KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name SW 7701 / Social Work
Department
Social Work and Human Services
Degree Title (if applicable) Master of Social Work (MSW)
Proposed Effective Date August, 2012
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. __
change to the title of a course
b. __xx_simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO NOT
constitute a Minor Change, and must go through the full course revision proposal
approval process.
3.
Changes that appear to be more than simple editing changes must go through the full
course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the twoweek submission prior to the first reading rule
Submitted by:
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President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog
Course Prefix and Number SW 7701
Course Title Social Work Practice I
Class Hours_3_____Laboratory Hours_0_____Credit Hours_3______
Prerequisites Admission to the MSW Program
Description:
This course provides an introduction to direct social work practice with an emphasis on
work with individual clients based on an ecological/systemic theoretical perspective. The
problem solving process including problem definition, assessment, goal planning,
intervention, termination and outcome evaluation is examined. The task centered approach
and crisis interventions are included as examples of the problem solving process in direct
social work practice. The strengths perspective is emphasized in the content on assessment
and problem solving processes. Mutuality in relationship building, communication skills,
such as empathic and active listening, and the professional use of self are also included.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ________________________________
Course Title ______________________________
Class Hours___Laboratory Hours___Credit Hours___
Prerequisites
Description
This course provides an introduction to direct social work practice with an emphasis on work
with individual clients from diverse backgrounds based on an ecological/systemic theoretical
perspective. The problem solving process including problem definition, assessment, goal
planning, intervention, termination and outcome evaluation is examined. The task centered
approach and crisis interventions are included as examples of the problem solving process in
direct social work practice. The strengths perspective is emphasized in the content on assessment
and problem solving processes. Mutuality in relationship building, communication skills, such as
empathic and active listening, and the professional use of self are also included.
III.
Justification:
:
Course description has been modified to keep it succinct on the
website and insure its compliance with the course description in the syllabus
2
VII. 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 changes have been approved by the Office of the President.
DISCIPLINE
Social Work
COURSE NUMBER
SW 7701
COURSE TITLE FOR LABEL
Social Work Practice I
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
3-0-3
Approval, Effective Term
Fall, 2012
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are
required as prerequisites
N/A
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
3
Current Syllabus
4
MASTER OF SOCIAL WORK PROGRAM
SW 7701: Social Work Practice I-Individuals, Families and Group Process
Instructor
Irene Searles McClatchey, PhD, LCSW
Meeting Time
TBA
Semester Credits
3 Credit Hours
Email Address
imcclatc@kennesaw.edu
Phone Number
678-797-2026
Office
Prillaman Hall, Room #3317
Office Hours
Mondays 10:00am-12:00pm & 3:00pm-6:00pm; Tuesdays
& Thursdays 10:00-12:00
COURSE DESCRIPTION
The foundation practice course provides a beginning base of practice knowledge, values,
and skills for work with individuals and families in a variety of community and agency
contexts. The course helps students learn the beginning phase of practice: to engage
clients, assess them, and plan for intervention. The effects of clients’ ethnic, racial, and
gender differences on practice are emphasized throughout.
COURSE OVERVIEW
This course provides a framework for practice knowledge, values, and skills when working
with diverse populations. Supplementary readings, handouts, and cases provide students
with an opportunity to explore direct practice and understand the importance of culturally
competent practice. Students will examine how personal and professional values affect
their practice and will learn models for ethical decision-making and intervention planning.
5
By exploring these issues and cases, students will learn about the relativity of values, the
standards of the profession, and the thinking of experts in the field.
REQUIRED TEXTS:
Hepworth, D. H., Rooney, R. H., Strom-Gottfried, K., & Larsen J. A., & Rooney, G.D. (2009).
Direct social work practice: Theory and skills (8th ed.). Pacific Grove, CA: Brooks/Cole.
RECOMMENDED TEXTS:
American Psychological Association (2010). Publication manual of the American
Psychological Association, 6th Ed., Washington, DC: American Psychological
Association.
Supplemental readings may be distributed throughout the term and/or placed on reserve at the
library. Students will also be responsible for any additional readings assigned.
Supplemental readings may be distributed throughout the term and/or placed on reserve
at the library. Students will also be responsible for any additional readings assigned.
COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
The Master of Social Work Program at Kennesaw State University was established to
address increasing problems in two major areas, child abuse and neglect, and substance
abuse and addictions. We are committed to making a positive difference in the community
and in these two areas. This course is related to and consistent with the mission of the
Master of Social Work Program as it prepares students for service with individuals and
groups, particularly those who are members of oppressed groups and communities.
COURSE OBJECTIVES
Knowledge Objectives: Students completing this course will be able to describe
1. Identify a variety of methods and techniques pertaining to social work practice and how
to apply them. (2.1.3; 2.1.7; 2.1.10)
2. Identify and distinguish between various intervention theories and techniques used in
individual and family practice.(2.1.3; 2.1.6; 2.1.10)
3. Recognize the importance of human diversity and how it enhances the quality of life for
all people. (2.1.4; 2.1.5; 2.1.7; 2.1.9)
4. Recognize the importance of maintaining client confidentiality. (2.1.1; 2.1.2)
6
VALUE OBJECTIVES:
1. Demonstrate an ability to apply social work values to issues related to race, class,
gender, and sexual orientation in working with diverse and vulnerable populations.
(2.1.2; 2.1.4; 2.1.5; 2.1.10)
2. Identify the central role of ethics in the social work profession. (2.1.2)
3. Describe the strengths-based perspective as it applies to social work practice. (2.1.1;
2.1.4; 2.1.7; 2.1.10)
4. Understand and utilize the perspective of social work that all people are treated with
respect and without discrimination related to client’s age, class, color, disability,
ethnicity, family structure, gender, marital status, national origin, race religion, sex and
sexual orientation. (2.1.1; 2.1.4; 2.1.5)
5. Identify, accept, and integrate social work principles and values in daily life. (2.1.1)
SKILLS OBJECTIVES
1. Demonstrate an emerging ability to apply social work skills appropriately in working
with at-risk populations.(2.1.3; 2.1.4; 2.1.5; 2.1.7; 2.1.10)
2. Demonstrate an ability to analyze theories, perspectives, methods and techniques as
they relate to work with at-risk populations. (2.1.3; 2.1.4; 2.1.5; 2.1.7; 2.1.10)
3. Integrate theory and practice concepts within the context of professional social work
practice. (2.1.1; 2.1.2; 2.1.3; 2.1.10)
4. Demonstrate an ability to apply the NASW Code of Ethics to social work practice. (2.1.1;
2.1.2)
COURSE METHODS
The major class method will be lecture/discussion. Outside speakers, group, values, and
ethical exercises, as well as videotapes may be used to supplement class materials.
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.
COURSE EXPECTATIONS
Incomplete policy – 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 one absence, you will lose 1 point of your attendance/participation grade for
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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. The professor reserves the right to determine the
format of any make-up exam.
Assignment policy - All written assignments must be uploaded to
http://www.turnitin.com* and emailed to the Professor. All assignments will need to be
uploaded and emailed 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 6:30p.m.)-2 days (-10%), 3-4 days (-20%), 5-7 days (-30%), 7+ days not
accepted.
All papers must be completed per APA 6th edition guidelines (see www.apastyle.org). That
includes, but is not limited to, using double-spacing, as well as standard fonts (Times New
Roman 12) and margins (1 inch on all sides). Page number requirements do not include
the cover page, reference pages or appendices.
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.
*IMPORTANT: In order to submit assignments you will need the following class ID:
4324744 and enrollment password: Clinical
NOTE: All assignments need to include the student’s LAST name at the beginning of
the saved file name (For example, Johnson Outline).
COMMUNICATION WITH STUDENTS
All communications will be sent ONLY to your KSU e-mail address and you should check it
daily. I will send all enrolled students occasional e-mail updates on course-related
information (e.g., course Web site updates and additions, last minute class cancellations,
etc.). If you have not activated your KSU e-mail, you should do so as soon as possible.
Information on activating and using your KSU e-mail can be found at
http://students.kennesaw.edu.
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I also strongly encourage students to use e-mail as an immediate way of communicating
with me. I check my email frequently throughout the day between 8am – 5pm, and I will
make every effort to respond within 24 hours (usually sooner).
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
A total of 100 percent is possible in the course and will be distributed as follows:
Assignment #1: Values Paper
Assignment #2: Bio-psycho-social-spiritual Assessment
Assignment #3: Videotaped Interview Total
Techniques
15%
Self-Evaluation
5%
Case Notes
5%
Final Exam
Attendance/Participation
TOTAL
15 %
25 %
25 %
30%
5%
100 %
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%
Please note: Any document(s) submitted in class for a grade that is determined to be
plagiarized will receive an automatic grade of zero for the assignment. In addition, any
student found to be cheating will also receive an automatic zero for the assignment. The
professor has the right to fail the student for the course based on the severity of the
offense.
9
COURSE OUTLINE AND READINGS (Tentative)
*All assigned chapters are in Hepworth, et al.
Class
Topics
Readings/Assignments
1
(8/22)
Overview of Course
2
(8/29)
SW Mission & Purpose
Chs. 1, 2, 4
Overview of Direct Practice
Case scenarios with
ethical issues/dilemmas
Social Work Roles
ASSIGNMENT 1 DUE
SW Ethical & Value Base
3 (9/5)
Labor Day – No class
Enjoy!
4
Helping Process/Stages
Chs. 3 & 5
(9/12)
ENGAGEMENT
Role plays
Empathy & Relationships
Video
5
(9/19)
Verbal Exploration
Chs. 6 &7
Counterproductive Communication Patterns
Role plays
6
(9/26)
ASSESSMENT
Chs. 8 & 9
Multidimensional Assessment:
eco-maps; genograms; social network maps
7
(10/3)
Role plays; case
scenarios; ethical
dilemmas
Tentative Skills Day
8
Additive Empathy, Interpretation, and
(10/10) Confrontation
APA Style Writing
10
Ch. 17
9
Common Theories
(10/17)
ASSIGNMENT 2 DUE
10
SETTING GOALS AND CONTRACTING
(10/24)
Developing Goals and Formulating a
Contract
Ch. 12
11
INTERVENTIONS
(10/31)
Planning and Implementing ChangeOriented Strategies
Ch. 13
12
(11/7)
TERMINATION and EVALUATION
Chs. 18,19
Managing Barriers to Change
Role plays
Termination and Evaluation
13
Documentation
(11/14)
14
Assignment #3:Teams
(11/21)
15
Assignment #3:Teams
(11/28)
16
(12/5)
Extra Credit Exercise
17 (12/
Final Exam
11
Role plays
ASSIGNMENTS
(Additional details about these assignments will be given in class and on GeorgiaView)
Assignment #1 – VALUES PAPER
You will be given a number of case scenarios that mimick real life situations. You will be
asked to write down your reactions to the situations presented.
Assignment #2 – BIOPSYCHOSOCIALSPIRITUAL ASSESSMENT/CASE PLAN
Students will be asked to complete a biopsychosocial-spiritual assessment and case plan on
one of the movies specified on the Movie List below. A biopsychosocial-spiritual
assessment is a term used to describe the client's story, taking into account personal,
psychological, social spiritual factors that may have some bearing on the client’s current life
situation. It functions as a prerequisite to any intervention effort. The client's situation
must be thoroughly understood, their eligibility for service determined, and their capacities
for change assessed. The NASW Guidelines for the Selection and Use of Social Workers (1981,
p.15) describe the typical assessment activities as "intake, interviewing, social history
preparation, and the development of a plan for service." The social worker accurately
observes verbal and nonverbal behavior and identifies factors in the clients' social situation
that affect their social functioning. Once the situation has been assessed, the social worker
formulates a treatment plan using a conceptual framework to organize the information in a
way that promotes and understanding of both the client's problem and the social
environment. The student will also include a genogram and ecomap in the appendices.
Utilize at least 4 references. The paper should be 9-10 pages in length (not including
appendices).
MOVIE LIST (other movies are possible; please see me to discuss your ideas)








The Blind Side
Precious
My Sister’s Keeper
Little Miss Sunshine
Juno
Slumdog Millionaire
Black Swan
The Fighter
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Assignment #3: VIDEOTAPED INTERVIEW
Each student will make an 8-10 minute videotaped interview presenting a scenario and
using basic social work counseling techniques, reflective listening, empathy, non-verbal
language, etc. Use your textbook and class material as a guideline. This tape will be take
place in class and critiqued in class. The student will also submit a self-evaluation that will
be posted on GeorgiaVIEW-Vista.
FINAL EXAM
The final exam will be a comprehensive examination and may include material from
readings, lectures, guest speakers and experiential exercises. Students will demonstrate an
in-depth knowledge of these areas. The tests may include true/false, multiple choice, short
answer and essay questions.
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For each case scenario, answer the following questions:
1. Is there an ethical dilemma
2. If so, what standards are at odds?
3. How would you arrive at a decision to proceed?
4. How would you proceed?
ETHICAL DILEMMA I
As a social worker in the oncology unit for the general hospital, you frequently work with
clients who are dying. An intelligent, articulate 88-year-old woman, Ms. T., who has
suffered from intense pain for several months, informs you that she has hoarded powerful
analgesic medicines and intends to take her own life during the night. She says that she
wants to say goodbye to you and thank you for all your help during this time. However, she
asks that you please do not interfere with her plans.
ETHICAL DILEMMA II
You have been working with a married couple who has indicated a desire to improve the
quality of their relationship. You and the clients have agreed that direct, open, and honest
communication is a relationship goal. Each has also expressed that sexual fidelity is an
important dimension of their marriage. Between the fifth and sixth meetings, you receive a
telephone call from the wife who says, “I think it would help you to know that I am involved
romantically with another person. My husband does not know and I know that you will not
reveal this information because of your legal obligation to maintain confidentiality. I want
you to know about this other relationship because I think it will help you to help us. I have
come to respect your expertise. You are doing a wonderful job. Thank you.”
ETHICAL DILEMMA III
You are a hospital social worker. A young woman with a terminal illness told you
repeatedly throughout the course of her illness that she wants to be at home in her own
bed when she dies. The physician tells you that “the end is near”. You contact her husband
to tell him that you are arranging for her to be moved from the hospital to her home. Her
husband does not want her to die at home because he thinks it will scare their small
children to see their mother die. At the present time, the client is disoriented and is not
aware of where she is. At times she thinks she is in her childhood home, and at other times,
she thinks she is at home. She doesn’t seem to be aware that she is in the hospital.
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Case of Teresa---all students get a copy of the case situation.
Each group is assigned a different practice framework.
 General systems perspective
 Ecosystem perspective
 Strengths perspective
 Ethnic-sensitive perspective
 Feminist perspective
Ask each group to determine:
1. What their “view” of the issues are (based on their perspective)
2. Where they would target their change efforts(based on their perspective)
Have each group describe to the class the results of their discussion (results should be
different for all groups). They may have difficulty staying within one perspective, so you
many have to provide some corrections.
Case of Julia---all students get a copy of the case situation.
Each group is assigned a different practice framework:
 Psychodynamic model
 Behavioral model
 Cognitive model
 Interactional model
 Solution-focused model
Ask each group to determine:
Ask each group to determine:
1. What their “view” of the issues are (based on their perspective)
2. Where they would target their change efforts(based on their perspective)
Have each group describe to the class the results of their discussion (results should be
different for all groups). They may have difficulty staying within one perspective, so you
many have to provide some correctionsC
The case of Julie
Julie is an 18 year old white female, and she is a college freshman at a large Southern
university. She is 6 feet tall and has always had a large frame. In her high school in the rural
Midwest she was very athletic and received a college scholarship to play basketball. She is a
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starter on the freshman team, and her grade point average is very high. Julie has just been
diagnosed with bulimia: she had passed out while playing during a basketball game, and
her concerned roommates felt compelled to tell Julie’s doctor that they had discovered that
Julie was forcing herself to vomit after eating.
According to Julie’s parents, Julie always had seemed happy before going away to college.
Julie’s roommates report that Julie seemed disappointed earlier in the school year when
she was not invited to join a college sorority as they had been. Julie told her roommates
that she thought she was excluded because of her appearance. Julie told them that she
cannot afford to dress as “nicely” as many of her classmates because her parents are
farmers with a very limited income, and that because of her stature and physique she
“doesn’t fit in” at college except on the basketball court. Also, because she is a Mormon and
does not drink as many of her classmates do, she felt like she was not “accepted” at parties.
Her roommates say Julie studies most of the time, when not playing sports, and rarely joins
her classmates in social activities even though they frequently try to include her. Julie had
been dating a sophomore male briefly at the beginning of the year, but returned from a date
one night in tears, smelling of alcohol, with swelling on her face, and bruises on her arms.
Julie refused to discuss what had happened to her and has not dated anymore since that
evening, according to her roommates.
Julie’s basketball coach, who is open about being a lesbian, confides to you, Julie’s counselor
that Julie has told the coach she thinks she (Julie) is gay. Julie is afraid to tell her parents
because they are strict Mormons, and is also afraid to tell her roommates or anyone else
except the coach because she fears their reactions.
The Case of Teresa
Teresa is a 24 year old Latina female who learned that she was HIV+ while pregnant with
her son Raulito, now 8 weeks old. Her husband Jose has AIDS, and their three-year old
daughter Selena has just been diagnosed as HIV+ as well. Teresa and Selena are without
symptoms at this time. The infant’s HIV status is still indeterminate. Both parents have
been in the U.S. illegally (from Mexico) for six years, and still speak almost no English. The
family lives with Jose’s sister Maria, her husband Antonio, and Maria and Antonio’s two
children. Teresa and Jose have not disclosed about the HIV to Maria and Antonio.
Jose has been unable to work very much lately doing construction due to his illness.
Because Jose is not a U.S. citizen, he is not eligible to receive SSI (Supplemental Security
Income) for his disability. Teresa is afraid to apply for Medicaid and public assistance for
the children, who are U.S. citizens; because she fears that the family may be deported to
Mexico if welfare officials report the family to INS (Immigration and Naturalization
Services).
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You are providing services to this family through a community-based HIV/AIDS service
agency. You receive a call from the nurse in the post-partum obstetric clinic at the hospital.
She says that Teresa has started breast-feeding her newborn son Raulito, and that this is
very dangerous because the baby could contract HIV through the breast-milk if he is not
already HIV-infected. Teresa told the nurse she had started breast-feeding the baby
because her sister-in-law Maria kept asking her why she was giving the baby formula and
Teresa had lied and told Maria that Teresa’s breasts were not producing any milk.
However, when Maria saw that Teresa’s breasts were leaking milk, she confronted Teresa,
and Teresa felt she had to breast-feed the infant so that Maria would not become
suspicious.
When the OB nurse asked Teresa about birth control, she told the nurse that her husband is
refusing to use condoms or allow her to use any birth control because they are Catholic.
Teresa says that she is uncomfortable discussing these matters because in her culture
women do not talk about such things. Her husband also believes that he will not get really
sick from HIV as long as he keeps eating special kind of hot peppers, and has stopped taking
his medicine to prevent pneumonia.
According to the children’s social worker at the pediatric HIV clinic, the family is not
keeping the children’s appointments at the clinic. The doctors want her to make a referral
to Child Protective Services for “medical non-compliance” and “medical neglect”. When you
ask Teresa about the children’s appointments she admits that she took the children to the
neighborhood health clinic instead of the HIV clinic to get their immunizations with Maria’s
children so that her sister –in-law would not become suspicious. Teresa did not tell the
public health nurse about the children’s HIV status, so the baby received the oral polio
vaccine, which, containing live polio virus, poses a significant health risk to all HIV+ family
members.
17
COURSE OUTLINE AND READINGS
Class
Topics
1
(8/22)
Overview of Course
2
(8/29)
SW Mission & Purpose
Overview of Direct Practice
Social Work Roles
SW Ethical & Value Base
Readings/Assignments
Chs. 1, 2, 4
Case scenarios with
ethical issues/dilemmas
ASSIGNMENT 1 DUE
3 (9/5)
Labor Day – No class
Enjoy!
4(9/12) Helping Process/Stages
Chs. 3 & 5
ENGAGEMENT
Role plays
Empathy & Relationships
Video
5
(9/19)
Verbal Exploration
Chs. 6 &7
Counterproductive Communication Patterns
Role plays
6
(9/26)
ASSESSMENT
Chs. 8 & 9
Multidimensional Assessment:
eco-maps; genograms; social network maps
7
(10/3)
Role plays; case
scenarios; ethical
dilemmas
Tentative Skills Day
8
Additive Empathy, Interpretation, and
(10/10) Confrontation
Ch. 17
APA Style Writing
9
Common Theories
(10/17)
ASSIGNMENT 2 DUE
18
Class
Topics
Readings/Assignments
10
SETTING GOALS AND CONTRACTING
(10/24)
Developing Goals and Formulating a
Contract
Ch. 12
11
INTERVENTIONS
(10/31)
Planning and Implementing ChangeOriented Strategies
Ch. 13
12
(11/7)
TERMINATION and EVALUATION
Chs. 18,19
Managing Barriers to Change
Role plays
Termination and Evaluation
13
Documentation
(11/14)
14
Assignment #3:Teams
(11/21)
15
Assignment #3:Teams
(11/28)
16
(12/5)
Extra Credit Exercise
17 (12/ Final Exam
19
Role plays
BIBLIOGRAPHY
Abramovitz, M. (1991). Putting an end to doublespeak about race, gender, and poverty: An
annotated glossary for Social Workers. Social Work, 36(5), 380-384.
Amodeo, M., & Liftik, J. (1990). Working through denial in alcoholism. Families in Society:
The Journal of Contemporary Human Services, 71(3), 131-135.
Bentley, K. (2002). Social work practice in mental health: Contemporary roles, tasks, and
techniques. Pacific Grove, CA: Brooks/Cole.
Bisman, C. (1994). Social work practice: Cases and principles. Pacific Grove, CA.:
Brooks/Cole.
Bloom, M., Fischer, J., & Orme, J. G. (1995). Evaluating Practice: Guidelines for the
Accountable Professional. Boston: Allyn and Bacon.
Brieland, D. (1990). The Hull-House tradition and the contemporary Social Worker: Was
Jane Addams really a Social Worker? Social Work, 35(2), 134-138.
Brill, N. (1997). Working with people: The helping process. (6th ed.). NY: Longman.
Coady, N. F. (1993). The worker-client relationship revisited. Families in Society, 74(5), 291298.
Cochran, J.L., & Cochran, N.H. (2006). The heart of counseling: A guide to developing
therapeutic relationships: Pacific Grove, CA: Brooks/Cole.
Cressey, Wells, C., & Masch, K. (1991). Social work ethics day to day. IL: Waveland Press.
Curtis, P. A., & McCullough, C. (1993). The impact of alcohol and other drugs on the child
welfare system. Child Welfare, 72(6), 533-542.
Derezotes, D. S. (2000). The art and science of assessment. In D. S. Derezotes (ed.) Advanced
generalist social work practice,19-28. Thousand Oaks, CA: Sage
Fine, S., & Glasser, P. (1996). The first helping interview: Engaging the client and building
trust. Thousand Oaks, CA: Sage.
Frank, P. B., & Goleden, G. K. (1992). Blaming by name: Battered women and the epidemic
of codependence. Social Work, 37(1), 5-6.
Freeman, E. M. (1992). The Addiction Process: Effective Social Work Approaches. NY:
Longman.
20
Garvin, C. D., & Seabury, B. A. (1997). Interpersonal Practice in Social Work: Promoting
Competence and Social Justice. Boston: Allyn and Bacon.
Gold, N. (1990). Motivation: The crucial but unexplored component of Social Work practice.
Social Work, 35(1), 49-56.
Hoffman, K., & Salle, A. (1994). Social Work Practice: Bridges to Change. Boston: Allyn &
Bacon.
Kadushin, G., & Kulys, R. (1993). Discharge planning revisited: What do social workers
actually do in discharge planning? Social Work, 38(6), 713-726.
Kagle, J. D. (1993). Record keeping: Directions for the 1990s. Social Work, 38(2), 190-196.
Kagle, J. D. (1990). Teaching Social Work students about privileged communication. Journal
of Teaching in Social Work, 4(2), 49-65.
Kemp, S., Whittaker, J., & Tracy, E. (1997). Person-environment practice: The social ecology
of interpersonal helping. Hawthorne, NY: Aldine de Gruyter, Inc.
Mikulas, W.L. (2002). The integrative helper: Convergente of eastern and western traditions.
Pacific Grove, CA: Brooks/Cole.
Perlmutter, F. (1990). Changing Hats: From Social Work Practice to Administration. Silver
Spring, MD: NASW.
Saleebey, D. (1992). The Strengths Perspective in Social Work Practice. NY: Longman.
Schatz, M. S., Jenkins, L. E., & Sheafor, B. W. (1990). Milford redefined: A model of initial and
advanced Generalist Social Work. Journal of Social Work Education, 26(3), 217-231.
Sheafor, B. W., Horejsi, C., & Horejsi, G. A. (2012). Techniques and Guidelines for Social Work
Practice (9th ed.). Boston: Allyn and Bacon.
Specht, H., & Courtney, M. E. (1994). Unfaithful Angels: How Social Work has Abandoned its
Mission. NY: The Free Press.
Summers, N. (2003). Fundamentals for practice with high-risk populations. Pacific Grove,
CA: Brooks/Cole.
Weaver, H. (2005). Striving for cultural competence. In H.Weaver (Ed.), Explorations in
cultural competence: Journeys to the four directions, 63-82. Belmont, CA: Thomson
Brooks/Cole
21
Whittaker, J. K., & Tracy, E. M. (1991). Social Treatment: An Introduction to Interpersonal
Helping in Social Work Practice. NY: Aldine de Gruyter.
Wolfer, T.A., & Scales, T.L. (2006). Decision cases for advanced social work practice. Pacific
Grove, CA: Brooks/Cole.
Zastrow, C. (1992). The Practice of Social Work (4th ed.). Belmont, CA: Wadsworth.
Zastrow, C. (2003). Overview of social work practice. In C. Zastrow (Ed.), The practice of
social work: Applications of generalist and advanced content (7th ed.), 2-32. Pacific
Grove, CA: Thomson Brooks/Cole
22
Revised Syllabus
23
MASTER OF SOCIAL WORK PROGRAM
SW 7701: Social Work Practice I-Individuals, Families and Group Process
Instructor
Irene Searles McClatchey, PhD, LCSW
Meeting Time
TBA
Semester Credits
3 Credit Hours
Email Address
imcclatc@kennesaw.edu
Phone Number
678-797-2026
Office
Prillaman Hall, Room #3317
Office Hours
Mondays 10:00am-12:00pm & 3:00pm-6:00pm; Tuesdays
& Thursdays 10:00-12:00
COURSE DESCRIPTION
This course provides an introduction to direct social work practice with an emphasis on work
with individual clients from diverse backgrounds based on an ecological/systemic theoretical
perspective. The problem solving process including problem definition, assessment, goal
planning, intervention, termination and outcome evaluation is examined. The task centered
approach and crisis interventions are included as examples of the problem solving process in
direct social work practice. The strengths perspective is emphasized in the content on assessment
and problem solving processes. Mutuality in relationship building, communication skills, such as
empathic and active listening, and the professional use of self are also included.
COURSE OVERVIEW
This course provides a framework for practice knowledge, values, and skills when working
with diverse populations. Supplementary readings, handouts, and cases provide students
with an opportunity to explore direct practice and understand the importance of culturally
24
competent practice. Students will examine how personal and professional values affect
their practice and will learn models for ethical decision-making and intervention planning.
By exploring these issues and cases, students will learn about the relativity of values, the
standards of the profession, and the thinking of experts in the field.
REQUIRED TEXTS:
Hepworth, D. H., Rooney, R. H., Strom-Gottfried, K., & Larsen J. A., & Rooney, G.D. (2009).
Direct social work practice: Theory and skills (8th ed.). Pacific Grove, CA: Brooks/Cole.
RECOMMENDED TEXTS:
American Psychological Association (2010). Publication manual of the American
Psychological Association, 6th Ed., Washington, DC: American Psychological
Association.
Supplemental readings may be distributed throughout the term and/or placed on reserve at the
library. Students will also be responsible for any additional readings assigned.
Supplemental readings may be distributed throughout the term and/or placed on reserve
at the library. Students will also be responsible for any additional readings assigned.
COURSE RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
The Master of Social Work Program at Kennesaw State University was established to
address increasing problems in two major areas, child abuse and neglect, and substance
abuse and addictions. We are committed to making a positive difference in the community
and in these two areas. This course is related to and consistent with the mission of the
Master of Social Work Program as it prepares students for service with individuals and
groups, particularly those who are members of oppressed groups and communities.
COURSE OBJECTIVES
Knowledge Objectives: Students completing this course will be able to describe
5. Identify a variety of methods and techniques pertaining to social work practice and how
to apply them. (2.1.3; 2.1.7; 2.1.10)
6. Identify and distinguish between various intervention theories and techniques used in
individual and family practice.(2.1.3; 2.1.6; 2.1.10)
7. Recognize the importance of human diversity and how it enhances the quality of life for
all people. (2.1.4; 2.1.5; 2.1.7; 2.1.9)
8. Recognize the importance of maintaining client confidentiality. (2.1.1; 2.1.2)
25
VALUE OBJECTIVES:
6. Demonstrate an ability to apply social work values to issues related to race, class,
gender, and sexual orientation in working with diverse and vulnerable populations.
(2.1.2; 2.1.4; 2.1.5; 2.1.10)
7. Identify the central role of ethics in the social work profession. (2.1.2)
8. Describe the strengths-based perspective as it applies to social work practice. (2.1.1;
2.1.4; 2.1.7; 2.1.10)
9. Understand and utilize the perspective of social work that all people are treated with
respect and without discrimination related to client’s age, class, color, disability,
ethnicity, family structure, gender, marital status, national origin, race religion, sex and
sexual orientation. (2.1.1; 2.1.4; 2.1.5)
10. Identify, accept, and integrate social work principles and values in daily life. (2.1.1)
SKILLS OBJECTIVES
5. Demonstrate an emerging ability to apply social work skills appropriately in working
with at-risk populations.(2.1.3; 2.1.4; 2.1.5; 2.1.7; 2.1.10)
6. Demonstrate an ability to analyze theories, perspectives, methods and techniques as
they relate to work with at-risk populations. (2.1.3; 2.1.4; 2.1.5; 2.1.7; 2.1.10)
7. Integrate theory and practice concepts within the context of professional social work
practice. (2.1.1; 2.1.2; 2.1.3; 2.1.10)
8. Demonstrate an ability to apply the NASW Code of Ethics to social work practice. (2.1.1;
2.1.2)
COURSE METHODS
The major class method will be lecture/discussion. Outside speakers, group, values, and
ethical exercises, as well as videotapes may be used to supplement class materials.
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.
COURSE EXPECTATIONS
Incomplete policy – 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 one absence, you will lose 1 point of your attendance/participation grade for
26
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. The professor reserves the right to determine the
format of any make-up exam.
Assignment policy - All written assignments must be uploaded to
http://www.turnitin.com* and emailed to the Professor. All assignments will need to be
uploaded and emailed 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 6:30p.m.)-2 days (-10%), 3-4 days (-20%), 5-7 days (-30%), 7+ days not
accepted.
All papers must be completed per APA 6th edition guidelines (see www.apastyle.org). That
includes, but is not limited to, using double-spacing, as well as standard fonts (Times New
Roman 12) and margins (1 inch on all sides). Page number requirements do not include
the cover page, reference pages or appendices.
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.
*IMPORTANT: In order to submit assignments you will need the following class ID:
4324744 and enrollment password: Clinical
NOTE: All assignments need to include the student’s LAST name at the beginning of
the saved file name (For example, Johnson Outline).
COMMUNICATION WITH STUDENTS
All communications will be sent ONLY to your KSU e-mail address and you should check it
daily. I will send all enrolled students occasional e-mail updates on course-related
information (e.g., course Web site updates and additions, last minute class cancellations,
etc.). If you have not activated your KSU e-mail, you should do so as soon as possible.
Information on activating and using your KSU e-mail can be found at
http://students.kennesaw.edu.
27
I also strongly encourage students to use e-mail as an immediate way of communicating
with me. I check my email frequently throughout the day between 8am – 5pm, and I will
make every effort to respond within 24 hours (usually sooner).
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
A total of 100 percent is possible in the course and will be distributed as follows:
Assignment #1: Values Paper
Assignment #2: Bio-psycho-social-spiritual Assessment
Assignment #3: Videotaped Interview Total
Techniques
15%
Self-Evaluation
5%
Case Notes
5%
Final Exam
Attendance/Participation
TOTAL
15 %
25 %
25 %
30%
5%
100 %
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%
Please note: Any document(s) submitted in class for a grade that is determined to be
plagiarized will receive an automatic grade of zero for the assignment. In addition, any
student found to be cheating will also receive an automatic zero for the assignment. The
professor has the right to fail the student for the course based on the severity of the
offense.
28
COURSE OUTLINE AND READINGS (Tentative)
*All assigned chapters are in Hepworth, et al.
Class
Topics
Readings/Assignments
1
(8/22)
Overview of Course
2
(8/29)
SW Mission & Purpose
Chs. 1, 2, 4
Overview of Direct Practice
Case scenarios with
ethical issues/dilemmas
Social Work Roles
ASSIGNMENT 1 DUE
SW Ethical & Value Base
3 (9/5)
Labor Day – No class
Enjoy!
4
Helping Process/Stages
Chs. 3 & 5
(9/12)
ENGAGEMENT
Role plays
Empathy & Relationships
Video
5
(9/19)
Verbal Exploration
Chs. 6 &7
Counterproductive Communication Patterns
Role plays
6
(9/26)
ASSESSMENT
Chs. 8 & 9
Multidimensional Assessment:
eco-maps; genograms; social network maps
7
(10/3)
Role plays; case
scenarios; ethical
dilemmas
Tentative Skills Day
8
Additive Empathy, Interpretation, and
(10/10) Confrontation
APA Style Writing
29
Ch. 17
9
Common Theories
(10/17)
ASSIGNMENT 2 DUE
10
SETTING GOALS AND CONTRACTING
(10/24)
Developing Goals and Formulating a
Contract
Ch. 12
11
INTERVENTIONS
(10/31)
Planning and Implementing ChangeOriented Strategies
Ch. 13
12
(11/7)
TERMINATION and EVALUATION
Chs. 18,19
Managing Barriers to Change
Role plays
Termination and Evaluation
13
Documentation
(11/14)
14
Assignment #3:Teams
(11/21)
15
Assignment #3:Teams
(11/28)
16
(12/5)
Extra Credit Exercise
17 (12/
Final Exam
30
Role plays
ASSIGNMENTS
(Additional details about these assignments will be given in class and on GeorgiaView)
Assignment #1 – VALUES PAPER
You will be given a number of case scenarios that mimick real life situations. You will be
asked to write down your reactions to the situations presented.
Assignment #2 – BIOPSYCHOSOCIALSPIRITUAL ASSESSMENT/CASE PLAN
Students will be asked to complete a biopsychosocial-spiritual assessment and case plan on
one of the movies specified on the Movie List below. A biopsychosocial-spiritual
assessment is a term used to describe the client's story, taking into account personal,
psychological, social spiritual factors that may have some bearing on the client’s current life
situation. It functions as a prerequisite to any intervention effort. The client's situation
must be thoroughly understood, their eligibility for service determined, and their capacities
for change assessed. The NASW Guidelines for the Selection and Use of Social Workers (1981,
p.15) describe the typical assessment activities as "intake, interviewing, social history
preparation, and the development of a plan for service." The social worker accurately
observes verbal and nonverbal behavior and identifies factors in the clients' social situation
that affect their social functioning. Once the situation has been assessed, the social worker
formulates a treatment plan using a conceptual framework to organize the information in a
way that promotes and understanding of both the client's problem and the social
environment. The student will also include a genogram and ecomap in the appendices.
Utilize at least 4 references. The paper should be 9-10 pages in length (not including
appendices).
MOVIE LIST (other movies are possible; please see me to discuss your ideas)








The Blind Side
Precious
My Sister’s Keeper
Little Miss Sunshine
Juno
Slumdog Millionaire
Black Swan
The Fighter
31
Assignment #3: VIDEOTAPED INTERVIEW
Each student will make an 8-10 minute videotaped interview presenting a scenario and
using basic social work counseling techniques, reflective listening, empathy, non-verbal
language, etc. Use your textbook and class material as a guideline. This tape will be take
place in class and critiqued in class. The student will also submit a self-evaluation that will
be posted on GeorgiaVIEW-Vista.
FINAL EXAM
The final exam will be a comprehensive examination and may include material from
readings, lectures, guest speakers and experiential exercises. Students will demonstrate an
in-depth knowledge of these areas. The tests may include true/false, multiple choice, short
answer and essay questions.
32
For each case scenario, answer the following questions:
5. Is there an ethical dilemma
6. If so, what standards are at odds?
7. How would you arrive at a decision to proceed?
8. How would you proceed?
ETHICAL DILEMMA I
As a social worker in the oncology unit for the general hospital, you frequently work with
clients who are dying. An intelligent, articulate 88-year-old woman, Ms. T., who has
suffered from intense pain for several months, informs you that she has hoarded powerful
analgesic medicines and intends to take her own life during the night. She says that she
wants to say goodbye to you and thank you for all your help during this time. However, she
asks that you please do not interfere with her plans.
ETHICAL DILEMMA II
You have been working with a married couple who has indicated a desire to improve the
quality of their relationship. You and the clients have agreed that direct, open, and honest
communication is a relationship goal. Each has also expressed that sexual fidelity is an
important dimension of their marriage. Between the fifth and sixth meetings, you receive a
telephone call from the wife who says, “I think it would help you to know that I am involved
romantically with another person. My husband does not know and I know that you will not
reveal this information because of your legal obligation to maintain confidentiality. I want
you to know about this other relationship because I think it will help you to help us. I have
come to respect your expertise. You are doing a wonderful job. Thank you.”
ETHICAL DILEMMA III
You are a hospital social worker. A young woman with a terminal illness told you
repeatedly throughout the course of her illness that she wants to be at home in her own
bed when she dies. The physician tells you that “the end is near”. You contact her husband
to tell him that you are arranging for her to be moved from the hospital to her home. Her
husband does not want her to die at home because he thinks it will scare their small
children to see their mother die. At the present time, the client is disoriented and is not
aware of where she is. At times she thinks she is in her childhood home, and at other times,
she thinks she is at home. She doesn’t seem to be aware that she is in the hospital.
33
Case of Teresa---all students get a copy of the case situation.
Each group is assigned a different practice framework.
 General systems perspective
 Ecosystem perspective
 Strengths perspective
 Ethnic-sensitive perspective
 Feminist perspective
Ask each group to determine:
3. What their “view” of the issues are (based on their perspective)
4. Where they would target their change efforts(based on their perspective)
Have each group describe to the class the results of their discussion (results should be
different for all groups). They may have difficulty staying within one perspective, so you
many have to provide some corrections.
Case of Julia---all students get a copy of the case situation.
Each group is assigned a different practice framework:
 Psychodynamic model
 Behavioral model
 Cognitive model
 Interactional model
 Solution-focused model
Ask each group to determine:
Ask each group to determine:
3. What their “view” of the issues are (based on their perspective)
4. Where they would target their change efforts(based on their perspective)
Have each group describe to the class the results of their discussion (results should be
different for all groups). They may have difficulty staying within one perspective, so you
many have to provide some correctionsC
The case of Julie
Julie is an 18 year old white female, and she is a college freshman at a large Southern
university. She is 6 feet tall and has always had a large frame. In her high school in the rural
Midwest she was very athletic and received a college scholarship to play basketball. She is a
34
starter on the freshman team, and her grade point average is very high. Julie has just been
diagnosed with bulimia: she had passed out while playing during a basketball game, and
her concerned roommates felt compelled to tell Julie’s doctor that they had discovered that
Julie was forcing herself to vomit after eating.
According to Julie’s parents, Julie always had seemed happy before going away to college.
Julie’s roommates report that Julie seemed disappointed earlier in the school year when
she was not invited to join a college sorority as they had been. Julie told her roommates
that she thought she was excluded because of her appearance. Julie told them that she
cannot afford to dress as “nicely” as many of her classmates because her parents are
farmers with a very limited income, and that because of her stature and physique she
“doesn’t fit in” at college except on the basketball court. Also, because she is a Mormon and
does not drink as many of her classmates do, she felt like she was not “accepted” at parties.
Her roommates say Julie studies most of the time, when not playing sports, and rarely joins
her classmates in social activities even though they frequently try to include her. Julie had
been dating a sophomore male briefly at the beginning of the year, but returned from a date
one night in tears, smelling of alcohol, with swelling on her face, and bruises on her arms.
Julie refused to discuss what had happened to her and has not dated anymore since that
evening, according to her roommates.
Julie’s basketball coach, who is open about being a lesbian, confides to you, Julie’s counselor
that Julie has told the coach she thinks she (Julie) is gay. Julie is afraid to tell her parents
because they are strict Mormons, and is also afraid to tell her roommates or anyone else
except the coach because she fears their reactions.
The Case of Teresa
Teresa is a 24 year old Latina female who learned that she was HIV+ while pregnant with
her son Raulito, now 8 weeks old. Her husband Jose has AIDS, and their three-year old
daughter Selena has just been diagnosed as HIV+ as well. Teresa and Selena are without
symptoms at this time. The infant’s HIV status is still indeterminate. Both parents have
been in the U.S. illegally (from Mexico) for six years, and still speak almost no English. The
family lives with Jose’s sister Maria, her husband Antonio, and Maria and Antonio’s two
children. Teresa and Jose have not disclosed about the HIV to Maria and Antonio.
Jose has been unable to work very much lately doing construction due to his illness.
Because Jose is not a U.S. citizen, he is not eligible to receive SSI (Supplemental Security
Income) for his disability. Teresa is afraid to apply for Medicaid and public assistance for
the children, who are U.S. citizens; because she fears that the family may be deported to
Mexico if welfare officials report the family to INS (Immigration and Naturalization
Services).
35
You are providing services to this family through a community-based HIV/AIDS service
agency. You receive a call from the nurse in the post-partum obstetric clinic at the hospital.
She says that Teresa has started breast-feeding her newborn son Raulito, and that this is
very dangerous because the baby could contract HIV through the breast-milk if he is not
already HIV-infected. Teresa told the nurse she had started breast-feeding the baby
because her sister-in-law Maria kept asking her why she was giving the baby formula and
Teresa had lied and told Maria that Teresa’s breasts were not producing any milk.
However, when Maria saw that Teresa’s breasts were leaking milk, she confronted Teresa,
and Teresa felt she had to breast-feed the infant so that Maria would not become
suspicious.
When the OB nurse asked Teresa about birth control, she told the nurse that her husband is
refusing to use condoms or allow her to use any birth control because they are Catholic.
Teresa says that she is uncomfortable discussing these matters because in her culture
women do not talk about such things. Her husband also believes that he will not get really
sick from HIV as long as he keeps eating special kind of hot peppers, and has stopped taking
his medicine to prevent pneumonia.
According to the children’s social worker at the pediatric HIV clinic, the family is not
keeping the children’s appointments at the clinic. The doctors want her to make a referral
to Child Protective Services for “medical non-compliance” and “medical neglect”. When you
ask Teresa about the children’s appointments she admits that she took the children to the
neighborhood health clinic instead of the HIV clinic to get their immunizations with Maria’s
children so that her sister –in-law would not become suspicious. Teresa did not tell the
public health nurse about the children’s HIV status, so the baby received the oral polio
vaccine, which, containing live polio virus, poses a significant health risk to all HIV+ family
members.
36
COURSE OUTLINE AND READINGS
Class
Topics
1
(8/22)
Overview of Course
2
(8/29)
SW Mission & Purpose
Overview of Direct Practice
Social Work Roles
SW Ethical & Value Base
Readings/Assignments
Chs. 1, 2, 4
Case scenarios with
ethical issues/dilemmas
ASSIGNMENT 1 DUE
3 (9/5)
Labor Day – No class
Enjoy!
4(9/12) Helping Process/Stages
Chs. 3 & 5
ENGAGEMENT
Role plays
Empathy & Relationships
Video
5
(9/19)
Verbal Exploration
Chs. 6 &7
Counterproductive Communication Patterns
Role plays
6
(9/26)
ASSESSMENT
Chs. 8 & 9
Multidimensional Assessment:
eco-maps; genograms; social network maps
7
(10/3)
Role plays; case
scenarios; ethical
dilemmas
Tentative Skills Day
8
Additive Empathy, Interpretation, and
(10/10) Confrontation
Ch. 17
APA Style Writing
9
Common Theories
(10/17)
ASSIGNMENT 2 DUE
37
Class
Topics
Readings/Assignments
10
SETTING GOALS AND CONTRACTING
(10/24)
Developing Goals and Formulating a
Contract
Ch. 12
11
INTERVENTIONS
(10/31)
Planning and Implementing ChangeOriented Strategies
Ch. 13
12
(11/7)
TERMINATION and EVALUATION
Chs. 18,19
Managing Barriers to Change
Role plays
Termination and Evaluation
13
Documentation
(11/14)
14
Assignment #3:Teams
(11/21)
15
Assignment #3:Teams
(11/28)
16
(12/5)
Extra Credit Exercise
17 (12/ Final Exam
38
Role plays
BIBLIOGRAPHY
Abramovitz, M. (1991). Putting an end to doublespeak about race, gender, and poverty: An
annotated glossary for Social Workers. Social Work, 36(5), 380-384.
Amodeo, M., & Liftik, J. (1990). Working through denial in alcoholism. Families in Society:
The Journal of Contemporary Human Services, 71(3), 131-135.
Bentley, K. (2002). Social work practice in mental health: Contemporary roles, tasks, and
techniques. Pacific Grove, CA: Brooks/Cole.
Bisman, C. (1994). Social work practice: Cases and principles. Pacific Grove, CA.:
Brooks/Cole.
Bloom, M., Fischer, J., & Orme, J. G. (1995). Evaluating Practice: Guidelines for the
Accountable Professional. Boston: Allyn and Bacon.
Brieland, D. (1990). The Hull-House tradition and the contemporary Social Worker: Was
Jane Addams really a Social Worker? Social Work, 35(2), 134-138.
Brill, N. (1997). Working with people: The helping process. (6th ed.). NY: Longman.
Coady, N. F. (1993). The worker-client relationship revisited. Families in Society, 74(5), 291298.
Cochran, J.L., & Cochran, N.H. (2006). The heart of counseling: A guide to developing
therapeutic relationships: Pacific Grove, CA: Brooks/Cole.
Cressey, Wells, C., & Masch, K. (1991). Social work ethics day to day. IL: Waveland Press.
Curtis, P. A., & McCullough, C. (1993). The impact of alcohol and other drugs on the child
welfare system. Child Welfare, 72(6), 533-542.
Derezotes, D. S. (2000). The art and science of assessment. In D. S. Derezotes (ed.) Advanced
generalist social work practice,19-28. Thousand Oaks, CA: Sage
Fine, S., & Glasser, P. (1996). The first helping interview: Engaging the client and building
trust. Thousand Oaks, CA: Sage.
Frank, P. B., & Goleden, G. K. (1992). Blaming by name: Battered women and the epidemic
of codependence. Social Work, 37(1), 5-6.
Freeman, E. M. (1992). The Addiction Process: Effective Social Work Approaches. NY:
Longman.
39
Garvin, C. D., & Seabury, B. A. (1997). Interpersonal Practice in Social Work: Promoting
Competence and Social Justice. Boston: Allyn and Bacon.
Gold, N. (1990). Motivation: The crucial but unexplored component of Social Work practice.
Social Work, 35(1), 49-56.
Hoffman, K., & Salle, A. (1994). Social Work Practice: Bridges to Change. Boston: Allyn &
Bacon.
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