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BSW Program
School of Social Work
University of North Carolina at Wilmington
Onslow Campus
Spring, 2016
Instructor: Debbie Jackson, LCSW
Email: jacksond@uncw.edu
Office Hours: TBA
SWK 497 800 SEMINAR FOR SOCIAL WORK PRACTICUM II
Tuesday, 12:00-2:00pm, Trades 104
Catalogue Description: SWK 497 - Field Practicum II, Credits: 6
Prerequisites: SWK 496, SWK 396, SWK 321, SWK 341, SWK 355; corequisites: SWK 407, SWK 443, permission of instructor and 2.4 overall GPA.
Development and application of skills used in social work practice. Supervision of
student field experience in a community social service setting. Analysis and
discussion of field experiences in a series of field seminars to be arranged by the
field liaison.
Course Description:
This seminar is the second in a two-semester sequence which is completed
in conjunction with field practice. The integrated seminar is intended to provide a
forum for students to recognize and explore alternative techniques of practice and
management, identify professional boundaries essential for effective practice,
discuss ethical dilemmas encountered in the practice setting, integrate social work
theory with practice, and concerns, and share new insights. By listening
respectfully and reflecting on the information or experiences shared, the students
will utilize the group for mutual aid. Through this process, students will learn
about alternatives that enhance practice while gaining experience in collaborating
with peers. Given the range of student field placement settings, the seminar will
also provide an opportunity for students to examine diverse organizational
structures and supervisory styles as experienced by the student participants.
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The field seminar meets weekly for two hours. Attendance is expected in
order to
effectively utilize the seminar and develop a safe environment for sharing and
discussion. Effective field performance is dependent on successful completion
of all seminar assignments as well as a positive evaluation of the student's
learning in the practicum experience. This evaluation of student field
performance is conducted through the use of a
collaborative model that recognizes the importance of the strengths perspective,
involving the student, the agency based field instructor, and the UNCW faculty
liaison. The evaluation tool for the field practicum is the revised learning
contract and performance evaluation form, with the evaluation conducted in a
collaborative manner involving the student, the field instructor and the faculty
liaison, similar to the fall semester evaluation.
Prerequisites:
SWK 235 Introduction to the Social Welfare System
SWK 240 Basic Working Relationship Skills
SWK 240L Lab for Basic Relationship Skills
SWK 320 & 321 Human Behavior and the Social Environment
SWK 335 Social Welfare Policies
SWK 341 Generalist Social Work Practice with Individuals and
Families
SWK 355 Issues in Diversity for Generalist Practice
SWK 396 Pre-field Seminar
SWK 406 Research Methods I for Social Work Practice
SWK 442 Generalist Social Work Practice with Groups
SWK 496 Field Practicum I
Co-requisites:SWK 407: Research Methods II for Social Work Practice
SWK 443 Social Work Practice with Communities and Organizations
Course Objectives:
Upon completion of two semesters of Field Education (including both the
practicum and the seminar), the student is expected to exhibit knowledge, skills,
and values that are consistent with beginning undergraduate generalist practice
which includes:
1.
Articulate the fundamentals of generalist social work intervention that
include working with individuals, families, groups and communities
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(BSW Program Objectives: 1, 2, 4, 6.) (EPAS: 2,9,10/ Related
assignments: Learning Contract, Field Seminar discussion, Journal,
Case/Project Presentation.)
2.
Implement alternative techniques for data gathering, assessment, and
documentation (BSW Program Objectives: 1, 2, 7.) (EPAS: 2, 3, 6, 10 /
Related Assignments: Learning Contract, Documentation sample.)
3.
Discuss the interplay of biological, psychological, sociological,
spiritual, political, and economic influences that impact the lives of
persons seeking social work assistance (BSW Program Objectives: 1,
2, 3, 4.) ( EPAS: 3, 4, 7, 9 / Related Assignments: Learning Contract,
Field Seminar discussion.)
4.
Articulate issues of oppression and racism as they impact lives of those
with whom the student is working, both clients and co-workers, and
advocate for change (BSW Program Objectives: 1, 2, 3, 6.) (EPAS: 1, 2,
4, 5, 7, 9 / Related Assignments: Learning Contract, Field Seminar
discussion, Ethical Dilemma Paper.)
5.
Recognize personal values and beliefs and the cultural, socioeconomic,
and political views that contribute to the development of social
problems, utilizing a social systems perspective (BSW Program
Objectives: 1, 2, 3, 5.) (EPAS: 1, 2, 4, 5, 7, 9, / Related Assignments:
Learning Contract, Field Seminar discussion, Journal, Final Reflection
Paper.)
6.
Recognize the multifaceted aspects of social, socioeconomic and
political
influences on the structure and policies of social agencies and
institutions and their
implication for practice implementation (BSW Program Objectives: 2,
3, 4, 7.) (EPAS: 2, 3, 4, 5, 7, 8, 9, / Related Assignments: Learning
Contract, Field Seminar Discussion, Journal, Ethical Dilemma Paper.)
7.
Assume personal responsibility for successfully enhancing the learning
process.
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(Program Objectives: 1, 2, 5.) (EPAS: 1, 2, 3, 9 / Related
Assignments: Learning Contract, Field Seminar discussion, Journal,
Adherence to assignment protocols.)
8.
Use basic relationship skills to develop empowering working
relationships, engaging collaboratively with diverse clients and
colleagues (both at the agency and in the classroom). (BSW Program
Objectives: 1, 2, 6.) (EPAS: 1, 3, 4, 10 / Related Assignments:
Learning Contract, Field Seminar discussion, Journal.)
9.
Work with clients with increasing independence under the supervision
and collaboration of the field instructor (BSW Program Objectives: 1,
2, 3, 4, 5.) (EPAS: 1, 2, 3, 9 / Related Assignments: Learning Contract,
Field Seminar discussion, Journal.)
10.
Identify the strengths and concerns of clients, using the generalist
perspective in assessment, planning, and goal setting, interventions, and
evaluation; (BSW Program Objectives: 1, 2, 3, 4, 7.) (EPAS: 2, 3, 4, 7,
10 / Related Assignments: Learning Contract, Field Seminar discussion,
Journal.)
11.
Participate in the creation of a safe environment that fosters honest, yet
respectful, expression of perspectives, concerns, and questions. (BSW
Program Objectives: 1, 2, 3, 4, 5.) (EPAS: 1, 2, 3, 5, 10 / Related
Assignments: Learning Contract, Field Seminar discussion, Journal,
Case/Project Presentation.)
12.
Address the complexity of social problems through a variety of planned
interventions, advocating for change. (BSW Program Objectives: 1, 2,
3, 4, 5.) (EPAS: 1, 2, 3, 5, 7, 10 / Related Assignments: Learning
Contract, Field Seminar discussion, Journal, Ethical Dilemma Paper.)
13.
Demonstrate skills to evaluate practice, program, and policy
effectiveness.
(BSW Program Objectives: 1, 2, 7.) (EPAS: 1, 2, 3, 5, 6, 9, 10 / Related
Assignments: Learning Contract, Field Seminar discussion, Journal,
Ethical Dilemma Paper, Case / Project Presentation.)
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14.
Recognize one’s own biases and values that impact practice
effectiveness, including assessment of one’s own practice effectiveness.
(BSW Program Objectives: 2, 5, 7.) (EPAS: 1, 2, 3, 6, 9, 10 / Related
Assignments: Learning Contract, Field Seminar discussion, Journal,
Ethical Dilemma Paper.)
15.
Gain self-confidence in presenting and discussing case material and
planned
interventions in a confidential manner in order to facilitate
professional
consultation. (BSW Program Objectives: 1, 2, 3, 5.) (EPAS: 1, 2, 3, 7,
10 / Learning Contract, Field Seminar discussion, Journal, Case /
Project Presentation.)
16.
Write measurable criteria to facilitate learning and evaluate the
development of practice skills. (BSW Program Objectives: 1, 2, 5.)
(EPAS: 3, 6 / Related Assignments: Learning Contract.)
17.
Adhere to professional standards of competent, ethical behaviors, as set
forth in the NASW Code of Ethics. (BSW Program Objectives: 2, 5.)
(EPAS: 1, 2, 5, 10 / Related Assignments: Learning Contract, Field
Seminar discussion, Journal, Ethical Dilemma Paper.)
18.
Recognize the diversity of ethnic, racial, gender, and cultural
perspectives impacting practice. (BSW Program Objectives: 2, 3, 5.)
(EPAS: 2, 4, 7, 9, / Related Assignments: Learning Contract, Field
Seminar discussion, Journal, Ethical Dilemma Paper.)
19.
Respond professionally and personally with sensitivity to client and
colleague views and concerns. (BSW Program Objectives: 1, 2, 4, 6.)
(EPAS: 1, 2, 3, 4, 10 / Related Assignments: Learning Contract, Field
Seminar discussion, Journal, Ethical Dilemma Paper.)
20.
Recognize the importance of contributing to the knowledge base that
guides practice and contributes to the general welfare of society. (BSW
Program Objectives: 1, 2, 5, 7.) (EPAS: 5, 6, 9 / Related Assignments:
Learning Contract, Field Seminar discussion, Case / Project
Presentation.)
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21.
Recognize the importance of collaboration and consultation as
mechanisms to endorse the basic principles of respectful generalist
social work practice. (BSW Program Objectives: 1, 2, 5.) (EPAS: 1, 9 /
Related Assignments: Learning Contract, Field Seminar discussion,
Field Instructor Supervision.)
22.
Demonstrate sensitivity for cultural diversity within the seminar and the
agency,
demonstrating an appreciation for diverse viewpoints and concerns.
(BSW Program Objectives: 2, 3, 5.) (EPAS: 1, 2, 4, 5, 7 / Related
Assignments: Learning Contract, Field Seminar discussion, Ethical
Dilemma Paper, Final Reflection Paper.)
STUDENT PROFICIENCY IN MEETING THESE OBJECTIVES WILL BE
REFLECTED IN THE STUDENTS’ REVISED LEARNING CONTRACT AND
PERFORMANCE EVALUATION.
Prerequisites: SWK 235 Introduction to the Social Welfare System
SWK 240 Basic Working Relationship Skills and SWK 240L Skills
Lab
SWK 320 & 321 Human Behavior and the Social Environment I &
II
SWK 335 Social Welfare Policies
SWK 341 Generalist Social Work Practice with Individuals and
Families
SWK 355 Issues in Diversity for Generalist Practice
SWK 396 Pre-field Seminar
Co-requisites: SWK 406 Research Methods for Social Work Practice I
SWK 442 Generalist Social Work Practice with Groups
Required Texts, Materials, and Websites:
Berg-Weger, M. & Birkenmaier, J. (2007) The practicum companion for social
work:
Integrating class and field work. Needham Heights, MA: Allyn & Bacon.
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Coelho, Paulo. (1993) The Alchemist. New York: Harper Perennial. (any
edition will be acceptable!)
Denny, J. (2013) BSW Social Work Field Education Manual. Unpublished
manuscript.
Department of Social Work, University of North Carolina at Wilmington.
(available on the
School of Social Work home page)
Recommended Resources
Grobman, L. (2002) The field placement survival guide. Harrisburg, PA: White
Hat Communications. (text from pre-field)
NASW Code of Ethics (1996 Revision) www.naswdc.org
NASW North Carolina Website: www.naswnc.org
(Check this web site for the ethical dilemma of the month which changes monthly.)
NASW (national) www.socialworkers.org
NAMI National Association for the Mentally Ill: www.nami.org
Office Hours: Hours are to be announced in class. Please email me at
jacksond@uncw.edu when you need to reach me as I am readily available to you
ACADEMIC INTEGRITY
All members of UNCW’s community are expected to follow the academic Honor
Code. Please read the UNCW Honor Code carefully (as covered in the UNCW
Student Handbook). Academic dishonesty in any form will not be tolerated in the
class. Please be especially familiar with UCNW’s position on plagiarism as
outlined in the UNCW Student Handbook. Plagiarism is a form of academic
dishonesty in which you take someone else’s ideas and represent them as your
own. Here are some examples of plagiarism:
a. You write about someone else’s work in your paper and do not give them
credit for it by referencing them.
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b. You give a presentation and use someone else’s ideas and do not state that
the ideas are the other person’s.
c. You get facts from your textbook or some other reference material and do
not reference that material.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
I am more than happy to make appropriate accommodations for students with
disabilities. Students with diagnosed disabilities should contact the Office of
Disability Services (962-7555). Please give me a copy of the letter you receive
from Office of Disability Services detailing class accommodations you may need.
If you require accommodation for test-taking please make sure I have the
documentation letter no less than three days before the test.
VIOLENCE AND HARASSMENT
UNCW practices a zero tolerance policy for any kind of violent or harassing
behavior. If you are experiencing an emergency of this type contact the police at
911 or UNCW CARE at 962-2273. Resources for individuals concerned with
violent or harassing situation can be located at
http://www.uncw.edu/wsrc/crisis.html.
UNCW STUDENT GENDER-BASED/SEXUAL MISCONDUCT POLICY
UNCW takes all forms of interpersonal violence very seriously. When students
disclose, first or third-hand, to faculty or staff about sexual misconduct, domestic
violence, dating violence and/or stalking, this information must be reported to the
administration in order to ensure that student’s rights are protected, appropriate
resources are offered, and the need for further investigation is explored to maintain
campus safety.
There are three confidential resources who do not need to report interpersonal
violence: UNCW CARE, the Student Health Center, and the Counseling Center. If
you want to speak to someone in confidence, these resources are available,
including CARE’s 24-hour crisis line (910-512-4821). For more information,
please visit www.uncw.edu/sexualmisconduct or www.uncw.edu/care.
CAMPUS RESPECT COMPACT
UNCW is committed to a civil community, characterized by mutual respect.
Individuals wanting more information about the Respect Compact can contact the
Office of Institutional Diversity and Inclusion.
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USE OF PERSONAL ELECTRONICS
The use of electronic equipment is permitted in class when used in a respectful
manner
(i.e.: to take notes, assist with looking up course material). However, should use of
such
equipment be perceived as disrespectful, disruptive, or interfering in the learning
for other students, as well as the instructor, students will be asked to discontinue
use.
ATTENDANCE
Students are expected to attend each scheduled class meeting and to be prepared.
Attendance includes not only being present, but being on time and staying for the
duration of the course. Attendance will be taken each class session. Students may
miss up to two class sessions without penalty. If the student misses three or more
times, their final grade will be deducted by five points per absence. If you have
extenuating circumstances affecting your absence please notify me to discuss
arrangements.
CAMPUS ASSISTANCE FOR THIS COURSE
Much assistance is available on campus to help you succeed in this course. The
Randall librarian assigned to the School of Social Work is Mr. John Osinski. You
can email him at osinskij@uncw.edu. The Writing Place is available to you for
paper-writing assistance.
LEARNING ASSISTANCE
Any student wishing to have accommodations to enhance learning is encouraged to
work through the University Office of Disability Services. Please contact that
office to gain access to special resources and services. In addition, the Learning
Center is available to assist all students with writing skills, including APA
formatting.
Methods to Successfully Achieve Objectives
The primary learning format is the engagement in interactive learning which
includes discussion of the assigned readings and classroom activities. Seminar
sessions are based on the understanding that all readings assigned for that seminar
topic have been completed prior to seminar. In addition, each student has
personal experiences and points of reference that will enhance seminar discussion.
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The seminar is built upon a philosophy of shared leadership which requires all
students to contribute to the discussion in a respectful, professional manner.
Therefore, students are expected to attend seminar to facilitate learning and the
acquisition of skills in professional communication. Finally, all assignments are
due on the designated due date (see schedule of assignments); inability to meet
a designated due date requires negotiation with the instructor PRIOR to the
DUE DATE!
Academic Honor Code: As beginning professionals in social work, with a
commitment to social work values and ethics, it is assumed that you will comply
with the University’s Academic Honor Code. Failure to do so can result in a report
to the Dean of Students and could result in academic dismissal from UNCW.
Obviously plagiarism has no place in professional studies and is not compatible with
the NASW Code of Ethics.
Computer Proficiency: UNCW has a computer competency requirement for all
undergraduate students which require demonstration of beginning skills in
computer competency to include: word processing (which includes grammar and
spelling check), email, searching the web, an electronic search for library
resources, and power point. These skills will be demonstrated by completing
required seminar assignments and will be factored into the field seminar grade.
Each assignment that includes the use of the word processing skills will also be
examined for use of grammar and spell check. Such criteria should also be
included in the revisions of the learning contract, the ethical dilemma paper and the
student presentation (power point). Course Objectives: 2, 7.
Course Assignments: All assignments, whether graded or not, must be
completed to receive credit for this professional seminar. Each student will be
expected to complete the following assignments with due dates indicated in the
schedule of assignments.
Assignments:
Revised Learning Contract: As discussed during the first semester of field
education, the quality of your field experience depends upon the clarity of your
focus and effective use of time management as you engage in the learning process.
Consequently, you are required to revise your learning contract to reflect the
additions and/or revisions of the learning tasks and evaluation criteria that you
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hope to accomplish during the second semester of field practice. BE SURE TO
INCLUDE YOUR PROJECTS AND ASSIGNMENTS FROM YOUR
SPRING SEMESTER COURSES…SWK 497, SWK 407, AND SWK 443.
When you submit your revised learning contract, you must clearly mark the
changes and additions with highlighter or change in font and/or color, so that your
faculty liaison can easily identify your revisions. If the changes are not
specifically marked the Learning Contract will be returned to you for
correction. Be sure your contract reflects what you need to know, as well as what
you want to learn, from your practice experience. If you changed placements or
work assignments, your learning contract for this semester will need to be more
extensive in order to address the learning opportunities in the new placement. The
format of the learning contract is the same as that used first semester. SWK 497
Course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20,
21, 22.
Student Journals: Each student is expected to submit typed journal entries that
address significant experiences, issues, anecdotes, impressions, and concerns
encountered in the practicum and reflect upon these events or experiences (with
professional candor). The journal entries will be reviewed by the faculty liaison
with comments made to assist you in your learning process, including when issues
need to be discussed with your field instructor, when additional resources might be
helpful, etc. This assignment is intended to heighten self-awareness and practice
skills while fostering dialogue between the student and the faculty liaison. Be sure
to follow the format from last semester when completing this assignment. See the
schedule of assignments for the specific due dates for your journals. Course
Objectives: 1, 2, 3, 4, 5, 9, 10, 11, 14, 15, 17, 18, 19, 21, 22.
Time Sheets: As you did during fall semester, you will be required to record your
work hours for each week and maintain a cumulative record of your field hours.
You are required to obtain your field instructor’s signature on your weekly hours to
minimize any confusion you and your field instructor might have regarding the
exact number of hours worked for the semester. There will be additional
opportunities for field hours, by attending lectures, visiting other agencies, etc.
again this semester. Should you choose to take advantage of these alternative
learning opportunities, you must include an entry in your journal that describes the
event and your learning experience. Please see class assignments for due dates;
any exceptions in meeting this deadline must be negotiated with the faculty
liaison prior to this due date. Course Objectives: 16, 17.
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Presentation: Each student will do a senior presentation in seminar. The
presentation may be a case, community project, or program related to your field
placement. All topics must be approved by the faculty liaison before
proceeding with the assignment. Each presentation must include:
• A PowerPoint overview of the case, project, or theory;
• examples or illustrations of techniques found to be effective in working
with particular clients or groups
• a handout of case or theory highlights with a bibliography (which must
include a minimum of 4 articles and 3 web sites relevant to the topic), are
also required; (please make enough copies to distribute to your classmates
as well as the instructor.)
This assignment will be discussed further in seminar with a sign-up sheet provided
to schedule presentations.
Course Objectives: 1, 2, 3, 4, 5, 6, 7, 10, 15, 17, 19.
Ethical Dilemma: Each student is expected to identify an ethical dilemma that she
has encountered in the field setting and analyze it in a paper (5-6 pages). This
paper is NOT intended to be a critique of the agency. Rather, there are daily
occurrences where social workers are faced with conflicting expectations and
mandates for practice. Therefore you are asked to write about an ethical dilemma
you encountered in field practice. The following elements should be included in
your analysis:
• What is/was the ethical dilemma? Be sure to distinguish between personal,
professional, agency, legal, and client values and/or mandates.
• What individuals or groups are impacted by the dilemma? Clients? Staff?
Others?
• What diverse perspectives need to be considered and how this information was
acquired to facilitate your assessment and assist you in developing a plan of
action? Se sure to attach copies of documentation cited to support your
discussion--i.e., copy of law, agency policy, etc.
• What groups or resources would/did you consult to assist in clarifying the
dilemma and deciding on a course of action? Within the agency? Outside the
agency?
• What standards of the NASW Code of Ethics apply to your discussion?
• What action would you pursue or recommend? Support your answer.
Check your assignment sheet for the specific due date. APA FORMAT IS
EXPECTED!
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Course Objectives: 1, 5, 6, 7, 8, 11, 12, 13, 14, 17, 18.
Alchemist Discussion & Collage: The Alchemist is an allegory that describes the
shepherd’s journey and suggests many parallels for the field journey; it is also an
enjoyable read! Describe the sections that were most meaningful to you and
discuss their importance to you. Identify the teachers (this does not mean your
faculty specifically, rather anyone who has taught you important lessons, including
clients and co-workers, etc.) that you have encountered along your journey;
identify the thieves and beggars as well. Be sure to include challenges and new
learning that you have encountered in your field journey. What new adventures do
you anticipate as you continue your professional journey? You will be tasked with
creating a collage; electronic or paper to describe your own personal field journey.
Be prepared to present your collage on the assigned due date on the schedule.
Course Objectives: 3, 4, 7, 8, 11, 14, 18, 22.
Reading Assignments: Each student will be responsible for the assigned course
readings found under the specific units of study as identified on the schedule of
assignments. Readings may vary as the course progresses, and if so, students will
be advised of changes in time to prepare for class discussion. Assigned readings
are included in your SWK 496/497 text or will be placed on electronic reserve in
the UNCW library.
Class Participation: Each student is expected to contribute to class discussion and
participate in class activities. Class participation provides a practice arena where
the student can begin to exhibit the skills necessary for professional interaction.
Through active participation you will gain confidence in articulating your position
on specific issues, question practice techniques, and explore alternatives for
practice with your peers and colleagues. In order to effectively participate in
seminar, attendance is essential and indicative of your commitment to the
professional learning process. In addition, each student is expected to identify case
examples and/or field situations that are relevant to the topic of discussion. Course
Objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 21, 22.
******Extra Credit Opportunity-5 points to overall grade!
You may chose to attend the Free Grant Writing Course offered through
Coastal Carolina Community College (Small Business Center) on Tuesday
January 12, 2016 from 4:00-8:00pm in S104 A/B. Please contact 910-938-6322
to register.
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Grades: The grade for field education combines the student's work in the agency
with performance in the field seminar. All assignments are evaluated for quality
and timeliness and must be completed for course credit. If you are experiencing
difficulty meeting an expected assignment deadline, be sure to negotiate this in
advance of the deadline to determine if an extension is possible.
As in the previous semester, the performance evaluation for the field practicum
will utilize the revised learning contract which transforms to an evaluation form.
Again there will be collaboration and discussion involving the student, the field
instructor, and the faculty liaison to evaluate field performance and again each
student is expected to evaluate his/her practice performance, along with the field
instructor, in order to enhance self-awareness and assertiveness regarding issues
surrounding the evaluation process. The faculty liaison will evaluate the student’s
seminar performance. These two components are combined to develop a
comprehensive grade for field performance.
A final letter grade based on 150 points of the completed course assignments
and exams will be given at the completion of the course. Grades are based on
a 10-point scale, with no exceptions:
Letter Numerical
Grade Score
A
94-100 pts
A90-93 pts
B+
87-89 pts
B
84-86 pts
B80-83 pts
C+
77-79 pts
C
70-76 pts
69 pts &
F
below
I
Incomplete
Practicum and Revised Learning Contract - 50 points
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Seminar Class Assignments* Journal entries/timesheets-40 points(10 each)
* Presentation-20 points
* Ethical Dilemma-20 Points
* Class participation, student led discussions-10 points
* Alchemist Allegorical Collage-10 points
The following sequence and assignments are subject to change as we move
through the course. It is important that we do what needs to be done so that the
whole class grasps the ideas and are able to demonstrate this in practice. We go
at a pace and make changes to enhance that learning. This syllabus is NOT
meant to be a set in stone as is how the nature of social work!
Schedule of Assignments
Spring, 2016
1/12/16
Overview & Re-engagement
• Placement updates
• Comments on Revised Learning Contract
1/19/16
Mutual Aid, Assertiveness, & Conflict Resolution
• Learning advocacy skills
• Addressing conflict constructively
• Revisiting the seminar guidelines
Required Reading:
Steinberg, D. (1997) The role of conflict in a mutual-aid system.
The mutual aid approach to working with groups. Northvale, NJ:
Jason Aronson, Inc., 155+
TED TALK
1/22/16
Onslow County Safety Panel, BT 101, 9:30AM-11:30
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1/26/16
Networking Panel
DUE: Revised Learning Contract by 5:00 pm
2/2/16
Compartmentalizing
• Definition
• How to do it!
DUE: Presentation Topic
DUE: Journal 1 and Timesheet
2/9/16
Solution Focused Brief Therapy Review
• students need to be prepared to discuss how they are using
SFBT in their practicum
• SFBT Role Plays for Groups
2/16/16
Student Senior Project Presentations
2/23/16
Adult Protective Services (APS)
• Definition of abuse
• When to report
• Guardianship
Guest Speaker: TBA
Required Reading:
Atkinson, V. & Nelson, G. (1995) Adult protective services. Adult
services
social work practice and administration. Washington, D.C.: NASW Press,
215-230.
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Atkinson, V. & Nelson, G. (1995) Guardianship. Adult services
social work practice and administration. Washington, D.C.: NASW Press,
231-246.
3/1/15
Student Senior Project Presentations
DUE: Mid Semester Evaluations
DUE: Journal #2 and Timesheet
3/8/16
Spring Break-No class
3/15/16
Ethical Dilemmas-A Better Understanding
• Discuss individual dilemma proposals
• Class exercise
3/22/16
Student Senior Project Presentations
3/29/16
NO CLASS-STUDENTS ARE ENCOURAGED TO ATTEND
THE NC SOCIAL WORK ETHICS CONFERENCE IN
RALEIGH.
April-Senior/FI Field Luncheon TBA
4/5/16
Secondary trauma and self-care
• prevention of burn-out & compassion fatigue
• agency factors to address
Required Reading:
Bramhall, M & Ezell, S “How Burned Out are You?” Public Welfare.
39(1): 23-27
DUE: Journal #3 and Timesheet
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4/11/16
SITE VISITS BEGIN
4/12/16
Boundaries with Clients and Co-workers
• how to explain what a boundary is
• conflicts of interest
DUE: ETHICAL DILEMMA PAPER
4/19/16
Allegory Discussion
• identify your treasure
• book discussion
Required Reading:
Coelho, P. The alchemist
DUE: Allegorical Reflection Collage/present in class
4/26/16
LAST DAY OF CLASS
Endings & Transitions
• discussion with clients
• closure with staff
• validation of strengths & growth
Required Readings:
Berkenmaier, J. & Berg-Weger, M. (2007) Termination. The
practicum
companion for social work: Integrating class and field work. 251284.
Wrap-up
• Evaluation of Field Experience
• Scaling
DUE: Journal #4 & timesheet