SoWo 754, Spring 2010 1
THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
TIMES &
LOCATION;
INSTRUCTORS
SOWO 754
Managing Dangerous and Sensitive Situations in Practice
Tuesday 2:00- 4:50pm Spring Semester
TTK 102
JOANNE CAYE
OFFICE HOURS:
COURSE WEBSITE:
Monday 12-2pm, or by appointment.
is available through http://blackboard.unc.edu
COURSE DESCRIPTION: Students will apply cognitive-behavioral, strategic, structural and
motivational models in challenging practice situations common to public and non-profit agency
social work. Extensive, observed skill practice is followed by analysis, feedback and reflection..
COURSE OBJECTIVES:
The skill building course builds on models from other advanced practice courses. At the
conclusion of this course students will be able to:
1. Identify techniques that support effective interviewing in difficult situations are are client
empowering.
2. Identify and apply skills connected with specific models that promote movement
especially through the middle and termination stages of social work intervention
3. Apply skills that demonstrate an ability to manage interviews dealing with sensitive
issues
4. Demonstrate an ability to intervene effectively with persons who are angrty, in crisis, or
who are involuntary clients
5. Demonstrate sensitivity in interviewing persons of diverse races, ethnicities, orientations,
and abilities
6. Develop a process of analyzing both one’s own and other’s work with a client utilizing a
planning, implementation, analysis, and reflection framework.
7. Identify the elements of constructive, concrete feedback and receive as well as offer it to
colleagues throughout the course.
8. Apply decisions about ethical positions a social worker may have to consider during an
interview.
EXPANDED DESCRIPTION:
This course has two primary aims. One is to further develop communication and practice skills
learned in other courses and through the student’s life experiences. We will accomplish this
through extensive role play and discussion. The second goal is to increase the student’s ability
and comfort both giving and receiving feedback after an observation. Many times in life, both
professionally and personally one is asked to state an opinion based on knowledge and
SoWo 754, Spring 2010 2
observation. Students will use an analysis, feedback and reflection process to gain experience
with this skill.
REQUIRED TEXTS/READINGS:
DeBecker, G. (1997) The gift of fear. New York: Dell Publishing
Jamison, K.R. (1995) An unquiet mind. New York: Knopf Publishing
Although these books have some age on them, the information they offer is still relevant and
useful. They can certainly be purchased in a used book store, or online quite inexpensively.
RELATED READINGS:
Other required readings will be on the blackboard site for the course.
TEACHING METHODS
The development of a supportive learning environment, reflecting the values of the social work
profession, is essential for the success of this class. 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. I will appreciate your contributions to making
this a safe and respectful class for learning and growth.
CLASS ASSIGNMENTS
Class Participation
Interview
Discussion Postings (2) & Response
Safety Plan
15 points
25 points
30 points (10 each posting)
30 points
Please see the end of the syllabus for all assignment descriptions.
GRADING SYSTEM
This section should articulate agreed-upon point equivalency for letter grades. Faculty can add +
or - nuances if they wish, though only the letter grades are reported and recorded.
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
WRITING ASSISTANCE FOR STUDENTS
The SSW Writing Support Team reminds students of a static link to the School’s Writing
Resources Page: http://ssw.unc.edu/students/writing. This link provides access to an array of
resources including the newly updated ―APA Quick Reference Guide.‖ Because some students
have encountered problems with accessing the most current resources because using this static
SoWo 754, Spring 2010 3
page will not only ensure that students have access to the most up-to-date resources and
information.
CLASS PARTICIPATION & ATTENDANCE (15 points)
It is expected that students will be active members of the class. Therefore, the following grading
rubric will be used for class participation.
15 pts:
13 pts:
11 pts:
12 pts:
9 pts:
Under 9 pts:
No classes missed, active participation.
One class missed, active participation.
One class missed, inconsistent participation
Two classes missed, active participation.
Two classes missed, inconsistent participation.
Three or more classes missed, disengagement from class.
Participation will be judged by the degree to which students participate in class discussions,
exercises, role plays and other learning activities. So, what does good class participation look
like? It looks like someone who is interested, engaged in discussions, shares his or her opinions
and observations and asks questions. It is a student who is an active participant in his or her
learning and keeps up with the readings for his or herself and for the betterment of classroom
learning.
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
It is expected that assignments will be completed at times noted in the syllabus. If you have a
situation arise that may prohibit you from completing the assignment on time, any request for
delay of an assignment/exam must be done in advance of the due date (at least 24 hours) on an
assignment/exam. Approved delays will not affect the grade. Any unapproved delays or
assignments completed after an approved delay date will begin to accrue a 10% reduction every
24 hours that the assignment is late. Papers are due at the start of class. Papers that are handed in
after the beginning of class will be considered late and there is a 10% deduction for every 24
period past the due date/time of the paper. In other words, if the paper is due at 2:00, and turned
in at 11:00 pm that night, there will be a 10% deduction. The clock begins at the start of class.
If the student meets unavoidable obstacles to meeting the time frame, the student should discuss
the circumstances with the instructor to determine if an initial grade of incomplete (INC) would
be appropriate. I prefer not to give an incomplete grade and will give incompletes only in
compliance with University policy.
POLICY ON ACADEMIC DISHONESTY
Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing 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". 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.
SoWo 754, Spring 2010 4
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities that affect their participation in the course and who wish to have
special accommodations should contact the University’s Disabilities Services and provide
documentation of their disability. Disabilities Services will notify the instructor that the student
has a documented disability and may require accommodations, Students should discuss the
specific accommodations they require (e.g. changes in instructional format, examination format)
directly with the instructor.
POLICIES ON THE USE OF ELECTRONIC DEVICES IN THE CLASSROOM
Laptops or other electronic devices are only permitted in the classroom for assistance with the
work of the class. If it becomes clear that students are abusing this privilege, use of electronics
will be restricted. Please turn off all cell phones or other devices that would disrupt the learning
environment of the classroom. Texting during class is a distraction to your classmates and the
professor, and is not condoned. If you have a child care or health situation that requires that
messages must be sent, please inform the professor of the situation.
SoWo 754, Spring 2010 5
Course Outline
Week One: March 15
Introductions
What makes a situation sensitive, awkward, or dangerous?
Characteristics
Perception
Syllabus & structure of the course
Observation, Feedback, Reflection
―Fierce Conversations‖
Activities
Video: Light it Up
Role Plays
Week Two—March 22
Focus: Mental Illness
Homelessness
Are mentally ill people dangerous?
Discomfort with mental illness & homelessness on the part of John Q Public and
professionals
Activities:
Video
Role Play
Readings due today:
Jamison, Unquiet Mind
Laws against Homelessness in Orlando
Week Three—March 29
Interview Assignment Due
Focus: Crisis
Anger & hostility
Use of Fear
What is the role of a professional helper in a crisis?
How does one decide what constitutes a crisis?
How does one deal with hostility
From clients
From co-workers
Preparing for confrontation
Activities
Discussion of Interviews
Readings for Today:
SoWo 754, Spring 2010 6
Debecker, G. Gift of Fear, Chapters 4, 7, 9.
Crisis Intervention. Encyclopedia of Social Work—online access through UNC
Libraries
Week Four-April 5
Focus: Depression
Suicide
Bereavement
Activities
Guest speaker: Jodi Flick
Readings due today:
Jamison, K.R. Night Falls Fast
Chapters 6, 7, 10
Oravecz, R. & Moore, M.M. (2006) Recognition of suicide risk according to the
characteristics of the suicide process. Death Studies, 30. 269-279.
DOI:10.1080/07481180500493492
Stanley, B. et al (2009) Cognitive-Behavioral Therapy for Suicide Prevention
(CBT-SP): Treatment Model, Feasibility, and Acceptability. Journal of the
American Academy of Child and Adolescent Psychiatry, 48(10), 10051013.
Week Five—April 12
Focus: Chronic Illness and Disabilities
Ambiguous Loss
Activities
Video
Role Play
Readings for today
Huang, H-H.& Diamond, K.E. (June, 2009) Early childhood teachers’ ideas about
including children with disabilities in programmes designed for typically
developing children International Journal of Disability, Development and
Education 56(2), 169–182.
Schwartz, C & Armony-Sivan, R. (2001) Students’ Attitudes to the Inclusion of
People with Disabilities in the Community. Disability & Society16 (3),
403-413.
Tuffrey_Wijne, J.B. et al. (2007) Using Nominal Group Technique to investigate
the views of people with intellectual disabilities on end-of-life care
provision. Journal of Advanced Nursing, 58 (1). 80-89.
Week Six—April 19
Focus—Sensitive & Dangrous situations with Children & Youth
Talking about sex, money, gender roles, cultural differences
Bullying
SoWo 754, Spring 2010 7
Readings for Today:
deBecker, G. Gift of Fear, Chapter 12
Francis, D. & Rimmensberger, N. (2008) Between the cracks: out-of-school youth and
discourses of HIV/AIDS. South African Journal of Psychology, 38 (4),603-613.
Activities: Role Play
Week Seven—April 26
Safety Plan Due
Focus—Personal Safety
Boundaries
Ethics
Balance between safety and engagement with oppressed clients
Trauma Exposure Response
Readings for Today:
deBecker, G. Gift of Fear, Chapter 2,15
de Oliveira, J. A. & Vandenberghe, L. (2009) Upsetting Experiences for the Therapist
In-Session: How They Can Be Dealt With and What They Are Good For. Journal
of Psychotherapy Integration, 19 (3), 231–245. DOI: 10.1037/a0017070
Papadaki,E. & Papadaki, V. (2008) Ethically Difficult Situations Related to
Organizational Conditions: Social Workers’ Experiences in Crete, Greece.
Journal of Social Work, 8(2), 163-180.
SoWo 754, Spring 2010 8
Assignments
#1:Interview Experience: 25 points
Context: Social workers, and other professionals often interact with individuals (clients,
colleagues, family members) who have perspectives quite different from one’s own.
Purpose: to encourage the student to become more aware of situations and content that cause
tension, awkwardness, and discomfort for him/herself, and to reflect on the etiology of one’s
reactions, as well as ways of coping with the situation.
Task: The student is to choose a person to interview whose perspective (about an issue that the
student considers important) appears to be significantly different from the student’s own. The
student is to plan a conversation with this person, focusing on THAT person’s perspective; The
focus is to understand, NOT to change that person’s view, or even offer alternatives. Draw out
the background, meaning, and purpose of holding that perspective by the person. Choose
questions that will draw the person out, help him or her expand on his or her statements.
** the interview may be in person, or on the phone. Email or text interviews are not encouraged
Product: The student is to write a reflection—4-6 pages, responding to the questions listed
below.
1. Issue you have chosen; why important to you?
2. Your experience in the world with this issue
3. How you chose your interviewee
4. Summary of the interview
5. Your reaction to the interview
What was most important?
Most difficult
Surprising reaction?
6. Learning for you
Citations for this paper are not necessary unless direct quotes are used to make a point.
#2: Posting and Response (15 points each posting—total 30)
Important!! If this assignment brings up previous painful experiences, please use an article
or some other focal point instead, unless you have already dealt with those experiences and
feel strong and solid enough and you are willing to speak about them.
Context: Gavin DeBecker (1997) says that one of the most important aspects of staying safe
(psychologically as well as physically) is an increased sense of one’s self, noting one’s reactions
to the situation.
Purpose: This assignment encourages the student to notice situations when he or she feels
uncomfortable, awkward, possibly moving toward unsafe. The student is asked to think
proactively, considering what actions could increase an ability to deal with a sensitive, awkward,
or unsafe situation effectively.
SoWo 754, Spring 2010 9
Task: The student is to notice his or her emotions and thoughts about either difficult, awkward,
or sensitive situations that are real or that he or she worries about. The situation might be
triggered by a news item (such as the social worker who changed dictation and log dates in a
case file recently), a personal experience (being yelled at, working in a situation that is culturally
or racially very different), or a story learned from a colleague or on the news. Individuals with a
clear plan for dealing with or removing themselves from a potentially difficult situation tend to
do better when a real experience occurs. This is the opportunity to reflect on such situations and
plan how to respond effectively.
Product:
1. Each student is responsible for one posting on the Discussion Board of the Blackboard
site, at any point during the course, with a final deadline of April 19th. In each posting the
student should explain the situation under consideration, what makes it potentially
awkward and specifically what the student could say or do to reduce tension or potential
harm to self or others. If an article or video is the trigger for the student’s thoughts, then
a link, URL or citation should be included. If a real situation is used, pseudonyms may
be necessary to protect privacy. Posting should be about a page (or less) in length—no
longer.
2. If there is literature that speaks to the situation and offers suggestions, citations are
expected.
3. Each student should respond to one posting of a colleague. This posting should describe
specifically what the colleague did or said that seems right and why, or what might be
problematic in the situation. Posting should be no more than a half page in length.
Remember when giving feedback, focus on the issue (in this instance, the context,
dynamics at play, etc). If it makes sense to suggest that the student colleague made an
error in dealing with the situation, a suggestion of different behavior is expected.
#3 Safety Plan (30 points)
Context: Field placement or employment. (If the student is not in field, contact the instructor for
an alternate plan) This assignment takes concepts regarding physical and psychological safety
and grounds them in real world contexts.
Purpose: To increase awareness of personal safety for social workers. In a 2005 article in Social
Work, Robin Ringstad reported that 62% of a random sample of 1029 NASW members admitted
to being victims of psychological or physical assault in the past year. In addition, 14% admitted
to assaulting a client. Most of the assault was verbal aggression, but not all.
Task: complete a safety assessment of social work in your field agency. Answer the following
questions:
1
Is a safety plan in place? How is it disseminated?
2
What is the reaction of social workers in the agency to issues of personal safety?
3
Does consideration of safety include in office safety, including altercations among
staff members?
4
What items should be included in such a plan? [think about physical items such
as lighting; communication tools; as well as violence histories on clients; also
think of the potential for trauma exposure]
5
How would you encourage yourself and your colleagues to take attention to
personal safety seriously, without becoming so paranoid that it is difficult to
SoWo 754, Spring 2010 10
accomplish one’s work? Be specific here. How would it be presented,
implemented, and monitored for sustainability?
6
Have a conversation with your field instructor discussing this subject and the
findings of your assessment. Include a brief summary of the agency’s response to
this subject. Why do you think administrators and supervisors responded that
way?
Product: A written assessment of the safety plan for your field placement. Assessment may
include pictures if helpful, critique of current plan; draft of a plan if none exists; with explanation
of sources of information student utilized to complete his or her plan. An implementation plan,
with steps should be included. No specific page number is given. A comprehensive, thoughtful,
supported assessment is the goal.
Possible sources: (you are not limited to these!!)
NASW Safety Guidelines
http://www.naswdc.org/profession/centennial/violence.htm
Children’s Services Practice Notes (published right here at UNC-SSW)
http://www.practicenotes.org/vol3_no2.htm
State of Alaska, Health and Human Services Safety Plan
http://dhss.alaska.gov/fms/facilities/pages/safetyplan.aspx