THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
INSTRUCTOR:
SOWO 715
Advanced Standing Bridge Course – Practice Module
Theresa Palmer, MSW, LCSW, LMFT, AAMFT-Approved Supervisor
Phone: (336) 721-7619 (office) or (336)923-5065 (home)
Email: tpalmer@tchome.org
COURSE HOURS:
May 15 - June 19, 2009, 1:00-4:30 pm
Please NOTE- May 29th class is from 8:30-12 pm & resumes
the same day from 1:00 pm to 4:30 pm
SEMESTER:
Summer, 2009
MODULE DESCRIPTION: This course is intended to supplement the knowledge,
skills, and values foundation developed in participants’ BSW programs. It
addresses topics necessary for advanced MSW-level practice and to support
effective and ethical micro- and macro-level interventions.
MODULE GOAL: The possession of a knowledge framework, analytical skills, and
professional behavior appropriate for macro and micro social work practice.
MODULE OUTLINE
 Overview of the contexts affecting social work practice with different
types of client systems
 Skills in assessing needs and creating service plans in response to
individual, family, organizational or community needs.
 Overview of a range of social intervention strategies.
 Address knowledge and skill gaps in preparation for advanced MSW
practice curriculum.
TEXT
Lukas, S. (1993). Where to start and what to ask: An assessment handbook. New
York: W.W. Norton & Company.
The text is available in the student bookstore or through www.amazon.com,
www.bestbookbuys.com or www.textbooks.com
Other required readings are accessible through blackboard.unc.edu under the
2009 Advanced Standing Bridge Course: 1STSS 2009 ADV STDNG BRIDGE COURSE
.SOWO715.957 or via internet links provided for readings not posted on
Blackboard. Handouts also will be provided during class to supplement these
readings.
Other useful resources for you include:
Mizrahi, T. & Davis, L., (Eds), (2008). Encyclopedia of Social Work, 20th edition. NY:
Oxford University Press.
Roberts, A.R. (Ed.) (2009) Social workers’ desk reference, 2nd ed. NY: Oxford
University Press.
TEACHING METHODS
The success of this class depends on the development of a supportive learning
environment, reflecting the values of the social work profession. A supportive
learning environment is fostered by listening to the ideas and views of others,
being able to understand and appreciate a point of view which is different from
your own, articulating clearly your point of view, and linking experience to
readings and assignments. Your contributions in making this a respectful place
for learning and growth are appreciated.
This course will use a variety of teaching and learning methods, including
lectures, group discussion, role-plays, videos, and handouts. You are expected to
actively participate, drawing from assignments, readings, other courses, and
other experience. I will be available during the course by phone and email to
address questions that may arise between class sessions. Please seek me out.
CLASS ASSIGNMENTS
Several methods will be used to determine your progress in the class and your
achievement of the course objectives. The assignments are described below. The
written assignment should use references following APA format and be typed or
word processed using correct grammar, punctuation and spelling. Your score
for this module will count toward one-third of your grade for the entire bridge
course.
Participation – is a vital part of your course performance. Credit for participation
is earned by attending class, being on time and prepared, participating in
exercises and role plays and offering informed participation in class discussion.
Demonstrating knowledge of the readings assigned for each class is also a critical
part of participation. Your participation counts for 25% of your score on this
module.
Biopsychosociospiritual assessment and treatment plan- This assignment
requires synthesis of various topics from class and readings. You will complete a
comprehensive written assessment of a client, based on a videotaped case that
will be provided and present preliminary goals, objectives, and a plan for
intervention as well as evaluating progress. The assignment and grading criteria
are more fully described later in the syllabus. This assignment counts for 50% of
your score for this module and is due at the start of class on June 5th.
Late papers are strongly discouraged and are only accepted at the discretion of
the instructor due to dire emergencies. Generally, late submissions are reduced
by 10% for each day, including weekends, the paper is late. To be considered for
acceptance, the student should seek approval from the instructor before the
beginning of class on the day the assignment is due.
Test – An in-class test will be given on material covered in class as well as
reading assignments. The test counts for 25% of your grade and will be given on
the final day of class on June 19th.
POLICY ON ACADEMIC DISHONESTY
Please refer to the APA Style Guide, and the SSW “Writing and Citing Guide” for
information on attribution of quotes, plagiarism and appropriate use of
assistance in preparing assignments. All written assignments should contain a
signed pledge from you stating that, "I have not given or received unauthorized
aid in preparing this written work". If you have any questions about what
compliance with this expectation entails, please don’t hesitate to speak with me.
In keeping with the UNC Honor Code, if reason exists to believe that academic
dishonesty has occurred, a referral will be made to the Office of the Student
Attorney General for investigation and further action as required.
WRITING ASSISTANCE
Because communicating clearly through the written word is a professional skill
that is essential to every aspect of social work, the School of Social Work
provides students with access to resources for improving writing skills:
‐ Students can work independently to improve skills by reviewing the
series of PowerPoint presentations available at
http://ssw.unc.edu/students under the “Writing Resources” tab
‐ All SSW students can use the UNC Writing Center
http://www.unc.edu/depts/wcweb/ and students interested in
individual help can schedule an appointment to meet with one of the
School’s academic editors on the Chapel Hill campus: Diane Wyant
(dwyant@email.unc.edu) or Susan White (sewhite@email.unc.edu)
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students who have disabilities that affect participation in the course should
notify me if they need special accommodations in instructional format,
examination format, etc., considered.
READINGS AND COURSE OUTLINE
The class format is based on the understanding that you are prepared and active
learners. Reading the assigned materials prior to the date they are due is a
prerequisite to getting the most out of class sessions and successfully meeting
the course objectives.
1. FRIDAY, MAY 15, 2009 (1:00 PM – 4:30 PM)
Class Outline:
Introductions
Overview of systems thinking
Link between micro and macro practice
Ethics in direct and macro practice
Social work regulation
Context of practice & use of self
Assumptions & paradigms
Assessment in micro & macro practice: content vs. context
Readings due PRIOR to today’s class:
None
2. FRIDAY, MAY 22, 2009 (1:00 PM – 4:30 PM)
Class Outline:
Interviewing skills & therapeutic relationships
Needs assessment
Mental Status Exam Diagnosis and DSM-IV-TR
Billing codes & HIPAA
Psychopharmacology
Assessing and intervening with suicidal threats
Assessing and intervening with suspected child abuse
Assessing additional areas (e.g., spirituality, interests)
Strength-based approach
Readings due PRIOR to today’s class:
From Lukas bookChapter 1: How to Conduct the First Interview with an Adult
Chapter 2: Looking, Listening, and Feeling: The Mental Status Exam
Chapter 3: How to Think About Your Client’s Health: The Medical
History
Chapter 6: How to Take a Developmental History
Chapter 8: How to Determine whether a Client Might Hurt SomebodyIncluding You
Chapter 9: How to Determine Whether a Client Might Hurt Herself
Chapter 10: How to Determine Whether a Client is a Substance Abuser
Chapter 11: How to Assess Children for Neglect, Abuse, and Sexual
Abuse
Chapter 12: What Psychological Testing Is and When You Might Ask for It
Chapter 13: How to Write an Assessment
Bentley, K. J., & Walsh, J. (2009). Psychopharmacology and social work. In A.R.
Roberts (Ed.) Social workers’ desk reference (2nd ed.), (pp. 686-691). NY:
Oxford University Press.
3. FRIDAY, MAY 29, 2009 (8:30 AM – 12 PM & 1:00 PM – 4:30 PM)
Class Outline:
Goal setting and treatment planning
Selecting intervention techniques
Other tools: Genogram, Family Map, Ecomap, Social Network Map,
Essential Connections, Circle Drawing
Practice with families
Practice with couples
Practice with children (inc. permanency planning)
Group work
Interventions for change in direct practice: CBT, Task centered, MST,
Crisis
Termination of services
Video for biopsychosociospiritual assignment
Readings due PRIOR to today’s class:
Garvin, C. (2009). Developing goals. In A.R. Roberts (Ed.) Social worker’s desk
reference (2nd ed.) (pp. 521-526). New York: Oxford University Press.
Henggeler, S.W., & Lee, T. (2003). Multisystemic treatment of serious clinical
problems. In A.E. Kazin & J.R. Weisz (Eds.) Evidence-based psychotherapies
for children and adolescents (pp. 301-322). New York, NY: Guilford Press.
Reid, W. J. & Fortune, A. E., & Reyome, D. P. (2009). The task-centered model.
In A.R. Roberts (Ed.) Social worker’s desk reference (2nd ed.) (pp. 226-230).
New York: Oxford University Press.
Strom-Gottfried, K. (2009). Forming and assessing social work groups. In D. H.
Hepworth, R. H. Rooney, G. D. Rooney, K. Strom-Gottfried, & J. A. Larsen
(Eds.) Direct social work practice: Theory and skills (8th ed.), (pp. 272-301).
Belmont, CA: Brooks Cole.
Strom-Gottfried, K. (2009). Intervening in social work groups. In D. H.
Hepworth, R. H. Rooney, G. D. Rooney, K. Strom-Gottfried, & J. A. Larsen
(Eds.) Direct social work practice: Theory and skills (8th ed.), (pp. 490-516).
Belmont, CA: Brooks Cole.
Strom-Gottfried, K. (2009). The Final Phase: Termination and Evaluation. In D.
H. Hepworth, R. H. Rooney, G. D. Rooney, K. Strom-Gottfried, & J. A.
Larsen (Eds.) Direct social work practice: Theory and skills (8th ed.), (pp. 565581). Belmont, CA: Brooks Cole.
Vonk, M.E. & Early, T.J. (2009). Cognitive-behavioral therapy. In A.R. Roberts
(Ed.) Social worker’s desk reference (2nd ed.), (pp. 242-247). New York:
Oxford University Press.
4. FRIDAY, JUNE 5, 2009 (1:00 PM – 4:30 PM)
Due: Biopsychosociospiritual assessment at start of class
Class Outline:
Creating and using logic models
Assessing and understanding organizations:
Theories
Leadership
Power
Life cycles
Fiscal functioning
Strategic planning & SWOT analysis
Readings due PRIOR to today’s class:
Frey, G. (1990). Framework for promoting organizational change. Families in
Society, 7(3), 142-147.
Gibelman, M., & Furman, R. (2007). Who has the power? Roles in human
service organizations. Navigating human service organizations: Essential
information for thriving and surviving in agencies (2nd ed.) (pp. 74-88).
Chicago: Lyceum.
Gibelman, M., & Furman, R. (2007). How organizations are financed.
Navigating human service organizations: Essential information for thriving and
surviving in agencies (2nd ed.) (pp. 48-73). Chicago: Lyceum.
Hasenfeld, Y., & Schmid, H. (1989). The life cycle of human service
organizations: An administrative perspective. Administration in Social
Work, 13(3/4), 243-269.
National CASA Association. (2000). Sample program budget. Retrieved
August 7, 2008 from http://www.casanet.org/programmanagement/planning/pmbud1.htm
North Carolina Coalition Against Domestic Violence. (n.d.). Wise women’s
favorite fundraising strategies. Retrieved December 19, 2008 from
http://www.nccadv.org/pdf/Wise%20Women's%20Favorite%20Fundrai
sing%20Strategies_b.pdf
W.K. Kellogg Foundation. (2006). Budget development and financial guidelines.
Retrieved December 19, 2008 from http://www.wkkf.org/
5. FRIDAY, JUNE 12, 2009 (1:00 PM – 4:30 PM)
Class Outline:
Assessing and understanding communities:
Needs assessments
Theories
Functions
Community competence
Asset-based community assessment
Force-field analysis
Choosing promising practices for community intervention
Understanding risk and protective factors
Cultural adaptations for interventions
Ethical issues
Me to We philosophy
Readings due PRIOR to today’s class
Fellin, P. (2001). Defining communities. In The community and the social worker
(3rd ed.) (pp. 49-69). Itasca, IL: F. E. Peacock.
Randall, J., Swenson, C.C., & Henggeler, S.W. (1999). Neighborhood solutions
for neighborhood problems: An empirically-based violence prevention
collaboration. Health, Education, and Behavior, 26, 806-820.
Tropman, J. (1997a). Obstacles to and guidelines for working together in
community development. In Successful community leadership: A skills guide
for volunteers and professionals (pp. 3-13). Washington, D.C: NASW Press.
Tropman, J. (1997). Responsibilities of community committees. In Successful
community leadership: A skills guide for volunteers (pp.15-31). Washington,
DC: NASW Press.
6. FRIDAY, JUNE 19, 2009 (1:00 PM – 4:30 PM)
Due: In-class test administered at beginning of class
Class Outline:
Interventions for change within organizations and communities
Models of leadership
Social Action
Social Planning
Locality development
Strategies and tactics
Legislative advocacy
Supervision
Using and providing supervision in micro & macro practice
Diversity & cultural competence
Termination and evaluation
Readings due PRIOR to today’s class:
Al-Krenawi, A. (1998). Reconciling western treatment and traditional healing:
A social worker walks with the wind. Reflections,4(3), 6-21.
Hardy, K. (1993). War of the worlds The Family Therapy Networker, 51-57
Reisch, M. (2009). Legislative advocacy to empower oppressed and vulnerable
groups. In A.R. Roberts (Ed.) Social workers’ desk reference (2nd ed.), (pp. 893900). NY: Oxford University Press.
Biopsychosociospiritual Assessment
DUE DATE: June 5th by 1:00 pm
For this assignment, you will view a video depicting an interview with a client
and use it as the basis for writing a biopsychosociospiritual assessment,
including preliminary treatment goals, objectives, and intervention plan.
The intent of this assignment is to mirror as closely as possible what might be
expected of you in writing an assessment following a session with a client. You
may take hand-written notes during the video; however, you may not record the
video in any way, and you may not use your computer during the viewing. You
may not consult with fellow students in the preparation of this assignment. You
will be graded on the accuracy and clarity of your assessment, but you may
choose from a number of relevant goals for work, as long as they are consistent
with the assessment findings and are supported by material from the course and
the practice literature.
Your paper should be approximately six pages in length, exclusive of cover page
and bibliography. Use 1” margins and 12-point Times New Roman type. Do not
double space between sections.
Course readings, handouts, and other sources provide guidance for preparing a
biopsychosociospiritual assessment, but your assessment should be organized
under the following headings:
 Demographic information, presenting problem, and mental status
 Current and previous agency contacts
 Medical, psychiatric, and substance abuse history and data
 Brief history of the client, including salient relationships with significant
others
 Summary of the client’s current situation and relevant history
 Clinician’s analysis of problem for work and mitigating interpersonal and
environmental factors, including client strengths
 Preliminary goals and objectives
 Intervention strategies/ plan
 Evaluation plan
 Analytic summary