KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8713/Social Work
Department Social Work and Human Services
Degree Title (if applicable) Master of Social Work (MSW)
Proposed Effective Date August, 2012
Check one or more of the following and complete the appropriate sections:
New Course Proposal
XX Course Title Change
Course Number Change
Course Credit Change
Course 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
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 SW 8713
___
Course Title _Advanced Field Placement IV_
Class Hours 3 ____Laboratory Hours___0____Credit Hours__3______
Prerequisites SW 8712
___
Description (or Current Degree Requirements)
Students will build on their foundation knowledge and experience from the first year
internship and their first advanced field placement (fall semester) as they culminate their
field experiences. Students will continue refining their clinical skills completing 740 hours
of supervised internship (320 clock hours per semester) dedicating 3 full days per week
(Mondays, Tuesdays, and Fridays) for the duration of the academic year.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _
Course Title ___Advanced Internship / Integrative Seminar IV_
Class Hours
___Laboratory Hours__ CreditHours__
Prerequisites
Description (or Proposed Degree Requirements)
This advanced integrative seminar continues the service based second year educational
experience that builds upon the first year and first advanced field placement of the second
year field internship/integrative seminars and internships as they culminate their field
internship experiences. Students continue to refine their clinical skills by completing the
final 320 hours of field work (a total of 740 field hours for the 2nd year) supplemented by
an integrative seminar.
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. Course title has been
modified to keep it consistent with the other three internship courses.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
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
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 __
Current Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8713: Advanced Field Placement IV
Instructor
Irene Searles McClatchey
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 & Wednesdays 10am-11:00pm; 12:30pm2:00pm; Tuesdays 10:00am – 3:00pm
COURSE DESCRIPTION
Students will build on their foundation knowledge and experience from the first year
internship and their first advanced field placement (fall semester) as they culminate their
field experiences. Students will continue refining their clinical skills completing 740 hours
of supervised internship (320 clock hours per semester) dedicating 3 full days per week
(Mondays, Tuesdays, and Fridays) 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, socioeconomic 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
5 points
Assignment #2
25 points
Assignment #3
5 points
Final Evaluation
50 points
Attendance/Participation
15 points
TOTAL
100 points
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 2
Evaluation of Agency – Can services be improved? If so, how
Assignment II: Case Study (hand-out regarding outline to be given out in class)
Biopsychosocial-spritual assessement and evaluation of interventions

Client information (no identifying information please) age, sex, family composition,
living arrangements medical problems, psychiatric problems, medications,
education, school/work;
 Previous interactions with agencies and systems
 Current services
 Client’s presentation - dress, mood, behaviors, cognitive and intellectual functioning;
perception of presenting problem - desire for help + systems involved
 Support systems
 Client’s strengths
 Goals and objectives set together with client
 Client tasks
 Planned Interventions
 Evaluation of intervention/progress – decide how you plan to evaluate the
progress/success of interventions and present the outcome of your evaluation
Student is expected to present this assignment in both written and verbal format.
Two professors, the professor on record for the course, as well as, one other
professor not involved in the course, will evaluate the final projects.
Assignment III: Statistical Reports
Guidelines for Statistical Report will be discussed in class
COURSE OUTLINE AND READINGS
Date
1/09/12
Topics
Learning Contracts
Expectations
Readings/Assignments
Learning Contracts due January
23, 2012
Discuss evaluation/outcome
measures
1/23/12
Legal System
Ch. 9
Have client identified for final
project
2/6/12
Field Issues
Monthly narrative and statistical
report (Assignment III)
2/20/12
Ethics
Midterm Evaluation is due March
2, 2011
Biopsychosocial-spiritual
assessment draft due with goals,
objectives, and planned
interventions due
3/12/12
Field Issues
Monthly narrative and statistical
report due (Assignment III)
3/26/12
Termination
Ch. 10
Assignment I due
4/9/12
Presentation of Case Studies
4/23/12
Presentation of Case Studies
Monthly narrative and statistical
report due (Assignment III)
Assignment II in written format
due April 30, 2012
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
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:
Other
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 (2nd 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, 729736.
Devore, W., & Schlesinger, E. (1996). Ethnic-sensitive social work practice (2nd Ed.). Boston:
Allyn & Bacon.
DuBois, B., & Miley, K. (1996). Social Work: An empowering profession (2nd 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 (2nd 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. (3nd 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 21st
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 21st century. Families in Society, 34, 350-354.
Revised Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8713: Advanced Internship/Integrative Seminar IV
Instructor
Irene Searles McClatchey
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 & Wednesdays 10am-11:00pm; 12:30pm2:00pm; Tuesdays 10:00am – 3:00pm
COURSE DESCRIPTION
This advanced integrative seminar continues the service based second year educational
experience that builds upon the first year and first advanced field placement of the second
year field internship/integrative seminars and internships as they culminate their field
internship experiences. Students continue to refine their clinical skills by completing the
final 320 hours of field work (a total of 740 field hours for the 2nd year) supplemented by
an integrative seminar.
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, socioeconomic 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
5 points
Assignment #2
25 points
Assignment #3
5 points
Final Evaluation
50 points
Attendance/Participation
15 points
TOTAL
100 points
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 2
Evaluation of Agency – Can services be improved? If so, how
Assignment II: Case Study (hand-out regarding outline to be given out in class)
Biopsychosocial-spritual assessement and evaluation of interventions

Client information (no identifying information please) age, sex, family composition,
living arrangements medical problems, psychiatric problems, medications,
education, school/work;
 Previous interactions with agencies and systems
 Current services
 Client’s presentation - dress, mood, behaviors, cognitive and intellectual functioning;
perception of presenting problem - desire for help + systems involved
 Support systems
 Client’s strengths
 Goals and objectives set together with client
 Client tasks
 Planned Interventions
 Evaluation of intervention/progress – decide how you plan to evaluate the
progress/success of interventions and present the outcome of your evaluation
Student is expected to present this assignment in both written and verbal format.
Two professors, the professor on record for the course, as well as, one other
professor not involved in the course, will evaluate the final projects.
Assignment III: Statistical Reports
Guidelines for Statistical Report will be discussed in class
COURSE OUTLINE AND READINGS
Date
1/09/12
Topics
Learning Contracts
Expectations
Readings/Assignments
Learning Contracts due January
23, 2012
Discuss evaluation/outcome
measures
1/23/12
Legal System
Ch. 9
Have client identified for final
project
2/6/12
Field Issues
Monthly narrative and statistical
report (Assignment III)
2/20/12
Ethics
Midterm Evaluation is due March
2, 2011
Biopsychosocial-spiritual
assessment draft due with goals,
objectives, and planned
interventions due
3/12/12
Field Issues
Monthly narrative and statistical
report due (Assignment III)
3/26/12
Termination
Ch. 10
Assignment I due
4/9/12
Presentation of Case Studies
4/23/12
Presentation of Case Studies
Monthly narrative and statistical
report due (Assignment III)
Assignment II in written format
due April 30, 2012
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
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:
Other
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 (2nd 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, 729736.
Devore, W., & Schlesinger, E. (1996). Ethnic-sensitive social work practice (2nd Ed.). Boston:
Allyn & Bacon.
DuBois, B., & Miley, K. (1996). Social Work: An empowering profession (2nd 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 (2nd 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. (3nd 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 21st
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 21st century. Families in Society, 34, 350-354.