KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8712 / Social Work
Department Social Work and Human Services
Degree Title (if applicable) Master of Social Work
Proposed Effective Date August, 2012
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
XXCourse Prerequisite Change
XX 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 Date
Not Approved Approved
Approved Not Approved
Not Approved
Department Curriculum Committee Date
Department Chair Date
Approved
Approved Not Approved
Not Approved
College Curriculum Committee
College Dean
Date
Date
Approved
Approved
Approved
Not Approved
Not Approved
GPCC Chair
Dean, Graduate College
Date
Date
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 SW 8712
Course Title
Advanced Internship/ Integrative Seminar III
___
___
___
Class Hours 3 ____Laboratory Hours___0____Credit Hours____3____
Prerequisites SW 8711 ___
Description (or Current Degree Requirements)
Students will build on their foundation knowledge and experience from the first year internship as they begin advanced placements in their concentration area, either the development of advanced clinical skills in Children and Family Services or Substance
Abuse. Students in Advanced Field Placement III will complete 720 hours of supervised internship (360 clock hours per semester) dedicating 3 full days per week (Monday,
Tuesday, and Friday) for the duration of the academic year.
II. Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _______ ____________________________
Course Title _________________ ___________
Class Hours ____Laboratory Hours_______CreditHours________
Prerequisites All MSW Foundation Level Courses
Description (or Proposed Degree Requirements)
This advanced integrative seminar provides a service based second year educational experience that builds upon the first year field internship/integrative seminars and internships. Students develop advanced clinical skills in Children and Family Services,
Mental Health Services and the sub-specialty, Substance Abuse. Students in Advanced
Field Internship III will complete 360 hours of supervised internship by dedicating 3 full days per week in their field internship.
III. Justification
Course description updated to be in compliance with accreditation standards.

IV. Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
-
Instructional Method
-
Method of Evaluation
-
V. Resources and Funding Required (New Courses only)
Amount Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth

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
APPROVED:
______________________________________________
__
Vice President for Academic Affairs or Designee __

MASTER OF SOCIAL WORK PROGRAM
Instructor
SW 8712: Advanced Internship/Integrative Seminar III
Steve King PhD, L.C.S.W.
Meeting Time
Semester Credits
Email Address
TBA
3 Credit Hours sking82@kennesaw.edu
Phone Number
Office
Office Hours
678-797-2451
Prillaman Hall, Room #3319
Tues. 9-12; Wed. 1-4; Thurs. 9-3
COURSE DESCRIPTION
Students will build on their foundation knowledge and experience from the first year internship as they begin advanced placements in their concentration area, either the development of advanced clinical skills in Children and Family Services or Substance
Abuse. Students in Advanced Field Placement III will complete 720 hours of supervised internship (360 clock hours per semester) dedicating 3 full days per week (Monday,
Tuesday, and Friday) for the duration of the academic year.

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 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. 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:
Berg-Weger, M. & Birkenmaier, J. (2007). The Practicum Companion for Social Work:
Integrating Class and Field Work. Boston, MA: Pearson Publications.
Social Work Code of Ethics. National Association of Social Workers.
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.
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 the areas of mental health and family and children’s services. We are committed to making a positive difference in the community 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 clinical service with individuals and groups, particularly those who are members of oppressed groups and communities.
The Children and Family Services specialization focuses on the economic, social status and service needs of families, youth and children. Your internship/seminar course is designed for students interested in child welfare, mental health, juvenile justice, and related areas of service.
Mental Health Services specialization focuses on the interaction of physical, psychological spiritual and social aspects of direct clinical social work treatment, early intervention and prevention. Additionally students may focus their clinical

studies on the problems associated with substance abuse using the disease concept of chemical dependency. Your internship/seminar course is designed to integrate clinical field experiences with classroom learning.
COURSE OBJECTIVES
Students completing this course will be able to
Knowledge Objectives
1. Identify and use practitioner/client differences from and strengths perspective and be able to work effectively with diverse populations. (2.1.4)
2. Analyze case studies and relate how economic and social justice is reflected in populations at risk. Advocate at multiple levels for mental health parity and reduction of health disparities for diverse populations. (2.1.5)
3. Recognize the interplay between personal values and beliefs and the cultural, socio-economic and political influences that contribute to the development of social problems, from a social systems perspective by understanding the fundamentals of generalist social work practice. (2.1.1; 2.1.7; 2.1.9)
4. Identify the multifaceted aspects of social, socio-economic and political influences on the structure and policies of social agencies and institutions and the consequences for practice implementation. (2.1.8; 2.1.9)
Values Objectives: Students completing this course will have an awareness of and an appreciation for
1. how the social worker’s personal values impact the therapeutic relationship.
(2.1.1; 2.1.2)
2. the importance of the N.A.S.W. code of ethics and how it applies to clinical practice and ethical decision making. (2.1.2; 2.1.3)
3. the core values of the social work profession. (2.1.1; 2.1.4; 2.1.5; 2.1.6)
4. for the spheres of diversity. (2.1.4)
Skills Objectives: Students completing this course will be able to
1. Implement clinical intervention techniques with social work clients. (2.1.10 a-d)
2. Assess client strengths and resilience while considering the needs and concerns of client systems. (2.1.7; 2.1.10 a-d)
3. Develop therapeutic relationships with clients that are collaborative and empowering. (2.1.1; 2.1.10 a-d)

4. Analyze ethical dilemmas and determine how they affect service delivery to clients. (2.1.3; 2.1.10 a-d)
5. Define, design and implement practice strategies with persons from diverse backgrounds. (2.1.4; 2.1.10 a-d)
6. design and implement service planning to address client needs. (2.1.10 a-d)
7. Identify and address barriers to the well-being of all people, particularly at-risk populations. (2.1.9; 2.1.10 a-d)
8. Act as an agent for effective and ethical social change by addressing the complexity of social problems, with a variety of evidence-based intervention methods. (2.1.2;
2.1.6; 2.1.9)
9. appropriately and productively engage in the clinical supervision process.
COURSE METHODS
The major class method will be lecture/discussion. 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
Attendance Policy- Students are expected to attend each and every class and to arrive on time. Roll will be taken regularly. Be aware that tardiness will also affect your final grade. Please place all cell phones and pagers on silent or vibrate
mode. Students may use laptop computers to take notes or to follow PowerPoint presentations. Please do not use laptop computers for activities that are not directly associated with class learning.
Make-up Policy- Make-up work, 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.
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.

Assignment Policies
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: COMMUNICATION WITH STUDENTS – I will post class materials announcements and communications on the Georgia View/Vista page for this course.
Please check Vista frequently for updates. 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
. 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 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 10%
Assignment #2 20 %
Assignment #3 5 %
Midterm Evaluation 25%
Final Evaluation 25 %
Attendance/Participation 15 %
TOTAL 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%

ASSIGNMENTS
Assignment I: Agency Presentation
GUIDELINES FOR AGENCY PRESENTATION
Part 1:
Field agency name
Description of Agency including history + funding of agency + structure of Agency
Client Population
Part 2 (to be presented in SW8713)
Evaluation of Agency
How can services be improved
Assignment II: Case Study (will be further discussed in class)
Part 1:
Client information (no identifying information please) age, sex, family composition, living arrangements medical problems, psychiatric problems, medications education, school
Previous interactions with agencies and systems
Current services
Client’s presentation - dress, mood, behaviors, perception of presenting problem - desire for help + systems involved
Support systems
Client’s strengths
Worker’s assessment of problem - bio-psychosocial-spiritual model
Part 2 (to be presented in SW8713)
Diagnosis if applicable
(Knowledge from classes and critical thinking process) + goals and objectives
Client tasks including goals and objectives
Interventions (based on theory)
Referrals
Progress of case
Evaluation
Assignment III: Statistical Reports
Guidelines for Statistical Report will be discussed in class

COURSE OUTLINE AND READINGS
Date Topics
Introduction 1
8/22/11
9/12/11
9/19/11
10/3/11
Agency Presentation
Agency Presentation
Micro Issues
Field Issues
10/17/11 Field Issues
10/31/11 Mezzo Issues
11/14/11
11/28/11
Field Issues
Macro Issues
Holiday Break
Readings/Assignments
Discussion about expectations/roles/responsibiliti es
Self-Introduction
Learning Contract Due August
31, 2011
Assignment I due
Assignment I due
Ch. 6
Monthly narrative and statistical report due (Assignment III)
Midterm Evaluation Due Oct 12
Ch. 7
Monthly narrative and statistical report due (Assignment III)
Ch. 8
Monthly narrative and statistical report due (Assignment III)
Evaluations Due

Statistical Form
KSU Department of Social Work and Human Services
Kennesaw State University
Name of Student:
Agency:
Supervisor:
Statistical Report for Month of Year
List Clinical Case Involvement. Check all categories that apply for each case.
Case Adult Child Family Group Other
Additional Activities completed this month:
Activity Activity Purpose
Meetings Attended this month:
Activity Meeting Purpose
Hours of supervision for month: _____hrs per week for total of _____hours for the
month
Student Commentary/Reflection on Field Experience this month:

Problems or Concerns to be addressed by Field or Academic Advisor:
By signing below, I hereby attest that the above information is true and
accurately reflects the activities that I have completed for this month.
Printed Name
Signature
Date

Bibliography
Ashford, J.B., Lecroy, C.W., & Lortie, K.L. (1997). Human behavior in the social
environment: A multidimensional perspective. Pacific Grove, CA: Brooks/Cole.
Badding, N. (1989). Client involvement in case recording. Social Casework, 70, 539-
548.
Barusch, A. S. (1995). Programming for family care of elderly dependents: Mandates, incentives, and service rationing. Social Work 40(3), 315-322.
Beavers, W., & Hampson, R. (1990). Successful families: Assessment and intervention.
New York: W.W. Norton & Company.
Berg, I. (1994). Family based services: A solution-focused approach. New York: W.W.
Norton & Company.
Black, R. (1994). Diversity and populations at risk: People with disabilities. In F.G.
Reamer (Ed.), The foundations of social work practice (pp. 393-416). New
York: Columbia University Press.
Blecher, J., & Hegar, R. (1991). Social work and the casualties of capitalism:
Empowerment of the urban poor. Journal of Progressive Social Work, 2 (1), 39-
53.
Bloom, M., Fischer, J., & Orme, J. (1995). Evaluating practice: Guidelines for the
accountable professional (2 nd Ed.). Boston: Allyn & Bacon.
Breton, M. (1993). Relating competence-promotion and empowerment. Journal of
Progressive Human Services, 5 (1), 27-44.
Bricker-Jenkins, M. (1991). The propositions and assumptions of feminist social work practice. In M.
Bricker-Jenkins, N. Hooyman, & N. Gottlieb (Eds.). Feminist social work practice in
clinical settings (pp. 271-303). Newbury Park, CA: Sage.
Cowger, C. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, 39, 262-268.
Davis, I., & Gelsomino, J. (1994). An assessment of practitioner cross-racial treatment
Experiences. Social Work, 39, 116-123.
Dean, R. (1993). Constructivism: An approach to clinical practice. Clinical Social Work
Journal, 17 (2), 116-127.

DeJong, P., & Miller, S. (1995). How to interview for client strengths. Social Work, 40,
729-736.
Devore, W., & Schlesinger, E. (1996). Ethnic-sensitive social work practice (2 nd Ed.).
Boston: Allyn & Bacon.
DuBois, B., & Miley, K. (1996). Social Work: An empowering profession (2 nd Ed.).
Boston: Allyn & Bacon.
Dykeman, J., Nelson, R., & Appleton, V. (1995). Building strong working alliances with
American Indian families. Social Work in Education, 17 (3), 148-158.
Evans, E. (1992). Liberation theology, empowerment theory and social work practice with the oppressed. International Social Work, 35, 135-147.
Ezell, M. (1994). Advocacy practice of social workers. Families in Society, 75, 36-46.
Fortune, A., Pearlingi, B., & Rochelle, C. (1991). Criteria for terminating treatment.
Families in Society, 72 (6), 366-370.
Franklin, C., & Jordan, C. (1999). Family practice: Brief systems methods for social
work. Pacific Grove, CA: Brooks/Cole.
Gil, D. (1994). Confronting social injustice and oppression. In F. Reamer (Ed.), The
foundations of social work knowledge (pp. 231-263). New York: Columbia.
Graybeal, C., & Ruff, E. (1995). Process recording: It’s more than you think. Journal of
Social Work Education, 31, 169-181.
Gutierrez, L. (1990). Working with women of color: An empowerment perspective.
Social Work, 35, 149-153.
Gutierrez, L. (1994). Beyond coping: An empowerment perspective on stressful life events. Journal of Sociology and Social Work Research, 21 (3), 201-219.
Hardy, K., & Laszloffy, T. (1995). The cultural genogram: Key to training culturally competent family therapist. Journal of Marital and Family Therapy, 21, 227-
237.
Hartman, A. (1993). The professional is political. Social Work, 38, 365-366.
Jackson, H., Hess, P., & van Dolen, A. (1995). Preadolescent suicide: How to assess and how to respond. Families in Society, 76, 267-279.

Jackson, A., & Sears, S. (1992). Implications of an Africentric worldview in reducing stress for African American women. Journal of Counseling and Development,
71, 184-190.
Kagle, J. (1991). Social work records (2 nd Ed.). Belmont, CA: Wadsworth.
Kopels, S., & Kagle, J. (1993). Do social workers have the duty to warn? Social Service
Review, 67, 101-126.
Lum, D. (1996). Social work practice and people of color. (3 nd Ed.). Pacific Grove, CA:
Brooks/Cole.
Lum, D. (2005) Cultural competence, practice stages, and client systems: A case study approach. Belmont, CA: Thomson Brooks/Cole.
McInnis-Dittrich, K. (1994). Integrating social welfare policy and social work practice.
Pacific Grove, CA: Brooks/Cole.
McPhatter, A. (1991). Assessment revisited: A comprehensive approach to understanding family dynamics. Families in Society, 72, 11-21.
Orlin, M. (1995). The Americans with Disabilities Act: Implications for social services.
Social Work, 40, 233-239.
Pinderhughes, E. (1995). Empowering diverse populations: Family practice in the
21 st century. Families in Society, 76, 131-140.
Reamer, F. (1994). Social work malpractice and strategies for prevention. New York:
Columbia University Press.
Smith, L. (1996). Unique names and naming practices among African American
Families. Families in Society, 77, 290-297.
Sue, D., & Sue, D. (1990). Counseling the culturally different. New York: John Wiley &
Sons.
Weick, A., & Saleebey, D. (1995). Supporting family strengths: Orienting policy and practice toward the 21 st century. Families in Society, 34, 350-354.

MASTER OF SOCIAL WORK PROGRAM
Instructor
SW 8712: Advanced Internship/Integrative Seminar III
Steve King PhD, L.C.S.W.
Meeting Time
Semester Credits
Email Address
TBA
3 Credit Hours sking82@kennesaw.edu
Phone Number
Office
Office Hours
678-797-2451
Prillaman Hall, Room #3319
Tues. 9-12; Wed. 1-4; Thurs. 9-3
COURSE DESCRIPTION
This advanced integrative seminar provides a service based second year educational experience that builds upon the first year field internship/integrative seminars and internships. Students develop advanced clinical skills in Children and Family Services,
Mental Health Services and the sub-specialty, Substance Abuse. Students in Advanced
Field Internship III will complete 360 hours of supervised internship by dedicating 3 full days per week in their field internship.
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 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. 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:
Berg-Weger, M. & Birkenmaier, J. (2007). The Practicum Companion for Social Work:
Integrating Class and Field Work. Boston, MA: Pearson Publications.
Social Work Code of Ethics. National Association of Social Workers.
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.
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 the areas of mental health and family and children’s services. We are committed to making a positive difference in the community 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 clinical service with individuals and groups, particularly those who are members of oppressed groups and communities.
The Children and Family Services specialization focuses on the economic, social status and service needs of families, youth and children. Your internship/seminar course is designed for students interested in child welfare, mental health, juvenile justice, and related areas of service.
Mental Health Services specialization focuses on the interaction of physical, psychological spiritual and social aspects of direct clinical social work treatment, early intervention and prevention. Additionally students may focus their clinical studies on the problems associated with substance abuse using the disease concept of chemical dependency. Your internship/seminar course is designed to integrate clinical field experiences with classroom learning.

COURSE OBJECTIVES
Students completing this course will be able to
Knowledge Objectives
1. Identify and use practitioner/client differences from and strengths perspective and be able to work effectively with diverse populations. (2.1.4)
2. Analyze case studies and relate how economic and social justice is reflected in populations at risk. Advocate at multiple levels for mental health parity and reduction of health disparities for diverse populations. (2.1.5)
3. Recognize the interplay between personal values and beliefs and the cultural, socio-economic and political influences that contribute to the development of social problems, from a social systems perspective by understanding the fundamentals of generalist social work practice. (2.1.1; 2.1.7; 2.1.9)
4. Identify the multifaceted aspects of social, socio-economic and political influences on the structure and policies of social agencies and institutions and the consequences for practice implementation. (2.1.8; 2.1.9)
Values Objectives: Students completing this course will have an awareness of and an appreciation for
1. how the social worker’s personal values impact the therapeutic relationship.
(2.1.1; 2.1.2)
2. the importance of the N.A.S.W. code of ethics and how it applies to clinical practice and ethical decision making. (2.1.2; 2.1.3)
3. the core values of the social work profession. (2.1.1; 2.1.4; 2.1.5; 2.1.6)
4. for the spheres of diversity. (2.1.4)
Skills Objectives: Students completing this course will be able to
1. Implement clinical intervention techniques with social work clients. (2.1.10 a-d)
2. Assess client strengths and resilience while considering the needs and concerns of client systems. (2.1.7; 2.1.10 a-d)
3. Develop therapeutic relationships with clients that are collaborative and empowering. (2.1.1; 2.1.10 a-d)

4. Analyze ethical dilemmas and determine how they affect service delivery to clients. (2.1.3; 2.1.10 a-d)
5. Define, design and implement practice strategies with persons from diverse backgrounds. (2.1.4; 2.1.10 a-d)
6. design and implement service planning to address client needs. (2.1.10 a-d)
7. Identify and address barriers to the well-being of all people, particularly at-risk populations. (2.1.9; 2.1.10 a-d)
8. Act as an agent for effective and ethical social change by addressing the complexity of social problems, with a variety of evidence-based intervention methods. (2.1.2;
2.1.6; 2.1.9)
9. appropriately and productively engage in the clinical supervision process.
COURSE METHODS
The major class method will be lecture/discussion. 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
Attendance Policy- Students are expected to attend each and every class and to arrive on time. Roll will be taken regularly. Be aware that tardiness will also affect your final grade. Please place all cell phones and pagers on silent or vibrate
mode. Students may use laptop computers to take notes or to follow PowerPoint presentations. Please do not use laptop computers for activities that are not directly associated with class learning.
Make-up Policy- Make-up work, 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.
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.

Assignment Policies
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: COMMUNICATION WITH STUDENTS – I will post class materials announcements and communications on the Georgia View/Vista page for this course.
Please check Vista frequently for updates. 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
. 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 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 10%
Assignment #2 20 %
Assignment #3 5 %
Midterm Evaluation 25%
Final Evaluation 25 %
Attendance/Participation 15 %
TOTAL 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%

ASSIGNMENTS
Assignment I: Agency Presentation
GUIDELINES FOR AGENCY PRESENTATION
Part 1:
Field agency name
Description of Agency including history + funding of agency + structure of Agency
Client Population
Part 2 (to be presented in SW8713)
Evaluation of Agency
How can services be improved
Assignment II: Case Study (will be further discussed in class)
Part 1:
Client information (no identifying information please) age, sex, family composition, living arrangements medical problems, psychiatric problems, medications education, school
Previous interactions with agencies and systems
Current services
Client’s presentation - dress, mood, behaviors, perception of presenting problem - desire for help + systems involved
Support systems
Client’s strengths
Worker’s assessment of problem - bio-psychosocial-spiritual model
Part 2 (to be presented in SW8713)
Diagnosis if applicable
(Knowledge from classes and critical thinking process) + goals and objectives
Client tasks including goals and objectives
Interventions (based on theory)
Referrals
Progress of case
Evaluation
Assignment III: Statistical Reports
Guidelines for Statistical Report will be discussed in class

COURSE OUTLINE AND READINGS
Date Topics
Introduction 1
8/22/11
9/12/11
9/19/11
10/3/11
Agency Presentation
Agency Presentation
Micro Issues
Field Issues
10/17/11 Field Issues
10/31/11 Mezzo Issues
11/14/11
11/28/11
Field Issues
Macro Issues
Holiday Break
Readings/Assignments
Discussion about expectations/roles/responsibiliti es
Self-Introduction
Learning Contract Due August
31, 2011
Assignment I due
Assignment I due
Ch. 6
Monthly narrative and statistical report due (Assignment III)
Midterm Evaluation Due Oct 12
Ch. 7
Monthly narrative and statistical report due (Assignment III)
Ch. 8
Monthly narrative and statistical report due (Assignment III)
Evaluations Due

Statistical Form
KSU Department of Social Work and Human Services
Kennesaw State University
Name of Student:
Agency:
Supervisor:
Statistical Report for Month of Year
List Clinical Case Involvement. Check all categories that apply for each case.
Case Adult Child Family Group Other
Additional Activities completed this month:
Activity Activity Purpose
Meetings Attended this month:
Activity Meeting Purpose
Hours of supervision for month: _____hrs per week for total of _____hours for the
month
Student Commentary/Reflection on Field Experience this month:

Problems or Concerns to be addressed by Field or Academic Advisor:
By signing below, I hereby attest that the above information is true and
accurately reflects the activities that I have completed for this month.
Printed Name
Signature
Date

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