Updated: 4/16/2020
North Carolina State University
College of Humanities and Social Science
Department of Social Work
SW 581: Advanced Social Work Practice with Individuals
Location: Room 111, 1911 Building Days/Times: Monday, 6:00 – 8:45 PM
Instructor: Dr. W. J. Casstevens, LCSW
Office Hours: Tuesday, 4:00 – 6:00 PM
& by appointment; walk-ins welcome!
Phone: office 919.513.7959; cellular
919.449.5394, for emergencies only
[Note: does not text, no voicemail]
Instructor’s Office: Room 214, 1911 Building
E-mail: wjcasste@ncsu.edu
(best contact method)
Fax: 919.515.4403
Course Description
This course will prepare the student for advanced generalist practice with individuals who are experiencing a range of complex life challenges. This course will focus on traditional and emerging social work practice theories used by social workers to assist individuals in experiencing external and/or internal stressors. Focus will be on interventions with diverse populations at risk. In this course students will learn knowledge and skills for assessment, intervention, and evaluation with client systems in a variety of agencies and settings. Emphasis is placed on empirically based practice approaches with individuals. Values and ethical issues relevant to practice with individuals are considered as well as a reflective, critical approach to practice will be emphasized throughout the course.
Course Rationale
This course is designed to help students move toward a fuller understanding of the applications of specialized methods of intervention in social work practice with individuals. Within the ecological perspective and using concepts of intersectionality, this course broadens the repertoire of socially just and culturally sensitive social work interventions available to the advanced student as s/he begins more advanced field practice. An expected outcome is a more complete synthesis of knowledge, values and skills for practice with individual clients.
Department of Social Work Mission Statement
The mission of the Department of Social Work is to promote a socially responsible society through education, research, and extension/ community service. Social responsibility is defined as an ethical commitment to advance social and economic justice. Within a framework emphasizing professional values and ethics, cultural competence, strengths, and partnerships, the Social Work Program prepares undergraduate students for generalist practice and graduate-level academic work and prepares graduate students for advanced practice and leadership roles.
MSW Program Mission Statement
Consistent with the requirements for the Council on Social Work Education, the Graduate Social
Work Program ’ s mission is to prepare students for advanced generalist practice with diverse

populations in urban and rural areas of North Carolina and beyond. The program provides students with the knowledge, values, and skills to respond competently to 1.) the aspirations and service needs of diverse client populations and 2.) the contexts that shape the needs of clients and service delivery systems throughout the state. The program prepares graduates to assume a range of advanced generalist practice roles in direct and indirect service provision, including leadership in the planning, development, management, and evaluation of culturally competent services to individuals, families, groups, organizations, and communities.
Student Learning Outcomes (SLOs)
Upon completion of the course, students will be able to:
1.
Describe and critically evaluate a range of theoretical perspectives for social work intervention with individuals. (EPAS 2.1.3, 2.1.7)
2.
Critically analyze the political, economic, and historical background of the DSM in the context of social work practice. (EPAS 2.1.4)
3.
Describe objectively the strengths and limitations of the DSM diagnostic system and medical models. (EPAS 2.1.2, 2.1.3, 2.1.4)
4.
Demonstrate cultural sensitivity in diverse clinical settings and in collaboration with other professionals. (EPAS 2.1.4, 2.1.5, 2.1.10a-b)
5.
Utilize and select advanced interviewing skills in complex situations, particularly those involving complex life conditions, circumstances, diverse client cultures, behaviors, strengths, needs, and values. (EPAS 2.1.4, 2.1.5, 2.1.10a-b)
6.
Design and implement a process of intervention with individual clients based on a specific practice model, that includes assessment and diagnosis, the use of professional literature, intervention planning and implementation, termination, evaluation follow-up and documentation. (EPAS 2.1.7, 2.1.10c-d)
7.
Integrate knowledge of bio-psycho-social-cultural-spiritual outlook in conducting assessments that focus on strengths of the individual and client systems. (EPAS 2.1.5,
2.1.10a-b)
8.
Identify ethical and value dilemmas which may arise in social work practice with individuals and suggest professional responses to each which are consistent with the
NASW Code of Ethics. (EPAS 2.1.3)
Advanced Practice Behaviors & Assessment Measures
By the end of the course, students are expected to have acquired the following competencies:
Core Competency 2.1.2.a – Apply social work ethical principles to guide professional practice.
 Support the rights of others to act on perspectives and positions different from one’s own
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Core Competency 2.1.3.b – Apply critical thinking to inform and communicate professional judgments.

Use evidence to anticipate and articulate likely consequences of interventions, projects, and programs developed to respond to client problems.
Core Competency 2.1.4.b – Engage diversity and difference in practice.
 Apply effective, empowering and culturally appropriate change strategies in one’s everyday practice to promote social justice and behavioral and social change.
Core Competency 2.1.5.a – Advance human rights and social and economic justice.

Use power and authority ethically to advocate for and with marginalized constituents.
Core Competency 2.1.7.a – Apply knowledge of human behavior and the social environment.

Design interventions related to loss, change, and transition across the life span
Competency 2.1.10a-d - Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Competency 2.1.10a.b – Engagement

Continue to engage complex client systems throughout all phases of social work intervention.
Competency 2.1.10b.c – Assessment

Administer and interpret standardized assessment and diagnostic tools that are appropriate for use with complex client systems
Competency 2.1.10c.b – Intervention

Use an iterative process to respond sensitively to changing conditions with complex client systems
Competency 2.1.10d.c – Evaluation

Re-evaluate and adjust goals and objectives with complex client systems
Course Prerequisites and/or Co-requisites
Successful completion of all MSW foundation courses is a prerequisite of this course. The corequisite is an advanced field placement (SW 653). This course is restricted to MSW students and is required for all MSW students.
Required Texts
American Psychiatric Association. (2014). Diagnostic and statistical manual of mental disorders (5 th ed.). Washington DC: American Psychiatric Association. ($102.94).
Note: We will also be referencing the DSM IV-TR; required readings from the DSM-IV-TR will be posted on the course moodle site. The DSM IV-TR is also available free online at: http://www.behavenet.com/capsules/disorders/dsm4TRclassification.htm
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Corcoran, J., & Walsh, J. (2010). Clinical assessment and diagnosis in social work
Practice, 2 nd Ed.
New York: Oxford University Press. ($52.39)
Required Resources (available free online)
NASW Code of Ethics , accessed online from: http://socialworkers.org/pubs/code/default.asp
Critical think Rx: A prescription for critical thinking about psychotropic medications . Accessed online at http://www.criticalthinkrx.org/ (Note: post-graduation, this site offers social workers up to 12 free continuing education units.)
Recommended Texts
Arkowitz, H., Westra, H. A., Miller, W. R., & Rollnick, S. (Eds.) (2008). Motivational interviewing in the treatment of psychological problems. New York: Guilford. ($46.59)
Course Expectations
All students are expected to:
1.
Arrive on time, stay for the entire class, attend all classes, and be prepared to participate by completing all reading/viewing assignments prior to class
1.
Participate by joining in class discussions and activities, asking questions when things are not clear, bringing illustrative case examples to class, providing peers with thoughtful, appropriate feedback, and listening respectfully to others
2.
Assume their fair share of group work, support others’ efforts, and promote a positive learning environment
3.
Submit all assignments on time; note that (a) all assignments must be completed to receive a grade in the course, and (b) on the day that an assignment is due, the assignment must be handed in during the first 10 minutes of class or it will be considered one day late
2.
Write all papers according to APA format (American Psychological Association, 2001) unless otherwise specified by the instructor; the following website may be helpful: http://www.apastyle.org/elecref.html
Attendance Policy
Attendance is required. Ordinarily, no make-up is provided for missed in-class activities (e.g., exercises, exams, presentations). In the event of an excused absence, students may arrange with the instructor for make-up work. Consult the following webpage for further information on university attendance regulations: http://policies.ncsu.edu/regulation/reg-02-20-03
Classroom Etiquette
There will be a 15 minute break midway during the class. This is the time to use the rest room, eat and make phone calls.
During class time, there will be no use of cell phones, ipods, ipads or any other electronic devices except when used for note-taking. While the use of laptops, etc., is convenient for students to take class notes, it is expected that students WILL NOT engage in other laptop, etc., activities during class time that may include: internet activities, reading and responding to email, balancing a checkbook, etc. If this should occur, the instructor reserves the right to request that the student not use a laptop or other electronic device for note-taking during class. Electronic devices, including laptops, cannot be used during classroom role plays and exercises.
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When we have guest speakers, students will be expected to be on time and there will be no talking in class except for class participation.
Late Assignments
Assignments submitted late will be assessed point reductions, 4 points if one day late, and an additional 4 points for each additional day; on the day that an assignment is due, the assignment must be handed in during the first 10 minutes of class or it will be considered one day late.
With proper documentation provided, exceptions to this policy will be afforded when absences fall within the excused absence policy.
Consult the following webpage for further information on university attendance regulations: http://policies.ncsu.edu/regulation/reg-02-20-03
Students with Disabilities Statement
Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for
Students at 1900 Student Health Center, Campus Box 7509, 919-515-7653.
For more information on NC State's policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (REG02.20.01)
( http://policies.ncsu.edu/regulation/reg-02-20-01 )
College of Humanities and Social Sciences (CHASS) Career Services
CHASS Career Services are available through the Career Development Center. Your career contacts are: Jane Matthews and Woody Catoe. Make appointments through ePACK – ncsu.edu/epack .
Confidentiality
Confidentiality is a hallmark of the social work profession. Students agree not to repeat personal information shared in class discussion outside of the class. Standard accepted practices
(mandatory reporting when there is a threat of harm, etc.) are assumed to be ethical imperatives and thus not subject to absolute confidentiality. Students who experience personal issues throughout the course are encouraged to talk with the instructor about available support.
Confidentiality, within the above specified limitations, is guaranteed between the student and faculty member.
Safety
As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. The student is responsible for being aware of and adhering to safety policies and practices related to their agency and/or community settings. Students should also notify instructors regarding any safety concerns.
Transportation
Transportation to and from agency and/or community setting is the responsibility of the student.
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Course Evaluation Online Schedule
Online evaluations will be available for students to complete during the last two weeks of class.
Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will not know how any one student responded to any question, and students will not know the ratings for any instructors.
Evaluation website: https://classeval.ncsu.edu/secure/prod/survey/index.cfm
Student help desk: classeval@ncsu.edu
More information about ClassEval: http://oirp.ncsu.edu/eval/clev
Academic Integrity
The university and department adhere to strict standards of academic honesty. In this course, a student’s submission of a test or assignment means that he or she has neither given nor received unauthorized aid.
Consult the following webpages for further details: http://studentconduct.ncsu.edu/academic-integrity-an-overview http://policies.ncsu.edu/policy/pol-11-35-01
Violations of academic integrity will result in an F for the assignment and may result in an F for the course. All violations will be reported to the Office of Student Conduct. Violations include:
• plagiarism (which means representing another’s ideas, writings, words, and/or work as your own without proper acknowledgment);
• obtaining another person’s assistance on academic work you are expected to complete independently;
• assisting another student on work s/he is expected to complete independently;
• reporting false information on field work.
Supporting Fellow Students in Distress
As members of the NC State Wolfpack community, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a safe environment for learning. Occasionally, you may come across a fellow classmate whose personal behavior concerns or worries you. When this is the case, I would encourage you to report this behavior to the NC State Students of Concern website: http://studentsofconcern.ncsu.edu
/. Although you can report anonymously, it is preferred that you share your contact information so they can follow-up with you personally.
ASSIGNMENTS
The Department of Social Work faculty has adopted APA style as the preferred format for papers and publications. The best reference is the Publication Manual of the American Psychological
Association, second edition (APA, 2001 ). This is available at most bookstores [note: the second edition corrected for errors present in the first edition]. The following web sites may also be helpful: http://www.apa.org/journals/webref.html
(APA Style for material in electronic formats) http://owl.english.purdue.edu/owl/resource/560/01/ (this is the Purdue Online Writing Lab, often called the Purdue OWL)
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Grading Guidelines
 An “A” at the graduate level means a student is doing outstanding or excellent work.
S/he attends class regularly, hands in all course assignments on time, and demonstrates a thorough grasp of course concepts. To receive an A, a student must go significantly above and beyond the basic expectations for the course.
 A “B” at the graduate level means a student is doing satisfactory work, and meeting the minimum requirements for the course. S/he attends class regularly, hands in all course assignments on time, and demonstrates a basic level of understanding of course concepts.
 A “C” at the graduate level means a student is doing inconsistent work. The student does not attend class regularly, fails to hand in some course assignments or does not submit work on time, and/or does not demonstrate a basic level of understanding of course concepts.
 A “D” or “F” at the graduate level means a student is doing unacceptable work and demonstrates a complete lack of understanding of course concepts.
Grading Scale
Effective with the fall semester of 2014, to standardize grading, the following numerical scales are approved as a general guideline for courses within the Department of Social Work:
A+
Letter Grade
A
A-
B+
B
B-
Lower limit of Range
97
94
91
88
85
82
Upper Range Limit
100
96.999
93.999
90.999
87.999
84.999
C+
C
C-
D+
D
D-
F
79
76
73
70
67
64
<64
81.999
78.999
75.999
72.999
69.999
66.999
<64
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ASSESSMENT MEASURES
The following formula* determines the final grade:
Assignments
Critical Assessment of a Practice Method that could be used with individuals in student’s Field internship; include method’s fit with the NASW Code of Ethics (7 page paper, no abstract)
Class Presentation of a Case (length: 20 minutes) based on student’s Field internship or work experience; include a provisional DSM-5 diagnosis; hand-in a 5page summary of the case following the guidelines provided (note: use the treatment plan template provided on moodle for 2 of the 5 pages; no abstract, no reference page)
Case Vignette Final Exam
Class Participation/Role Plays/Exercises
TOTAL
Points
200
300
350
150
Percent
20%
30%
35%
15%
1000 100%
*NOTE: All assignments must be completed in order to earn a grade in this course.
Assignment Guidelines in Brief:
Critical Assessment of a Practice Method you could use in Field with individuals; include method’s fit with the NASW Code of Ethics (7 page paper/200 points)
1.
Choose a method of intervention being used in practice in your current or recent field internship or workplace – the method will need to be approved by instructor
2.
Briefly describe the: a.
practice method b.
type of clientele best served with it c.
method’s research base supporting it as an effective or ineffective intervention with the type of clientele served (include a minimum of 3 relevant evidenceinformed research references)
3.
Critically assess the practice method’s fit with the NASW Code of Ethics, especially with regard to self-determination, empowerment, and culturally sensitive practice
4.
In the Conclusion, summarize your response (both thoughts and feelings) to your findings and reflect on the reasons for your response
NOTE: Consult with professor early in the semester to identify the practice method you wish to critique and to verify that it’s appropriate for this assignment.
Do not include an abstract.
Do include a title page and reference page in APA format.
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Try to avoid choosing a practice method already explored in your foundation year – instead, take this opportunity to expand your horizons!
20-minute Class Presentation of a Case based on your Field internship or work experience; include a provisional DSM-5 diagnosis; hand-in a 5-page summary of the case at the time of your Class Presentation (20-minute case presentation & 5-page case summary/total of
300 points)
1.
Choose a case which you have worked or are familiar with from Field or work
2.
Present the case to the class; include: a.
why the client was referred to the agency (the presenting problem) b.
client strengths, opportunities, & environmental stressors c.
significant facts from his/her psychosocial history d.
treatment/intervention plan goals & objectives e.
how you intend to evaluate the effectiveness of the intervention
3.
For the purposes of this assignment, pretend that you are at the beginning phase of your work with the client
4.
Include other data you think is relevant/appropriate (e.g., demographics)
5.
Include a DSM-5 provisional diagnosis in the written summary
6.
The treatment/intervention plan will make up 2-pages of the 5-page summary; use the intervention plan template provided for this assignment on moodle
NOTE:
Consult with professor to verify case/diagnostic category is appropriate prior to completing this assignment.
Client confidentiality must be protected, i.e., pseudonyms must be used throughout.
Do not include an abstract or reference page.
The 2-page intervention plan (template provided by instructor) counts towards the length of the case summary.
Case Vignette Final Exam (5 page limit/350 points )
The exam consists of completing a diagnosis and 2-3 page treatment/intervention plan for a client, using the template provided by the instructor.
Select a film from the list provided by your instructor, view the film, and identify a character in the film to diagnosis and develop a treatment plan for, using the template provided.
After completing a provisional DSM-5 diagnosis, students will be expected to develop:
1.
an intervention plan using the format provided that includes a.
a long-term goal (this is the client’s long-term view) b.
3 intermediate goals, and c.
2-3 objectives for each intermediate goal that are consistent with one another and with the case information provided (Note: attendance and/or compliance cannot be used as an intermediate goal or objective
2.
a 1-2 page summary, double-spaced, that describes how the effectiveness of the treatment/intervention plan intermediate goals will be evaluated (Note: intermediate goal achievement needs to be evaluated & this cannot be accomplished using either
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compliance with prescribed intervention(s), or completion of objectives towards an intermediate goal)
Class participation, role plays and exercises (150 points)
Points are earned by:
1.
attending the entire class each week
2.
being prepared for discussion & class activities by completing required readings/homework prior to class
3.
participating in role plays and other class exercises
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Schedule of Classes
Week / Date Topics
Role Plays & Class Exercises
(all Speaker scheduling is tentative)
Week 1
August 25 th
Introductions
Review of Syllabus
Brief Overview of Bloom’s Revised
Taxonomy and Critical Thinking
Social Work and the DSM:

History, politics, power &
 diagnosis
Person-in-Environment perspective

Biopsychosocial approach versus biomedical model

Strengths perspective versus diagnostic labeling

Risk factors, resilience, & protective factors
Introduction to the DSM & the DSM-
IV-TR multi-axial classification system (Note: though the DSM-5 no longer uses this system, it will be seen in ongoing or recurring client charts, assessments, & treatment plans)
How to approach “reading” the DSMs
= targeted review
Pair-&-discuss Activity: use of case vignettes to practice identifying broad diagnostic categories in the DSM
Week 2 – Sept 1 st Labor Day Holiday
Week 3
September 8 th
Social work in mental health
Psychotropic medications, the DSM,
& “Big Pharma”
Follow-up on the multi-axial DSM-
IV-TR classification system – pop quiz – what belongs on each Axis?
Focus on the DSM-5 & ICD-10 as tools social workers need to know
Required Readings/Homework
(items listed are required unless otherwise noted)
Please print-out the complete course Syllabus and bring it with you to class.
NC State University Closed – No Class
Insel, T. (April 29, 2013). Director’s blog:
Transforming dagnosis. National Institute of Mental
Health. Retrieved August 12, 2014 from: http://www.nimh.nih.gov/about/director/2013/transfor ming-diagnosis.shtml
Frances, A. (2012). Newsflash from APA meeting:
DSM-5 has flunked its reliability tests. Huffington
Post.
Retrieved August 12, 2014 from http://www.huffingtonpost.com/allen-frances/dsm-5-
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Week 4
September 15 th
Week 5
September 22 nd how to use
Pair-&-discuss Activity
Depression, bipolar disorder, & the schizophrenia spectrum
Psychiatric disability versus psychiatric diagnosis
Cognitive practice methods: CBT,
CT/RT, REBT
using case vignettes to practice provisional diagnoses
Practice Methods – many & various
Personality disorders – when to diagnose, or not
Biopsychosocial assessment, DSM diagnosis, & treatment/service intervention plans
Considerations when assessment & intervention are separated
Role-play: Assessment & client engagement
Treatment Planning Exercise :
Develop goals & objectives with (not for) client reliability-tests_b_1490857.html
Take 20 minutes and view Module 8 from the Critical
Think Rx website (www.criticalthinkrx.org): http://criticalthinkrx.org/modules/module8-small.html
Note: You do not need to register to view modules.
DSM IV-TR Cautionary Statement, Use of the Manual,
DSM-IV-TR Classification, & Multiaxial Assessment, pp. xxiii-xxxvii, & pp. 1-37
Recommended:
British Psychological Society (2012). DSM-5: The future of psychiatric diagnosis (2012-final consultation). Retrieved August 12, 2014 from: http://apps2.bps.org.uk/_publicationfiles/consultationresponses/DSM-5%202012%20-
%20BPS%20response.pdf
Gomory, Wong, Cohen, &
Lacasse (2011), Clinical social work and the biomedical industrial complex, pp. 135-165
DSM-5 Classification, Introduction, Use of the
Manual, & Cautionary Statement for Forensic Use, pp.xiii-xl, & pp. 5-25
Corcoran & Walsh text, Chapter 13, pp. 403-434
Review DSM-5: Personality disorders, pp. 645-684
Review the 3 Assessments available on the moodle course site prior to class – c onsider what the strengths &/or challenges of each might be in practice
Review the Practice Methods listed on the moodle course site prior to class – consider what practice methods best fit your field internship
Week 4 is the deadline to have the Critical
Assessment of a Practice Method assignment’s practice method approved by instructor
Corcoran & Walsh text, Chapters 9, 12, & 14, pp. 253-
293, 371-402 & 435-466
Review DSM-5, pp. 87-188
Browse through the material on the moodle course site under Cognitive behavioral related Practice Methods:
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Week 6
September 29 th
Week 7
October 6 th
Week 8
October 13 th
Role-play : working with a client experiencing depression
Anxiety disorders & OCD
Eating disorders
Post-modern approaches & cultural sensitivity: Narrative therapy & Just therapy
Narrative therapy with clients – externalizing the problem & use of letters (yes, snail mail!)
Narrative Therapy Training
Exercise: Externalizing the problem
Trauma-related disorders
Dissociative disorders
Speaker workshop on Trauma
Focused CBT
The American epidemic of mental illness
Reflecting Team Exercise focusing on the Angell reading material
Legal considerations – Tarasoff I &
Tarasoff II
Pair-&-discuss Activity using case vignettes
Distinguishing between treatment & service intervention planning – roles with clients – case management models
Exercise: Treatment/service intervention planning & evaluating outcomes
Aaron & Judy Beck/CBT
Albert Ellis/REBT
William Glasser/Reality Therapy
Recommended:
Review the 3 workbook packets (Beck, Ellis, &
Glasser) located under Therapy approaches in the
Selected Supplemental Material section
Corcoran & Walsh text, Chapters 7 & 8, pp. 162-252
Review DSM-5, pp. 189-264, & 329-354
Esler, I. (1987). Winning over worry. Family Therapy
Case Studies, 2 (1), 15-23
Read the Externalizing the Problem Activity on the moodle course site prior to class
Review DSM-5, pp. 265-307
Angell, M. (2011), The epidemic of mental illness:
Why? pp. 1-9
DUE: Critical Assessment of a Practice Method
Granich, S. (2012), Duty to warn, duty to protect, pp.
1-4
Look up the Tarasoff case online, or review the Tarasof related Selected Supplemental Material on moodle, & be prepared to summarize the case in class
Review the Treatment/Intervention Plan form on the moodle course site prior to class
Week 8 is the deadline to have the case/diagnostic category for Class Presentation of a Case assignment approved by instructor
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Week 9
October 20 th
Week 10
October 27 th
Week 11
November 3 rd
Week 12
November 10 th
Week 13
November 17 th
Week 14
Neurodevelopmental disorders, including Autism Spectrum, and
Attention-deficit/hyperactivity
Speaker workshop on Autism
Spectrum &/or ADHD
Dementia, Alzheimer’s & caregiving
Speaker workshop on Alzheimer’s
& Caregiving
Case Presentations, as scheduled
Class reflection on Case Presentations
Case Presentations, as scheduled
Class reflection on Case Presentations
Case Presentations, as scheduled
Oppositional defiant, impulse control,
& conduct disorders
Co-morbidity/Dual diagnosis & treatment
Speaker workshop on Emotional
Freedom Technique (EFT)
Substance-related disorders
Corcoran & Walsh text, Chapters 3, 4, & 6, pp. 37-92
& 130-161
Review DSM-5, pp. 31-86
Franklin, C. (2014), Changes in the DSM-5: What social workers need to know, p. 1
Teater, M. (2014), What every social worker needs to know about the DSM-5, pp. 1-3
Please come to class prepared to summarize the differences between DSM-IV-TR and DSM-5 diagnoses in these areas
Browse the following websites prior to class: www.alstrom.org
& www.alagille.org
Corcoran & Walsh text, Chapter 15, pp.469-500
Review DSM-5, pp. 591-643
DSM-5: review content related to case presentations (to be posted on moodle course site)
DUE: Class Presentation of a Case & 5-page case summary assignment – as scheduled
DSM-5: review content related to case presentations (to be posted on moodle course site)
DUE: Class Presentation of a Case & 5-page case summary assignment – as scheduled
DSM-5: review content related to case presentations (to be posted on moodle course site)
DUE: Class Presentation of a Case & 5-page case summary assignment – as scheduled
Corcoran & Walsh text, Chapter 5, pp. 93-129
Review DSM-5, pp.461-480
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November 24 th
Evaluating treatment & service intervention outcomes: why bother?
Meaningful evaluation: the use of single subject designs, standardized measures, observation, & self-report
Pair-&-discuss Activity using case vignettes
Week 15
December 1 st
Last day of class before final exam period
Motivational Interviewing & Stages of Change
Role-play activities : termination & closure
FINAL EXAM
PERIOD
December 8 th -16 th
Date/time/location of Final Exam as per NC State schedule
Corcoran & Walsh text, Chapter 10, pp. 294-336
Review DSM-5, pp. 483-589
Arkowitz, Westra, Miller, & Rollnick (Eds.), Chapters
1 & 3, pp. 1-25 & 57-84
Case Vignette Final Exam handed out; it will be due the date/time/location of the class Final Exam
DUE: Case Vignette Final Exam at date/time/location
of class Final Exam
SUPPLEMENTAL READINGS
Antle, B., Montgomery, G., Stapleford, C. (2009). The many layers of social support: Capturing the voice of young people with spina bifida and their parents. Health & Social Work
34(2), 97-106.
Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond, 2 nd
ed . New York, NY:
Guilford.
Brotman, S., Ryan, B., & Cormier, R. (2003). The health and social service needs of gay and lesbian elders and their families in Canada. The Gerontologist , 43 (2), 192-202.
Bubar, R. (2010). Cultural competence, justice, and supervision: Sexual assault against native women. Women & Therapy , 33 (1/2), 55-72.
Chernin, J. N., & Johnson, M. R. (2007). Affirmative psychotherapy and counseling for lesbians and gay men. Social Work , 52 (1), 41-49.
Eliadis, E. (2006). The role of social work in the childhood obesity epidemic. Social Work ,
51 (1), 86-88.
Esler, I. (1987). Winning over worry. Family Therapy Case Studies, 2 (1), 15-23.
Farber, M. (2009). Parent mentoring and child anticipatory guidance with Latino and African
American Families. Health & Social Work 34(3), 179-189.
Farber, S. (2008). Dissociation, traumatic attachments, and self-harm: eating disorders and self- mutilation. Clinical Social Work Journal , 36 (1), 63-72.
Gomorry, T., Wong,S. E., Cohen, D., & Lacasse, J. (2011). Clinical social work and the biomedical industrial complex. Journal of Sociology and Social Welfare, 38 (4), 135-165.
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