KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8702/Social Work (MSW)
Department Social Work and Human Services
Degree Title (if applicable) Master of Social Work
Proposed Effective Date Fall, 2010
Check one or more of the following and complete the appropriate sections:
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _____SW 8702______________________________
Course Title _Advanced Clinical Practice I: Working With
Individuals________________
___________
Class Hours
3____Laboratory Hours___0____CreditHours_____3___
Prerequisites Admission to the Social Work Program
Description (or Proposed Degree Requirements)
This advanced practice course will build upon basic skills covered in the foundational year
practice sequence. It is designed to increase knowledge and understanding essential for effective
therapeutic interventions in psychological and behavioral disorders. This course builds upon the
foundation year courses by expanding the conceptual dynamics of the ecological perspective
related to individuals. Topics will include advanced clinical interventions with individuals using
multiple theoretical orientations and models. Formulation of intervention strategies will employ
multiple research based techniques. Assessment of intervention effectiveness is central to this
course.
III.
Justification
MSW graduates must be equipped for entry level professional practice in a variety of
clinical settings. Assessment and treatment planning skills are essential for such practice.
As professional staff, our social work graduates will be expected to perform intake and
other diagnostic services, lead treatment planning teams, and design effective
interventions for adults, children, and families.
IV.
Additional Information (for New Courses only)
Instructor: Lisa B. Johnson
Text: Walsh, J. (2006). Theories for Direct Social Work Practice. Belmont, CA:
Brooks/Cole.
Prerequisites: SW7701
Objectives:
-
Upon completion of the course, the student will:
Knowledge objectives:
1. Identify theories and models utilized in the clinical treatment of individuals.
2. Understand and demonstrate intervention skills with individuals, focusing on an
understanding of cultural, ethnic, gender, and special population issues.
3. Identify the bio-psycho-socio-cultural-spiritual factors influencing clinical interventions.
4. Identify and apply the DSM and ICD-9 diagnostic systems
Value Objectives:
1. Analyze and apply social work values, ethical principles, and legal mandates in clinical
practice with individuals
2. Identify vulnerable populations for treatment and prevention services
Skills Objectives:
1. Demonstrate the ability to engage in intervention planning in clinical practice with
individuals.
2. Understand the roles of the social environment and systems including family, social
networks, organizations, institutions, and policies as related to the treatment of
individuals.
5. Demonstrate the ability to apply appropriate models of intervention based on various
theoretical perspectives.
Instructional Method
- The major
cognitive method will be lecture/discussion and speakers. Experiential methods
include group exercises, role-plays, videotapes as supplements to class materials. Affective
methods include class discussion, papers, and practice with vulnerable clients. Students will be
expected to have read materials before each class meeting and be prepared to discuss reading
assignments. Students will not be able to participate in experiential exercises and class
discussions unless they are present in class. Therefore, class attendance and participation is
imperative.
Method of Evaluation
-
Progress will be evaluated utilizing the following criteria:
Class attendance and participation
Application of practice theories
Mid-term
Final Exam
V.
10%
30%
30%
30%
100%
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
0
0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Social Work
SW 8702
Advanced Clinical Practice I
3-0-3
Fall, 2010
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
KENNESAW STATE UNIVERSITY
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF SOCIAL WORK AND HUMAN SERVICES
MASTER OF SOCIAL WORK PROGRAM
SW 8702: Advanced Clinical Practice I: Individuals
Instructor:
Lisa B. Johnson, Ph.D., L.C.S.W
Meeting Time:
Semester Credits:
3 hrs.
Email Address:
Ljohn120@kennesaw.edu
Phone Number:
678-797-2165
Office:
220 Pilcher Building
Office Hours:
Mondays 5:30-6:30pm, Wednesdays 9:30am-11:30pm and
1:30-2:30pm, Thursdays 5:30pm-6:30pm or by
appointment
REQUIRED TEXTS
Walsh, J. (2006). Theories for Direct Social Work Practice. Belmont, CA: Brooks/Cole.
COURSE DESCRIPTION
This advanced practice course will build upon basic skills covered in the foundational year
practice sequence. It is designed to increase knowledge and understanding essential for effective
therapeutic interventions in psychological and behavioral disorders. This course builds upon the
foundation year courses by expanding the conceptual dynamics of the ecological perspective
related to individuals. Topics will include advanced clinical interventions with individuals using
multiple theoretical orientations and models. Formulation of intervention strategies will employ
multiple research based techniques. Assessment of intervention effectiveness is central to this
course.
COURSE OBJECTIVES
Upon completion of the course, the student will:
Knowledge objectives:
6. Identify theories and models utilized in the clinical treatment of individuals.
7. Understand and demonstrate intervention skills with individuals, focusing on an
understanding of cultural, ethnic, gender, and special population issues.
8. Identify the bio-psycho-socio-cultural-spiritual factors influencing clinical interventions.
9. Identify and apply the DSM and ICD-9 diagnostic systems
Value Objectives:
3. Analyze and apply social work values, ethical principles, and legal mandates in clinical
practice with individuals
4. Identify vulnerable populations for treatment and prevention services
Skills Objectives:
3. Demonstrate the ability to engage in intervention planning in clinical practice with
individuals.
4. Understand the roles of the social environment and systems including family, social
networks, organizations, institutions, and policies as related to the treatment of
individuals.
10. Demonstrate the ability to apply appropriate models of intervention based on various
theoretical perspectives.
METHODS OF INSTRUCTION
The major cognitive method will be lecture/discussion and speakers. Experiential methods
include group exercises, role-plays, videotapes as supplements to class materials. Affective
methods include class discussion, papers, and practice with vulnerable clients. Students will be
expected to have read materials before each class meeting and be prepared to discuss reading
assignments. Students will not be able to participate in experiential exercises and class
discussions unless they are present in class. Therefore, class attendance and participation is
imperative.
Academic Integrity Statement
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of
Conduct addresses the University’s policy on academic honesty, including provisions regarding
plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities
and/or services, and misuse of student identification cards. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct’s minimum one semester suspension requirement.
Accommodations for Students with Disabilities
If you believe you qualify for course adaptations or special accommodations under the
Americans with Disabilities Act, it is your responsibility to contact the disAbled Student Support
Services office in the Student Development Center and provide the appropriate documentation. If
you have already documented a disability or other condition that would qualify you for special
accommodations, or if you have emergency medical information or special needs I should know
about, please notify me during the first week of class. You can reach me by phone or e-mail, or
you can schedule an appointment to meet with me.
Statement of Diversity and Nondiscrimination
Discriminatory and harassing behaviors are reprehensible and will not be tolerated at Kennesaw
State University Master of Social Work Program. As they subvert the mission of the University
and the MSW program, violate social work code of ethics, and threaten the careers, educational
experiences and well being of students, faculty and staff. The University and the MSW program
will not tolerate behaviors between or among members of the University community, which
create an unacceptable working environment. Similarly, the Instructor will tolerate neither
discriminatory nor harassing behaviors between or among students enrolled in the course. The
program promotes an atmosphere of inclusion, non-judgmental, and empowerment.
CLASS EXPECTATIONS
INCOMPLETE POLICY- A grade of Incomplete or “I” will not be given unless the student
contacts the instructor and makes special arrangements for making up the required work. Only
emergency situations that prohibit a student from completing the course will warrant a grade of
“I”. Therefore, it will not be given automatically.
ATTENDANCE POLICY- Students are expected to attend each and every class and to arrive
on time. Roll will be taken regularly. Students are allowed to miss two classes without penalty.
After two absences, you will lose 1 point of your attendance/participation grade for each
additional day missed (up to 10 points maximum). Students do not need to notify the professor
regarding the reason for their absence(s). Be aware that tardiness will also affect your final
grade. Please turn off all cell phones and pagers during class.
MAKE-UP POLICY- Make-up exams, as a rule, will not be permitted. Only in extraordinary
circumstances this may be considered. If a make-up exam is warranted, it will be an essay exam.
ASSIGNMENTS POLICY- All written assignments must be uploaded to
http://www.turnitin.com*. All assignments will need to be uploaded by the start of class on the
scheduled due date. Please be sure to print out your electronic receipt and keep it as a record of
the time that you turned it in. Late assignments (after class starts) will be penalized as follows:
1(starting after 6:30 p.m.)-2 days (-10%), 3-4 days (-20%), 5-7 days (-30%), 7+ days not accepted. Students who
are unable to email an assignment on the date it is due may place it in the instructor's mailbox in the main office of
the Department of Human Services by the start of class (6:30 p.m.) on the due date in order for it not to be
considered late. It MUST be date/time stamped (there is one at the front counter). If it is not date/time stamped by
the time indicated, it will be considered late. Students will then be responsible for getting an electronic copy to the
instructor as soon as possible.
For all assignments: References counted as ‘required’ include ONLY peer reviewed journal articles or book
chapters published from a scholarly press (such as Columbia University Press, Free Press, Allyn & Bacon, etc. [ask
if you are not sure]). Other references may be utilized; however, they do not count as a required reference.
** The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly
writing assistants work with you throughout the writing process on concerns such as topic
development, revision, research, documentation, grammar, and mechanics. Rather than edit your
paper for you, writing assistants will help you learn strategies to become a better writer on your
own. For more information or to make an appointment (appointments are strongly encouraged),
visit http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English
Building.
CRITERIA FOR STUDENT EVALUATION
Progress will be evaluated utilizing the following criteria:
Class attendance and participation
Application of practice theories
Mid-term
Final Exam
Course grades will be assigned on the basis of:
A = 89.5% or greater
B = 79.5% - 89.49%
C = 69.5% - 79.49%
D = 59.5% - 69.49%
F = Below 59.49%
10%
30%
30%
30%
100%
COURSE OUTLINE AND READINGS (Tentative)
WEEKLY TOPICS AND READINGS:
1. January 8, 2009
SETTING THE STAGE: Definition & History of Clinical Social Work; Ethics and Values;
Diversity; Strengths Perspective; Evidence-Based Practice.
Required Reading:

Pollio, D.E. (2006). The art of evidence-based practice. Research on Social Work Practice, 16(2), 224-232.
(Available via UGA Library Electronic Journal link)

Saleebey, D. (2000). Power in the people: Strengths and hope. Advances in Social Work, 1(2), 127-136.(course
reserve)
Optional reading:

Goldstein, H. (1990). The knowledge base of social work practice: Theory, wisdom, analogue, or art? Families
in Society, 71, 32-43. (Available via UGA Library Electronic Journal link)

Reamer, F.G. (1998). The evolution of social work ethics. Social Work, 43, 488-500. (Available via UGA
Library Electronic Journal link)
2. January 15, 2009
Class will be conducted via WebCT this week. Please complete required readings and view
movie. Respond to two of the four questions below on the WebCT Discussion page by 8pm on
the 15th. Do not send your responses directly to my email address. Be sure to respond directly to
the threaded discussion.
PRACTICE THEORY: Theory and Practice Wisdom; Common Factors; Therapeutic
Relationship; Cultural Factors; Identifying underlying values and assumptions in practice.
Required viewing: Watch the movie, Antwone Fisher before today’s class.
Required readings:
 Walsh, Chapters 1, 2

Prochaska & Prochaska (2002). Transtheoretical guidelines for families with child abuse and
neglect. In Roberts & Greene (Eds.) Social Worker’s Desk Reference, pp. 379-385. Oxford
Press. (course reserve)

Tseng, W.S. & Streltzer, J. (2001). Culture & Psychotherapy. Chapter 17; pp. 265-278.
Washington DC: American Psychiatric Press. (course reserve)
Based on your readings, discuss the following questions.
1. Is Davenport an ethical psychiatrist? Why or why not?
2. Is there evidence of the “common factors” at work? Specifically, what do you notice
about Antwone’s contribution to treatment, the quality of the therapeutic relationship, and
the role of hope? What role do you think Davenport’s theoretical orientation plays in
Antwone’s progress?
3. What cultural issues are relevant to Antwone’s therapy? Is the relationship between
Antwone and Dr. Davenport cross-cultural? If so, in what ways? How are cultural
differences addressed?
4. In what stage of change is Antwone at the start of treatment? When and to which stage
does he shift? To what do you attribute that change?
Optional readings:

Harper, K.V. & Lantz, J. (1996). Cross-cultural Practice. Chicago: Lyceum. (Chapter 1:
Cross-cultural curative factors.) (Available to copy from Dr. McClatchey.)

Miller, S., Duncan, B. & Hubble, M. (1997). Escape from Babel. New York: WW Norton &
Company, Inc. (Chapter 4: On the shoulders of Carl Rogers – the contributions of the
therapeutic relationship to treatment outcome.) (Available to copy from Dr. McClatchey.)
3. January 22, 2009
PROBLEM-SOLVING MODEL
ECO-SYSTEMS THEORY
ENGAGEMENT
Required readings:
 Lehman P. & Coady, N. (2001) Theoretical Perspectives for Direct Social Work Practice.
Chapters 3 (Problem-solving model) & 4 (Ecological systems theory). (Available on
WebCT)

Cohen, M.B. (1989). Social work practice with homeless mentally ill people: Engaging the
client. Social Work, 34, 505-509. (Available via UGA Library Electronic Journal link)
Optional readings:
 Sharf, R.S. (2000). Theories of psychotherapy and counseling. Belmont, CA: Wadsworth.
Chapter 12: Feminist Theories (Available to copy from Dr. McClatchey.)

Tsang, A.K.T. (2001). Representation of ethnic identity in North American social work
literature: A dossier of the Chinese people. Social Work, 46, 229-243. (Available via UGA
Library Electronic Journal link)
4. January 29, 2009
PSYCHODYNAMIC THEORIES
ASSESSMENT
Required readings:
 Walsh, Chapter 3 – Ego Psychology

Franklin, C & Jordan, C. (2003). Clinical Assessment for Social Workers. Chapter 1; pp. 152. Chicago: Lyceum Books.(course reserve)

Cowger, C.D. & Snively, C.A. (2002). Assessing client strengths. In Roberts & Greene
(Eds.) Social Worker’s Desk Reference, pp. 221-225. Oxford Press. (Available on WebCT)
Optional readings:
 Malick, M.D. (1991). Re-assessing assessment in clinical social work practice. Smith College
Studies in Social Work, 62, 3-17. (Available to copy from Dr. McClatchey.)

Schneider, W., Buchheim, P., Cierpka, M., Dahlbender, R., et al. (2002). Operationalized
psychodynamic diagnostics: A new diagnostic approach in psychodynamic psychotherapy.
In: LE Beutler & ML Malik (Eds.), Rethinking the DSM: A psychological perspective, pp.
177-200. (Available to copy from Dr. McClatchey.)
5. February 5
PSYCHODYNAMIC THEORY
ASSESSMENT
Required readings:
 Walsh, Chapter 4 – Object Relations Theory

Valentine, M. (1994). The social worker as ‘bad object’. British Journal of Social Work, 24,
71-86. (course reserve)

Horner, A. (1991). Psychoanalytic object-relations therapy. Northvale, NJ: Jason Aronson,
Inc. (Chapter 14: Aspects of the therapeutic relationship.) (course reserve)
Optional reading:
 Roose, S.P. (2001) Psychodynamic therapy and medication: Can treatments in conflict be
integrated? In: J. Kay (Ed) Integrated treatment of psychiatric disorders. (pp.31-50).
(Available to copy from Dr. McClatchey.)

Borden, W. (2002). Object relations psychology and psychosocial intervention. In Roberts &
Greene (Eds.) Social Worker’s Desk Reference, pp. 153-158. Oxford Press. (Available to
copy from Dr. McClatchey.)
6. February 12
Psychodynamic Application Paper Due Today
PSYCHODYNAMIC THEORY
ASSESSMENT
Required readings:
 Horner, A. (1998). Working with the Core Relationship Problem in Psychotherapy. San
Francisco: Jossey-Bass Publishers. (Chapter 5: Belief systems and the analytic work.) (course
reserve)

Levenson, H. (2004). Time-limited dynamic psychotherapy. In Dewan, Steenbarger, &
Greenberg (Eds.) The Art and Science of Brief Psychotherapies, pp. 157-187. American
Psychiatric Publishing.(Available on WebCT)
Optional readings:
 Walsh, Chapter 5 – Family Emotional Systems Theory
 Jordan, C. & Franklin, C. (2003). Clinical Assessment for Social Workers. Chapter 2; pp. 5370. Chicago: Lyceum Books.
 Dalzell, Heidi J. (2001). Insight at any age: Psychodynamic treatment of older adults.
Psychoanalysis & Psychotherapy Vol 18(2), 241-260. (Available to copy from Dr.
McClatchey.)
 Messer, S.B. (2002). A psychodynamic perspective on resistance in psychotherapy: Vive la
resistance! Journal of Clinical Psychology, 58(2), 157-163. (Available to copy from Dr.
McClatchey.)
7. February 19, 2009
Mid-term Due Today
BEHAVIORAL THEORY
INTERVENTION
Required readings:
 Walsh, Chapter 6 – Behavioral Theory

Hembree, E.A., Roth, D., Bux, D.A., & Foa, E.B. Brief behavior therapy. In Dewan,
Steenbarger, & Greenberg (Eds.) The Art and Science of Brief Psychotherapies, pp. 51-83.
American Psychiatric Publishing. (Available on WebCT)

Bourne, E.J. (2000). The Anxiety and Phobia Workbook. Oakland, CA: New Harbinger
Publications, Inc. (Chapter 4: Relaxation) (course reserve)
Optional reading:

Vonk, M.E. & Thyer, B.A. (1995). Exposure therapy in the treatment of vaginal
penetration phobia: A single-case evaluation. Journal of Behavior Therapy &
Experimental Psychiatry, 26, 359-363. (Available to copy from Dr. McClatchey.)
8. February 26, 2009
BEHAVIORAL THEORY
INTERVENTION
Class will be conducted via WebCT this week. Please complete readings and respond on WebCT
Class Assignment page: “Sally”. Turn in your responses by 8pm on the 26th as an attachment
emailed via “Course Mail” in WebCT.
Required readings:
 Wertkin, R.A. (1985). Stress Inoculation Training: Principles and applications. Social
Casework: The Journal of Contemporary Social Work, 66(10), 611-616.(course reserve)

Hyun, K.J. (1995). A primary prevention training model for the unmet needs of newly
arrived. Korean immigrants. Prevention in Human Services, 12(1), 25-41. (course reserve)
Optional readings:
 Meichenbaum, D. – handout on SIT. (Available to copy from Dr. McClatchey.)

Rokke, P.D. & Rehm, L.P. (2001). Self-management techniques. In K. Dobson (Ed.),
Handbook of Cognitive-Behavioral Therapies, pp. 173-210. New York: Guilford Press.
(Available to copy from Dr. McClatchey.)
9. March 5
COGNITIVE THEORY
INTERVENTION
Required readings:
 Walsh, Chapter 7 – Cognitive Theory

Beck, J.S. & Beiling, P.J. (2004). Cognitive therapy: Introduction to theory and practice. In Dewan,
Steenbarger, & Greenberg (Eds.) The Art and Science of Brief Psychotherapies, pp. 15-49. American
Psychiatric Publishing. (Available on WebCT)

Bourne, E.J. (2000). The Anxiety and Phobia Workbook. Oakland, CA: New Harbinger
Publications, Inc. (Chapter 9: Self-talk) (Available on WebCT)
Optional readings:

Vonk, ME., Bordnick, P., & Graap, K. (2004). CBT with PTSD: An evidence-based
approach. In Roberts & Yaeger (Eds.), Evidence-Based Practice Manual, pp. 303 – 312.
Oxford Press. (Available to copy from Dr. McClatchey.)

Beck, J.S. (1995). Cognitive therapy: basics and beyond. New York: Guilford. (Available at
the UGA library.)
10. March 19
Cognitive-Behavioral Application Paper Due Today
COGNITIVE THEORY (continued)
DIALECTICAL BEHAVIOR THERAPY INTERVENTION
Required readings:
 Dialectical Behavior Therapy Chapter (on WebCT)

DBT Case-study (on WebCT)
Optional reading:
 Walsh, Chapter 8 – Interpersonal Therapy


Crowe, M. & Luty, S. (2005). The process of change in IPT for depression: A case study for
the new IPT therapist. Psychiatry, 68(1), 43-54. (Available via UGA Library Electronic
Journal link)
Stuart, S., & Noyes, R. (2005). Treating hypochondriasis with IPT. Journal of
Contemporary Psychotherapy, 35(3), 269-283. (Available via UGA Library Electronic
Journal link)

Walsh, chapter 9 – Structural Family Theory
11. March 26
POST-MODERN THEORY
SOLUTION FOCUSED THERAPY
Required readings:
 Walsh, Chapter 10 – Solution focused therapy

Steenbarger, B.N. (2004). Solution-focused brief therapy. In Dewan, Steenbarger, & Greenberg (Eds.) The Art
and Science of Brief Psychotherapies, pp. 85-117. American Psychiatric Publishing. (Available on WebCT)

Newsome, W.S. (2005). The impact of SFBT with at-risk junior high school students.
Children and Schools, 27(2), 83-90. (Available via UGA Library’s Electronic Journals link)
Optional reading:
 O’Hanlon, W.H. & Weiner-Davis, M. (1989). In Search of Solutions. New York: W.W.
Norton. (Available in UGA Library)

Stalker, C.A., Levene, J.E., Coady, N.F. (1999). Solution-focused brief therapy – one model
fits all? Families in Society, 80(5), 468-477. (Available via UGA Library’s Electronic
Journals link)

Mott, S. & Gysin, T. (2003). Post-modern ideas in substance abuse treatment. Journal of SW Practice in the
Addictions, 3(3), 3-19. (Available to copy from Dr. McClatchey.)

McQuaide, S. (1999). Using psychodynamic, cognitive-behavioral, and solution-focused questioning to coconstruct a new narrative. Clinical Social Work Journal, 27, 339-353. (Available to copy from Dr.
McClatchey.)
12. April 2
POST-MODERN THEORY
NARRATIVE THERAPY
Required readings:
 Walsh, Chapter 12 – Narrative Theory

Williams, N. Narrative Family Interventions – available on Web-CT

Vodde, R., Randall, E., & Gallant, J.P. (2002). Pragmatic postmodern treatment and shortterm hospitalization: a brief therapy of hope and dignity. Journal of Brief Therapy, 1(2), 101111. (course reserves)
Optional reading:
 Goncalves, O.F., Machado, P. P. P. Korman, Y., Angus, L. (2002). Assessing
psychopathology: A narrative approach. In: L.E. Beutler & M.L. Malik (Eds.), pp. 149-176.
Rethinking the DSM: A psychological perspective. Washington DC: APA (Available to copy
from Dr. McClatchey.)
13. April 9 (Passover)
CRISIS INTERVENTION
Class will be conducted via WebCT this week. Please complete readings and “Crisis
Intervention” case-study assignment found on WebCT “Class Assignments” page. Turn in
assignment as an attachment by 8pm on April 9 via WebCT “Course Mail”.
Required readings:
 Walsh, Chapter 13 – Crisis Theory & Intervention

Eaton, Y.M. & Roberts, A.R. (2004). Frontline crisis intervention. In Roberts & Greene
(Eds.) Social Worker’s Desk Reference, pp. 89-96. Oxford Press. (Available on WebCT)
Optional readings:
 Twemlow, S.W. (2001). Interviewing violent patients. Bulletin of the Menninger Clinic,
65(4), 503-522. (Available to copy from Dr. McClatchey.)

Weishaar, M.E. (2004). A CBT approach to suicide risk reduction in crisis intervention. In
Roberts & Yaeger (Eds.), Evidence-Based Practice Manual, pp. 749-757. Oxford Press.
(Available to copy from Dr. McClatchey.)
14. April 16 Post-Modern Application Paper Due Today
POST-MODERN THEORY
MOTIVATIONAL INTERVIEWING
Required readings:
 Walsh, Chapters 12 – Motivational Interviewing

O’Leary Tevyaw, T. & Monti, P.M. (2004). Motivational enhancement and other brief
interventions for adolescent substance abuse. Addiction, 99, 63-75, Supplement 2. (course
reserve)
Optional reading:
 Doyle, A., Swan, M., Roffman, R., & Stephens, R. (2003). The marijuana check-up: Brief
intervention tailored for individuals in the contemplation stage. Journal of Social Work
Practice in the Addictions, 3(4), 53-71. (Available to copy from Dr. McClatchey.)
15. April 23
Final Distributed Today
EVALUATION
TERMINATION
COURSE WRAP-UP
Required readings:
 Walsh, J. (2003). Endings in Clinical Practice. Chapters 2 & 3; pp. 22-56. Chicago: Lyceum
Books. (Available on WebCT)

Corcoran, K., & Gingerich, W.J. (1994). Practice evaluation in the context of managed care:
Case-recording methods for quality assurance reviews. Research on Social Work Practice,
3(2), 326-327. (course reserve)
Optional reading:
 Elks, M.A., & Kirkhart, K.E. (1993). Evaluating effectiveness from the practitioner
perspective. Social Work, 38(5), 554-563. (Available via UGA Library Electronic Journal
link)

Mercier, C., Landry, M., Corbiere, M. & Pereault, M. (2004). Measuring clients’ perception
as outcome measurement. In Roberts & Yaeger (Eds.), Evidence-Based Practice Manual, pp.
904-909. Oxford Press. (Available to copy from Dr. McClatchey.)
FINAL EXAM PERIOD: TAKE-HOME FINALS DUE ON May 4, 2009
ASSIGNMENTS
Application of practice theories to your own area of practice (30 percent).
For each of the major groups of theories (psychodynamic, cognitive-behavioral, postmodern) discussed in class over the semester…



Find and read one scholarly journal article describing the use of the particular
theory within your own field of practice. For example, if you work (or will in the
future) in school social work, find one article related to each theoretical grouping
that describes an intervention applicable to a school social work setting.
Attach a copy of the article to your assignments.
In the body of the assignment, answer the following questions:
1. Briefly describe how the practice theory/intervention is being used in the
article. (What was the intervention, with whom, by whom, for what purpose,
was it effective, how was effectiveness measured?)
2. Describe your thoughts about the appropriateness, or lack thereof, of the
theory/intervention for the particular clients and problems in the article.
3. Describe the pros and cons of personally utilizing the theory/intervention in
your own particular field of practice.
PLEASE NOTE: You will be doing 3 of these, one for each area of theory. Each paper
should be between 4-5 pages long, double-spaced. They are due at the beginning of class
as follows:
Psychodynamic
Class 6
Cognitive-Behavioral:
Class 10
Post-modern:
Class 14
Mid-term exam (30 percent)
The mid-term exam will be may include material from readings, lectures, guest speakers, presentations and
experiential exercises. The tests will allow students to demonstrate an in-depth knowledge of these areas. The tests
may include true/false, multiple choice, short answer and/or essay questions.
Final Exam (30 percent)
The final exam will be a may include material from readings, lectures, guest speakers, presentations and experiential
exercises. The tests will allow students to demonstrate an in-depth knowledge of these areas. The tests may include
true/false, multiple choice, short answer and/or essay questions.
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COURSE SYLLABUS REVIEW STATEMENT AND SIGNATURE FORM
I have carefully read the syllabus for SW 8702 and have had the opportunity to ask the instructor any questions that I
may have about it. I understand its contents, including the course requirements and grading policy.
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