SW 621, Clinical Leadership; Dr. Freida Herron 1 THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK DSW PROGRAM

SW 621, Clinical Leadership; Dr. Freida Herron 1 THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK DSW PROGRAM Social Work 621- Clinical Leadership, Fall Semester, 2016 Instructor: Dr. Freida Herron, DSW, LCSW E-mail: fherron@utk.edu Classes: Wednesdays, 7 p.m. (EDT) Phone: 865-974-6680 Credit: 3 Credit Hours Office Hours: by appointment UNIVERSITY OF TENNESSEE AND COLLEGE OF SOCIAL WORK POLICIES CODE OF CONDUCT: It is the responsibility of the student to read the College of Social Work Ethical Academic and Professional Conduct Code located in the College of Social Work DSW Handbook (www.utk.csw.edu). HONOR STATEMENT: The University of Tennessee maintains a commitment to an atmosphere of intellectual integrity and academic honesty. Students of the University must pledge that they neither knowingly give nor receive any inappropriate assistant in academic work (please see Hilltopics). UNIVERSITY CIVILITY STATEMENT: Civility is genuine respect and regard for others - politeness, consideration, tact, good manners, graciousness, cordiality, affability, amiability and courteousness. Civility enhances academic freedom and integrity, and is a prerequisite to the free exchange of ideas and knowledge in the learning community. Our community consists of students, faculty, staff, alumni, and campus visitors. Community members affect each other s well-being and have a shared interest in creating and sustaining an environment where all community members and their points of view are valued and respected. Affirming the value of each member of the university community, the campus asks that all its members adhere to the principles of civility and community adopted by the campus: http://civility.utk.edu/. DIMENSIONS OF DIVERSITY: The College of Social Work and the University of Tennessee welcome and honor all people. In accordance with the U.S. Council on Social Work Education and the U.S. National Association of Social Workers, the College of Social Work defines the dimensions of diversity as the intersectionality of multiple factors, including age, class, color, culture, mental or physical disability and ability, ethnicity, gender, gender expression, gender identity, immigration status, marital status, national origin, political ideology, race, regionality, religion, sex, and sexual orientation. The College values intellectual curiosity, pursuit of knowledge, and academic freedom and integrity. A person s diverse life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. The College of Social Work promotes social justice and social change, and strives to end discrimination, oppression, poverty, and other forms of social injustice. STUDENTS WITH DISABILITIES POLICY: For course adaptations or accommodations because of a documented disability or to share emergency information, contact The University of

SW 621, Clinical Leadership; Dr. Freida Herron 2 Tennessee Office of Disability Services at 100 Dunford Hall (865) 974-6087 to ensure that you are properly registered for services. PLAGIARISM: It is assumed that all of your work is original for every assignment, including papers, discussion board postings, and quizzes, and that you are aware of appropriate citation rules. If you are not completely familiar with citation rules, please review them at the UT Library web site: http://writingcenter.utk.edu/for-students/citingsources/. Please be aware that copying material verbatim from the web is considered plagiarism unless it is appropriately cited as verbatim material. Blackboard now provides the means for automatically scanning submitted assignments to determine if they include plagiarized material. Please assume that your material will be automatically scanned when it is submitted. SW 621 CLINICAL LEADERSHIP Course Description This course is designed to develop the professional capabilities required for clinical leadership practice in a variety of settings. The first segment is devoted to building a knowledge base and to gain experience in leadership through clinical teaching. The second section creates opportunities to deepen the student s competencies and skills and in leading the delivery of clinical supervision. The final portion of the course focuses on clinical leadership models and includes an emphasis on demonstrating leadership during times of change, growth and crisis. Inclass sessions will utilize lecture, discussion and group participation exercises to facilitate learning. Other developmental experiences will include reading, discussion boards, case analysis and a group project. Course Rationale The Doctor of Social Work degree program at the University of Tennessee s College of Social Work is intended to develop a blend of advanced clinical practice skills and organizational leadership capabilities. SW621 is intended to equip students to be more effective leaders in existing roles and to increase readiness for new responsibilities as opportunities emerge. While SW621 is solidly grounded in theory, the course places a heavy emphasis on developing practical skills such as clinical teaching and supervision techniques. Course Competencies By the completion of this course, students are expected to be able to: 1. Identify and understand theories related to andragogy that support instructional design and delivery oriented toward adult learners; 2. Demonstrate effective classroom teaching skills; 3. Demonstrate understanding of and competency in clinical supervision of licensure-track and experienced professional staff members; 4. Identify and understand key models of leadership in a clinical context; 5. Demonstrate an understanding of leadership concepts needed to guide a clinical organization through situations of change, growth or crisis.

SW 621, Clinical Leadership; Dr. Freida Herron 3 Learning Environment This course includes both asynchronous and synchronous learning experiences in the online class environment. The student is a co-creator of the learning experience and environment. It is the purpose of this class to provide knowledge and access to resources that will serve as a springboard for class collaboration. The course may include lectures using PowerPoint, Prezi, live in-class discussions, online interactions using discussion boards, reading assignments, group collaboration projects and case studies. Text Required for Course Required: Booth, R. (Ed.). (2014). Supervision in clinical social work. Marblehead, MA: American Clinical Social Work Association. *This text is only available electronically from Amazon.com Recommended: Beddoe, L. (2016). Challenges in professional supervision: Current themes and models for practice. London; Philadelphia, PA: Jessica Kingsley Publishers. *Chapter 10 (Beddoe, 2016, pp. 172 191) is assigned and will be provided as a PDF on Blackboard. The full text is available electronically through UTK Hodges Library. Information Literacy/Technological resources This course will be conducted online using Zoom videoconferencing supported by Blackboard. Students must have a working knowledge of all aspects of Zoom and Blackboard, particularly accessing assignments and learning resources, viewing PowerPoint presentations, submission of assignments (in MS Word or Excel), and utilizing Blackboard for communication with the instructor and students. This will be covered in greater detail in the first session of the course and on Blackboard. Course Requirements, Assignments, Assessment, and Evaluation Methods Course Requirements and Instructor Policies Students are expected to attend classes, participate in discussions, classroom exercises, group work, and to complete all assignments. Please note that the course is outlined in the syllabus, but the instructor may also assign readings and other tasks to support the course at it progresses over the semester.

SW 621, Clinical Leadership; Dr. Freida Herron 4 Students should make arrangements to be available for class from an office or home location (or quiet location if away from home/office). Attempting to attend class while driving, in an airport or other public setting often creates a distracting environment for the student and for the rest of the class. Late written assignments (Legislative Policy Brief, Supervision Plan, Case Analysis) may be turned in up to 3 calendar days past the due date, however each late day will cause the assignment to lose 10% of its original value. Extensions of time for an assignment due to medical or personal emergency are made at the discretion of the instructor. A student seeking an extension should consult with the instructor in advance. Discussion boards are interactive dialogues with other class-members; if a student fails submits an initial post before the Discussion Board has closed the intent of the assignment has been defeated and no points can be awarded. When students wait until late in the Discussion Board availability period to make initial posts fellow students have limited ability to interact and points may be deducted. Please note that technical difficulties are not an acceptable excuse for turning in a late assignment. All technical inquiries should be directed to the OIT helpdesk.

SW 621, Clinical Leadership; Dr. Freida Herron 5 COURSE STRUCTURE, CLASSES AND ASSIGNMENTS Week Module 1 Snapshot SW621, Fall, 2016 Module 1: The Clinical Leader as Teacher Reading: Bommelje (2015); Fornaciari (2014); Gitterman (2004); Holton (2001); Kiely (2004); McGranahan (2008); Oktay (2013); Ramani (2008) Discussion Board: open 8/17/16 at 9:00 p.m., EDT; due 9/4/16 at 11:59 p.m., EDT. Legislative Policy Brief Topic Selections: Policy topics (groups 1 5) due 8/24/16, noon, EDT. Legislative Policy Briefs: Policy Briefs (groups 1 5) due 9/7/16 at 11:59 p.m., EDT. Teaching Demonstrations: Groups 1, 2 and 3 will teach/lead class discussion on 9/14/16; groups 4 and 5 will teach/lead class discussion on 9/21/16. Each group will have 30 minutes of class time. 8/17/16 Zoom Session, 7 p.m., EDT In-class Learning Activities and Themes: Introduction to the syllabus for SW621; Module 1 assignment details Leadership in legislative policy communications Discussion Board opens: 9 p.m., EDT Group Formation (notify Dr. Herron of group members by e-mail) 8/24/16 Zoom Session, 7 p.m., EDT In-class Learning Theme: Clinical leadership in teaching staff and students Legislative Policy Brief Topics: Submit topics by noon, 8/24/16 8/31/16 No Zoom Meeting: Work week for group meetings, discussion board Discussion Board: due 9/4/16 at 11:59 p.m. EDT

SW 621, Clinical Leadership; Dr. Freida Herron 6 Week SW621, Fall, 2016: Structure, Classes and Assignments 9/7/16 No Zoom Meeting: Work week for groups to prepare teaching plan Legislative Policy Briefs: due on 9/7/16 at 11:59 p.m., EDT. 9/14/16 Zoom Session, 7 p.m., EDT: Groups 1, 2 and 3 will teach/lead class discussion (30 minutes/group) 9/21/16 Zoom Session, 7 p.m., EDT: Groups 4 and 5 will teach/lead class discussion (30 minutes/group). Module 2 introduction at the end of class Discussion Board 2 opens at 9:00 p.m. Module 2 Snapshot Module 2: The Clinical Leader as Supervisor Reading: Bedford (2014); Bedoe (2016, Chapter 10); Booth (2014); Goodyear (2014); Kreider (2014); Wheeler (2007); Wolfsfeld (2015) Discussion Board: opens 9/21/16 at 9:00 p.m., EDT; due 10/2/16 at 11:59 p.m., EDT. Supervision Plan Assignment: Develop a detailed 1-year supervision plan for licensure-track staff; due 10/23/16 at 11:59 p.m., EDT 9/28/16 No Zoom Session: Work week for reading, DB, supervision plan Discussion Board 2: Due 10/2/16 at 11:59 p.m., EDT 10/5/16 Zoom Session, 7 p.m., EDT In-Class Learning Theme: Clinical supervision leadership of licensure-track staff 10/12/16 Zoom Session, 7 p.m., EDT In-Class Learning Theme: Clinical supervision leadership of experienced professional staff

SW 621, Clinical Leadership; Dr. Freida Herron 7 Week SW621, Fall, 2016: Structure, Classes and Assignments 10/19/16 Zoom Session, 7 p.m., EDT In-Class Learning Themes: Interactive discussion: Supervising complex cases; ethical challenges Introduction to Module 3 Discussion Board 3: Opens on 10/19/16 at 9:00 p.m., EDT Supervision Plan Assignment: Due on 10/23/16 at 11:59 p.m. Module 3 Snapshot Module 3: The Clinical Leader Reading: Corrigan (2002); Hunter, S. (2011); Hunter, E. (2013); Ligon (2008); Mary (2005); Sternberg (2007); Tyler (2005); Vroom (2007); Walter (2012) Discussion Board: opens 10/19/16 at 9:00 p.m., EDT; due 11/6/16 at 11:59 p.m., EST (note: Standard time begins 11/6/16) Clinical Leadership Case Analysis: Dr. Pat Smith must lead the Behavioral Health Unit staff as Tri-County Regional embarks on a merger with another Hospital. Case Analysis due 11/27/16 at 11:59 p.m., EST 10/26/16 No Zoom Session: Work week for reading, DB, case assignment 11/2/16 Zoom Session, 7 p.m., EDT In-Class Learning Theme: Characteristics of Leaders Discussion Board 3: Due 11/6/2016 at 11:59 p.m., EST 11/9/16 Zoom Session, 7 p.m., EST In-Class Learning Theme: Leadership Models

SW 621, Clinical Leadership; Dr. Freida Herron 8 Week SW621, Fall, 2016: Structure, Classes and Assignments 11/16/16 Final Zoom Session, 7 p.m., EST In-Class Learning Themes: Leadership in Challenging Situations: Growth, Change and Crisis Course Conclusion Clinical Leadership Case Analysis: Due 11/27/2016 at 11:59 p.m. Grading Assignment Total Points Available Professionalism (attendance, participation) 10 Discussion Boards (3 @ 5 points/board) 15 Legislative Policy Brief Document (points available to each member of the group) Teaching/Discussion Demonstration (points available to each group member for successful completion of role legislative policy teaching, evidence base teaching, discussion leadership) 10 15 Supervision Plan Document 25 Leadership Case Analysis 25 Total Points Available 100 Grading Scale for SW621 A (95-100) - Superior/exceptional; consistently exceeds course expectations B+ (90-94) - Very good; consistently meets and sometimes exceeds course expectations B (85-89) - Good; consistently meets expectations for the course C+ (80-84) - Average; grasp of material is uneven; inconsistently meets course expectations C (70-79) - Poor; Student does not grasp material and rarely meets course expectations F (69 and below) Very poor; performance expectations for the course are not met

SW 621, Clinical Leadership; Dr. Freida Herron 9 Assignment Details 1. Discussion Boards (5 points available per discussion board) Discussion Board topics will be posted for modules 1, 2 and 3. Opening and closing dates for each board are listed in the schedule. Discussion Board posts should respond to the initial topic and integrate concepts from assigned materials as well as from outside peer-reviewed and text sources. Please respond to the Discussion Board posts of at least three class members. Discussion boards will open at 9:00 p.m. and close at 11:59 p.m. on the scheduled dates. A note about Discussion Board participation: These assignments are meant to build critical thinking/analysis skills and to foster lively discussions among class members. The intent of the assignment is thwarted when students wait until late in the discussion cycle to make initial posts and/or write responses to classmates posts. Points will be deducted for late-cycle participation; no points will be awarded for posts submitted after the specified due date cutoff time. 2. Group Project: Legislative Policy Leadership (25 points available per group member) Clinical social work leaders have an opportunity to take the lead in developing well supported positions on legislative policy issues at the local, state or national level. Leaders must also be skilled at communicating policy positions orally and in writing. This assignment is a group project that will be carried out by five teams of three members each self-select your groups and inform me of team composition as soon as possible. There are two major parts to the assignment: Part 1: Each group will select a current legislative issue at the local, state or national level that is relevant to clinical social work practice. The group will conduct research and develop a concisely written and well-supported policy briefing paper that recommends a particular legislative action on the issue. Please inform me of your topic selection no later than noon on August 24 th. Policy leadership and the structure of written policy briefs will be discussed in our first class on August 17 th (sample documents will be provided). A written legislative policy brief will be developed by your group and is due on September 7 th ; this portion of the assignment is valued at 10 points. Part 2: Each group will have 30 minutes of teaching time to present (a) the importance of the legislative recommendation, (b) the facts supporting the position taken on the issue and (3) to conduct a class discussion of the issue. These roles three roles will be divided among the group members and each member s teaching will be individually evaluated. In preparing for your classroom presentation is important to incorporate the teaching principles from the course reading, discussion and class interaction. Each group member has the potential to earn 15 points on this portion of the assignment.

SW 621, Clinical Leadership; Dr. Freida Herron 10 3. Clinical Supervision Plan (25 points available) Ensuring the delivery of competed clinical supervision for staff members is an important leadership role. In this assignment, each student will prepare a supervision plan for three newly hired MSW graduates who have met the requirements for provisional licensure to practice under supervision in an agency setting. These employees are ready to begin accumulating the hours of clinical experience and the regular supervision needed to apply for to their State Boards for full licensure as clinical social workers. You will prepare one-year supervision for these three employees that outlines elements that will be common to all individual and group supervision sessions as well as a sequence of educational themes/assignments to support professional development for these employees. You are encouraged to research the Social Work Board licensure experience/supervision guidelines for your state and to incorporate these guidelines in your written plan. We will discuss this assignment in detail during class and suggested templates will be provided. 4. Clinical Leadership Case (25 points available) The Clinical Leadership assignment will revisit the fictional Tri-County Regional Hospital setting created for the SW617 Clinical Management course. Dr. Pat Smith continues as the Director of Behavioral Health and must lead the organization through a disruptive change after Tri-County Regional announces a merger with another hospital. Students will incorporate leadership theories and models from the literature, classroom interaction and discussion boards to prepare a well-written case analysis. This assignment will be structurally similar to the case exercises in SW617. All background documents and detailed instructions will be available on Blackboard and will be discussed in class at the beginning of Module 3. 5. Professionalism (10 points available) Each student will begin the course with a bank of 10 professionalism points. As clinical leaders and doctoral students, the classroom offers an opportunity to demonstrate professionalism through collaboration and engagement in the course. Attendance, timely completion of work, thoughtful discussion and attention during class are also forms of professionalism.

SW 621, Clinical Leadership; Dr. Freida Herron 11 Bibliography SW621, Module 1: The Clinical Leader as Teacher Bommelje, R. (2015). Managerial coaching. New Directions for Adult and Continuing Education, 2015(148), 69 77. http://doi.org/10.1002/ace.20153 Fornaciari, C. & Dean, K. (2014). The 21st-century syllabus: Tips for putting andragogy into practice. Journal of Management Education, 38(5), 724 732. http://doi.org/10.1177/1052562913504764 Gitterman, A. (2004). Interactive andragogy. Journal of Teaching in Social Work, 24(3 4), 95 112. http://doi.org/10.1300/j067v24n03_07 Holton, E. F., Swanson, R. A., & Naquin, S. S. (2001). Andragogy in practice: Clarifying the andragogical model of adult learning. Performance Improvement Quarterly, 14(1), 118 143. http://doi.org/10.1111/j.1937-8327.2001.tb00204.x Kiely, R., Sandmann, L. R., & Truluck, J. (2004). Adult learning theory and the pursuit of adult degrees. New Directions for Adult and Continuing Education, 2004(103), 17 30. http://doi.org/10.1002/ace.145 McGranahan, E. M. (2008). Shaking the Magic 8 Ball : Reflections of a first-time teacher. Journal of Teaching in Social Work, 28(1 2), 19 34. http://doi.org/10.1080/08841230802178839 Oktay, J. S., Jacobson, J. M., & Fisher, E. (2013). Learning through experience: The transition from doctoral student to social work educator. Journal of Social Work Education, 49(2), 207 221. http://doi.org/10.1080/10437797.2013.768108 Ramani, D. S., & Leinster, S. (2008). AMEE Guide no. 34: Teaching in the clinical environment. Medical Teacher, 30(4), 347 364. http://doi.org/10.1080/01421590802061613

SW 621, Clinical Leadership; Dr. Freida Herron 12 SW 621, Module 2: The Clinical Leader as Supervisor Bedford, C., & Gehlert, K. M. (2013). Situational supervision: Applying situational leadership to clinical supervision. The Clinical Supervisor, 32(1), 56 69. http://doi.org/10.1080/07325223.2013.778727 Beddoe, L. (2016). Challenges in professional supervision: Current themes and models for practice. London; Philadelphia, PA: Jessica Kingsley Publishers. Booth, R. (Ed.). (2014). Supervision in clinical social work. Marblehead, MA: American Clinical Social Work Association. Goodyear, R. K. (2014). Supervision as pedagogy: Attending to its essential instructional and learning processes. The Clinical Supervisor, 33(1), 82 99. http://doi.org/10.1080/07325223.2014.918914 Kreider, H. D. (2014). Administrative and clinical supervision: The impact of dual roles on supervisee disclosure in counseling supervision. The Clinical Supervisor, 33(2), 256 268. http://doi.org/10.1080/07325223.2014.992292 Wheeler, S., & Richards, K. (2007). The impact of clinical supervision on counsellors and therapists, their practice and their clients. A systematic review of the literature. Counselling & Psychotherapy Research, 7(1), 54 65. Wolfsfeld, L., & Haj-Yahia, M. M. (2010). Learning and supervisory styles in the training of social workers. The Clinical Supervisor, 29(1), 68 94. http://doi.org/10.1080/07325221003742066

SW 621, Clinical Leadership; Dr. Freida Herron 13 SW621, Module 3: The Clinical Leader Corrigan, P. W., Diwan, S., Campion, J., & Rashid, F. (2002). Transformational leadership and the mental health team. Administration and Policy in Mental Health and Mental Health Services Research, 30(2), 97 108. http://doi.org/10.1023/a:1022569617123 Hunter, E. M., Neubert, M. J., Perry, S. J., Witt, L. A., Penney, L. M., & Weinberger, E. (2013). Servant leaders inspire servant followers: Antecedents and outcomes for employees and the organization. The Leadership Quarterly, 24(2), 316 331. http://doi.org/10.1016/j.leaqua.2012.12.001 Hunter, S. T., Tate, B. W., Dzieweczynski, J. L., & Bedell-Avers, K. E. (2011). Leaders make mistakes: A multilevel consideration of why. The Leadership Quarterly, 22(2), 239 258. http://doi.org/10.1016/j.leaqua.2011.02.001 Ligon, G. S., Hunter, S. T., & Mumford, M. D. (2008). Development of outstanding leadership: A life narrative approach. The Leadership Quarterly, 19(3), 312 334. http://doi.org/10.1016/j.leaqua.2008.03.005 Mary, N. L. (2005). Transformational leadership in human service organizations. Administration in Social Work, 29(2), 105 118. http://doi.org/10.1300/j147v29n02_07 Sternberg, R. J. (2007). A systems model of leadership: WICS. American Psychologist, 62(1), 34 42. http://doi.org/http://dx.doi.org.proxy.lib.utk.edu:90/10.1037/0003-066x.62.1.34 Tyler, T. R., & De Cremer, D. (2005). Process-based leadership: Fair procedures and reactions to organizational change. The Leadership Quarterly, 16(4), 529 545. http://doi.org/10.1016/j.leaqua.2005.06.001

SW 621, Clinical Leadership; Dr. Freida Herron 14 Vroom, V. H., & Jago, A. G. (2007). The role of the situation in leadership. American Psychologist, 62(1), 17 24. http://doi.org/http://dx.doi.org.proxy.lib.utk.edu:90/10.1037/0003-066x.62.1.17 Walter, F., Humphrey, R. H., & Cole, M. S. (2012). Unleashing leadership potential: Toward an evidence-based management of emotional intelligence. Organizational Dynamics, 41(3), 212 219. http://doi.org/10.1016/j.orgdyn.2012.03.002