SCHOOL OF SOCIAL WORK SWKG 602: Advanced Generalist Practice I Winter 2008

Transcription

1 Instructor: Dr. Rebecca G. Block SCHOOL OF SOCIAL WORK SWKG 602: Advanced Generalist Practice I Winter 2008 Course Description This course examines Advanced Generalist Practice with individuals and families. Related theories, concepts, and models are explored to develop effective skills for working with individuals and families by increasing knowledge dealing with the multilevel complexity of presenting problems, specifically among marginalized populations from a strengths perspective. Relationships between individual challenges and larger macro issues serve as the basis for assessment and intervention promoting a holistic approach. In all practice areas, the Advanced Generalist Practitioner demonstrates a commitment to the promotion of social justice, an attitude of leadership and an allegiance to ethics in the development of partnerships that benefit clients and enhance service delivery in implementation of best practices. Course Rationale: This course provides a framework of professional social work principles, values and ethics to guide practice decision-making. Selected current theoretical models are presented and students will develop critical skills for evaluating and applying these models. The course will work to strengthen the student s ability to work at individual and family system levels based on a systems ecological framework for exploring potentially adaptive responses to biological, psychological, sociological, and spiritual challenges. Included is a focus on assessment as the foundation for intervention, study of the DSM- IV-TR, and a deeper examination of professional social work principles as applied to practice: stressing strengths, competencies, resiliencies, working in partnership with clients and other professionals, and fostering relationships between and among people and their social environments. This course will explore the intensified impact on and practice challenges of marginalized populations with the purpose of developing students abilities to view issues at all systemic levels and to make practice decisions reflective of that awareness. Students will be encouraged throughout the course to critically and honestly examine their own practice as well as that of the larger social service community in light of advanced generalist social work practice principles. Learning Objectives Students will be expected to meet the following objectives: 1. Describe a framework for Advanced Generalist Practice. 2. Develop an in-depth awareness of the interplay among bio-psycho-social and spiritual elements in presenting problem patterns for individuals and families. Dr. Rebecca G. Block WI 2008 SOWK 602 Page 1 of 7

2 3. Trace the influence of theoretical models of practice on the information sought and inferences made in the assessment and planning process. 4. Demonstrate features of culturally competent practice. 5. Understand the derivation and current use of the American Psychiatric Association s DSM-IV-TR. 6. Develop an attitude of leadership in advancing social justice. 7. Demonstrate integration of micro practice and social justice including ability to identify groups experiencing oppression and social inclusion/exclusion in current culture. 8. Acquire knowledge of both conceptually derived and evidence-based factors contributing to risk and resilience in individuals and families. 9. Understand the impact of societal issues such as denial, minimization, marginalization, and how they impact policy and other institutions, practice approaches, and ultimately the healing of those impacted. Required Texts: notations in parentheses following citations are used in the course schedule. Cooper, M.G. & Lesser, J.G.(2005). Clinical Social Work Practice: An Integrated Approach (2 nd Ed). Allyn & Bacon: Boston, MA. (C&L) Pomeroy, E. & Wambach, K.(2003). The Clinical Assessment Workbook. Brooks/Cole: Pacific Grove, CA. (P&W) American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4 th edition, text revision). Washington DC. Required Readings: Articles noted in the Schedule using first authors last name Alison, S., Stacey, K., dads, V., Roger, L., Wood, A., & Martin, G. (2003). What the family brings: gathering evidence for strengths-based work. Journal of Family Therapy, (EBSCO) Black, C. (2003). Translating principles into practice: implementing the feminist and strengths perspectives in work with battered women. Affilia. 18(3), (EBSCO) Dr. Rebecca G. Block WI 2008 SOWK 602 Page 2 of 7

3 Cohen, C., Magai,C., Yaffee, R., Walcott-Brown, L. (2004). Racial differences in paranoid ideation and psychoses in an older urban population. American Journal of Psychiatry, 161(5), (Proquest) Greene, G.J., Lee, M.Y., & Hoffpauir, S. (2005). The languages of empowerment and strengths in clinical social work: a constructivist perspective. Families in Society. 86(2) (Proquest) Lee, M.Y. (2003). A solution-focused approach to cross-cultural clinical social work practice: utilizing cultural strengths. Families in Society, 84(3), (EBSCO) Lopez-Ibor, J. (2003). Cultural adaptations of current psychiatric classifications: are they the solution? Psychopathology, 36(3), 114 (Proquest) Noble, D.N., Perkins, K., & Fatout, M.(2000). On being a strength coach: child welfare and the strengths model. Child and Adolescent Social Work Journal. 17(2), (EBSCO) Ritsher, J., Lucksted, A., Otilingam, P., & Grajales, M. Hearing Voices: explanations and implications. Psychiatric Rehabilitation Journal, 27(3), (Proquest) Recommended Texts & Readings Eriksen, K. & Kress, V. (2005). Beyond the DSM story: ethical quandaries, challenges & best practices. Sage: Thousand Oaks, CA. Franklin, C., & Jordan, C. (1995). Clinical assessment for social workers. Chicago: Lyceum. Saleebey, D. (Ed.) (2006). The strengths perspective in social work practice 4 th ed. Allyn & Bacon: Boston. General Course Information: Students with disabilities that may require accommodations are encouraged to contact the Office of Disability Support Service and the Instructor at the beginning of the term. Participation in class is mandatory and will affect learning and evaluation in this course. If a student misses class, it is his or her responsibility to ask another student for missed information and to obtain copies of handouts shared in class. Cell phones may not be seen or heard in class. Students are expected to arrive for class on time, return from breaks on time and remain in class for the entire class period. Dr. Rebecca G. Block WI 2008 SOWK 602 Page 3 of 7

4 Written assignments and due dates are listed in the class schedule below. Requirements for each assignment will be provided. Academic misconduct, including cheating, plagiarism, and disruptive behavior in the classroom will not be tolerated. There are two essential components to Academic Integrity that you must be aware of as students of social work at EWU. These components are: Seeking Unfair Advantage and Plagiarism. o Seeking Unfair Advantage refers to behaviors designed to either (a) provide a student with an advantage that other students in the class do not have or (b) benefiting from the work of another student. These behaviors are commonly referred to as cheating. o Taking personal credit for work written by someone else is plagiarism. Students will use appropriate citations when discussing other authors works. Academic misconduct of any form will be subject to the penalties set forth by the policies of the School of Social Work and Human Services and Eastern Washington University. Assignments and Grading: A. Students are expected to come to class prepared. Assigned readings are to be completed prior to class. There will be discussions, writings and other activities based on the readings during class requiring preparation and active participation. B. Professional behavior and professional accountability are expected of all students in the classroom. 1) Confidentiality i. Information shared in class about practicum agency, staff and clients will be de-identified, in classroom discussion and in assigned papers. ii. Personal material of students shared in the classroom as part of participating in class exercises and practice will not be shared with others outside of the classroom. Dr. Rebecca G. Block WI 2008 SOWK 602 Page 4 of 7

5 2) Respect for colleagues i. Treating others with respect and courtesy. ii. Listening to the opinions and concerns of others with openness, offering suggestions and ideas in a positive and respectful manner. iii. Being willing to promote a "safe place" for practicing skills and learning. All written assignments shall be submitted in hard copy, typed and in APA format (If you are unfamiliar with APA format, a manual is available at the library and APA maintains a very helpful website on formatting). C. Written assignments are to be submitted at the beginning of class on the due date, stapled with no cover or folder. There will be a significant deduction of credit for each day late. D. Evaluation of your written work includes content, grammar and writing skills, as well as evidence of critical thinking. E. APA format for references and text. Grading is based on completion of assignments as described below (any changes in assignments will be announced in class). Final grades are awarded based on the grading grid below. Points Grade Points Grade Dr. Rebecca G. Block WI 2008 SOWK 602 Page 5 of 7

6 Assignments The following table presents each assignment and its point value. Detailed assignment outlines are provided as separate documents. A. Participation. Active and appropriate participation in classroom ongoing activities. B. Case Presentation. Oral presentation of current case including history, assessment and intervention plans and written case history. C. Theoretical Practice Frame. Written documentation of framework for practice in a particular area of practice as related to field experience. 25 3/5 and 3/ /27 35 D. Practice Reflection. Looking back on the term exploring 3/12 10 experiences and learnings. Total 100 Dr. Rebecca G. Block WI 2008 SOWK 602 Page 6 of 7

7 Schedule Week Date Topic Readings Assignments due 1 1/9 What am I doing here and who are you? 2 1/16 Joining, Ethics and the Meaning of Assessment Use of Research and Theory in Practice C&L Ch.1-4, 14 P&W Ch /23 4 1/30 5 2/6 6 2/13 7 2/20 8 2/27 9 3/5 10 3/12 Object-Relations Theory Interview Skills Anxiety Disorders Cognitive Theory and Behavioral Therapy Multidisciplinary Teams Alcohol and Drug Related Disorders Narrative Therapy and Constructivism Use of Language Supervision Schizophrenia and other Psychoses Solution-Focused Therapy; Clinical Practice with Children and Adolescents Family Assessment Work session Prepare for Case Presentations and Practice frame Cross-Cultural Practice Psychology of Women Disorders Related to Emotional State or Mood Case Presentations Disabilities and Chronic Illness Sexual and Gender Identity Disorders Case presentations Transition Wrap-up C&L Ch.6 P&W Ch. 7 C&L Ch.9&10 P&W Ch.4 C&L Ch. 11 Cohen et al Greene Ritsher C&L Ch. 12, 13 Alison et al Noble et al C&L Ch. 5&8 P&W 6 Lee Lopez-Ibor Black Readings as assigned P&W Ch. 10 Practice Frame 1 & 2 Outline Practice Frame Case Presentations Case Presentations Practice Reflection Dr. Rebecca G. Block WI 2008 SOWK 602 Page 7 of 7