UNIVERSITY OF ARKANSAS AT LITTLE ROCK SCHOOL OF SOCIAL WORK COURSE SYLLABUS COURSE: 8301 TITLE: Advanced Direct Practice I: Social Work Practice With Individuals. INSTRUCTOR: Tara V. DeJohn, PhD, LCSW OFFICE HOURS: Mondays, 1:00 pm 4:00 pm and by appointment OFFICE LOCATION: 401P, Ross Hall CONTACT INFO: tvdejohn@ualr.edu or 225-278-2577 (cell-accept calls and texts) PREREQUISITES: Second Year Standing I. DESCRIPTION OF THE COURSE Advanced Direct Practice (ADP) I is a course designed to provide the tools necessary for social work students to engage in competent and ethical clinical social work practice with individuals. Students entering the course are expected to have introductory assessment and interviewing skills, which incorporate an understanding of human behavior within the context of historical, cultural, and sociopolitical environments; knowledge of ecosystems and strengths perspectives as well as the capacity to organize and communicate their thoughts in a manner congruent with social work values and ethics. The course combines elements of traditional didactic instruction with inquiry-based learning. The didactic component of this course will provide core concepts of Cognitive Theory as an overarching theoretical frame to provide students with a beginning level of expertise in one theoretical orientation. The inquiry-based learning component of this course will incorporate additional theoretical frameworks at the students direction relevant to their specific clinical settings and client populations. The course builds upon the 10 core competencies and associated knowledge, values and skills presented in the first year. Further development of a more in-depth biopsychosocial framework for assessment and intervention is explored. Students will learn to work with individuals through the phases of engagement, assessment, intervention, termination, and evaluation within an evidenced-driven theoretical approach. Emphasis will be given to the dynamic interrelationship between individuals (i.e., biological, developmental, psychological, spiritual, cultural) and larger systems (i.e., social systems/ecological factors), which shape and influence behaviors and life outcomes. Attention will also be given to both ethical and research issues relevant to work with individual client systems. Students inquiries will include the assessment of relevant micro, mezzo and macro issues in clinical situations to enhance critical thinking and forward professional leadership development capacities. The planned assignments serve as vehicles to foster students exploration of additional theories necessary to provide best practice services in their field settings and the community at large. The importance of the social worker-client relationship and professional use of self will be emphasized throughout the course. Evaluation of practice will be addressed in the 1
form of evaluation of one s own practice, as well as review of current practice literature. The impact of privilege and diversity (such as, age, disability, ethnicity, family structure, gender, race, religion, culture, sex, and sexual orientation) on the development and application of theory is incorporated throughout the course. The strengths and empowerment perspectives underpin the approach to the inquiry-based learning process, thus facilitating vertical integration of learning from the students foundation year. Also woven throughout the course will be the importance of individual worth and dignity of each client and the importance of client self-determination as well as all other social work ethical standards and principles. II. OBJECTIVES OF THE COURSE Upon successful completion of the course students will demonstrate: 1. The ability to engage with individuals by using empathy, use of self, and other interpersonal skills, and the ability to develop, through the treatment alliance, mutually agreed upon focus and outcomes (practice behaviors ADP10.1-10.2). 2. Ethical decision-making skills in relation to issues specific to working with individuals (practice behavior ADP2.1). 3. The ability to integrate multiple sources of knowledge, including research-based knowledge and practice wisdom in working with individuals (practice behavior ADP3.1) 4. The ability to formulate problems clearly, evaluate, and select appropriate assessment, intervention, and evaluation tools for use with individuals (practice behavior ADP10. 7, 3.2). 5. The ability to integrate conceptual frameworks (ecosystems/biopsychosoical), with practice models and theories in assessing individuals (content for advanced competency #7 & 10, practice behaviors ADP7.1 & 10.3). 6. Effective oral and written communication in assessing and working with individuals (practice behavior ADP3.3). 7. The ability to expand self-awareness and assess all aspects of diversity that impact and influence individual clients (practice behavior ADP4.1, 4.2). 8. The ability to assess the forms and mechanisms of oppression and discrimination, and the ability to engage in practices that advance social and economic justice when working with individual clients (practice behaviors ADP5.1-5.2). 9. The ability to assess policy implications to practice delivery in work with individuals (practice behavior ADP8.1). 10. Knowledge of the resources and the organizational, community, and societal context within which social work services are delivered to individuals, and the ability to advocate at multiple levels for enhanced service delivery (practice behaviors ADP9.1-9.2) 2
11. The ability to access, evaluate and select effective evidence-based intervention strategies in working with individuals (practice behavior ADP6.1). 12. The ability to implement prevention and intervention strategies that are informed by advanced practice theories and models of practice with individuals (practice behaviors ADP10.4-10.5) 13. The ability to apply research skills in evaluating practice effectiveness with individuals, assess results, modify goals when needed, and communicate evaluation results to client/agency (practice behaviors ADP10.8-10.9) 14. The ability to appropriately terminate with individuals (practice behavior ADP10.6) III. UNITS AND CONTENT Unit I: Introduction to Clinical Practice with Individuals & Overview of Theoretical Integration to Practice (weeks 1 & 2) A. Discussion of ontology, epistemology, and inquiry based learning as foundation of course and personal development of theoretical orientation (competency # s 3, 6, 7, & 9) B. Context of practice with individual clients (competency #9). C. Use of critical thinking skills in applying theories and models to practice with individuals (Competency #3). D. Ethics, identified initially as an important component to consider in the professional relationship, and woven throughout each section (competency #2) E. Diversity, identified initially as an important component to consider in assessment and intervention, and woven throughout each section (competency #4). F. Professionalism, as evidenced in a commitment to career long learning, behavior, demeanor and communication (competency #1, 2). G. Evidence-informed and evaluation of practice (competency #6). H. Applying advanced practice theories, perspectives and models (competency #7) Beck, Chs. 1 & 2 Hall, J. C. (2008). A practitioner s application and deconstruction of evidenced-based practice. Families in Society: The Journal of Contemporary Social Services, 385-393. DOI: 10.1606/1044-3894.3764 Witkin, S. L., & Harrison, D. (2001). Whose evidence and for what purpose? Social Work, 46(4), 293-296. Recommended Bransford, C.L. (2011). Reconciling paternalism and empowerment in clinical practice: An intersubjective perspective. Social Work, 56(1), 33-41. 3
Marsh, D., & Furlong, P. (2002). A skin not a sweater: Ontology and epistemology in political science. In D. Marsh and G. Stoker (Eds) Theory and Methods in Political Science, 2nd Ed (chapter 1, pp. 17-41). New York, NY: Palgrave Macmillan. NASW. (2007). Indicators for the Achievement of the Standards for Cultural Competence in Social Work Practice. Washington, DC: NASW Press. www.socialworkers.org NASW. (2005). Standards for Clinical Social Work in Social Work Practice. Washington, DC: NASW Press. www.socialworkers.org NASW. (2000). Code of Ethics. Washington, DC: NASW Press. UNIT II: Theory and Early Practice Factors: Engagement and Assessment (weeks 3 & 4) A. Selecting a Theoretical Orientation B. Introduction to Cognitive Theory and Its 10 Core Principles C. Engagement factors in work with individuals D. Assessing contextual factors E. Research the literature F. Health care delivery system Beck, Chs. 3 & 4 Gitterman, A., & Heller, N. R. (2011). Integrating social work perspectives and models with concepts, methods and skills with other professions specialized approaches. Journal of Clinical Social Work, 39, 204-211. DOI 10.1007/s10615-011-0340-7 Thomas, M., & Drake, M. (2012). Principles of cognitive behavior therapy [Ch. 1, pp. 1-15]. Cognitive behaviour therapy case studies. Los Angeles, CA: Sage Publications. UNIT III: Assessment and Integration of Theoretical Orientation (weeks 5-7) A. Follow up on Literature Reviews and brief presentations of selected theories B. Information gathering 1. Generalists perspective 2. Within primary Cognitive Theory frames (p.e., history, thought-feelingbehavior pattern) 3. Within other theoretical frames C. Automatic thoughts D. Socratic questioning 4
E. Assessment tools 1. Common to Cognitive Theory (e.g., DTR, mood checks, Beck & Burns Inventories, etc.) 2. Related to other theories (e.g., behavior mod chart, 3. Connection to evaluation of practice Beck, Chs. 5, 7-12 Recommended Ungar, M. (2004). Surviving as a postmodern social worker: Two p s and three r s of direct practice. Social Work, 49(3), 488-496. UNIT IV: Treatment Planning and Continuation of Integration of Theoretical Orientations (weeks 8-10) A. Cognitive Theory and Beliefs 1. Intermediate 2. Core B. Problem Identification and Goal Development 1. Within Cognitive Theory frame 2. Within other theoretical frames 3. Maintaining strengths perspective undergirth C. Intervention & Integration of theoretical orientations Beck, Chs. 13-17, & 19 Thomas, M., & Drake, M. (2012). Client presenting with conduct disorder [Ch. 8, pp. 111-126]. Cognitive behaviour therapy case studies. Los Angeles, CA: Sage Publications. Recommended Gedo, P. M. (2011). An island in a sea of madness: The uses of theory for inpatient adolescent treatment. Journal of Clinical Social Work, 39, 132-138. DOI 10.1007/s10615-011-0341-6 UNIT V: Intervention and Integration of Theoretical Orientations (weeks 11-13) A. Cognitive Theory Approaches to Change 1. Modifying Automatic Thoughts 2. Modifying Beliefs Intermediate & Core 3. Modifying Images 4. Homework 5. Integration of additional perspectives (e.g., behaviorism for CBT) 5
B. Intervention or Treatment Planning 1. Within a Cognitive Theory frame 2. Within other theoretical frames 3. Special population considerations (e.g., children, incarcerated/institutionalized) 4. Maintaining a strengths perspective undergirth Beck Ch. 18 Recommended Nicotera, N., Walls, N. E., & Lucero, N. M. (2011). Understanding practice issues with American Indians: Listening to practitioner voices. Journal of Ethnic & Cultural Diversity in Social Work, 19, 195 216. DOI: 10.1080/15313204.2010.499321 UNIT VI: Termination, Evaluation, and Integration of Theoretical Orientations (weeks 14 & 15) A. Cognitive Theory and Termination B. Termination and Other Theoretical Frames C. Evaluation of Practice Final Factors Beck Chs. 20 & 21 IV. METHODS OF INSTRUCTION A combination of didactic instruction and inquiry-based learning will be offered, which includes brief lectures, discussions, small group problem solving, role-playing and class problem solving of students practice-related issues. A portion of selected class times will be set aside for case presentations (safeguarding all confidential and sensitive information) to afford students the opportunity to demonstrate their ability to identify relevant evidence-based research towards the integration of theory and practice. Class time will also be used to discuss the ethical implications of practice related issues, the expansion of professional self-awareness, and the expansion of cultural responsiveness. V. TEXTBOOKS AND ARTICLES textbooks: American Psychological Association. (2010). Publication manual of the American Psychological Association, (6th ed). Washington, DC: Author. Beck, J. (2011). Cognitive behavior therapy, 2 nd Edition: Basics and beyond. New 6
York: The Guilford Press. Additional Additional readings will be supplied by the instructor with the majority accessible through the university s library database system. Students are encouraged to add to recommended readings throughout the course. VI. METHODS OF EVALUATION Students will be evaluated by a combination of methods that include out of class written assignments, in-class skills building exercises, and class attendance and participation. Assignments: The instructor will evaluate student performance on written assignments based on specific criteria and will provide feedback, constructive criticism and suggestions for improvement. All written assignments will be blindly graded in that students will be directed to have their identifying information listed only on the front title (cover) page of the assignment. The criteria for evaluation will be based on the individual assignment with content, clarity, grammar, professional style and overall appearance all serving as factors impacting grades. See Appendix I for specific evaluation criteria of each assignment. A total of 5 points may be deducted per day for assignments turned in past the due date. Consistent and open communication with instructor is encouraged and strongly recommended. VII. Grading Criteria: 92-100 A 82-91 B 72-81 C 0-71 F VIII. Students with Disabilities: Your success in this class is important to me, and it is the policy and practice of the University of Arkansas at Little Rock to create inclusive learning environments consistent with federal and state law. If you have a documented disability (or need to have a disability documented), and need an accommodation, please contact me privately as soon as possible, so that we can discuss with the Disability Resource Center (DRC) how to meet your specific needs and the requirements of the course. The DRC offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process among you, your instructor(s) and the DRC. Thus, if you have a disability, please contact me and/or the DRC, at 501-569-3143 (V/TTY) or 501-683-7629 (VP). For more information, please visit the DRC website at www.ualr.edu/disability. 7
IX. Attendance Policy: Learning in a graduate professional program is based in large part on the interaction that occurs between the instructor and the students in the classroom. Regular attendance at class is an expected professional responsibility of the student. Absences of greater than 20% of the total class time can constitute grounds for course failure. The University has specific information regarding attendance and inclement weather. To remain informed of this policy and weather related information visit http://ualr.edu/policy/home/admin/weather/ X. Honor Code: All students registered for all courses in the School of Social Work are expected to adhere to the rights, responsibilities, and behavior as articulated in the UALR Student Handbook and the NASW Code of Ethics. An essential feature of these codes is a commitment to maintaining intellectual integrity and academic honesty. This commitment insures that a student of the School of Social Work will neither knowingly give nor receive any inappropriate assistance in academic work, thereby affirming personal honor and integrity. 8