Students who successfully complete this course will be able to:
1. Identify and analyze value and ethical concerns that may face the generalist social worker in practice with individuals, families, and small groups and suggest responses that are consistent with social work values and the NASW Code of Ethics. (2.1.2; 2.1.3; 2.1.4)
2. Differentially select and use basic interviewing and helping skills, in a way that reflects recognition of the effects of social and economic injustice and respect for social and cultural diversity. (2.1.2; 2.1.4; 2.1.5; 2.1.6; 2.1.7; 2.1.10)
3. Discuss boundaries, roles, and behaviors in the context of developing an appropriate client-worker relationship, including issues of worker safety and self-care. (2.1.1; 2.1.2; 2.1.4; 2.1.10)
4. Describe several evidence-based strategies that guide generalist social work practice with individuals, families, and small groups including historical development, criteria for selection, and their implications for assessment, planning, contracting, intervention, referral, termination, and evaluation of practice effectiveness. (2.1.5; 2.1.7; 2.1.10)
5. Conduct and write a psychosocial assessment, which reflects understanding of the multiple systems in which an individual and/or family is involved (i.e., the reciprocal interaction of systems), and of the life experience and current situation that motivate the client to seek assistance. (2.1.3; 2.1.6; 2.1.10)
6. Discuss how consultation and supervision is used in a social work setting. (2.1.1)
7. Describe his/her beliefs and values as a social worker, and identify his/her own strengths, in terms of practice knowledge and skill, as well as areas in which further reflection and development are needed. (2.1.1; 2.1.2; 2.1.3; 2.1.10)
Social Work Core Competencies
Identify as a professional social worker and conduct oneself accordingly
a. Practice personal reflection and self-correction to assure continual professional development.
b. Attend to professional roles and boundaries.
c. Demonstrate professional demeanor in behavior, appearance, and communication.
Apply social work ethical principles to guide professional practice.
a. Recognize and manage personal values in a way that allows professional values to guide practice.
b. Make ethical decisions by applying standards of the NASW Code of Ethics.
a. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.
b. Demonstrate effective oral and written communication in working with individuals, families, groups and communities
PA, IPR, SGO
Diversity in Practice
a. Recognize the extent to which a culture’s structures and values may oppose, marginalize, alienate, create or enhance privilege and power
b. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups
c. Recognize and communicate their understanding of the importance of difference in shaping life experiences
d. View themselves as learners and engage those with whom they work as informants
PA, IPR, SGO
PA, IPR, SGO
PA, IPR, SGO
Human Rights & Justice
a. Understand the forms and mechanisms of oppression and discrimination
Research Informed Practice & Practice -informed research
a. Use practice experiences to inform scientific inquiry
b. Use research evidence to inform practice
PA, IPR, SGO
PA, IPR, SGO
Apply knowledge of human behavior and the Social Environment
a. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation
b. Critique and apply knowledge to understand person and environment
PA, IPR, SGO
a. Substantively and effectively prepare for action with individuals, families, groups
b. Use empathy and other interpersonal skills
c. Develop mutually agreed-upon focus of work and desired outcomes
PA, IPR, SGO
a. Collect, organize, and interpret client data
b. Assess client strengths and limitations
c. Develop mutually agreed-upon intervention goals and objectives
d. select appropriate intervention strategies
PA, IPR, SGO
PA, IPR, SGO
PA, IPR, SGO
PA, IPR, SGO
a. Initiate actions to achieve organizational goals
b. Implement prevention interventions that enhance
c. Help clients resolve problems
d. Negotiate, mediate and advocate for clients
e. Facilitate transitions and endings
PA, IPR, SGO
PA, IPR, SGO
a. Critically analyze, monitor, and evaluate interventions
PA, IPR, SGO
Hepworth, D.H., Rooney, R.H., Dewberry-Rooney, & G., Strom-Gottfried, K. (2017). Direct Social Work Practice: Theory and Skills (10th ed). Pacific Grove, CA: Brooks/Cole. ISBN:1305633806
OTHER REQUIRED READINGS
Supplemental resources, such as informational readings or websites, may be made available to you by your instructor.
While lecture and discussion will be the primary instructional method in this course, other techniques will also be employed. Students are expected to participate in class exercises. Additionally, student materials and prepared case materials provided by the instructor may be used. Selected case materials from students’ field placement experiences and case materials provided by the instructor may also be used.
I will be communicating with you regarding grades and assignments. If you need to get in touch with me, the best method is via email. Generally, I will reply to emails within 24 hours, not including Sundays.
Announcements will be posted to this course whenever necessary. If there is any other information that I think is important, I will send it to your email address you have in Blackboard. If you primarily use another email account, you should make sure that the Blackboard account is linked to that address. It is your responsibility to ensure that your email accounts work properly in order to receive mail.
Please be sure that the email you check regularly is set in Blackboard:
· Click on the My USC tab along the top of the page in Blackboard
· In the Tools module, click on “Personal Information”
· Click on “Edit Personal Information”
· Scroll down to the listing for email
· In the box will be listed what Blackboard has as your email address. If you wish to change it, delete the email address in the box and type in the email address you want to use.
· Click on the Submit button at the top or bottom of the page.
The PowerPoint lecture presentations, links to articles, assignments, quizzes, and rubrics are located on the Blackboard site for the course. To participate in learning activities and complete assignments, you will need:
· Access to a working computer that has a current operating system with updates installed, plus speakers or headphones to hear lecture presentations (transcripts provided);
· Reliable Internet access and a USC email account;
· A current Internet browser that is compatible with Blackboard (Google Chrome is the recommended browser for Blackboard);
· Microsoft Word as your word processing program; and
· Reliable data storage for your work, such as a USB drive or Office365 OneDrive cloud storage.
If your computer does not have Microsoft Word, Office 365 ProPlus package is available to you free of charge and allows you to install Word, Excel, PowerPoint, Outlook, OneNote, Publisher, and Access on up to 5 PCs or Macs and Office apps on other mobile devices including tablets. Office 365 also includes unlimited cloud storage on OneDrive. To download Office 365 ProPlus, log into your student (University) email through a web browser, choose Settings (top right corner), and select software. If you have further questions or need help with the software, please contact the Service Desk.
Minimal Technical Skills Needed
Minimal technical skills are needed in this course. All work in this course must be completed and submitted online through Blackboard. Therefore, you must have consistent and reliable access to a computer and the Internet. The minimal technical skills you have include the ability to:
· Organize and save electronic files,
· Use USC email and attached files,
· Check email and Blackboard daily,
· Download and upload documents,
· Locate information with a browser, and
· Use Blackboard.
DoIT is providing 24/7 support for Blackboard users across the UofSC system. Technicians will be able to assist with a wide range of Blackboard-related issues, including basic use, how to post and complete assignments, and how to use academic integrity tools such as Safe Assign.
Anyone, from any campus, in need of Blackboard support should call the Division of Information Technology Service Desk at 803-777-1800 and follow the prompts. Assistance with Blackboard is available anytime throughout the day, night, or weekend. The Service Desk can assist with other support issues Monday to Friday from 8 a.m. to 6 p.m.
Signature Assignment #1: Communication / INTERVIEWING Skills Practice
There are 2 parts to this assignment for 30 points:
A. Assignment is based on In-Class Interpersonal Process Recall (IPR)
B. Feedback to Peers (10 points)
C. Reflection Paper (20 points)
DUE DATE: Week # 12 by 11:59pm
A. In-Class Interpersonal Process Recall (IPR)
Part of each weekly class time will be spent focusing on skills practice through the Interpersonal Process Recall. Students will be given a case scenario each week. When assigned, students will work in groups of three, rotating through the roles of “social worker”, “client”, and “observer”.
For ten minutes (time it!), the social worker will conduct an interview that demonstrates the skills corresponding to the class content / topic of the day.
Steps in Conducting the IPR:
1. Prior to the activity, students will read the case and thoughtfully consider their expectations. The Client will be given information about the case. The Social Worker will demonstrate the skills appropriate to the phase of practice discussed in class that week.
2. Each week the Observer completes a skills checklist (see course materials on Blackboard).
3. Immediately following the skills demonstration, each student takes time to write reflections or feedback as appropriate to the role (worksheets will be available on Blackboard) and posts it for their small group members and the instructor. This feedback is graded and contributes to IPR Reflection papers.
Skills for giving and receiving feedback are essential in the field of social work. We offer feedback to clients, work groups, community organizations, peers, supervisees, supervisors, etc. The purpose of giving and receiving feedback is growth. Within small groups, students will share feedback worksheets (word docs) with each other. Students will be graded on the feedback they GIVE to peers as either the observer completing the checklist, or the client completing the SRS. Good quality feedback is specific and grounded in knowledge and skills. Students will be responsible for submitting feedback forms to the instructor for grading, as attachments to Reflection Papers (Feedback 10 points).
C. Reflection Paper
Each student will have an opportunity to practice in all roles as the client, social worker, and observer. Students will write a 4–5-page reflection paper (20 points) that addresses the following (be sure to address course concepts and skills in your analysis – use social work language):
1. What did you learn about your practice of the various aspects of working with a client or clients? Be specific about any of the various skills you practiced throughout the term.
2. What do you think are your strengths in working with others in direct practice?
3. What areas have you found more challenging to practice?
4. What were your challenges when receiving feedback? Any particular area of feedback that seemed most challenging to you? Most valuable?
5. What learning opportunity most surprised you? (Note: This may relate to some area of feedback from the observer or client in your group. You may have also noticed an area of practice insight in the various all-class roleplays you can also mention.)
6. The most important learning opportunity that you experienced as a result of these activities?
These questions should be answered thoughtfully and critically and in depth.
Signature Assignment #2: Small Group Observation and Analysis (SGO)
DUE DATE: Week # 9 by 11:59pm
Students will identify a small group in their field agency, or elsewhere in the community. Due to COVID-19 accommodations may need to be made to secure a group. After identifying themselves as students and gaining permission to observe the group, students will attend the same group TWO TIMES. (Note: if the group is, for example, a board meeting, attendance might occur over two months so plan accordingly). The group may be a task group (e.g., board or committee meeting, community organization etc.), or a treatment group (e.g., therapy, psycho-educational, self-help, socialization group), or another professional group with instructor’s permission. Please note that if you attend a self-help group (e.g., AA, NA), the meeting must be open, no written notes are to be taken and the student needs to identify him or herself as a student and request permission to attend.
After observing the group twice, students will complete the following written assignment. Do not create headings for each of these areas. Discuss in paragraph form.
1. Describe the type (task or treatment) and purpose of the group.
2. Describe the location and physical environment of the group.
3. What is the leadership of the group? How is leadership established?
4. What are explicit and implicit rules and/or norms?
5. Describe the group characteristics:
a. Composition, number of members, age, gender, and other socio-demographic characteristics.
b. Is the group open or closed?
c. Is the group time-limited or ongoing?
d. How often does it meet?
e. Membership criteria?
f. Cost, if any?
g. Length of session?
h. Other pertinent information
6. What are the observable group dynamics in terms of:
i. Member roles – both formal and informal (ground your thinking in course readings e.g., recorders, timekeepers, gatekeepers, informers, clarifiers, encouragers, blockers, scapegoats etc.)
j. How do members communicate with each other (e.g., direct – indirect, round robin, free-floating, maypole, hot seat; what is the impact)?
k. Identify examples of process (how things get done) vs. content (what gets done)
l. Decision-making processes / issues and types of power
m. Stage of group development
7. Evidence of the universal therapeutic factors for treatment groups only – How do you think participating in this group might benefit its members? Include in your answer, universal therapeutic factors from the Anderson (1997) reading.
1. Description of the group and its characteristics
2. Identified pertinent group dynamics
3. Clearly identified group processes including therapeutic factors where appropriate
4. Depth of reflection and analysis
5. Quality of composition, including organization and editing
Signature Assignment #3: Psychosocial Assessment (PA)
DUE DATE: Week # 14 by 11:59pm
In this assignment, you will conduct and write a bio-psycho-social-spiritual assessment. Adapt your interview to your particular client, taking into consideration any practice issues for minority or oppressed clients, the agency setting, and the presenting issues.
NOTE: Students who do not have access to clients in their field placements can work from one of the following films: The Pursuit of Happyness, Best Exotic Marigold Hotel (choose a client), The Kids Are Allright, or Blindside.
This paper should be written single spaced in narrative form and should include, at a minimum, the following information in headings (and a space between each heading material and the next heading):
1. Client Identifying Information: Date of interview(s), age, gender, ethnicity, religion, marital status, and referral source, etc. Caution: Remember confidentiality: Do not use the client’s real name and disguise any other identifying information. Also remember to write this as a legal document, meaning that it should be objective and neutral and not contain information about others unless it is stated in terms like “client reports…”.
2. Source of Data: Identify all sources of client information. (e.g., the individual client, family members, data from charts, schools or other agencies).
3. Description and development of the presenting problem: Include the reason for social work involvement at this time. What was the precipitating event that brought the client to seek help at this time? Describe in depth the current client situation.
4. Family History: Include chronological history of family and relevant extended family, and brief descriptive information about family members. Include a genogram if relevant.
5. Client History:
a. Include chronological developmental history including all major events from prenatal to present.
b. Medical and psychiatric history
c. Marital or relationship history
d. Developmental functioning
g. Financial History
h. Alcohol and/or drug history including any history of treatment or recovery
i. Legal history, e.g., arrests, mandates, outcomes
j. Military History, including combat or trauma exposure
k. History of violence including physical and sexual abuse
l. Home and neighborhood environment
m. Recreation and social functioning
n. Relevant contextual and community factors
o. Other relevant information
6. Draw and complete an eco-map. If possible complete the eco-map with the client and describe the process. What did you and your client learn from completing this? ANALYZE and INTERPRET what is present / missing from the social network; what difference does having this information mean to you in your assessment?
7. Assessment: This will be your analysis of the client on four levels: individual, interpersonal relations, the family unit, and the family’s interchange with its social network and other environmental (macro-level) or ecological factors. Here you will also include at least 1 page discussing how this person’s situation (at each of the four levels) is impacted by the systems s/he is a part of and his/her relationships with those systems. Use systems theory and terminology where appropriate (refer back to HBSE knowledge). What is your formulation / analysis of what is occurring for the client / client system? Use your critical thinking and social work knowledge to ground this professional opinion.
8. Strengths: What are the client’s strengths? Think of how the person has coped to date with the issue(s). What are his/her social, intellectual, physical, emotional, and other resources?
9. Problem List: Develop a problem list from your interactions with your client that prioritizes the most important foci of work.
10. Intervention Strategy: In this course, students consider the multiple dimensions of intervention, (e.g., individual, family, group or community work); and what intervention is most appropriate given their skill level at this point in their professional development (e.g., case management, task centered social work, CBT, SFT, MI, crisis intervention). How do you plan to intervene with this client? Remember to make a logical link between the client’s presenting issue, the client’s goal(s), and your chosen intervention. Provide a rationale for your choice of intervention. Cite three peer-reviewed research-based sources that support your intervention strategy (e.g., Conduct a library literature search to determine for example, “Is there evidence that group work grounded in CBT is best for gang-related violence?”)
a. As part of your intervention strategy, identify SMART goals with your client.
b. For each goal, list specific objectives that will help the client achieve that goal. Include outcome criteria for assessing each goal and completion dates, if appropriate.
11. Obstacles to client success: Include up to a page describing how you expect the helping process to unfold. What potential obstacles to success might the client encounter? Anticipate how you and/or the client will address them.
12. Engage in a self-assessment of your work in this assignment. In this self-assessment please address the following:
a. What skills did you use in conducting and writing this psychosocial assessment? Identify as many specific skills as possible, using social work language from the course.
b. What strengths do you think are demonstrated in your work on this psychosocial assessment (e.g., strengths in relation to knowledge, skills and/or values)?
c. What limitations are demonstrated in your work on this psychosocial assessment (this refers to your limitations in terms of skills, knowledge or values…. not limitations of the client)?
d. How might you work to improve in the areas that you identified as limitations (i.e., knowledge, skills, and/or values areas)? How might you use your identified strengths to help you to improve?
The assignment will be graded on the following criteria:
1. Organization and Format: the assessment should be well organized for readability. Hint: Topic/section headings are helpful.
2. Thoroughness: Assessment should be complete. All time periods should be included; if information is unknown or unavailable, the social history should indicate this. At the same time, unnecessary information should not be included.
3. Accurate completion and interpretation of an eco-map.
4. Objective wording: Differentiation of facts from impressions and/or judgments. Remember this is a legal document which the client may read.
5. Relevance of information: Usefulness for social work.
6. Writing style and skills: The assessment should be written in a narrative form in APA format (no check lists or fill-in-the-blank forms). Writing should be precise in presenting descriptive information, grammatically correct, and professionally written.
7. Thoughtful and complete self-assessment.
Reading Quizzes (10 points) will be due throughout the term. See Weekly Calendar for dates.
Student Participation (10 points) grade will be assessed using the following criteria:
B+ or B (83-92%)
C+ or C (70-82%)
D or F (0-69%)
Excellent engagement and effort demonstrated in classroom discussions, integrating readings, skill practice on a consistent basis. Student actively makes a contribution to peer learning.
STUDENT SHAPES WHAT OCCURS IN CLASS
Good engagement and effort demonstrated in classroom discussions, integrating readings, skill practice. Student attends class and is seen to make efforts to actively participate.
STUDENT RESPONDS TO WHAT OCCURS IN CLASS
Minimal engagement and effort demonstrated in classroom discussions, integrating readings, skill practice. Student essentially attends class but does not work to actively participate or participates minimally.
STUDENT OBSERVES WHAT OCCURS IN CLASS
Demonstration of any of the following: Student chooses to not participate seriously in skills practice. Student does not attend class prepared; no evidence that readings have been completed; no engagement in class discussions on a consistent basis. Inappropriate use of technology during class time.
STUDENT IS TUNED OUT TO WHAT OCCURS IN CLASS
Signature Assignment 1: Interpersonal Process Recall (IPR) Skills Practice (10 points), Feedback Given to Peers (10 points), and Reflection Paper (10 points)
Signature Assignment 2: Small Group Observation Paper (SGO)
Signature Assignment 3: Psychosocial Assessment (PA)
Grades will be awarded according to the following scale (chase learning, not grades ):
93-100 A 70-77 C
88-92 B+ 67-69 D+
80-87 B 60-66 D
78-79 C+ Below 60 F
It is the student’s responsibility to stay in contact with the instructor and to complete assignments by the date negotiated.
RECYCLING COURSE MATERIALS
The use of previous semester course materials is not allowed in this course. This applies to papers homework, projects, quizzes, exams, or other course materials. Because these aids are not available to all students within the course, their use by any individual student undermines the fundamental principles of fairness and disrupts your professor’s ability to accurately evaluate your work. Any potential violations will be forwarded to the Office of Student Conduct and Academic Integrity for review. The work turned in for this class should be originally written with APA proper citations, by you and you alone, specifically for this class.
APA STYLE & ASSIGNMENT SUBMISSION
All written assignments will be evaluated for accomplishment of the objectives of the assignment, organization, and clarity of discussion, demonstration of the ability to integrate and critically apply course content, and correct spelling, grammar, and accurate use of the Publication Manual of the American Psychological Association, Seventh Edition ( https://apastyle.apa.org/products/publication-manual-7th-edition ). All assignments are to be typed and formatted to adhere to APA requirements. The blackboard site has helpful websites also for you to write papers in APA format. All papers and assignments may be examined by plagiarism software to determine they are original works, and not previously used, purchased, or copied from the internet or other sources. It is your responsibility to read UofSC and College of Social Work policies related to academic honesty, and the APA guide related to proper citation. Copying and pasting from any source, without proper citation, is considered academic dishonesty.
Assignments are due on the dates designated. Any assignment turned in after the stated due date will be considered late. If late, you may have up to 5 points deducted for each day that it is late. If you have experienced a significant barrier to getting your work in on time (health or mental health difficulties, a family emergency, as examples), I strongly urge you to email me to discussion your situation and course requirements.
I want to encourage all of you to do your best work. Hence, I am providing all of you with one opportunity during the course to turn in a written assignment late without penalty and without a reason! I know that life happens, so though I expect you to turn in your assignments in on time, if for some reason you are not able to, one written assignment (not a quiz) may be turned in up to 2 days late with no penalty. EXPECTATIONS FOR BEHAVIOR
Please be considerate of your colleagues. Once class begins, please be sure that your cell phone, and anything else that beeps, rings, or makes noise is on mute. The discussion in social work courses is often complex and ambiguous, with room for multiple and diverse perspectives. We all must attempt to treat each other with respect when opinions are shared. Language should be used which recognizes diversity and is respectful of others.
Reflecting the world in which social workers practice, we are likely to cover controversial issues in the course. Our mutual responsibility is to engage in respectful, constructive discussion, in a safe—if not necessarily comfortable—classroom environment. If a particular discussion and/or content from assigned course reading, videos, or other sources raises questions or concerns, students are encouraged to raise the issue in class and/or with the instructor.
You should remember that information shared in class is confidential. Please see the NASW Code of Ethics regarding confidentiality and peer consultation. We will be using examples from your experience in field and other social work settings to enrich our class experience, please be advised that this information is strictly confidential and should never be shared outside the classroom.
The developmental nature of learning in this class requires that students keep up with assignments, assigned readings, and attend class sessions. Students are expected to arrive on time and participate in class. Attendance will be taken each week. Chronic tardiness and absences will result in loss of points. Tardiness of 15 minutes or more is considered an absence. It is the student’s responsibility to seek guidance and feedback from the instructor as needed to assure progress. When you miss class, you miss important information. Students are expected to attend all class sessions unless illness or other emergencies make attendance impossible. If you are unable to attend class, please contact the instructor in advance, or failing that, immediately afterwards. If you are absent, you are responsible for learning material covered in class. If you are absent when an assignment is due, you must have submitted the assignment prior to the due date to receive credit. If you miss more than 10% of the classes (2 class sessions), whether excused or unexcused, your grade may be dropped one letter grade. Absence from four or more class sessions, whether excused or unexcused, could result in a grade of “F”.
Reasonable accommodations are available for students with a documented disability. If you have a disability and may need accommodations to fully participate in this class, contact the Student Disability Resource Center ( https://sc.edu/about/offices_and_divisions/student_disability_resource_center/ ; phone 803-777-6142). All accommodations must be approved through the Student Disability Resource Center – instructors cannot give students accommodations based on disability unless they have registered with this office. Instructors also cannot make any retrospective accommodations for students so be sure to register with this office in a timely fashion if you need any such accommodations. It is your responsibility as a student to register with this office if you wish your disability to be considered in this class.
The community of scholars at the University of South Carolina is dedicated to personal and academic excellence. Choosing to join the community obligates each member to the Carolinian Creed ( https://www.sc.edu/about/offices_and_divisions/student_affairs/our_initiatives/involvement_and_leadership/carolinian_creed/index.php ). Academic and civil discourse are the cornerstones of the educational system and crucial to individual growth.
As a Carolinian:
· I will practice personal and academic integrity;
· I will respect the rights and dignity of all persons;
· I will respect the rights and property of others;
· I will discourage bigotry, while striving to learn from differences in people, ideas and opinions;
· I will demonstrate concern for others, their feelings and their need for conditions which support their work and development.
Every student has a role in maintaining the academic reputation of the university. It is imperative that you refrain from engaging in plagiarism, cheating, falsifying your work and/or assisting other students in violating the Honor Code.
Two important components of the Honor Code:
· Faculty members are required to report potential violations of the Honor Code to the Office of Student Conduct and Academic Integrity.
· When a student is uncertain as to whether conduct would violate the Honor Code, it is their responsibility to seek clarification from the appropriate faculty member.
To clarify your understanding of the Honor Code, use these resources:
· Academic Integrity Tutorial
· Instructor’s office hours
· The Purdue Online Writing Lab
· The Writing Center
· University Libraries: Citation Basics
Your enrollment in this class signifies your willingness to accept these responsibilities and uphold the Honor Code of the University of South Carolina. Please review the Honor Code available at https://www.sc.edu/about/offices_and_divisions/student_conduct_and_academic_integrity/documents/honor_code.pdf . Any deviation from this expectation may result in a grade of zero for that assignment and a referral to the Office of Student Conduct and Academic Integrity.
The following examples illustrate conduct that violates the Honor Code, but this list is not intended to be an exhaustive compilation of conduct prohibited.
· Giving or receiving unauthorized assistance, or attempting to give or receive such assistance, in connection with the performance of any academic work.
· Unauthorized use of materials or information of any type or the unauthorized use of any electronic or mechanical device in connection with the completion of any academic work.
· Access to the contents of any test or examination or the purchase, sale, or theft of any test or examination prior to its administration.
· Unauthorized use of another person’s work without proper acknowledgment.
· Intentional misrepresentation by word or action of any situation of fact, or intentional omission of material fact, so as to mislead any person in connection with any academic work (including, without limitation, the scheduling, completion, performance, or submission of any such work).
· Offering or giving any favor or thing of value for the purpose of influencing improperly a grade or other evaluation of a student in an academic program.
· Conduct intended to interfere with an instructor’s ability to evaluate accurately a student’s competency or performance in an academic program.
COPYRIGHT/FAIR USE STATEMENT
I will cite and/or reference any materials that I use in this course that I do not create. You, as students, are expected to not distribute any of these materials, resources, quizzes, tests, homework assignments, etc. (whether graded or ungraded).
NASW CODE OF ETHICS
Students in the College of Social Work are expected to demonstrate professional and academic responsibility at all times and are bound by the NASW Code of Ethics. The NASW Code of Ethics ( https://www.socialworkers.org/about/ethics/code-of-ethics/code-of-ethics-english ) states “Social workers should not participate in, condone, or be associated with dishonesty, fraud or deception.” One of the values on which the Code of Ethics is based is that of integrity and one of the ethical principles derived from this value is “Social workers behave in a trustworthy manner.”
I am available to meet with you individually throughout the course of the semester via online office hours. You are also welcome to request a meeting outside of those hours if you are unable to meet during those times. I am interested in supporting your strong work in this program, and would be happy to consult with you.
If you are having difficulty with the course material or assignments, or with your own health/mental health, I highly recommend that you seek me out early on. The most common way students get into crisis academically is by not reaching out for assistance early, and then learning it is too late to recover. I am committed to supporting your development and competency in this program, and will work with you to provide resources and supports that are within my power. Students often have questions about grades, and progress of grades. Those questions are also welcome; I am willing to work with you to help you improve your work over the term. Please note that grades are weighted (each assignment has a different percentage) so when you see your overall tally in Blackboard, it will not be accurate until all grades are submitted and weighted.
You are also invited to provide me with feedback throughout the semester on how the course can be improved to meet your specific needs. You will also complete an informal mid-term evaluation and a formal course evaluation at the end of the semester.
Course CALENDAR and Readings
Introduction to each other and the course
Introduction to the Social Work Profession
Direct Practice (micro)– casework
Indirect Practice (macro)– community work
Roles and challenges
Text, Chapter 1: The Challenges and Opportunities of Social Work and
Chapter 2: Direct Practice: Domain, Philosophy, and Roles
Chapter Quiz due by Sep 3 @ 11:59pm
Overview of the Helping Process
Unfolding of the process (engage, explore, assess, plan, intervene, evaluate, end)
Engaging and Interviewing skills
Social Work Values, Principles and Ethics
Text, Chapter 3: Overview of the Helping Process
Text, Chapter 4: Operationalizing the Cardinal Social Work Values
Chapter Quiz due by Sep 10 @ 11:59pm
Forming, Assessing, and Intervening with Groups
Text, Chapter 11: Forming and Assessing Social Work Groups and
Chapter 16: Intervening in Social Work Groups
Chapter Quiz due by Sep 17 @ 11:59pm
Therapeutic Factors in Groups
Additional reading: see
Anderson, J. (1997). Small group dynamics perspective. In Social Work with Groups: A Process Model (pp. 77-106). New York, NY: Longman.
Communication Skills, Empathy and Authenticity
Text, Chapter 5: Building Blocks of Communication: Conveying Empathy and Authenticity and
Chapter 17: Additive Empathy, Interpretation, and Confrontation
Chapter Quiz due by Oct 8 @ 11:59pm
Interviewing / Communication Skills: Furthering the Conversation
Eliminating Counterproductive communication patterns
Text, Chapter 6: Verbal Following, Exploring and Focusing Skills and
Chapter 7: Eliminating Counterproductive Communication Patterns
Evaluating diverse agency practices in Psychosocial Assessment
Text, Chapter 8: Assessment: Exploring and Understanding Problems and Strengths
and Chapter 9: Assessment: Intrapersonal, Interpersonal and Environmental Factors
Developing SMART goals and contracting for service
Text, Chapter 12: Developing Goals and Formulating a Contract
SGO Assignment due 10/24/21 by 11:59pm
Understanding the change process
Text, Chapter 13: Planning and Implementing Change-Oriented Strategies
and Chapter 18: Managing Barriers to Change
Constructing Bio-psycho-social-spiritual assessments
Working with Families (Families as Small Groups)
Text, Chapter 10: Assessing Family Functioning in Diverse Family and Cultural Contexts and
Chapter 15: Enhancing Family Relationships
IPR Reflection Paper due 11/14/21
NO Class Happy Thanksgiving
Evaluations and Endings in Social Work
Text, Chapter 19: The Final Phase: Evaluation and Termination
Assessment (PA) due 12/5/21 by 11:59pm
** Changes to the course or syllabus will be negotiated with each class section.