UNIVERSITY OF NORTH CAROLINA AT WILMINGTON
DEPARTMENT OF SOCIAL WORK
Spring 2016
SWK 341 Solution-Focused Practice with Individuals and Families
McNeil Hall Room 1027, Monday & Wednesdays 11:00am-12:15pm
INSTRUCTOR:
WORK PHONE:
OFFICE:
EMAIL:
OFFICE HOURS:
Lori Dugan, MSW, LCSW
910-962-7416
McNeill Hall 3057
duganl@uncw.edu (preferred communication)
Monday 1:00pm-2:00pm, Tuesday 12pm-1:00pm or by appointment.
Course Description
This course is the second of a four-part generalist practice course sequence. It integrates
the basic strengths-based, solution-focused working relationship orientation into social
work practice at the micro level of the generalist practice framework: working with
individuals and families. Emphasis will be placed on generalist practice modes of
intervention--case management, advocacy, brokering, brief counseling, education,
solution focused issue management, and crisis/trauma management within a diverse and
multicultural society. Issues of social justice, social policy, ethical and fiduciary
responsibilities, empowerment, assessment, and recursive evaluation will be integrated
into micro practice knowledge and skills.
Purpose
This course will prepare students to think and engage client systems in terms of the
micro level of the generalist practice framework. Students will learn to think in terms of
the contextual implications of the interface of person-in-the-environment and the use of
micro level practice knowledge and skills in addressing client system needs. Students will
learn through practice the basic process of collaborative articulation of the issues to be
addressed by engaging in collaborative and evolving assessments, formulating
collaborative options and solutions, taking action, and engaging in recursive evaluation of
the process and outcome. Students will learn the various roles within generalist practice
through which they may engage those with whom they work: case management,
advocacy, brokering, brief counseling, education, and crisis/trauma management with
individuals and families. Students will focus on engaging individuals and families in
terms of empowerment and strengths by means of a solution focused process. Students
will continue to practice integrating ethical and fiduciary responsibilities into practice.
Students will continue to integrate knowledge and skills related to diversity and
individual uniqueness into their practice. They will recognizes and consider the impact of
policy decisions, from the agency to societal levels, on the work they do with individuals
and families.
Prerequisite: SWK 240 and SWKL 240
Course Objectives
1. Students will demonstrate an integration of the strengths-based /solution-focused
working relationship skills and process to the micro level of practice with families
3. Students will understand and demonstrate the basic collaborative steps of engagement,
assessment, formulating options, taking action, and engaging in recursive evaluation of
the process and outcome case management.
4. Students will understand and demonstrate the use of the basic modes of generalist
practice: case management, advocacy, brokering, linking, brief counseling, and
education.
5. Students will understand and demonstrate the ability to recognizing, appreciate, and
work with people’s strengths and resilience in the context of relationships with other
individuals, families, groups and communities in organizing services around individual
and familial needs.
6. Students will master the basic steps in engaging crisis situations with individuals,
families and communities.
9. Students will demonstrate the beginning skills in creating case records, to include
assessment, process recording, progress notes and summaries.
10. Students will demonstrate a continued recognition and inclusion of issues of social
justice, social policy, diversity, as well as ethical and fiduciary responsibilities in micro
practice.
Required Readings:
A major task for the course is the assigned readings. The class will move at an
appropriate pace to insure meaningful coverage of the material. The value of the class
discussions, class exercises and your assignments will depend heavily upon your having
read the assigned readings and reacting to them critically. Examinations will include all
assigned readings as well as material presented in class and from class exercises.
Textbooks
Required: Shennan, G. (2014). Solution Focused Practice: Effective Communication to
Facilitate Change. New York: Palgrave Macmillan
Other Readings on Blackboard:
Backhaus, K. (2011). Solution-Focused brief therapy with families
(pp. 287-312). In L. Metcalf, (Ed.) Marriage and Family Therapy. New
York: Springer.
Cowger, C.D.,& Snively, C. A. (2006). Assessing client strengths:
Individuals, family, and community empowerment. In Saleebey, D.,
(Ed.), The strengths perspective in social work practice (4rd Edition).
Boston: Allyn and Bacon.
Rapp, C. A. (2006). Strengths-based case management. In Saleebey, D.,
(Ed.), The strengths perspective in social work practice (4rd Edition).
Boston: Allyn and Bacon.
Fiske, H. (2008). Hope in Action: Solution-Focused Conversations about
Suicide. Chapter 4. Solution-Focused Approaches to Crisis, pp. 97-119.
Franklin, Kim, & Brigman (2012). Chapter 16. Solution-focused brief
therapy in school settings
Hendrick, S., Isbaert, L., & Dolan, Y. (2012) Chapter 18. SolutionFocused Brief Therapy in Alcohol Treatment
Course Requirements
Regular Attendance & Class Participation
Regular attendance and active class participation enhances the conduct of this class and
the learning that can take place. You are strongly encouraged to ask questions,
disagree if you have other ideas, offer ideas and suggestions, participate in
demonstrations, and just get as involved as you can. Final grades can be adjusted at
the discretion of the instructor based upon your preparation and interaction in the
classroom.
Required Readings and Assignments
Each student is expected to complete all the readings and be able to discuss and/or ask
questions about the content of the readings.
1. EXCHANGES OF KNOWLEDGE: We will discuss in class the nature of the
information exchanges [what format they will take] and the number of
examinations to be given during the semester.
2. Solution focused /Strengths Based Assessment: Each student will complete an
assessment after the final (3rd) session described below. This assessment will be done
using a classmate as your client, picked by instructor. Full details on the format and
content will be given out in class.
3. CASE RECORD: Sections of the case record will be turned in at designated times
during the semester to be GRADED and given feedback:
You will be working on developing your interviewing skills, learning to do
progress notes, engaging in ongoing assessment and evaluation of outcomes, and learn
the basics of case management, all in terms of a Generalist Practice strengths based and
solution-focused perspective.
The CASE RECORD will have a Solution/Strengths based Assessment, 3 Sessions
with progress notes and session outcome scores, as well as a Final Summary and a
Partner Exchange Commentary:
Each student will pair with another student (preferably, someone you do not
know that well). Each student will then conduct a series of 3 interviews over the course
of the semester with their partner in order to understand his or her specific issues or
“problems” they may be facing this semester [this will be discussed and explained in
class].
Your first meeting (first interview) with your partner will be a Solution-focused initial
interview. Your interview will concern the development of a working relationship,
identifying what the client sees as the presenting issue or problem and determining a
desired outcome. You will work with the client for two more sessions. After meeting
and working together for the first 2 sessions, you will meet a 3rd time to conduct an in
depth assessment, a complete strengths based assessment that will be very detailed. It
will be conducted as if you have not met the “client” you have worked with for two
sessions. This is at the end of your contact which is done in order for you to have time to
develop skills in strengths based assessments and case management before completing
the assignment. This is being done backwards from what is usually done. Assessments
are usually done at the very first session with clients in many settings.
An intake form for the social history assessment will be provided to each student.
Remember to think about and help focus your interview toward what strengths,
resilience, and supports are available for your person that could be mobilized.
Remember to think in terms of the individual, friends, colleagues, family, and
community. You are required to start to identify the type of client relationship in terms
of motivation as described in your texts, and start the process of identifying a specific set
of goals toward which your client is willing to work. These goals can be long term,
meaning over an extended period of time such as the semester or short term and
immediate goals that will change over time. If you are able to initiate client actions, do
so.
Remember to always evaluate your work with a scaling question at the end of your
session. You always want to make sure that you and your client are on the same team and
doing what works. Use the ORS at the end of each session to get feed back from your
client.
Your second interview follows the same basic “what is better” as in any solutionfocused interview. Remember to include a scaling question about any
efforts/actions/assignments made during the previous session.
Your third and final interview has TWO PARTS: First, it should include a brief
“What’s Been Better” with follow through to demonstrate transition plans that are
created by the client. This interview should review what has been successful and to
support the work of the client. Issues concerning endings and transitions need to be
covered. Second, conduct a complete “Intake” or “Assessment” that will be a
comprehensive strengths-based assessment. Forms will be used in class learning and used
for this intake. The reason for doing this at the end of the series of interviews instead of
first is to let you see how your solution-focused work calls into question the typical
medical model of starting with a great deal of information that is not necessarily required
in the actual work. It has become so standard that almost all agency based practice will
see it as a requirement for treatment and for insurance and it just is the “only way”.
For each of the solution focused interviews [1-3], you will write a progress note or
summary of the issues covered, how you collaboratively approached addressing these
issues (remember to think in terms of strengths and resources, and of the various roles
you can take in terms of generalist practice), what changes have occurred, and any
reassessment statement and new goals due to different issues coming up over the course
of your work. Your progress note must be very specific and descriptive of what took
place (not of every thing said or done but it needs to address what transpired in
terms of the issue being addressed). Also, do not say “it was a good session” but
write down what specifically took place that made it a “good session.” This is the
information that others may need to read to help your client if you should not be
available, particularly in the case of an emergency. Address the question of whether or
not there have been changes (even small/subtle changes) in the situation since you last
talked. Include any change, can be for the better or the worse. What, if there has been a
shift (even a small one), would you and your partner attribute this too? Describe
strengths and resources that might have contributed to this shift or could be used to
address a negative shift. Describe your efforts at collaboration and working toward a
solution with your partner. Remember that you will have a specific and limited number of
sessions. Record any actions that are to be taken by your self or partner before the next
session. Be sure to include the concepts we are learning if appropriate during your
critique of your work. This should be in the form of a very specific detailing of what
strengths-based/solution focused/generalist based practice skills you are using or
might have used and your assessment as to how well you are doing this. A form with
specific questions and content areas will be handed out in class.
GRADING will take place as you complete each case record session. We will assign a
general time for sessions to start and a general time frame for completion. As each person
completes their assignment for each session, that person will turn in their case record for
grading and comment (you do not have to wait until class time). Each session will be
graded using a letter grade based on a 50 point system. Grades will be based on the
extent to which your case record reflects the content of your reading assignments
when appropriate and demonstrating an understanding of those concepts, as well as
ability to implement interviewing skills as covered in this course and SWK240,
SWKL240.
The Final Progress Summary (forms will be handed out in class) will be added to
your “case record” following your final session with your partner. Be very specific in
identifying the issues or problems addressed, the goals or outcomes you created
together, and any progress made toward these goals. Remember to be very specific in
your descriptions. Describe behavior or actions taken that represent the described goals.
Describe specifically what was done to achieve these goals.
This Case Record will be worth 200 points
It must be complete and VERY NEAT and ORGANIZED. This is practice for the
actual case records you will be creating next semester in your field placements.
Grading for the Course:
The Case Record will be worth 200 points
Examinations will be small and often to assure reading and learning content.
Timing will be determined during class. Each will be worth anywhere from 20 to
30 points.
##In both the written work and the examinations, you will be graded on how well you
demonstrate a working understanding of the material presented in your readings,
exercises, and lectures. This means that I will be looking at your skill level in
interviewing, your understanding of collaborating with your client, your understanding of
the strengths/solution focused interviewing process, as well as your understanding of
generalist practice functions/roles, and use of the strengths/solution focused approach in
case management and crisis intervention.
Summary of assignment:
1. Initial solution focused interview using the case management
process given out and reviewed in class with the outcome forms and
scaling.
2. The second interview. “What’s Been Better” Likewise with outcome
forms and scaling
3. The 3rd interview, “What’s been Better” should demonstrate the
endings or transitions out of case management. Likewise with
outcome forms and scaling
4. The final Case Summary
HONOR CODE:
From the University of North Carolina at Wilmington academic honor code:
“No form of dishonesty among faculty or students will be tolerated...Academic
dishonesty takes many forms, from blatant cheating, stealing, or similar misdeeds to
more subtle forms of plagiarism...” UNCW University Catalog and Student Handbook
and Code of Student Life.
Special Needs:
Any student needing assistance in terms of test taking or special arrangements for
class notes or any other need, please let the instructor know this at the very start of
semester.
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.
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 set in stone as is the nature of social
work.
TOPICS, READINGS, & ACTIVITIES
Jan 11/13
Review: Getting Started: Paying Attention to What the Client
System Wants:
General review, Student feedback on Semester Goals
Jan 18/20
No Class on January 18 – MLK Holiday
Exploring for Exceptions: Building on Client System Strengths and
Success
Required Reading: TBA
Jan 25/27
Giving Feedback to Client Systems
Required Reading: TBA
Feb 1/3
Documentation
Required Readings: TBA
Feb 8/10/ &
Feb 15/17
Case Management and Strengths Based Assessment
Required readings:
Cowger, C.D., Anderson, K.M., & Snively, C. A. (2006). Chapter
6: Assessing strengths In Saleebey, D., (Ed.), The strengths
perspective in social work practice (4th Edition). Boston: Allyn and
Bacon.
Rapp, C. A. (2006). Chapter 8: Strengths-based case management.
In Saleebey, D., (Ed.), The strengths perspective in social work
practice (4th Edition). Boston: Allyn and Bacon.
Feb 22/24
Working with Families & Couples
Feb 29 &
March 2
First interview due on March 2nd
Required Reading:
Backhaus, K. (2011). Solution-Focused brief therapy with families (pp. 287-312).
In L. Metcalf, (Ed.) Marriage and Family Therapy. New York: Springer.
Mar 7/9
NO CLASS – SPRING BREAK
Mar 14/16
Involuntary: Mandated Clients
Required Reading: TBA
Mar 21/23 &
28/30
2nd Interview DUE March 23rd
Working with Children and Adolescents
In Schools and Treatment facilities
Required Reading:
Siegel, D. J. (2013). Brainstorm: The Power and Purpose of the Teenage Brain
will be handed out and presented in class
Franklin, Kim, & Brigman (2012). Solution-focused brief therapy in school
settings
Apr 4/6
Finding, Amplifying and Measuring Client Progress in Later Sessions
Required Reading:
Miley Text: Chapter 15 Recognizing Success 409-435
Apr 11/13
Crisis Intervention and Response to Traumatic Events
Required Reading:
DeJong& Berg Text: Interviewing, Chapter 10
Fiske, H. (2008). Chapter 8. Hope in Action: Solution-Focused
Conversations about Suicide.
O’Hanlon, B., & Bertolino, B. (1998). Even from a Broken Web: Brief, Respectful SolutionOriented Therapy for Sexual Abuse and Trauma. New York: John Wiley & Sons
Readings from this text will be made available
Apr 18/20
Solution Focused Work in Addictions
Required Reading:
Hendrick, S., Isbaert, L., & Dolan, Y. (2012) Solution-Focused Brief
Therapy in Alcohol Treatment.
Apr 25/27
Final Interview, Assessment, Summary and Commentary Due
Recommended readings for further understanding and use in assignments during
the course:
Bartolino, B., & Thompson, K. (1990). The Residential Youth Care Worker in Action: A
Collaborative, Competency-Based Approach. New York: Haworth Mental Health Press.
Berg, I.K. (1994). Family Based Services: A Solution-Focused Approach. New York: W.W.
Norton.
Berg, I. K., & Steiner, T. (2003). Children’s Solution Work. New York: W.W. Norton.
Boyed--Franklin, N. (1989). Black Families in Therapy: A Multisystems Approach. New York:
Guilford.
DeJong, P. & Berg, I. K. (1998). Interviewing for Solutions. Pacific Grove, CA: Brooks/Cole
Publishing Company
de Shazer, S. (Summer, 1989). A requiem for power. Contemporary Family Therapy, 10, 69-76.
Furman, B., & Ahola, T. (1992). Solution Talk: Hosting Therapeutic Conversations. New York:
W.W. Norton & Company.
Miley, K.K., O’Melia, M., & DuBois, B. (1998). Generalist Social Work Practice: An
Empowering Approach (2nd ed.). Boston: Allyn and Bacon
O’Hanlon, B., & Bertolino, B. (1998). Even from a Broken Web: Brief, Respectful SolutionOriented Therapy for Sexual Abuse and Trauma. New York: John Wiley & Sons.
Rapp, C.A. (1998). The Strengths Model: Case Management with People Suffering from Severe
and Persistent Mental Illness. New York: Oxford Press.
Rowan, T., & O’Hanlon, B. (1999). Solution-Oriented Therapy for Chronic and Severe Mental
Illness. New York: John Wiley & Sons.
Sharry, J. (2004). Counseling Children, Adolescents and Families: A Strengths Based Approach.
Thousand Oaks, CA; Sage Publications.
Sharry, J., Madden, B., & Darmody, M. (2003). Becoming a Solution Detective: Identifying your
Client’s Strengths in Practical Brief Therapy. New York: Haworth Mental Health Press.
Scott, D., & O’Neil, D (2003). Beyond Child Rescue: Developing Family-Centered Practice at St
Luke’s. Bendigo, Australia: Solutions Press.
Selekman, M.D. (1997). Solution-Focused Therapy with children: Harnessing Family Strengths
for Systemic Change. New York: Guilford Press
Tice, C. J., & Perkins, K. (1996). Mental Health Issues and Aging: Building on the Strengths of
Older Persons. Pacific Grove: Brooks/Cole
Turnell, A., & Edwards, S. (1999). Signs of Safety: A Solution and Safety Oriented Approach to
Child Protection Casework. New York: W.W. Norton.
van Wormer, K., Wells, J., & Boes, M. (2000). Social Work with Lesbians, Gays, and Bisexuals:
A Strengths Perspective. Boston: Allyn & Bacon
Walsh, T. (2010). The solution-focused helper: Ethics and practice in health and social care.
Bershire, England: Open University Press