Simmons College BSW Program

Transcription

1 Simmons College BSW Program COURSE NUMBER: SWK 352 COURSE TITLE: Social Work Practice II: Work with Individuals and Families CREDIT HOURS: 4 Undergraduate Hours; Fall Semester INSTRUCTOR: BSW Program Faculty COURSE DESCRIPTION: The second in the Program s series of four practice courses, this course continues the integration of theory and practice and advances the development of the generalist knowledge, values, and skills required to intervene with individuals and families from engagement through termination. Students continue to solidify the helping techniques and processes introduced in the Social Work Practice I course. In addition, this course is taught concurrently with the 100-hour, semesterlong junior social work field placement. Material from each student s field placement experience is integrated into the class through discussion and course assignments. REQUIRED TEXTBOOKS: Kirst-Ashman, K. A., & Hull, G. H. (2012). Understanding Generalist Practice (6 th ed.). Pacific Grove, CA: Brooks/Cole. Rivas, R. F. & Hull, G.H. (2004). Case Studies in Generalist Practice (3rd ed.). Pacific Grove, CA: Brooks/Cole. Course Objectives: By the completion of this second social work practice course, students at a fundamental level will be able to: 1. Describe the knowledge, values, and skills required for effective generalist intervention; 2. Describe and apply theoretical frameworks underpinning social work practice and the generalist intervention model; 3. Apply knowledge of human behavior and the social environment to practice; 4. Understand and apply various strategies and skills used to engage, assess, intervene, and evaluate practice with individuals and families; 5. Understand the impact of oppression and privilege and apply culturally sensitive practice to work with clients; 6. Understand and apply advocacy strategies used in practice to advance human rights and promote social and economic justice; 7. Understand the impact of social welfare policies on the lives of clients and identify strategies to influence social policy change within the context of practice; 8. Understand the value base and ethical standards of the profession and apply strategies of ethical reasoning to arrive at principled decisions in case work; 9. Apply critical thinking and writing to inform and communicate professional judgments; 1

2 10. Examine research studies and understand the ways in which findings inform and impact practice; 11. Evaluate one s own beginning practice interventions; 12. Use supervision and consultation appropriate to social work practice; 13. Function within organizational structures and service delivery systems and conduct oneself as an emerging social work professional; 14. Identify with the social work profession and demonstrate self-awareness in assessing one s evolving professional skills and needs EVALUATION PROCESS: Course outcomes will be assessed through: Thoughtful participation in class discussion, small-group work, and experiential exercises focusing on integrating course material and student field placement experiences using the multi-level approach of generalist practice to intervene with individuals and families within their social context; Thoughtful completion of required reading, homework assignments, and written case study analyses aimed at enhancing the learning process and synthesizing course material; Effective demonstration of emerging practice and self-assessment skills through a series of in-class videotaped interviewing exercises, using case studies as a framework; Effective demonstration of the ability to search for and apply social work research literature to practice through a case study analysis; Attendance at a professional workshop, effective completion of a reflection paper, and thoughtful participation in a follow-up, in-class discussion aimed at integrating course content and advancing development of a solid social work professional identity; Effective use and completion of an individual student field placement journal as a tool to document the student s own thoughts, feelings, perceptions, and insights around her field experience and individual learning process; Effective demonstration of the student s cumulative understanding of and ability to apply social work generalist practice concepts through a final written paper analyzing a case study Social Work Student Grading Policy: As noted in the Simmons College BSW Program Student Handbook, students graduating from Simmons College with a BSW will have earned a 2.0 cumulative average in their overall college course work and at least a B in each of their required social work courses. Therefore, students must achieve a grade of at least a B or better in this course or they may be asked to repeat the course before moving on to the next level in the sequence. If a student is struggling in a particular course, every effort will be made on the part of faculty members to assist that student. Any social work student receiving a mid-semester warning in a required social work course will be referred to meet with the Program Director to discuss the situation and work toward its resolution. ASSIGNMENTS/GRADING: The final course grade will be based on: Class Participation: 10% 2

3 Homework Assignments & Case Study Analyses: 10% Videotaped Role-Play Interview/Self-Assessment: 20% Professional Workshop & Reflection Paper: 10% Student Journal: 15% Case Study Analysis Using Research: 15% Final Case Study: 20% Grading System for this Course: Grade Interpretation of Grade Numerical Equivalent A (4.00) Excellent 93+ A- (3.67) B+ (3.33) B (3.00) Superior Achievement B- (2.67) C+ (2.33) C (2.00) Average C- (1.67) D+ (1.33) D (1.00) Minimal Achievement D- (0.67) F (0) Failing, No quality points 59 and below Simmons Honor Code of Responsibility & Statement on Plagiarism: Students in this course are expected to abide by the Simmons Honor Code as detailed in the College Student Handbook. Students are expected to conduct themselves with integrity, honesty and trustworthiness. This means that students agree not to cheat (submitting someone else s work as your own) or plagiarize (intentionally or unintentionally using someone else's words or thoughts without giving proper credit). Students are required to review the College s statement on plagiarism found in the Student Handbook and in the online Sources resource found at: Citations for References Used in Written Work: For some assignments, it will be expected that you cite scholarly literature (from the course readings as well as outside readings from professional books and journals, and carefully selected professional web sites) and include a reference list. All citations for references and all reference lists must follow the American Psychological Association Manual, 6th Edition. Failure to do so may affect your grade. It is recommended that students purchase the APA Manual. The APA Manual is also on reserve in the college library. The college library has a citation formatting program called RefWorks which you may use contact the library for assistance with it. If you have any questions about what should be cited or how to format the citation, please contact your instructor or the librarian. For electronic citations you can also refer to the Website-- and for a quick APA guide you can go to: 3

4 Relationship of Grades to Class Attendance and Participation: This course involves lectured material, as well as in-class discussions, experiential exercises and group assignments. Therefore, it is critical that students attend and participate in all classes, and that they apply equal effort to class discussion and all other activities. Outlines and instructions for all major assignments are listed at the end of this syllabus. Late Assignments: Late assignments will only be accepted with prior approval from the instructor. If a student is planning to be absent from class, she is still expected to turn in any assignments due that day on time. Turning in assignments late will result in a lowering of the grade, unless there are extraordinary circumstances (such as serious illness or a death in one s family). The penalty for late assignments will include a grade reduction as indicated on the grading rubric for that assignment. For major assignments, students will receive a reduction of one-half grade (ex: B to B-) for each day that the paper is late. Exceptions to the above, due to emergencies, must be documented. Statement on Disabilities: Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning, or psychiatric disabilities. If you have a documented disability that requires assistance, you will need to contact the Disability Services Office to request accommodations. This office is located on the third floor of the Palace Road Building (P304-A). The phone number is Students requesting accommodations must do so each semester. Students are encouraged to speak with their instructors about their needs within the first two weeks of the semester. Advisors should also be informed. Academic Support Services: The College Writing Center is available to all students for assistance with writing, study skills, and other academic needs. You may contact them at The Center is located on the first floor of the College Library. Allow ample time before due dates on papers to schedule appointments with writing tutors and Writing Center staff members. Library Resources: The School of Social Work librarian is Shanti Freundlich, (shanti.freundlich@simmons.edu; ). She and other library staff are available to assist you with using the College Library resources, on-line and on-campus, including assistance with how to search for professional and scholarly literature for your papers. This syllabus is not a contract. The instructor reserves the right to alter course requirements and/or assignments based on new materials, class discussions, or other legitimate pedagogical objectives. 4

5 COURSE OUTLINE Week 1: Introduction and course overview/review of Generalist Practice Knowledge, Values and Skills Team Building Exercise/Icebreaker Discuss syllabus, text, case studies & begin organizing for the semester Discuss course assignments and field work expectations Review of Systems Theory, Ecological Perspective Micro, Mezzo, Macro Practice levels Review of NASW Code of Ethics Review of Planned Change Process Focus on Engagement, Assessment, Planning, Implementation, Evaluation, Termination, Follow-up Application of Skills Using Case Study - Case of Selina Organizational Context of Social Work Practice Handouts: Syllabus, Case Study Packets Required reading and assignments for next class: Review Chapters 1-8 Case Study Una Rosa (#9) Week 2: Overview of Work with Individual Clients and Interviewing/Review of Interviewing and Application of Generalist Practice Methods Review of Generalist Intervention Model Review of Interviewing Techniques Application of Skills Using Case Study Case of Helen Sharing of Field Placement Experiences Discuss Student Videotaped Interview Schedule Required Reading and assignments for next class: Chapter 9 Understanding Families Case Study Between Two Worlds (#12) Case Study Saundra Santiago (#5) Week 3: Review of Micro Skills and Preparation for Student Videotaped Interviews Review of Key Concepts and Expectations Questions, Concerns Students receive case scenarios for interviews Student Interview Practice Time Required Reading and assignments for next class: Prepare for Videotaped Interviews Week 4: Student Videotaped Interviews Demonstrating Advanced Interviewing & Intervention Skills 5

6 Required Reading and assignments for next class: Complete Interviewing Self-Assessment What Went Well and What Needs Work Case Study The Young Bears (#3) Case Study Transitional Homes for Young Street Mothers (#20) Week 5: Viewing and Critical Analysis of Interview Videos/Self-Assessments Due Student Insights, Challenges, Questions, Goals Students receive case study for research assignment Required Reading and assignments for next class: Chapter 12 Culturally Competent Social Work Practice Case Study Nalani Ethel: Social Work with a Hawaiian Woman and Her Family (#4) Week 6: Diversity, Privilege and Oppression/Journals Due Murderball Film Presentation & Class Discussion Examining Ableism in US Society Diversity in Social Work Examination of Oppressive Mechanisms & Impacts of Privilege Developing Sensitivity in Working with Diverse Client Systems Required Reading and assignments for next class: Review Chapter 9 Chapter 10 Working with Families Case Study A Visit to Dwight s Hollow (#15) Case Study Brad: Consequences of a Dysfunctional Family (#14) 1) Read: McCroskey, J. (2005). The future of social work in child welfare. Advances in Social Work, 6(1), (ereserve) 2) Read: Sousa, L. & Rodrigues, S. (2012). The collaborative professional: Towards empowering vulnerable families. Journal of Social Work Practice, 26(4), Complete Case Study Research Assignment Week 7: SPRING BREAK NO CLASS Week 8: Case Study Research Assignment Due/Introduction to Family Work in Generalist Practice Uniqueness of Family Work Family as a System Communication Within Families Verbal and Nonverbal Family Structure dynamics, boundaries, norms Impact of Social Environment/Stresses Family Conflicts & Problems Variations in Family Structures Cultural Competency with Families Engagement, Assessment and Planning with Families Planned Change and Intervention with Families Exploration of Problem Situation(s) 6

7 Evaluation, Termination and Follow-up with Families Family Issues and Services Advocacy for Families Promoting Social Justice Seeking Social Change Policy and Practice Implementation of Interventions Strategies and Tools Discussion of Case Study Group Problem Solving Required Reading and assignments for next class: READ Case Study - Baez Family Fire (no questions) Week 9: Continuation of Work with Families Student Group Activity Analysis of Case Study: The Baez Family Fire Brainstorming, Problem Identification Family Needs, Community Needs, Policy Needs Engaging the Family Fish Bowl Role-Play Activity Prioritizing Needs Determining Goals Advocacy and Policy Needs Ethical Considerations/Potential Dilemmas Completion of Family Genograms Completion of Ecomaps Taking Action micro, mezzo, macro levels Required Reading and assignments for next class: Read Chapter 14 Advocacy Case Study The Willow River Developmental Disabilities Center (#23) Case Study Community Work with Refugees (#27) Visit website to find list of your governmental representatives; register to vote if you haven t already Visit website and view NASW Mass. Legislative Agenda for Write a professional letter to your governmental representative on an issue that is important to you (see NASW Legislative Agenda for ideas), asking him/her to support the issue letters will mailed Week 10 Advocacy in Generalist Social Work Practice Video Presentation Social Workers Effecting Change Legislative Advocacy Social Work Commitment to Social Justice, Advocacy and Policy Reform on Behalf of Clients Goals and Targets of Advocacy Social Work History and Advocacy Becoming a Good Advocate Knowledge, Values, Skills Assessment and Planning in Advocacy Advocacy Strategies and Tactics 7

8 Legislative Advocacy NASW Legislative Agenda for issues of importance to the profession and our clients International Advocacy Applying concepts using case studies Week 11: NO CLASS - ATTEND SWK CONFERENCE Required Reading and assignments for next class: Complete three-page reflection paper on Social Work Conference Chapter 11 Values, Ethics, and the Resolution of Ethical Dilemmas Case Study Self-Disclosure and Client Discrimination (#24) Case Study - Sally s Saga (#13) Week 12: Values, Ethics, and Ethical Dilemmas in Generalist Practice; Reflection Papers Due; Journals DUE Class Discussion of Senior Social Work Conference NASW Code of Ethics Social Worker s Ethical Responsibilities Conceptualizing and Addressing an Ethical Dilemma Decision-Making Steps Basic Ethical Rights Ethical Dilemmas Commonly Seen in Generalist Practice Ethics in Action Video Presentation Brainstorming Around Ethical Dilemmas Using Case Scenarios EXTRA PRACTICE OPPORTUNITY - Social Work Day and conference at the United Nations in New York City (2 day overnight trip/registration & payment required) Required Reading and assignments for next class: Chapter 13 Gender-Sensitive Social Work Practice Case Study From Case to Cause: My Name is Jess Overton (#26) Case Study Personal Growth and Self-Esteem through Cultural Spiritualism: A Native American Experience (#10) Week 13: Cultural Competence in Generalist Practice Gender-Sensitive Social Work Practice Effect of Racism/Discrimination/White Privilege on Social Work Practice Effect of Diversity Issues on Stages of Intervention Examination of Minority Experience in the U.S. Culturally Competent Practice Skills and Interventions Importance of Gender Sensitivity Women s Social Justice Issues Women and the Generalist Intervention Model Feminist Perspective on Micro, Mezzo, and Macro Aspects of Practice 8

9 Required Reading and assignments for next class: Chapter 15 Brokering and Case Management Chapter 16 Recording in Generalist Social Work Practice View Website of United Way Week 14: Brokering In Social Work Practice & Case Management Concepts Writing and Documentation in Generalist Social Work Practice Brokering on Behalf of Clients Resources/Skills for Effective Brokering Local Resources for Referrals and Brokering Applying Planned Change to the Brokering Role Case Management Definition and Overview Application of Generalist Intervention Model to Case Management Case Management Service Planning and Coordination Record Keeping Documentation Common Recording Formats Report Writing Importance of Good Writing Skills Balancing Accountability and Confidentiality Students receive case study for final examination paper Week 15: Last Class Day; Journals Due Completion of Course Material & Planning for the future Course Completion and Review Discussion of Senior Year Methods Work Students Receive Field Placement Manuals Discussion of Field Placement Requirements Field Evaluations Due Final Exam Period: Final Papers Due 9

10 Class Participation 10% of overall course grade This course involves lectured material, as well as in-class discussions, small groups work, film/guest speaker presentations, and experiential exercises. Therefore, it is critical that students attend and participate in all classes, come to class prepared, and that they apply equal effort to class discussion and all other activities. Class participation will be assessed using the rubric below: Class Participation Grading Rubric: Area of Assessment Possible Points Pts Earned Always Often Sometimes Rarely Never A B C D F Attendance: (25 pts) Student attends class and is on time Preparation: (25 pts) Student is prepared for class and completes assignments for discussion Listening: (25 pts) Student listens actively to peers and instructor and uses what others contribute to build own thoughts Engagement (25 pts) Student actively and appropriately engages in class by contributing to discussion and asking questions Total Possible Points (100) 10

11 Homework & Case Study Analyses 10% of overall course grade As part of our study of Social Work Practice, students will be reading from required course texts, as well as selected readings from other sources that will be on reserve in the College library. In preparation for most classes, students will have reading and homework assigned to them, often including a case study and questions that require critical reflection and analysis related to the course work for the week. The readings, homework assignments, and case studies for this course have been purposefully selected to assist students in expanding their knowledge, critical thinking, and analysis skills with respect to our course material. For each class, students will be expected to read what is assigned and complete the case questions or homework assignment for that day in writing. All homework will be collected, commented on, and returned in order to facilitate the student s ongoing learning, self-reflection, and mastery of course concepts. We will often use the readings, case studies, and homework assignments as a focal point for larger inclass discussions and small group work. Homework assignments and responses to case study questions will be assessed using the rubric below: Area of Assessment Possible Points Pts Earned Always Often Sometimes Rarely Never A B C D F Timely Completion: (25 pts) Student completes and submits homework assignments on time Quality: Student s written Homework is: Thorough (25 pts): Student completes all requirements of assignments in a thorough manner Detailed (25 pts): Student provides supporting detail in her work, integrating concepts from class, readings, and other sources Thoughtful (25 pts): Student shows critical thinking, shares insights and raises questions, and 11

12 uses analytical skill in connecting concepts Total Possible Points (100) Videotaped Student Role-Play Interviews 20% of overall course grade Primary goals of learning for this Practice course are for students to solidify their basic intervention and communication skills and to critically evaluate their own emerging practice competencies. As a vehicle for achieving these goals, students will participate in videotaped interview role-plays, using case situations provided by the instructor as a guide. Each student will participate in one role-play where they are the interviewing social worker. They will also participate in role-plays where they are the interviewee, assisting a fellow classmate. The role-play case situation will be given to the student in advance of the class when the videotaped interview will take place, allowing them to consider the case situation and prepare for the interview with the partner of their choice. All interviews will be videotaped and viewed as a class to allow each student to critically examine his/her own skills, discuss challenges and strengths, and for the group to problem-solve together. Students will be graded on their basic relationship building, interviewing, and communication skills and demonstration of emerging generalist practice intervention skills. Students will be expected to react spontaneously to client situations and critically analyze their own work. 12

13 Outline and Instructions for Student Journal 15% of overall course grade GENERAL INSTRUCTIONS: Each student must keep and effectively use an individual field placement journal as a tool to document her own thoughts, feelings, perceptions, and insights around her field experience and individual learning process. This can be a place to note and discuss particularly challenging experiences or cases, but should focus on the student s own growth and perceived needs. Journals will be submitted to the instructor for review during the following weeks: 6, 12, & 15 The following general guidelines should be used in the keeping of journals: 1. Journals must be bound in some fashion, with pages numbered 2. Journals may be handwritten, but must be neat and legible 3. Information discussed in the journal should be limited to material relevant to field placement, as it will be read regularly by the instructor 4. Student s must complete at least one journal entry per field placement day of sufficient length as to show adequate thought and effort 5. Journal entries should reflect the integration of classroom material 6. While journals are being reviewed by the instructor, student s should continue to write journal entries to be inserted when the journal is returned 7. In order to maintain confidentiality, students should not share client names in their journals. Students may change client names or use a first initial in order to complete journal entries discussing certain cases 13

14 Reflection Papers on Professional Workshop: 10% of overall course grade During the semester, all Social Work Practice II students will attend and participate in a professional social work conference or workshop. This conference will replace our class time for the week. Following the conference, students will complete a follow-up reflection paper due at the following class. This assignment is specifically aimed at expanding the student s general understanding of generalist social work knowledge, values and skills, providing an opportunity to network and learn from other students and professionals, and facilitating the development of a solid professional social work identity. Prior to the conference, students will be given assigned reading to help them prepare. The reflection paper should be 3 pages in length and should include the following elements: A discussion of the student s general reaction to the conference A discussion of the student s observations of/reactions to the presentation(s) attended and what she learned A discussion of the student s insights, ongoing questions, and areas of growth relevant to the conference Note: Reflection papers are expected to provide an opportunity for students to share their own thoughts, ideas, opinions, and questions in relation to the course material. Therefore, it is not expected or required that students use outside sources or include references in these papers. Reflection Papers will be assessed using the rubric on the following page. 14

15 Reflection Paper Grading Rubric Student: Paper: Area of Assessment Possible Points Points Earned Paper Submitted on Time -2 points for each day late Content: (90 pts) Paper discusses student s 30 general reaction to the conference Paper discusses student s 30 reaction to presentations attended and what she learned Paper discusses student s insights, 30 ongoing questions, and areas of growth relevant to the conference Writing Mechanics & Professionalism: (10 pts) Paper is neat, professional and 5 Well written Paper is appropriately 5 formatted, free of spelling mistakes and grammatical errors Total Points 100 Grade Comments: 15

16 Case Study Analysis Using Research 15% of overall course grade As a demonstration of their ability to conduct a search of relevant research materials for application to client situations, services, and social work practice, students will be given a case study which they will critically analyze and submit the following materials: Citations for five relevant research articles from social work journals or other professional sources (no magazines, no newspapers, no internet sources), using APA format A paragraph summary for each article explaining the student s rationale for their choices of articles and intended application of the research findings. (Why did you choose this article? How does it apply to your client? How would you use the information provided by the article to help you intervene with this client?) Complete copy of one of their chosen articles Student s detailed review of their one copied research article, using the following format: 1. What was the purpose of the study? 2. How is it related to the case study client? 3. What theories (if any) does the author use and how are they applied and used to inform the study? 4. What are the general research findings? 5. What information does the research provide that contributes to the understanding of the client situation? Through the College library, students have on-campus and remote access to computerized databases which house a long list of social work journals including The Journal of Contemporary Social Work, Social Work, Social Work Research, Social Work with Groups, Health and Social Work, Child and Adolescent Social Work, to name a few. This will allow students to read abstracts of journal articles and, sometimes, the entire article itself. More often, students are required to request a copy of the entire article through the library, which will take additional time. 16

17 Final Examination Paper Social Work Assessment on Case Study Client/Family As their final examination, students will be given a case study which they will analyze, demonstrating their ability to integrate the primary elements of this course. Papers should include the following elements: 1. Concise assessment of the client system (family), current situation, strengths and needs, contributing factors, support systems, and the student s proposed interventive plan, including any referrals to be made (2-3 pages) 2. Three Generational Genogram 3. Ecomap identifying systems and supports currently in the client s life and those that you would put in place (should be color coded to differentiate between those already in place and those that you would implement) 4. Student s Identification of Advocacy Tasks needed on behalf of the client and student s advocacy plan identify all areas where advocacy is needed and describe the specific ways that you would advocate (1 page) 5. Student s Identification of a Social Policy Issue effecting the client and potential ways to seek change what in this case stands out for you as a significant social policy? How would you go about making change on behalf of this client on a policy level? (1 page) 6. Student s Identification of one potential ethical dilemma in the case, citing NASW Code of Ethics, and how the student would approach the dilemma (1 page) 7. 2 Social Work Journal Article Citations and a paragraph for each explaining why this particular article and research is relevant to the client/presenting problems and how the information in the article will help you intervene with this client Papers should be approximately 10 pages in length, including genogram and ecomap. Students will be given the final examination case study at the end of class during Week 12, allowing them to review the assignment and ask any necessary questions during the final week of class. Papers will be due to the instructor during the designated final examination period. 17