Texas A & M University - Central Texas
Social Work Program
Course Number:
SWK 485
Section Number:
160
Semester:
Fall 2014
Meeting Time/Place:
Online
Instructor’s Name:
Heidi Strickler, Ph.D., LCSW, CEDS, CART, CTLS
Office Number:
Online
Office Phone:
254-424-1974 It is essential to call or text me if you have questions that need to be answered
quickly
Email through blackboard but be advised email will only be checked once per week
E-Mail:
I.
Course Description
Catalog Description: Intensive studies of current trends and issues related to professional social work practice, social service delivery,
and populations at risk. May be repeated for credit when topics vary.
Prerequisite: Junior classification or approval of the Social Work Program Director.
II. Nature of Course
This course examines a variety of factors that put youth at risk. It looks at particular issues of adolescence from a feminist perspective
and how this perspective affects both males & females. It explores preventions, individual, family, and community interventions.
Teaching Method: The primary teaching approach in this course is online learning. Students are expected to engage in readings
independently and then post thoughts and feelings related to readings on the discussion board and respond to peer ideas. Further
students are expected to learn through critical self-examination.
III.
Program Mission:
The Social Work Program at Texas A & M University – Central Texas prepares its graduates for leadership and professional
generalist practice by integrating social work values, skills, and knowledge through an emphasis on excellence. Responsive to the
needs of Central Texas and to the State of Texas, the Social Work Program delivers a broad-based liberal arts education that is
sensitive to vulnerable, oppressed, and at-risk populations. As an integral part of the College of Liberal and Fine Arts and the
Department of Social Work, Sociology, and Criminal Justice at Texas A & M University – Central Texas, the Baccalaureate of
Social Work enables students to achieve successful careers and become responsible citizens.
IV.
Course Objectives:
Consistent with the Social Work Program Mission and the 10 core competencies established by CSWE, this course has five main
objectives.
1. Assess a person with an eating disorder on multiple levels. By engaging in a comprehensive psychosocial assessment of an at risk
youth, students are contributing to their own development as a professional social worker, as this task is a key element of professional
1
social work practice. Assessment also requires a high level of critical thinking and critical analysis of one’s own practice. Further due
to the nature and diversity among eating disorders themselves and those who have them, students must demonstrate the ability to
apply knowledge of diversity in practice, as well as, knowledge of human behavior in the social environment. Since assessment
should be completed in an ethical manner, students are expected to demonstrate ethical principles, consistent with the NASW code of
ethics throughout the assessment process.
This objective will be evaluated in online discussions and students’ papers in which they complete an assessment of a case
study of an individual with an at risk youth.
2. Develop self-awareness of their biases and personal beliefs about gender, ethnicity, sexual orientation, age, etc., and the origins of
these beliefs, as well as, ways to combat these biases according to professional social work guidelines. To successfully identify
oneself as a professional social worker, one must become self-aware and engage in measures needed to combat any biases or stigmas
one possesses toward groups of individuals. Further, this requirement is also needed to engage in ethical practices. To determine
one’s biases, requires a level of critical thinking and a critical analysis of one’s practices. Determining the origins of these beliefs
requires analysis of how the student interacted as a person growing up in the social environment and how diversity played a role in his
or her life.
This objective will be evaluated in online discussions.
3. Students will develop an understanding of the different contributing factors to risk & resilience in youth. To develop this
understanding is compatible with identifying oneself as a professional social worker as professional social workers look at
biopsychosocial determinants of behavior. It also involves students engaging in critical thinking to inform and communicate
professional judgment as students will need to analyze the impact of this understanding on their own backgrounds and their
interactions with others. Students will engage in diversity and difference in practice as they explore the differences in acculturation
and cultural differences in at risk youth. Students will engage in practice-informed research & research-informed practice as they
learn how the different contributing factors are debated in the research. Students will apply knowledge of human behavior in the
social environment through looking at the combination of sociocultural, familial, biogenetic, and intrapsychic factors interacting to
lead to the development of risk in youth. Students will assess individuals through conducting an assessment and indentifying the
contributing factors to the development of risk in youth. Students will respond to the contexts that shape practice by noting the way
contributing factors have changed in importance throughout the historical context of the emergence of risk in today’s society.
This objective will be evaluated in online discussions and the case study assessment.
4. Students will develop an understanding of the micro and mezzo interventions used to treat youth who are at risk. To develop this
understanding is compatible with identifying oneself as a professional social worker since professional social workers intervene with
individuals, families, and groups. Students will apply ethical principles to guide professional practice as they will examine which
interventions are appropriate with which types of clients and look at their scope of competence as directed within the NASW Code of
Ethics. Students will apply critical thinking to inform and communicate professional practice as they will need to assess which
interventions are appropriate with which clients at which levels of care. Students will engage diversity and difference in practice
again noting that certain interventions are more appropriate for certain ages and cultures than others. Students will engage in researchinformed practice and practice-informed research to explore evidence based practices for micro and mezzo interventions. Students
will apply knowledge of human behavior and the social environment to identify how different interventions may affect the systems
with which individuals interact. Students will respond to the contexts that shape practice by noting the changes in recommended
interventions over time. Students will intervene & evaluate with individuals, families, and groups through identifying appropriate
interventions & evaluating their effectiveness with these levels of clients.
This objective will be evaluated through online discussions and the micro annotated bibliography.
5. Students will develop an understanding of the macro interventions used to prevent risk and intervene in schools and communities.
To develop this understanding is compatible with identifying oneself as a professional social worker since professional social workers
intervene on a macro level. Students will apply ethical principles to guide professional practice as they explore how to advocate
within the scope of the NASW Code of Ethics. Students will apply critical thinking to inform and communicate professional practice
as they will need to assess how to advocate & engage in prevention appropriate to different levels. Students will engage diversity and
difference in practice again noting that certain interventions are more appropriate for certain ages and cultures than others. Students
will advance human rights and social and economic justice by learning about size discrimination, mental health parity, and ways to
advocate on behalf of those who are receiving such discrimination. Students will engage in research-informed practice and practiceinformed research to explore evidence based practices for macro interventions. Students will apply knowledge of human behavior and
the social environment to identify how different interventions may affect the systems with which the social worker interacts. Students
will engage in policy practice through learning to advocate for media awareness. Students will respond to the contexts that shape
practice by noting the changes in recommended interventions over time. Students will intervene & evaluate with organizations &
communities through identifying appropriate interventions & evaluating their effectiveness with these levels of clients.
2
This objective will be evaluated through online discussions and the macro annotated bibliography.
III.
TAMU-CT Social Work Program Objectives
Each course in the social work program is designed to help students master the 10 core competencies established by CSWE as
measures of effective social work practice. The following table relates these 10 core competencies to the specific learning
objectives for this course.
Social Work Program Objectives
Identify as a professional social worker and conduct oneself accordingly
Apply social work ethical principles to guide professional practice
Apply critical thinking to inform and communicate professional judgment
Engage diversity and difference in practice
Advance human rights and social and economic justice
Engage in research-informed practice and practice-informed research
Apply knowledge of human behavior and the social environment
Engage in policy practice to advance social and economic well-being and to deliver
effective social work services
Respond to contexts that shape practice
Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
Course Objectives (see previous
section)
1, 2, 3, 4, 5
1,2, 4, 5
1,2,3, 4, 5
1,2,3, 4, 5
5
3, 4, 5
1,2,3, 4, 5
5
3, 4, 5
1,2,3, 4, 5
VI. Course Requirements
A.
Required Text:
Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls. New York: Ballantine Books.
Sommers, C. H. (2000). The war against boys: How misguided feminism is harming our young men. New York: Simon &
Schuster.
Required readings will be posted online:
American Association of University Women Educational Foundation (1993). Hostile hallways: The AAUW survey on sexual
harassment in America’s schools. Washignton, D. C.: Author.
American Association of University Women Educational Foundation (1992). Shortchanging girls: A study of major findings
on girls and education. Washington D. C.: Author.
Austin Independent School District (adapted) (n.d.) A guide to addressing teen dating violence in Texas Schools.
Center for Substance Abuse Treatment. (Nov. 2002). GHB: A club drug to watch. Substance Abuse Treatment
Advisory, 2(1), 1-4.
Haarman, G. B. (2006). Depression in children & adolescents: Diagnosis & treatment. Cincinatti, OH: Heisel &
Associates Inc.
Lipson, J. (2001). Hostile hallways: Bullying, teasing, and sexual harassment in school. Washington, D. C.: American
Association of University Women Educational Foundation.
3
Searight, H. R., Rottnek, R., & Abbey, S. L. (2001). Conduct disorder: Diagnosis & treatment in primary care. American
Family Physician. 63(8), 1579-1588.
.
Substance Abuse and Mental Health Services Administration Center for Substance Abuse Prevention. (2008). Tips for
teens: Steroids. Rockville, MD: Author.
Substance Abuse and Mental Health Services Administration Office of Applied Studies. (June 2, 2003). The NHSDA
report: Children living with substance-abusing or substance-dependent parents. Research Triangle Park, NC: Author.
Substance Abuse and Mental Health Services Administration, Office of Applied Studies. (May 3, 2007). The
NSDUH report: Depression and the initiation of alcohol and other drug use among youths aged 12 to 17. Rockville,
MD: Author.
Substance Abuse and Mental Health Services Administration, Office of Applied Studies. (November 26, 2009). The NSDUH
report: Perceptions of risk from substance use among adolescents. Rockville, MD.
Substance Abuse and Mental Health Services Administration, Office of Applied Studies. (April 29, 2010). The OAS
report: A day in the life of American adolescents: Substance use facts Uupdate. Rockville, MD: Author.
B.
Final Grades:
Online Discussions
Responses for Special Assignments
Case Study
Micro Annotated Bibliography
Macro Annotated Bibliography
62 Points
30 Points
50 Points
50 Points
50 Points
25% of final grade
12% of final grade
21% of final grade
21% of final grade
21% of final grade
Total Points
242 Points
100% of final grade
Final Grades –
218 -242 = A
90-100% = A
194-217 = B
80-89.9% = B
169-193 = C
70-79.9% = C
145-193 = D
60-69.9% = D
Less than 145 = F
Less than 60% = F
***Please note that if you are a social work major and you make less than a C in this course even though it is an elective, you
will not be able to move forward with your social work courses. This mandate means, you could not take micro or macro,
whichever is relevant, field, or possibly graduate. This course possibly would not be offered again for two years or ever, so
while the content is not difficult, other than potentially personally challenging (or grammatically so), it is essential to take the
work, readings, and assignments seriously, ensure that you are responsible for meeting deadlines, and behaving in a
respectful manner so that you do not risk your future.
C.
Course Assignments
1.
Discussion Boards: 62 points Students are expected to post an original and insightful discussion board by noon
each Saturday and by a response to one peer’s discussion board by noon the following Monday unless otherwise
noted in the syllabus (the response to the peer must also be insightful, not “you’re going to make a great social
worker, or I missed you.”). We all appreciate positive reinforcement, but for you to earn your points, insightful
feedback is needed related to the course topic for the week and what the person said. You are more than welcome to
also give inspiring positive feedback, but it won’t earn you points. If you post on time and insightfully, you earn
your two points for the day. You are required to post your thoughts and feelings about the course content for the
week. Thoughts are “I think that schools today spend too much time teaching to the test and not enough time
focusing on basic elements of education.” Feelings are “I feel worried about the amount of violence in today’s
schools.” Please do not say “I feel that students do not get an adequate education.” This sentence is an example of a
4
thought NOT a feeling. If you are going to work with clients and help them, you need to know the difference
between thoughts and feelings yourself. You will also lose points if you do not include both thoughts and feelings in
your posts or if you confuse the two. You are in a social work course and are expected to know the difference
between thoughts and feelings otherwise you cannot intervene appropriately with your clients in these areas.
Consequently, if you post on time, but include thoughts with no feelings, feelings with no thoughts, or confuse the
two, you will also only receive 1 point. Similarly, if you only address some of the unit content for the week, you
will also only receive 1 point. The deductions for lateness will begin after your baseline content points. If you post
late, we are glad to read your responses, but you don’t earn points unless it was cleared by me for a very good
reason. You receive two points for Saturdays & two points for Mondays. If you post by 11:59 p.m. Saturday or
Monday you will receive 1 point rather than 2 points as long as your posting was insightful. Anything later than
11:59 p.m. on the required days will be read but will receive 0 points. Please again note, there are a few days that are
different on the syllabus. Also please note that blackboard does not do points for each time, so in the beginning it
will look like you have very few points, but by the end, you should be caught up if you have done your postings as
required. Also, please note, you are not required to post in a word document
2.
Case Study: 50 Points This assignment is designed to help you learn to engage in a biopsychosocial assessment of
an at risk youth. You will use the format provided for you in blackboard and watch “The Good Son.” You will
then assess either Henry or Mark for client and assess the chosen child as an example of an at risk youth. If the
content area to be assessed under the heading is provided by the information in the movie, great. If further,
information is not provided by the movie, you are expected to use your critical thinking skills to complete the
information as if you were gathering it from a real client. Real clients talk. If you leave it blank, you will lose
points. See attached grading sheet.
3.
Micro Annotated Bibliography: 50 Points This assignment is designed to help you explore the research on
evidence-based micro interventions. Choose an area of risk you find interesting (i.e. headings on the syllabus or
another potential area you get approved by the professor). Then, choose a type of intervention that you find
interesting. Remember, micro interventions are interventions for individuals and families. You are expected to
choose one type of intervention. For example, cognitive-behavioral, structural family, psychodynamic, strategic
family, interpersonal therapy, etc. Stick with the one you chose and find five peer-reviewed, scholarly journal
articles about this therapy for at risk youth struggling in the area you have chosen. You are then to have an APA
citation (6th edition) for the journal article, followed by a paragraph with a minimum of 5 sentences describing the
article. Do NOT copy the abstract. Copying the abstract is plagiarism and will get you brought before Dr.
Rappaport, Ms. Moore, and the other social work professors as well as turned into the school for unethical behavior.
Summarize the article in your own words in a minimum of 5 sentences. In a second paragraph describe how the
article would apply to the client in the movie from that section of risk (if it’s a section we haven’t covered by the
time the assignment is due, you’ll have to watch the movie ahead of time) – Be sure to ask the professor if you are
unsure of what movie to watch. Again a paragraph has a minimum of 5 sentences. See attached grading sheet.
Movies to choose from: “The Outsiders;” “Dangerous Minds;” “Thirteen;” “Manic;” “Jake’s Closet;” “A Secret
Between Friends; “Speak”
4.
Media Awareness/Macro Bibliography/Disney Intervention: 50 points This assignment is designed to help you
explore a variety of macro issues as they apply to children & adolescents. The first issue presented to students is
media awareness. Children & adolescents are presented with a multitude of messages from the media. Many
parents & other adults are unaware of these messages. Students will chose from one of the assigned movie options,
view the movie, and use critical thinking skills to examine the messages within the movie (10 points). Students will
then describe how they would describe the overt and covert messages in the movie or latent and manifest content in
the movie to a child/adolescent (use the movie to facilitate a discussion). Students will engage in this discussion
using both a typical child discussion and describing how they could use the movie as an intervention (10 points).
For the final part of the assignment, students will review evidence-based interventions through peer-reviewed
scholarly articles. Students will find one policy article, one prevention article, and one school-based or communitybased (large-scale, not individual, family, or small-group) intervention article with at-risk youth. The goal is to
attempt to find such articles related to at least one of the issues prevented in the movie; however, if such articles are
not available, general articles related to at-risk youth are acceptable. You are then to have an APA citation (6th
edition) for the journal article, followed by a paragraph with a minimum of 5 sentences describing the article. Do
NOT copy the abstract. Copying the abstract is plagiarism and will get you brought before Dr. Rappaport, Ms.
Moore, and the other social work professors as well as turned into the school for unethical behavior. Summarize the
article in your own words in a minimum of 5 sentences. In a second paragraph describe how these articles would
benefit the client in the movie from that area (on a macro level – i.e. if the client would have participated in the
prevention, school intervention, community intervention or had the policy available to him/her). (If it’s a section we
haven’t covered by the time the assignment is due, you’ll have to watch the movie ahead of time).. Again a
5
paragraph has a minimum of 5 sentences. See attached grading sheet. Movies to choose from: “Brave;” “Tangled;”
“Kung Fu Panda 2;” “Maleficient”
5.
Special Discussion Boards: 30 Points There are several special discussion boards throughout the semester. These
assignments will not be turned in for the class to view, but merely for me to view and grade. Each special
discussion board is worth five points each. Be sure to answer every question and turn in the special discussion
boards at the appropriate times. Special discussion boards 1 & 2 are due the first week. Follow the time table on the
syllabus for the remaining due dates. The first three are on the same assignment sheet. Special discussion boards
4,5,6 are on the same assignment sheet.
POLICY REGARDING TURNING IN LATE PAPERS: Students must turn in papers at the beginning of the class period in
which they are due (Specified on the syllabus). If a student has a serious emergency that prevents him/her from turning the
paper in on time, the student must meet with the professor before class to discuss this situation and to see if the professor will
agree to grant an extension of the due date. ***Please note if you inform the professor that you need to turn the paper in late,
this is not the same as being granted an extension for emergency purposes & you will still lose points. Dr. Strickler will
EXPLICITLY tell you when you will NOT be deducted points for late papers. There is no guarantee that the professor will
grant an extension, but if one is granted, the paper will not be accepted after that alternative due date. If you do not discuss
your problem with the professor before the paper is due, do not expect the paper to be accepted when you try to turn it in
later; this behavior is not fair to the rest of the students who turned the assignment in by the due date. All assignments are to
be turned in at the beginning of the class period in which they are due. The assignments requiring professional references
must be submitted via email, as well as, in the assignment que in blackboard to ensure that a copy gets to the professor.
Papers are to be turned in at the beginning of class. A paper that is turned in during class or at the end of class is considered
late and will receive a 2 point deduction. Papers turned in late will receive a two point deduction per twenty-four hour period
after the time at which it was due until one week after which it was due at which point it will no longer be accepted, and the
student will receive a 0 for the assignment. Any assignment that has a portion plagiarized will receive a 0 regardless of the
amount of points the assignment is worth for the semester. The student will then have to meet with the social work faculty to
discuss the consequences of plagiarism and further standing in the program and will be reported to student services for
academic dishonesty.
***Please note ALL papers must be turned in within one week of their due date or they will not be accepted and will receive a
0.
****Please note technical difficulties, being away from your computer, etc. are NOT excuses for late papers. You know when
they are due ahead of time as due dates are listed on the syllabus, McDonald’s, Starbucks, etc. have wireless Internet access,
and the school has a computer lab. You should be able to get your work in on time short of absolutely true emergencies. This
note includes discussion boards. This note also includes travelling – there are Starbucks and McDonald’s in most major cities.
All written assignments must be completed according to APA 6 th edition format. This note includes ALL assignments
EXCEPT discussion boards
VII. Class Policies
1.
Academic dishonesty is a serious offense because it threatens the quality of scholarship and defrauds those who depend on
knowledge and integrity. Plagiarism is one form of academic dishonesty. Plagiarism includes such things as copying another
person's work, turning in someone else's work as your own, downloading material from the internet and inserting it into a paper as
if it was your own work and taking ideas from classes or readings and putting them in a paper without citations/references. Any
idea, even paraphrased ideas, used or borrowed must be given credit by showing the source with an appropriate citation or
reference. Academic dishonesty violates the Social Work Code of Ethics and can result in consequences such as being unable to
go to field and being removed from the social work program.
2.
In any classroom situation that includes discussion and critical thinking, there are bound to be many different viewpoints. These
differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to
think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the
instructor. It is expected that faculty and students will respect the views of others when expressed in classroom discussions.
3.
Class discussions, oral presentations, and written materials must adhere to professional standards of expression and conform to
the style described by the American Psychological Association (APA, 1994). This includes avoidance of the use of language that
degrades women, people of color, gays, lesbians, bisexuals, transgendered, and other diverse and at-risk populations.
6
4.
Information shared in class about agencies and clients is considered confidential according to the NASW Code of Ethics
regarding the sharing of information for supervisory purposes. Agencies are aware that information is shared in class for this
purpose. However, discussions that are held outside of class regarding clients, supervisors, or agencies are a breach of
confidentiality. Breach of confidentiality is grounds for removal from the Social Work Program.
5.
Reading assignments: Students are expected to read the assigned materials (both in the textbooks and in the class notes from the
professor) prior to the class for which they are assigned. Students are responsible for the information in the assigned readings
(whether or not the material has been discussed in class) and for the materials and videotapes presented in class. While in class,
students are expected to raise any questions they have about material in the reading assignments they did not understand.
VIII. University Policies
1.
TAMU-CT expects all students to maintain high standards of personal and scholarly conduct and avoid any form of academic
dishonesty, for which disciplinary sanctions exist. Academic dishonesty includes, but is not limited to, plagiarism, copying
another person's work, turning in someone else's work as your own, downloading material from the internet and inserting it
into a paper as if it was your own work, taking ideas from classes or readings and putting them in a paper without
citations/references, cheating on an examination or other academic work, collusion, and the abuse of resource materials. Any
idea, even paraphrased ideas, used or borrowed must be given credit by showing the source with an appropriate citation or
reference. Any student who violates the university’s policies regarding Academic Honesty will receive a failing grade in this
course and will be reported to the Director of Student Affairs for additional university sanctions. More information can be
found at www.ct.tamus.edu/student conduct.
2.
Library Services. INFORMATION LITERACY focuses on research skills that prepare individuals to live and work in an
information-centered society. TAMU-CT librarians (located in the library at Central Texas College) will work with students
in the development of critical reasoning, ethical use of information, and the appropriate use of secondary research techniques,
including exploring information resources, such as library collections and services; identifying sources, such as subject
databases and scholarly journals; executing effective search strategies; retrieving, recording, and citing relevant results
correctly; and interpreting search results and deciding whether to expand the search. Library Resources are outlined and can
be accessed through the TAMU-CT web page.
3.
UNILERT is the emergency warning system for TAMUCT. Messages about any health, weather, or safety emergency will
be delivered to students via email or text messages if they have enrolled in the system. This includes messages that the
university has cancelled classes. Please enroll at TAMUCT.org/unilert.
4.
TAMU-CT offers its students some types of tutoring, both on-campus and online. Subjects tutored include: Accounting,
Finance, Statistics, Mathematics, and Writing (MLA and APA). For hours, or if you are interested in becoming a tutor,
contact Academic Support Programs at 254-519-5496 or by emailing gnichols@ct.tamus.edu.
5.
The professor reserves the right to amend this syllabus at any time, as needed.
Americans with Disabilities Act: It is the policy of Texas A&M University-Central Texas to comply with the Americans with
Disabilities Act and other applicable laws. If you are a student who has a disability and you are seeking accommodations for this
course, please contact Ryan Thompson in Student Affairs at 254-519-5796.
7
XI. Schedule of Events
Week of Class
Class 1
Week of Aug 25, 2014
Learning Modules/Videos/ and
Powerpoints To Be Completed in
Blackboard
Introduction
Syllabus
Start Here
Harry Potter & The Chamber of
Secrets
Class 2
Week of Sept 1, 2014
The Outsiders
Unit 2 Class Intro Power Point
Class 3
Week of Sept 8, 2014
Young Children
Socialization
Play Therapy
Unit 3 Young Children,
Socialization, & Play Therapy
Power Point
America the Beautiful
Academics
Child/Adolescent Development
Crossing the Line Power Point
Unit 4 – Academic & Child
Development Power Point
Class 4
Week of Sept 15, 2014
8
Readings & Assignments Due
1.
Special Discussion Board 1& 2 (you will
turn part 3 in next week) Due Sat Aug 30
by noon
2. You can rent Harry Potter & The Chamber
of Secrets from Amazon.com for $2.99
3. Please submit your first two paragraphs for
the special discussion board questions (10
points) through the blackboard assignment
tab Due Sat. Aug 30 by noon
4. Discussion Board 1 Due Sat Aug 30 by
noon
5. Discussion Board 2 Due Tues Sept 2 by
noon
1.War Against Boys – Ch 4,5, 6
Discussion Board 3 Due Sat. 6 by noon
Discussion Board 4 Due Mon Sept 8 by noon
Special Discussion Board 3 Due Sat Sept 6 by noon
– Please submit through Assignment tab (worth 5
points)
1. War Against Boys – Ch 3
Discussion Board 5 Due Sat. Sept 13 by noon
Discussion Board 6 Due Mon. Sept 15 by noon
1. Reviving Ophelia – Ch 1,2,3
2. War Against Boys – Ch 1
3. Hostile Hallways Article
4. Shortchanging Girls Article
Discussion Board 7 Due Sat. Sept 20 by noon
Discussion Board 8 Due Mon. Sept 22 by noon
Reviving Ophelia – Ch 4,5,6,7
Children with Substance Abusing Parents
Article
Discussion Board 9 Due Sat. Sept 27 by noon
Discussion Board 10 Due Mon Sept 29 by noon
Class 6
Week of Sept 29, 2014
Families
Mothers
Fathers
Divorce
Unit 5 Families Power Point
Jake’s Closet
Drugs & Alcohol
Unit 6 Substance Use Power Point
Class 7
Week of Oct 6, 2014
Thirteen
Life As A House
Class 8
Week of Oct 13, 2014
Sex, Sexuality, Dating Violence
Unit 8 Sex, Sexuality, & Dating
Violence Power Point
Speak
Class 9
Week of Oct 20, 2014
Violence
Gangs
Bullying
School Shootings
Unit 9 Violence & Bullying Power
Point
Gang Wars
Micro Annotated Bibliography Due Oct 11 by noon
Discussion Board 13 Due Sat. Oct 11by noon
Discussion Board 14 Due Mon Oct 13 by noon
1. Reviving Ophelia – Ch 11
2. War Against Boys – Ch 2
3. Hostile Hallways: Harassment Article
4. Teen Dating Violence Article
Discussion Board 15 Due Sat. Oct 18 by noon
Discussion Board 16 Due Mon. Oct 20 by noon
1. War Against Boys – Ch 8
2. Conduct Disorder Article
3. ODD &DBDNOS Article
4. Hostile Hallways Bullying Article
Discussion Board 17 Due Sat. Oct 25 by noon
Discussion Board 18 Due Mon. Oct 27 by noon
Class 10
Week of Oct 27, 2014
Continued Violence – Conduct
Disorder
Mental Illness
Evil Kids You Tube Video
The Good Son
Discussion Board 19 Due Sat. Nov 1 by noon
Discussion Board 20 Due Mon. Nov 3 by noon
Case Study Due Nov 1 by noon
***Be Sure to Have Case Study Handy While
Watching The Good Son – May Need to Watch it
More than Once
***Be Sure to Determine if You are Studying Mark
or Henry
Class 11
Week of Nov 3, 2014
Mental Illness
Manic & Girl Interrupted
Class 12
Week of Nov 10, 2014
Depression
Suicide
Eating Disorders
Unit 9 Power Point
A Secret Between Friends (6 You
Tube Videos in Sequence)
Individual Interventions
Legal Issues Power Point
Painful Secrets - YouTube
Peer & Family Interventions
“Fab Five – The Texas Cheerleader
Movie” – YouTube
School & Community Interventions
“Dead Poet’s Society” - YouTube
Special Discussion Board 4,5,6 Due Sat Nov 8 by
noon (Be sure to submit in assignment tab)
Discussion Board 21 Due Sat Nov 8 by noon
Discussion Board 22Due Mon Nov 10 by noon
Reviving Ophelia – Ch 8, 9
Discussion Board 23Due Sat Nov 15 by noon
Discussion Board 24 Due Mon Nov 17 by noon
Class 5
Week of Sept 22, 2014
Class 13
Week of Nov 17, 2014
Class 14
Class 15
Class 16
Class Conclusions
9
1.
2.
1. Reviving Ophelia – Ch 10
2. A Day In the Life Article
3. GHB Advisory Article
4. Tips for Teens Article
5. Substance Risk Perception Article
Discussion Board 11 Due Sat Oct 4 by noon
Discussion Board 12 Due Mon. Oct 6 by noon
Discussion Board 25Due Sat Nov 22 by noon
Discussion Board 26Due Mon Nov 24 by noon
Discussion Board 27Due Sat Nov 29 by noon
Discussion Board 28 Due Mon Dec 1 by noon
Macro Assignment – Media Awareness/Disney
Intervention Due Sat Dec 6 by noon
Discussion Board 29 Sat Dec 6 by noon
Discussion Board 30 Mon Dec 8 by noon
Discussion Board 31 Sat Dec 13 by noon
X. Expectations
Students are expected to come to class prepared, having read assigned materials and powerpoints, and to be willing to ask questions ,
be engaged in critical thinking, and be open minded about yourself and others. I do not have regular access to my TAMUCT email.
Please call or text me if you have questions or need help. Please leave a message if I don’t answer & I will get back to you as quickly
as I can – again within “normal” calling hours. I am happy to communicate by text if you prefer that method (I actually prefer texting
for the most part). It is important, even if you had me before to tell me who you are when you call or text because I really don’t have
all of your numbers memorized.
This subject matter is very sensitive for some people. Please remember that many people have been or know a person who is in one
of the categories of an at risk youth, so it is important to be respectful at all times, in addition, to the fact that it is an ethical
requirement.
About your profession: I have a Ph.D. in social work and an MSSW from UTA. My bachelor’s degree is in psychology from
Millersville University in PA. I am a licensed clinical social worker in both TX & MO and am also board approved to supervise
clinical social workers in both states, at least for now. In 2014, I’ll let that part drop in TX, since I don’t live there anymore, but I
intend to keep the license. I am also a certified eating disorders specialist, certified trauma & loss specialist, & certified anger
resolution therapist. I am co-director for the intensive outpatient program for Castlewood Treatment Center, which provides all levels
of care except inpatient and regular outpatient for people with eating disorders, trauma issues, and anxiety disorders. I also have two
absolutely adorable children – Ethan who will be turning 13 during the semester & Alexis who is 8. They are Dr. Rappaport’s sugar
babies & Ms. Moore’s pseudo niece & nephew. Occasionally we use them in stories as well, so you’ll know who we are talking
about. So don’t be afraid to ask questions & welcome to the adventure.
10
Special Discussion Boards 1-3
Special Discussion Board 1: (5 Points)
There are several slides at the end of unit 1’s power points that ask questions about your ability to work with
children & adolescents. They ask questions about your knowledge of standard adolescent texting jargon, famous
people, books & characters kids know, and lingo. Do NOT cheat by asking a kid or looking up answers. Using a
word document, honestly answer the questions to see how ready you really are to work with this population.
Special Discussion Board 2: (5 Points)
In Harry Potter & the Chamber of Secrets, both Harry Potter & Draco Malfoy are at risk youth. Given that this
class is your first one, you are not expected to know all of the reasons why these two boys are at risk, but based on
the information that you have from the movie and your critical thinking skills, write one-two paragraphs per boy,
detailing why you believe they are at risk.
Special Discussion Board 3: (5 Points)
In The Outsiders, Pony Boy Curtis, Johnny, and Dallas (Dally) are all at risk youth. Again, this class is your first
one, so you are not expected to know all the reasons why these three boys are at risk, but based on the information
in the movie and your critical thinking skills, write one-two paragraphs per boy, detailing why you believe they are
at risk
***Put Special Discussion Boards 1-3 in the same word document and submit them into the appropriate
assignment cue. If the assignment cue is not working, email it to me through the blackboard email by the due date.
If it is not turned in by the due date, since it is a discussion board, you will receive 0 Points. While it does not need
to be APA style, it does need to be double spaced, and grammar & spelling will count. Please note, these
assignments need to be in a .doc, .docx, or .rtf format to be accepted.
11
Micro Annotated Bibliography Grading Sheet
**The Micro Annotated Bibliography MUST contain articles only related to MICRO practice i.e. individual &/or
family therapy. Any articles pertaining to group therapy or macro interventions will receive 0 points for the entire
entry. The entire paper MUST also focus only on ONE type of intervention or modality unless you received prior
permission from the instructor and should note that on your paper.
Each entry is graded in the following way:
APA Style: 3 Points for Perfect APA Style
2 Points for 1-2 APA Style errors
1 Point for 3-4 APA Style errors
0 Points for more than 4 APA Style errors
***Remember to use the 6th edition of the APA Manual & all articles must be from Peer Reviewed Journals in
order to receive points
1st Paragraph: 3 Points for an well-written paragraph that summarizes the content of the article in a meaningful
way, is the appropriate length, and does not contain grammatical errors.
2 Points for a paragraph that summarizes the content of the article but is 1 sentence too short,
contains 1-3 grammatical errors, or missed a minor point of the article
1 Point for a paragraph that is 2 sentences too short, misses a some of the point of the article, or has
4-6 grammatical errors
0 Points for a paragraph that is 3 sentences too short, misses major points of the article, or has more
than 6 grammatical errors.
2nd Paragraph: 3 Points for a well-written paragraph that accurately reflects how the article could apply to the
client from the designated movie in a meaningful way, is the appropriate length, and does not contain grammatical
errors.
2 Points for a paragraph that reasonably reflects how the article could apply to a client, but is 1
sentence too short, or contained 1-3 grammatical errors
1 Point for a paragraph that had some difficulty reflecting how the article could apply to a client, is
2 sentences too short, or had 4-6 grammatical errors
0 Points for a paragraph that is 3 sentences too short, has more than 6 grammatical errors, or has
major difficulty reflecting how the article could apply to a client.
12
Case Study Form
PRESENTING PROBLEM:
Describe in detail the person’s history or behavioral issues that are creating the risk for him/her. What are
their current behaviors, amounts of time spent in each behavior per day, frequency of behavior per day, per week,
etc. What was the highest and lowest level of behavior?
ACADEMIC/EMPLOYMENT HISTORY:
What grade are they in? What grades do they typically get? Have there been changes in academic functioning?
How do they get along with teachers at school? What about peers? Have there been any changes? What about
bullying history? For adults, ask retrospectively?
Do they work? What has their employment history been like? Have they been able to maintain a job? How have
they managed at work with behavioral issues? Have there been changes in employment functioning? How do they
get along with coworkers? With supervisors? Have there been any changes? Any issues with
discrimination/feeling picked on or targeted?
Remember to ask about perfectionism issues? Are they human beings or human doings?
What type of activities are they involved in? How do they feel about these activities? How are these activities
going? What about spirituality? How do they perceive their social/friend relationships? What about
boyfriend/girlfriend relationships? What is sexual orientation? How sexually active are they? How do they feel
about this activity? (Too much or too little themes)
FAMILY/DEVELOPMENTAL HISTORY:
Who did they grow up with? What were relationships like growing up? What are relationships like now?
If adult are they in a family of procreation? What are relationships like with members of this family?
MEDICAL HISTORY:
PCP: _____
Describe any and all medical problems – related to eating disorder or not?
Current Meds: What meds are they on & why?
PSYCHIATRIC HISTORY:
Has the client ever been in treatment before? Where/with whom? What was their perception of the experience?
Family Psychiatric History: Does any family member have any history of emotional/psychiatric/behavioral
problems? Who/what?
SUBSTANCE USE HISTORY:
Describe in detail what substances, with what frequency, any periods of sobriety, any treatment, etc.
Family Substance Use History: Does any family member have a history of drug or alcohol problems? Who/What?
TRAUMA HISTORY:
13
Describe any trauma history the client has – include death, divorce, accidents, abuse, neglect, war, etc. What
trauma symptoms do they have - overt PTSD, dissociation, memory gaps, etc.
MENTAL STATUS:
Level of orientation (person, place, time, & situation), appearance, thought processes, psychomotor functioning,
judgment, any perceptual disturbances, suicidal or homicidal ideation
INITIAL ASSESSMENT/DIAGNOSTIC IMPRESSION:
You can’t diagnose – you need to be an LCSW to diagnose; however, you can describe the pattern of risk and what
behaviors you think the client is most at risk for. If you are aware of a cluster of symptoms that appear to be a
mental illness, you can state that the client exhibits the following symptoms which need to be evaluated further for
an assessment based on appearing to resemble the symptomotology of x disorder which should be further
evaluated by a licensed mental health professional.
STRENGTHS & RESOURCES:
What are the client’s personal strengths? What community, internal, familial, school, peer, etc. resources does the
client have?
GOALS & RECOMMENDATIONS:
Therapist Signature:_______________________________________________________
Case Study Grading Sheet
Presenting Problem 10
Academic/Employment
-5
Social - 4
Family –5
Medical - 3
Less than 5 – is
missing crucial
required content &
has more than 7
grammatical errors
Less than 3 - is
missing crucial
required content &
has more than 7
grammatical errors
0-1 is missing
crucial required
content & has more
than 7 grammatical
errors
Less than 3 - is
missing crucial
required content &
has more than 7
grammatical errors
0 - is missing crucial
required content &
has more than 7
grammatical errors
5-6 Is missing some
required content &
contains 4-7
grammatical errors
7-8 Includes nearly
all required content
& 2-3 grammatical
errors
3 - Is missing some
required content &
contains 4-7
grammatical errors
4 - Includes nearly
all required content
& 2-3 grammatical
errors
9-10
Includes all
required content
and no or 1
grammatical error
5 - Includes all
required content
and no or 1
grammatical error
2 - Is missing some
required content &
contains 4-7
grammatical errors
3 - Includes nearly
all required content
& 2-3 grammatical
errors
4 - Includes all
required content
and no or 1
grammatical error
3 - Is missing some
required content &
contains 4-7
grammatical errors
4 - Includes nearly
all required content
& 2-3 grammatical
errors
5 - Includes all
required content
and no or 1
grammatical error
1 - Is missing some
required content &
contains 4-7
grammatical errors
2 - Includes nearly
all required content
& 2-3 grammatical
errors
3 - Includes all
required content
and no or 1
grammatical error
14
Psychiatric - 4
Substance - 3
Trauma - 5
Mental Status - 3
Diagnosis - 5
Goals - 3
0-1 is missing
crucial required
content & has more
than 7 grammatical
errors
0 - is missing crucial
required content &
has more than 7
grammatical errors
Less than 3 - is
missing crucial
required content &
has more than 7
grammatical errors
0 - is missing crucial
required content &
has more than 7
grammatical errors
Less than 3- is
missing crucial
required content &
has more than 7
grammatical errors
0 - is missing crucial
required content &
has more than 7
grammatical errors
2 - Is missing some
required content &
contains 4-7
grammatical errors
3 - Includes nearly
all required content
& 2-3 grammatical
errors
4 - Includes all
required content
and no or 1
grammatical error
1 - Is missing some
required content &
contains 4-7
grammatical errors
3 - Is missing some
required content &
contains 4-7
grammatical errors
2 - Includes nearly
all required content
& 2-3 grammatical
errors
4 - Includes nearly
all required content
& 2-3 grammatical
errors
3 - Includes all
required content
and no or 1
grammatical error
5 - Includes all
required content
and no or 1
grammatical error
1 - Is missing some
required content &
contains 4-7
grammatical errors
3 - Is missing some
required content &
contains 4-7
grammatical errors
2 - Includes nearly
all required content
& 2-3 grammatical
errors
4 - Includes nearly
all required content
& 2-3 grammatical
errors
3 - Includes all
required content
and no or 1
grammatical error
5 - Includes all
required content
and no or 1
grammatical error
1 - Is missing some
required content &
contains 4-7
grammatical errors
2 - Includes nearly
all required content
& 2-3 grammatical
errors
3 - Includes all
required content
and no or 1
grammatical error
Total - 50
15
Special Discussion Boards 4-6
Special Discussion Board 4: (5 Points)
For Special Discussion Board 4, Please answer the following questions in a word document based on watching
“The Good Son.”
1.
What disorder is Mark likely to have? What is your evidence that he is likely to have this disorder?
2.
What disorder is Henry likely to have? What is your evidence that he is likely to have this disorder?
3.
If you were a clinical social worker would you prefer working with Mark or Henry? Why?
4.
What ethical difficulties do you imagine you might have if you had to work with either of these children?
Why? How would you work to resolve these difficulties
5.
What ethical difficulties do you imagine you might have if you had to work with the parents? Why? How
would you work to resolve these difficulties?
Special Discussion Board 5: (5 Points)
For Special Discussion Board 5, Please answer the following questions in a word document based on watching
“Manic”
1.
What did you like about the way therapy was done in this psychiatric hospital?
2.
What did you dislike about the way therapy was done in this psychiatric hospital?
3.
Did you believe the adolescents had too much or too little freedoms? Why?
4.
What would you do & how would you feel if an adolescent in a psychiatric hospital began cursing at you?
5.
What would you do & how would you feel if an adolescent in a psychiatric hospital began to physically
attack you?
6.
How would you answer the above two questions if the person in question was a 6 or 7 year old in a
psychiatric hospital? Why does or doesn’t your answer change?
7.
How would you handle having to do family therapy with a sexually abusive parent or step parent?
Special Discussion Board 6: (5 Points)
For Special Discussion Board 6, Please answer the following questions in a word document based on watching
“Girl Interrupted”
1.
What ethical violations did you observe throughout this movie?
2.
In what ways do you believe psychiatric hospitals or residential treatment centers are similar or different
to the one in this movie?
3.
How would you try to intervene with the patients when they begin to engage in their inappropriate and
escalating behaviors – i.e. hiding food, cheeking meds, sneaking out, etc.?
4.
What would you do if you knew of a co-worker engaging in ethical violations similar to the ones in this
movie?
*** Please put Special Discussion Boards 4, 5, & 6 in one word document and submit into the assigned assignment
cue by the appropriate due date. If the assignment cue doesn’t work, email to me in blackboard. Since these
assignments are discussion boards, late assignments will receive 0 points. For these assignments, although they are
discussion boards, it is essential to double space and spelling and grammar will be graded more strictly than in
regularly discussion boards; although you are expected to use appropriate spelling and grammar in regular
discussion boards as well. Only .doc, .docx, and .rtf files can be accepted.
16
Media Awareness/Disney Intervention Grading Sheet
Analysis of Movie Messages
10 – Describes all themes, overt & covert messages, manifest & latent content & has perfect grammar & spelling
8-9 – Describes nearly all themes, overt & covert messages, manifest & latent content, and 1-3 grammar/spelling errors
6-7 – Describes most themes, overt & covert messages, manifest & latent content, and has 4-6 grammar/spelling errors
4-5 – Describes some themes, overt & covert messages, manifest & latent content, & has 7-9 grammar/spelling errors
2-3 Struggles with identifying themes, overt & covert messages, manifest & latent content & has 7-9 grammar/spelling
errors
0-1 Struggles with identifying themes, overt & covert messages, manifest & latent content & has more than 9
spelling/grammar errors
Use of Movie as Intervention
10 – Demonstrates excellent use of critical thinking skills for how the movie could be used for a discussion with a non at –
risk youth & an intervention with an at-risk youth, demonstrates creativity, empathy, use of relationship, ethics &
boundaries, no spelling/grammar errors
8-9 – Demonstrates good social work skills in all of above but 1 area, 1-3 grammar/spelling errors
6-7 – Demonstrates good social work skills in all but 1 of above areas, 4-6 grammar/spelling errors
4-5 – Demonstrates good social work skills in all but 2 of above areas, 6-9 grammar/spelling errors
2-3 – Demonstrates struggle with 3 of above social work skills, 6-9 grammar/spelling errors
0-1 – Demonstrates significant struggle with use of social work skills, more than 9 grammar/spelling errors
Macro Annotated Bibliography Grading Sheet
**The Macro Annotated Bibliography MUST contain articles only related to MICRO practice i.e. individual &/or family
therapy. Any articles pertaining to group therapy or macro interventions will receive 0 points for the entire entry. The
entire paper MUST also focus only on ONE type of intervention or modality unless you received prior permission from
the instructor and should note that on your paper.
One entry must be a policy intervention
One entry must be a prevention intervention
One entry must be a large scale school or community intervention
Each of these articles should be related to the type of child/adolescent experience the main character or issue in the movie
addresses. If this type of article is not possible, get approval from the professor for finding an overall article related to atrisk youth in the above category assigned.
Each entry is graded in the following way:
17
APA Style:
3 Points for Perfect APA Style
2 Points for 1-2 APA Style errors
1Point for 3-4 APA Style errors
0 Points for more than 4 APA Style errors
***Remember to use the 6th edition of the APA Manual & all articles must be from Peer Reviewed Journals in
order to receive points
1st Paragraph:
3 Points for an well-written paragraph that summarizes the content of the article in a meaningful way, is the appropriate
length, and does not contain grammatical errors.
2 Points for a paragraph that summarizes the content of the article but is 1 sentence too short, contains 1-3 grammatical
errors, or missed a minor point of the article
1 Point for a paragraph that is 2 sentences too short, misses a some of the point of the article, or has 4-6 grammatical
errors
0 Points for a paragraph that is 3 sentences too short, misses major points of the article, or has more than 6 grammatical
errors.
2nd Paragraph:
3 Points for a well-written paragraph that accurately reflects how the article could apply to the client from the designated
movie in a meaningful way, is the appropriate length, and does not contain grammatical errors.
2 Points for a paragraph that reasonably reflects how the article could apply to a client, but is 1 sentence too short, or
contained 1-3 grammatical errors
1 Point for a paragraph that had some difficulty reflecting how the article could apply to a client, is 2 sentences too short,
or had 4-6 grammatical errors
0 Points for a paragraph that is 3 sentences too short, has more than 6 grammatical errors, or has major difficulty
reflecting how the article could apply to a client.
18