THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SEMESTER & YEAR:
INSTRUCTOR:
OFFICE HOURS:
SOWO 755
Issues for Contemporary Clinical Practice
Spring, 2012
Marilyn Ghezzi, MSW, LCSW
TTK, 335-G (in Field Ed suite)
919-962-6490
mghezzi@email.unc.edu
12-2 Mondays or by appointment
COURSE WEBSITE:
is available through https://sakai.unc.edu
COURSE DESCRIPTION: This is a seminar designed to help prepare students for contemporary clinical
practice, covering topics such as managed care, independent practice and self-care.
COURSE OBJECTIVES:
1. Address ethical issues that develop as a clinical social worker including dual roles, liability
issues, confidentiality and competency.
2. Understand how managed care impacts clinical social work practice.
3. Identify professional development issues important for longevity in the field, such as
supervision, self-care, on-going use of evidence-base practices, and networking.
4. Be exposed to a variety of clinical social work roles and the various issues that arise based on
the setting (e.g. home visits vs. working in a hospital as part of an interdisciplinary team).
5. Assess current level of competence and comfort level with working within various social work
settings and with clients from a range of diverse backgrounds and issues.
EXPANDED DESCRIPTION: This course will build on the Advanced Practice classes students will take in
their concentration year. It is designed to help students think about the variety of options for clinical
social work practice, as well as help them to identify and begin to address issues that may impact their
own practices, regardless of the setting. This seminar will help students to prepare for longevity in the
field by helping them begin to incorporate self-care and professional development practices
immediately upon graduation. In addition, the basics of how to develop an independent practice will be
discussed. Ethical issues and self-awareness will also be discussed in relation to how these issues may
impact their ability to be an effective practitioner.
REQUIRED TEXTS/READINGS:
Willer, J. (2009). The beginning psychotherapist’s companion. Lanham, MD: Rowman & Littlefield
Publishers, Inc.
Other assigned readings will be posted on our Sakai site
TEACHING METHODS
This class will use a variety of teaching and learning methods to cover the content. These different
methods include: small group activities; lecture; role-plays; and class discussions. 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
Refer to description of assignments at the end of this syllabus.
1.
2.
3.
4.
Reflection Paper #1: 15%
Reflection Paper #2: 15%
Professional Development Plan: 50%
Class Attendance and Participation: 20%
CLASS PARTICIPATION
See section on professional conduct/participation.
GRADING SYSTEM
In accordance with the Graduate school, letter grades are assigned to the following numeric ranges:
H = 94 and above
P = 80 to 93
L = 70 to 79
F = 69 and below
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 should be submitted to the Sakai Dropbox at the start of class. The Professional Development
plan final assignment is due by midnight on March 2nd and should be submitted to the Sakai Dropbox.
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.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities which affect their participation in the course may notify the instructor if they
wish to have special accommodations in instructional format, examination format, etc. Please contact
the University’s Disability office to request the paperwork necessary for approved accommodations.
USE OF LAPTOPS OR OTHER ELECTRONIC DEVICES
Please turn off all cell phones or other devices that would disrupt the learning environment of the
classroom. Laptops are allowed during lecture only or when being used for a class activity. Laptops
should be closed during class discussion and other activities that do not require the use of a laptop.
APA AND WRITTEN ASSIGNMENTS
The School 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,
Sixth Edition (2009) that is available at most bookstores. The following web sites provide additional
information: http://juno.concordia.ca/help/howto/apa.php
Students are strongly encouraged to review the materials on the School of Social Work’s website
http://ssw.unc.edu/students/writing . This page includes numerous helpful writing resources such as
tutorials on understanding plagiarism, quick reference guide to APA, writing tips and ESL materials.
Students are also strongly encouraged to review the section on plagiarism carefully. All instances of
academic dishonesty will result in disciplinary measures pre-established by the School of Social Work
and the University.
Professional Conduct
Class participation is more than mere attendance. It is arriving on time, reading the assigned material, preparing
for class with questions, contributing appropriately to class discussions, doing assignments, and participating in
class activities. The class participation grade is a subjective grade given by the professor. The professor will use
this matrix to determine the class participation grade (modified from Maznevski, M.(1996). Grading Class
Participation. Teaching Concerns. hhtp://www.virginia.edu/~trc/tcgpart.htm).
Grade
Class Participation Criteria
0
No effort
60-70
Infrequent
Effort
Absent
No effort, disruptive, disrespectful.
70-80
Moderate
Effort
*
*
*
*
(Carpenter-Aeby, 2001)
Present, not disruptive (This includes coming in late.)
Tries to respond when called on but does not offer much.
Demonstrates very infrequent involvement in class.
Demonstrates adequate preparation: knows basic case or reading facts, but
does not show evidence of trying to interpret or analyze them.
*
Offers straightforward information (e.g. straight from the case or reading),
without elaboration or very infrequently (perhaps once a class).
*
Does not offer to contribute to discussion, but contributes to a moderate
degree when called on.
*
80-90
Good
Effort
Demonstrates sporadic involvement.
*
Demonstrates good preparation: knows case or reading facts well, has
thought through implications of them.
*
Offers interpretations and analysis of case material (more than just facts)
to class.
*
Contributes well to discussion in an ongoing way: responds to other
students’ points, thinks through own points, questions others in a constructive
way, offers and supports suggestions that may be counter to the majority opinion.
*
90-100
Excellent
Effort
Demonstrates consistent ongoing involvement.
*
Demonstrates excellent preparation: has analyzed readings exceptionally
well, relating it to readings and other material (e.g., readings, course material,
discussions, experiences, etc.).
*
Offers analysis, synthesis, and evaluation of material, e.g. puts together
pieces of the discussion to develop new approaches that take the class further.
*
Contributes in a very significant way to ongoing discussion: keeps analysis
focused, responds very thoughtfully to other students’ comments, contributes to
the cooperative argument-building, suggest alternative ways of approaching
material and helps class analyze which approaches were effective.
*
Total Pts
Demonstrates ongoing very active involvement.
of 100 points
COURSE OUTLINE
Class 1:




Introduction January 9th
Overview of the Course
What is clinical social work?
How does it fit with social justice?
What do you want to learn in this course?
McLaughlin, A.M. (2002). Social work’s legacy: Irreconcilable difference? Clinical Social Work
Journal, 30, 187-198.
January 16th - MLK Holiday
Class 2:
Clinical Social Work Roles - January 23
Panel discussion with recent grads in various clinical social work roles


Review various clinical social work roles? Inpatient, clinic based, community based, residential
settings, medical social work, community outreach, etc.
Considerations for each role regarding: safety, managed care, ethical issues
Cohen, J. (2003). Managed care and the evolving role of the clinical social worker in mental health.
Social Work, 48(1), 34-43.
Spencer, P.C., & Munch, S. (2003). Client violence towards social workers: The role of management in
community mental health programs. Social Work, 4, 532-544.
Boyd-Webb, N. & Bartone, R. (2012). Social work with children and adolescents with medical
conditions. In S. Gehlert & T. Browne (Eds.), Handbook of Health Social Work (2nd. Ed.),( pp.
373-391). Hoboken, NJ: Wiley & Sons.
Rowe, M., Frey, J., Bailey, M., Fisk, D., & Davidson, L. (2001). Clinical responsibility and client
autonomy: Dilemmas in the mental health work at the margins. American Journal of
Orthopsychiatry, 71(4), 400-407.
Class 3:
Independent Practice: Process Issues - January 30
Panel discussion with social workers in private practice





Is private practice right for you?
Business/managed care considerations
Ethical dilemmas
Finding a niche/area of practice
At what point are you ready?
Readings:
Bradley, D.L.M. (1996). Private practice: A personal perspective. OASW-News Magazine, 23, 10.
Green, R.G., Baskind, F.R., Mustian, B.E., Reed, L.N., Taylor, H.R. (2007). Professional education and
private practice: Is there a disconnect? Social Work, 52, 151-159.
Peck, S. (2007). Private practice: When it’s not right for you. The New Social Worker, 14, 24-25.
van Heugten, K. (2001). Aspects of the early life histories of social workers in private practice: From
marginality to reflective practice. Psychoanalytic Social Work, 8, 57-78.
Class 4:
Independent Practice: Nuts and Bolts- February 6th
Reflection Paper #1 due today







Record keeping
Screening
Forms (e.g. release forms, consent for treatment, policies)
Referral networks
Collateral contacts
Insurance/Payment issues
Malpractice
Readings:
Willer, J. (2009). Informed consent, confidentiality and HIPPA. In The beginning psychotherapist’s
companion (pp. 89-100). Lanham, MD: Rowman & Littlefield Publishers, Inc.
Willer, J. (2009). Progress notes and the chart. In The beginning psychotherapist’s companion (pp.
153-177). Lanham, MD: Rowman & Littlefield Publishers, Inc.
Willer, J. (2009). Professional electronic communications. In The beginning psychotherapist’s
companion (pp. 79-85). Lanham, MD: Rowman & Littlefield Publishers, Inc.
Willer, J. (2009). The therapeutic frame. In The beginning psychotherapist’s companion (pp. 25-38).
Lanham, MD: Rowman & Littlefield Publishers, Inc.
Class 5:
Professional Development - February 13
 Supervision – types of supervision
 Continuing education
 Licensure
Readings:
Ladany, N. (2008). Getting the most out of supervision. In Practicing counseling and psychotherapy:
Insights from trainees, supervisors and clients. (pp. 101-134). New York: Routledge.
Willer, J. (2009). The supervisor-supervisee relationship. In The beginning psychotherapist’s
companion (pp. 13-24). Lanham, MD: Rowman & Littlefield Publishers, Inc.
Willer, J. (2009). Your professional development. In The beginning psychotherapist’s companion (pp.
347-357). Lanham, MD: Rowman & Littlefield Publishers, Inc.
Class 6:
Self-care and Changing Chairs – February 20
Reflection Paper #2 due today





Importance of self-care and self-awareness
What self-care strategies to use
Burnout, secondary trauma, compassion fatigue, vicarious traumatization
How do our histories impact the work
Changing chairs: Moving from being a client to the worker
Readings:
Willer, J. (2009). Vicarious traumatization and burnout. In The beginning psychotherapist’s companion
(pp. 339-346). Lanham, MD: Rowman & Littlefield Publishers, Inc.
Bellows, K. (2007). Psychotherapists’ personal psychotherapy and its perceived influence on clinical
practice. Bulletin of the Menninger Clinic, 71, 204-226.
Radey, M., & Figley, C.R. (2007). The social psychology of compassion. Clinical Social Work
Journal, 35, 207-214.
Strozier, A.L., & Stacey, L. (2001). The relevance of personal therapy in the education of MSW
students. Clinical Social Work Journal, 29, 181-195.
Class 7:


Course Wrap-up- February 27th
Left over topics
Topics generated by students
Readings:
Additional readings to be assigned based on student interests
Rønnestad, M.H., & Skovholt, T.M. (2001). Learning arena for professional development:
Retrospective accounts of senior psychotherapists. Professional Psychology: Research and
Practice, 32, 181-187.
Final Assignment: Professional Development Plan due on Friday, March 2
ASSIGNMENTS
Reflection Paper #1 – Due February 6
You are to write approximately 2-3 pages on your thoughts after hearing the various clinical social
workers who have come to our class and discuss the following:
1. What surprised you the most?
2. Describe one salient comment or issue that stayed with you after the panels.
3. Was there anything that shifted your thinking about clinical social work? If so, what was it and
why?
4. How has your thinking changed about the various types of clinical practice that exists and your
own professional direction?
5. Any other reactions that you want to share.
Grading Criteria
Possible Pts.
All questions were answered
5
The student provided thoughtful answers clearly illustrating an effort at being reflective
7
The paper was written well with no errors
3
Total
15
Reflection Paper #2- Due Feb. 20
You are to write approximately 2-3 pages on your thoughts after reading the articles about clinical
supervision. Reflect on your experiences thus far with supervision in your field placements and/or
other human services jobs you have held. Discuss your reactions to these experiences and your
thoughts about supervision in general in light of the readings in the course on supervision and the in
class lecture and discussion on Feb. 13. Discuss what you hope for in supervision for the future, what
might work best for your learning style and what might be personally challenging for you in clinical
supervision. Please demonstrate in the paper that you have read the materials about supervision and
considered them thoughtfully.
Grading Criteria
Possible Pts.
The topic was covered thoroughly
5
The student demonstrated an understanding of the course readings on supervision and the
didactic material presented.
7
The paper was written well with no errors
3
Total
15
Professional Development Plan- Due Friday, March 2
Objective:
As a professional social worker, you will need to conscious of how to develop your skills and
knowledge in the area of clinical social work. This assignment is to increase your attention to your own
needs as a new clinician and to develop concrete steps that you will take to reach your own personal
goals.
Description:
The aim of this assignment is to help you organize your professional goals into as many concrete steps
as necessary to help you know where to go in your career. The outline below should be followed to
ensure that you have considered critical areas for professional development. However, you should not
feel limited by this outline, as there may be other essential areas that you would want to include in your
plan. It is the hope of this assignment that you will feel more prepared to begin your social work career
with this document as a guide.
Outline for Professional Development Plan:
1. Identify your short and long term goals
a. What are your short term goals (2-4 years post-graduation)
b. What are your long term goals (5 years and beyond)
c. What are the populations and settings where you want to work
2. What are the immediate skills, tasks needed to reach your goals
a. Supervision – type, style, orientation, consideration of learning styles, on the job vs.
outside
b. Licensure – in what state? Test time frame, necessary steps to complete process, such as
recommendations, forms, etc.
c. Job searches – where will you look? What are some contacts that you can identify to
help?
d. What organizations might be helpful?
i. Clinical Society?
ii. NASW?
iii. School of Social Work
iv. Previous supervisors/placements?
3. What are the long range skills that you will need to reach your goals?
a. Supervisory training?
b. Additional schooling?
c. Career in academics?
4. What steps will you take to ensure you are working on self-care?
a. What are the concrete steps you will take?
b. Where does personal therapy come into play?
c. What do you know works for you to stay healthy and balanced? (e.g. spiritual group,
time off, balanced case load, varying types of work)
5. Professional Development
a. What additional training do you need?
b. Does this include course work?
i. There are post-graduate courses you can take
ii. Ph.D.?
iii. Certificate coursework
c. Where will you find the specific training you need?
d. Do you need to contact places to get on listservs?
e. Do you know the CEU requirements for your state?
f. Are there fellowships or post-master’s training programs that you would want to seek
out?
g. What type of supervision do you feel will help you achieve these goals?
6. Ethics
a. Do you have a place to go when faced with ethical dilemmas?
b. What steps will you take to ensure your safety in the field?
c. What will you do to maintain your boundaries?
i. Use of email vs. voicemail?
ii. Thought about issues of self-disclosure? What will you say when asked the
tough questions?
7. Other areas
a. How will your short-term goals lead into your long-term goals?
b. What other areas do you need to consider?
Grading Criteria:
Criteria
Possible
Pts.
1. Each of the 7 areas listed in the outline have been addressed: 10 pts. for
each. For each section listed above the student should:
70
a. Demonstrate a concrete plan that is specific
b. Demonstrate an effort at being thoughtful and reflective concerning
personal professional needs
2. The document is well organized
10
3. The document reflects content and knowledge from the course, such as
resources identified in the course or specific issues raised in class
discussion
10
4. The writing was clear with no errors
10
Total points
100