paper has two parts. Part one involves the completion of a multidimensional assessment on an identified individual. Part two involves the selection of an intervention model or theoretical framework that seems most congruent with your client s needs. Learning objectives 1 9. Assessment/ Intervention Paper Directions: Part 1: Assessment. Complete a written assessment of the case provided following the format provided below. The format for a multidimensional assessment is adapted from Hepworth and Larsen s Direct Social Work Practice Methods. Assignments / Projects Multidimensional Assessment A. Presenting Problem..manifestation of problem, persons and systems involved in the problem, severity of the problem, meaning ascribed to the problem, location, frequency, duration, onset, precipitating events, etc. B. Intra personal Systems...biophysical functioning, physical characteristics and presentation, physical health, drug use and/or abuse, psychiatric diagnoses, cognitive/perceptual functioning, intellectual functioning, judgment, reality testing, cognitive flexibility, values, self concept, emotional functioning, emotional control, affect, behavioral functioning, cultural factors, resources, motivation. C. Interpersonal Systems...family, identified family members, involved family members, marital status, family structure (boundaries, alliances, power, communication patterns), perception of problem, impacted by problem, work experiences, strengths, needs, school experiences, social support peers, quantity and quality. D. Environmental systems...health and safety factors, resources utilized, resources needed... Part 2: Intervention Model/Approach 1. Review professional (social work and/or related) literature to identify 2 Intervention models which 7/10

8 might relate to your client s primary identified issue(s) 2. A minimum of 3 professional references must be used and cited on a reference page. 3. Select the most appropriate, based on your assessment. Identify the theoretical underpinnings. Then, discuss your rationale for the selection. The selected model should be most congruent with effectively addressing your client s specific strengths and needs. 4. Develop an initial plan with your client based on the chosen model. Additional Directions for preparing your paper Paper should be typed and stapled. 2. References and citations should be in APA (American Psychological Association) format. 3. Your paper will be graded based on the following components: following directions, clarity, organization thoroughness, accuracy incorporation of class and text concepts, neatness and timeliness consistency with social work values and ethics, critical thinking relative to identifying strengths and selecting a realistic and meaningful intervention grade) 6. Videotaped Demonstration of Skills (15% of Directions: Students will be placed in groups of three or four. Roles (social worker/client/observer) are to be rotated so that each student has the opportunity to function in each role. 1. Each interview session should be around minutes. You will be penalized if you are outside of these times constraints. 2. As the social worker, students are to complete the following tasks: engaging, assessing, and planning 3. Each video group will meet to review their 3 or 4 videotapes. The review process involves small group discussion of strengths and needs for each student. 4. You will be graded on: the degree to which you blend skills and techniques to successfully complete your 3 tasks, and the degree to which you can accurately evaluate your practice 8/10

9 5. Students will complete a 3 5 page reflection about the videotape process including a discussion about the importance of self of the social worker in practice. Learning objectives 3, 4 & 6 Group Case Development 10% Ethics Assignment 10% Diversity Assignment 10% Genogram Assignment 25% Video Assignment 15% Rubric and Grading Scale Assessment/Intervention Paper 30% Grading scale: = A = B = C = D 59 & Below = F Supplemental Information For Addition Of Distance Education Course Justification for DE Delivery Access to Resources Course Content Delivery Course Interaction Attachments Course reviewer comments ISRAECA (11/18/15 2:48 pm): Rollback: as requested by program POLICY STATEMENTS Attendance: Although attendance is not required, students are expected to attend all classes, and will be held responsible for any content covered in the event of an absence. Preview Bridge Key: Preview Bridge 9/10

10 Excused Absences: Students are granted excused absences from class for the following reasons: illness of the student or serious illness of a member of the student's immediate family, the death of a member of the student's immediate family, trips for student organizations sponsored by an academic unit, trips for university classes, trips for participation in intercollegiate athletic events, subpoena for a court appearance, and religious holidays. Students who wish to have an excused absence from class for any other reason must contact the instructor in advance of the absence to request permission. The instructor will weigh the merits of the request, and render a decision. When feasible, the student must notify the instructor prior to the occurrence of any excused absences, but in no case shall such notification occur more than one week after the absence. Appropriate documentation for all excused absences is required. Please consult the Student Policy ehandbook for more information on excused absences. Make Up Policy: Arrangement to make up a missed major examination (e.g.:hour exams, mid term exams) due to properly authorized excused absences must be initiated by the student within one week of the end of the period of the excused absence(s). Except in unusual circumstances, such as the continued absence of the student or the advent of university holidays, a make up exam will take place within two weeks of the date that the student initiates arrangements for it. Except in extraordinary circumstances, no make up exams will be arranged during the last three days before the final exam period begins. Academic Honesty Policy: All portions of the Auburn University student academic honesty code (Title XII) found in the Student Policy ehandbook will apply to university courses. All academic honesty violations or alleged violations of the SGA Code of Laws will be reported to the Office of the Provost, which will then refer the case to the Academic Honesty Committee. Disability Accommodations: Students who need accommodations are asked to electronically submit their approved accommodations through AU Access and to arrange a meeting during office hours the first week of classes, or as soon as possible if accommodations are needed immediately. If you have a conflict with my office hours, an alternate time can be arranged. To set up this meeting, please contact me by e mail. If you have not established accommodations through the Office of Accessibility, but need accommodations, make an appointment with the Office of Accessibility, 1228 Haley Center, (V/TT). 10/10