San José State University
School of Social Work
ScWk 261: Social Work Practice with Children
42195 – Section 1
Fall, 2014
Instructor:
Dr. Lisa Arieta Hayes
Office Location:
WSQ
Telephone:
(408) 360-2302 or (408) 924-5800
Email:
Lisa.arieta@sjsu.edu
Office Hours:
Mondays 12 – 1 and by appointment
Class Days/Time:
Mondays 9:00 am – 11:45 am
Classroom:
Sweeney Hall 345
Research Sequence Web Page
Copies of the course assignments and assignment examples can be found on the Research
Sequence Web Page at http://www.sjsu.edu/socialwork/courses/Research/ or accessible through
the “Courses” page on the School of Social Work website.
Canvas Messaging
Copies of the course materials such as the syllabus, major assignments, handouts, etc. may be
found on San Jose State’s online learning management system Canvas. Please log-in to the
following link and your SJSUOne account information to login.
Login URL: https://sjsu.instructure.com
Faculty Web Page and MYSJSU Messaging
Copies of the course materials that are specific to this section, such as the syllabus, major
assignment handouts, etc. may be found on my faculty web page at
http://www.sjsu.edu/people/lisa.arieta or accessible through the Quick Links>Faculty Web Page
links on the SJSU home page. You are responsible for regularly checking with the messaging
system through MySJSU (or other communication system as indicated by the instructor).
Catalog Description
Skills and knowledge in working with high-risk children and families from a transcultural multisystems perspective. Focus on understanding of child and family development as well as
assessment and intervention at various levels in a transcultural context. (3 units, an elective)
Course Description
Social Work 261 is an advanced level practice course that offers second year MSW candidates
the opportunity to gain skills and knowledge in transcultural multi-systems practice with a
specific population at risk. This course builds on the skills and competencies gained in
foundation practice (ScWk 220 and 221) and advanced practice courses (ScWk 222 and 223),
and in HBSE courses (ScWk 212, 214). Utilizing ecological/systems, strength and psychosocial
perspectives, SW 261 examines micro and mezzo level professional practice, embedded in macro
systems with high risk, poor, oppressed, marginalized and/or disenfranchised children.
The course develops a deeper understanding of the complexities of the interactions between the
child and his or her environment and focuses on gaining and refining transcultural multi-systems
knowledge and skills in the areas of culturally competent assessment and intervention strategies
with children and their families in the communities. Intervention methodologies include
strength-based models, traditional individuals and family intervention methods, as well as
preventive interventions with parents’ involvement in the school and community.
Course Competencies
The following Competencies are realized through this course:
2.
Apply social work ethical principles to guide professional practice
3.
Apply critical thinking to inform and communicate professional judgments
4.
Engage diversity and difference in practice
6.
Engage in research informed practice and practice informed research
7.
Apply knowledge of human behavior and the social environment
10.
Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations, and communities
Practice Behaviors (PBs)
Upon completion of ScWk 261 students will be able to:
1. Student demonstrates the ability to critically appraise, integrate and apply evidence-based
knowledge and practice principles (Practice Behavior 3a)
2. Student demonstrates the capacity to analyze the gathering, assessment and evaluation of
information to inform practice model design and use (Practice Behavior 3b)
3. Student demonstrates a beginning capacity and skills to gather and synthesize practice
evaluation findings, including client feedback, to support and increase the professional
knowledge base (Practice Behavior 6a)
4. Student demonstrates knowledge of how to consult and utilize research evidence to inform
ongoing practice and policy at all levels (Practice Behavior 6b)
5. Student demonstrates a beginning ability to systemically monitor, analyze and evaluate
interventions, including the use of evidence to determine future action (Practice Behavior
10d)
6. Student demonstrates knowledge of ethical decision making methods and the capacity to
apply these to work with children and families (Practice Behavior 2d)
7. Student demonstrates the ability to critically evaluate the effectiveness of particular research
methods within the transcultural perspective, for special populations and populations at risk
including, cultural and ethnic minorities, women, gays and lesbians and the disenfranchised
and other marginalized groups. (Practice Behaviors 3b; 9a)
8. Student demonstrates effective professional, oral and written communication skills in
understanding general process of social work research and application to real social
problems. (Practice Behavior 3c)
Assignment
Points
Due Date
Written Assignment
#1 Psychosocial
Assessment
Written Assignment
#2 Diagnosis and
Treatment goal
Written Assignment
#3 Treatment
summary
Oral Assignment
#4 Group Systems
Project
Class Participation
20
October 7
Course Student Learning
Objective/Competency
(SLO)
1,2, 4, 5, 6, 7, 8
20
November 4
1, 2, 3, 4,5, 6, 7, 8
20
December 9
1–8
30
December 2
December 9
1–8
15
1–8
Required Texts/Readings
Textbook
Boyd Webb, N. (2003). Social work practice with children (2nd ed.). New York, NY: The
Guildford Press.
This book is also available via eBook at the following link:
http://discover.sjlibrary.org/iii/encore_sjsu/record/C__Rb4165012?lang=eng
Reader. Available at Maple Press.
SUGGESTED:
Morris, R.J. & Kratochwill, T.R. (Eds.) (1998). The practice of child therapy (3rd ed.). Needham
Heights, MA: Allyn & Bacon.
Library Liaison
For assistance in the library go to the King Library Reference Desk (2nd floor; 808-2100) and/or
utilize the Social Work Research Guide available at http://libguides.sjsu.edu/scwk. The Social
Work Library Liaison is: Crystal Goldman 408.808.2015 or Crystal.Goldman@sjsu.edu.
Classroom Protocol
Students are expected to arrive on time, participate in class discussions and exercises, and to be
attentive to lectures and discussions. It is important to be courteous and respectful to one’s
peers, as well as to the instructors. Students are asked to refrain from using cell phones,
earphones or other devices. Students are expected to use laptop computers for classroom related
work.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drops,
academic renewal, etc. Refer to the current semester’s Catalog Policies section at
http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current
academic calendar web page located at
http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The Late Drop Policy
is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of
the current deadlines and penalties for dropping classes.
Assignments and Grading Policy
Your grade in this course will be based on your presentations, written work, tests and
participation as follows:
Penalty for Late Assignments
It is your responsibility to submit assignments on time. If you are unable to submit an
assignment by the date and time indicated on this syllabus (or announced in class), you must
discuss your situation with me at least 24 hours prior to the time the assignment is due. If you
submit an assignment after the due date and time without discussing with me, 10% of the total
assignment point value will be deducted automatically. For example, if an assignment is worth
30 points, 3.0 points will be deducted prior to grading. Another 10% of the total grade will be
deducted for each additional week, or fraction thereof, that the assignment is late. You can avoid
the late deduction(s) by planning ahead and contacting me to make alternative arrangements.
Students will be assessed on the frequency, quality, and depth of their in-class participation in
class discussions. As part of class participation, students are expected to critically analyze
information that is presented/discussed, bring examples and applications of the concepts being
covered, be prepared to discuss readings, and provide additional insights on issues from their
own special knowledge and expertise. Students should notify the instructor in advance if they are
not able to attend class or if they need to leave class early.
Assignments:
- Psychosocial Assessment:
This paper should be written in regards to a child client from the student’s field placement.
The paper is to utilize theories of child development to detail a developmental history of the
child; a description of the extent and type of problems the child is experiencing;
explanations/hypothesis of the causes of the problems; discussion of cultural, ethnic and
religious factors; discussion of the family, neighborhood, school and community factors
contributing to the problem. Approximately 3-5 pages.
-
Diagnosis and Treatment Plan/Goals:
This paper will focus on the use of DSM-IV Diagnosis, treatment plan and ultimate goal that
will be used in treatment with your client. The paper shall incorporate a formulation of a
diagnosis (all 5 Axis if using DSM IV or list if using DSM 5) with any rule outs, an
explanation why you have chosen this diagnosis and discussion of the treatment plan. This
paper should include a discussion of the theoretical framework that will be used in treatment
with this child. In addition the discussion is to include why this theoretical framework is
appropriate for this child and family. Keep in mind the utilization of a transcultural
perspective. Approximately 3-5 pages.
-
Treatment Summary
This paper is a treatment summary of your work with your client. The paper should discuss
the importance of diagnosing and treating children in the context of their families and
communities. Review the theoretical framework used in treatment and if it was effective or
should another approach been more appropriate. Students should again use critical thinking
and self-reflection to analyze their own participation in the treatment of this client and his/her
effectiveness as a social worker. Include recommendations for future needs for this child and
their family. Approximately 3-5 pages.
-
Group Project/Presentation
All students will participate in a group presentation. Time in class will be devoted to discuss
this project as well as group selections will be made.
There are two options for the focus of this presentation:
A. Systems Analysis: Children with whom social workers are involved operate within
social systems. Understanding of these systems is critical for effective social work
practice. The group is to identify a social service system (Public assistance [TANF],
mental health, health, schools, child welfare, etc.) and present a description and
analysis of the system. This analysis should include a discussion on the functions of
the system, its effect on children, the role of social workers within the system, and
information social workers should know to operate effectively within the system.
B. Social Problem Analysis: Children may experience social problems that cause,
influence, or otherwise affect their well-being. These include child maltreatment,
poverty, racism, oppression, migration, domestic violence, neighborhood violence,
substance abuse, mental health issues in the family, death and illness in the family,
catastrophic events, etc. The group should pick a social problem, and create a
presentation that describes and analyzes that problem and its effect on children, and
outlines the role social workers can play to help ameliorate the effects of the problem
on children’s well-being.
APA Format and Writing Requirements:
All papers must follow current American Psychological Association (APA) format guidelines
(6th edition) with the following exceptions: the use of running heads is optional. All papers
must use standard, 12-point fonts (e.g., Times Roman) and be free of typographical, formatting,
spelling, and content errors, as the quality of the writing will be evaluated as part of the grade for
all written assignments. Be sure to carefully review and edit all drafts prior to submission. All
ideas, quotes, and information taken or derived from other sources must be appropriately cited
and referenced in accordance with APA rules.
Grading
The grading and evaluation distribution for the class is outlined below.
Points.
97-100.
93-96.
90-92.
87-89.
83-86.
80-82.
77-79.
73-76.
70-72.
67-69.
63-66.
60-62.
Below 60.
Grade.
A+
A.
AB+
B.
BC+
C.
CD+
D.
DF..
University Policies
Academic integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose State
University. The University’s Academic Integrity policy, located at
http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course
work. Faculty members are required to report all infractions to the office of Student Conduct and
Ethical Development. The Student Conduct and Ethical Development website is available at
http://www.sa.sjsu.edu/judicial_affairs/index.html.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without giving
proper credit) will result in a failing grade and sanctions by the University. For this class, all
assignments are to be completed by the individual student unless otherwise specified. If you
would like to include your assignment or any material you have submitted, or plan to submit for
another class, please note that SJSU’s Academic Policy S07-2 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to
make special arrangements in case the building must be evacuated, please make an appointment
with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires
that students with disabilities requesting accommodations must register with the Disability
Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability.
School of Social Work Policies
School of Social Work Writing Policy
The Instructor will return selected assignments (as specified elsewhere in the syllabus) ungraded
if at least five unique errors are found in grammar, punctuation, sentence structure, spelling,
typos, APA style, or other basic writing errors. Late penalty points may apply, as specified in the
syllabus.
A unique error is an error that will be counted 1 time. For example, if a possessive
apostrophe is left off of a word 5 times in a paper, it will be counted as 1 error (i.e. a possessive
apostrophe error). It is the student’s responsibility to make corrections throughout the paper and
ensure there are no additional instances of the error in the paper before re-submitting the paper
and submitting next assignments.
University Resources
Student Technology Resources
Computer labs for student use are available in the Academic Success Center located on the 1st
floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be
available in your department/college. Computers are also available in the Martin Luther King
Library. A wide variety of audio-visual equipment is available for student checkout from Media
Services located in IRC 112. These items include digital and VHS camcorders, VHS and Beta
video players, 16 mm, slide, overhead, DVD, CD, and audiotape players, sound systems,
wireless microphones, projection screens and monitors
Learning Assistance Resource Center
The Learning Assistance Resource Center (LARC) is located in Room 600 in the Student
Services Center. It is designed to assist students in the development of their full academic
potential and to inspire them to become independent learners. The Center's tutors are trained and
nationally certified by the College Reading and Learning Association (CRLA). They provide
content-based tutoring in many lower division courses (some upper division) as well as writing
and study skills assistance. Small group, individual, and drop-in tutoring are available. Please
visit the LARC website for more information at http://www.sjsu.edu/larc/.
SJSU Writing Center
The SJSU Writing Center is located in Room 126 in Clark Hall. It is staffed by professional
instructors and upper-division or graduate-level writing specialists from each of the seven SJSU
colleges. Our writing specialists have met a rigorous GPA requirement, and they are well trained
to assist all students at all levels within all disciplines to become better writers. The Writing
Center website is located at http://www.sjsu.edu/writingcenter/about/staff/.
Peer Mentor Center
The Peer Mentor Center is located on the 1st floor of Clark Hall in the Academic Success Center.
The Peer Mentor Center is staffed with Peer Mentors who excel in helping students manage
university life, tackling problems that range from academic challenges to interpersonal struggles.
On the road to graduation, Peer Mentors are navigators, offering “roadside assistance” to peers
who feel a bit lost or simply need help mapping out the locations of campus resources. Peer
Mentor services are free and available on a drop –in basis, no reservation required. The Peer
Mentor Center website is located at http://www.sjsu.edu/muse/peermentor/
ScWk 261: Social Work Practice with Children Fall 2013, Course
Schedule
This schedule is subject to change with fair notice. I will announce any changes in class.
Table 1 Course Schedule
Week
1
Date
August 25
Topics, Readings, Assignments, Deadlines
Introduction and Overview of the Course
Introductions; Course outline; Discussion of assignments; Class
expectations.
The Multi-systems Transcultural Perspective in Social Work
Practice with Children and Families
Conceptual frameworks for intervening in families with children;
Risk and resilience; Implications of the transcultural, multi-systems
perspectives in social work practice with children.
Readings
Huang, L.N. & Arganza, G.F. (2003). Child of color in systems of
care: An imperative for cultural competence. In J.T. Gibbs &
L.N. Huang (Eds.), Children of color: Psychological
interventions with culturally diverse youth (2nd ed.) (pp.
413-443). San Francisco, CA: Jossey-Bass. (In reader).
Johnson, J.L. & Grant, G. Jr. (2005). A multi-systemic approach to
practice. In J.L. Johnson & G. Grant Jr. (Series Eds.) Allyn
and Bacon casebook series: Adoption (pp. 1-28). Boston,
MA: Allyn and Bacon. (In reader).
Morris, R.J. & Kratochwill, T.R. (1998). Historical context of child
therapy. In R.J.Morris & T.R. Kratochwill (Eds.), The
practice of child therapy (3rd ed.) (pp.1-4). Needham, MA:
Allyn & Bacon. (Chapter 1).
Webb, N.B. (2003). Building relationships with all relevant systems.
In Social work practice with children (2nd ed.) (pp.41-58).
New York, NY: The Guildford Press. (Chapter 3).
PB 2; 5; 6; 7
2
Sept 1
3
Sept 8
HOLIDAY – LABOR DAY
The Socio-Economic Context for Child Well-being
Week
Date
Topics, Readings, Assignments, Deadlines
Overview of child development milestones; Theories of child
development; Discussion of socio-economic and cultural factors that
affect children, such as homelessness, parental substance abuse,
poverty, immigration, oppression and discrimination, domestic
violence, child maltreatment, and school and neighborhood violence;
Effects of these experiences on children; Implications for social work
assessment and intervention.
Readings
Murphy, K.C. (2004). Child development. In C.R. Brittain & D.E.
Hunt (Eds.), Helping in child protective services: A
competency-based casework handbook (pp. 249-306). New
York, NY: Oxford University Press. (In reader).
Ramirez Barranti, C.C. (2005). Family health social work practice
with Mexican migrant and seasonal farmworking families. In
F.K.O Yuen (Ed.), Social work practice with children and
families: A family health approach (pp. 117-144).
Binghamton, NY: The Haworth Press. (In reader).
Webb, N.B. (2003). Children’s problems and needs. In Social work
practice with children (2nd ed.) (pp.3-16). New York, NY:
The Guildford Press.
(Chapter 1).
Webb, N.B. (2003). Necessary background for helping children. In
Social work practice with children (2nd ed.) (pp.17-40). New
York, NY: The Guildford Press. (Chapter 2).
PB 2; 3; 5; 6
Assessment of Children
The role of the DSM IV and DSM 5; considering the socio-economic context; family systems;
conducting a psycho-social assessment.
Readings
Gibbs, J.T. & Huang, L.N. (2003). Introduction and overview: A conceptual framework for the
psychological assessment and treatment of minority youth. In J.T. Gibbs & L.N. Huang
(Eds.), Children of color: Psychological interventions with culturally diverse youth (2nd
ed.) (pp. 1-40). San Francisco, CA: Jossey-Bass. (In reader).
Johnson-Powell, G. (1997). The culturologic interview: Cultural, social, and linguistic issues in
the assessment and treatment of children. In G. Johnson-Powell & J. Yamamoto (Eds.),
Transcultural child development: Psychological assessment and treatment (pp.349-364).
New York, NY: John Wiley & Sons. (In reader).
Wahlgren, C.A., Metsger, L., & Brittain, C. (2004). Assessment. In C.R. Brittain & D.E. Hunt
(Eds.), Helping in child protective services: A competency-based casework handbook (pp.
205-248). New York, NY: Oxford University Press. (In reader).
Webb, N.B. (2003). The biopsychosocial assessment of the child. In Social work practice with
children (2nd ed.) (pp.59-99). New York, NY: The Guildford Press. (Chapter 4).
PB 2; 3; 5; 6
Sept 15
4
Sept 22
5
Social Work Interventions: Working One-on-one with Children
Definitions and descriptions of various therapies, and their historical development; Theoretical
basis of therapeutic approaches; Research evidence related to therapies; Cultural considerations;
Current controversies/debates.
Readings
Drewes, A.A. Cross-cultural issues in play therapy. In E.Gil & A.A.Drewes (Eds.), Cultural
issues in play therapy (pp. xx-xx). City, state: Publisher. (In reader).
Gosch, E.A. (2006). Principles of cognitive behavioral therapy for anxiety disorders in children.
Journal of Cognitive Psychotherapy, 20, 247-262. (In reader).
Russo, M.F., Vernam, J., & Wolbert, A. (2006). Sandplay and storytelling: Social constructive
and cognitive development in child counseling. The Arts in Psychotherapy, 33, 229-237.
(In reader).
Webb, N.B. (2003). One-to-one work with the child. In Social work practice with children (2nd
ed.) (pp.143-166). New York, NY: The Guildford Press.
(Chapter 7).
PB 1; 2; 3; 5; 6; 7
Social Work Interventions: Working with Families I
Definitions and descriptions of family therapy, and its historical development; Theoretical basis
of family therapy; Research evidence related to family therapy; Cultural considerations; Current
controversies/debates;
Readings
Minuchin, S. (1974). The family in therapy. In Families and family therapy (pp. 110-122).
Cambridge, MA: Harvard University Press. (In reader).
Titelman, P. (1987). The therapist’s own family. In The therapist’s own family: Toward
differentiation of self (pp. 3-42). Northvale, NJ: Jason Aronson Inc. (In reader).
Webb, N.B. (2003). Working with the family. In Social work practice with children (2nd ed.)
(pp.119-142). New York, NY: The Guildford Press. (Chapter 6).
PB 1; 2; 4; 5; 6; 7
Sept 29
6
8
Oct 13
Social Work Interventions: Working with Children in Groups
Definitions and descriptions of group therapy, and its historical development; Theoretical basis
of group therapy; Research evidence related to group therapy; Cultural considerations; Current
controversies/debates;
Readings
Nisivoccia D. & Lynn, M. (1999). Helping forgotten victims: Using activity groups with children
who witness violence. In N. Boyd Webb (Ed.), Play therapy with children in crisis (pp.
74-103). New York, NY: The Guildford Press. (In reader).
Schechtman, Z. (2007). The theory of group counseling with children. In Group counseling and
psychotherapy with children and adolescents (pp. 16-29). Mahweh, NJ: Lawrence
Erlbaum Associates. (In reader).
Webb, N.B. (2003). Group work with children. In Social work practice with children (2nd ed.)
(pp.167-189). New York, NY: The Guildford Press. (Chapter 8).
PB 1; 2; 3; 4; 6; 7
Social Work Interventions: Working with Families II
The diversity of family forms and structures, and implications for social work practitioners.
Readings
Brown-Stanridge, M.D. & Floyd, C.W. (2000). Healing bittersweet legacies: Revisiting
contextual family therapy for grandparents raising grandchildren in crisis. Journal of
Marital and Family Therapy, 26(2), 185-197. (In reader).
Knudson-Martin, C. & Laughlin, M.J. (2005). Gender and sexual orientation in family therapy:
Toward a post-gender approach. Family Relations, 54(1), 101-115
Leslie, L.A. & Morton, G. (2001). Family therapy’s response to family diversity: Looking back,
looking forward. Journal of Family Issues, 22(7), 903-921. (In reader).
Webb, N.B. (2003). Children in divorcing and reconstituted families. In Social work practice
with children (2nd ed.) (pp.235-258). New York, NY: The Guildford Press. (Chapter 11).
ASSIGNMENT #1 DUE
PB 1; 2; 3; 6; 7; 8
Oct 6
7
14
13
Nov 24
Dec 1
GROUP PRESENTATIONS
Readings
Webb, N.B. (2003). A changing world’s impact on practice with and for children. In Social work
practice with children (2nd ed.) (pp.341-357). New York, NY: The Guildford Press.
(Chapter 15).
PB 1; 3; 8
Ethical Issues in Social Work Practice with Children
Review of the Social Work Code of Ethics; Working within institutional constraints; Utilizing
cross-system collaboration; Evaluating practice; Resolving ethical dilemmas.
Readings
DeKraai, M.B. & Sales, B. (1998). Informed consent, confidentiality, and duty to report laws in
the conduct of child therapy. In Morris, R.J. & Kratochwill, T.R. (Eds.), The practice of
child therapy (3rd ed.) (pp.540-559). Needham Heights, MA: Allyn & Bacon. (Chapter
17).
Thompson, C.L. & Henderson, D.A. (2007). Legal and ethical considerations for counselors. In
Counseling children (7th Ed.), (pp. 609-628). Belmont, CA: Thompson Brooks/Cole. (In
reader).
Webb, N.B. (2003). Contracting, planning interventions, and tracking progress. In Social work
practice with children (2nd ed.) (pp.100-118). New York, NY: The Guildford Press. (Chapter 5).
PB 1; 2; 3; 4; 5; 6; 7
Practice Applications: Working with Children with Anxiety, PTSD and Depression
Definitions and descriptions of Anxiety and Depression and related disorders; Risk and
protective factors; Applying social work interventions with children with anxiety and depression.
Readings (choose four)
Harmon, H. (2006). The role of gender and culture in treating youth with anxiety disorders.
Journal of Cognitive Psychotherapy: An International Quarterly, 20, 301-310. (In
reader).
Kaslow, N.J., Morris, R.J., Rehm, L.P. (1998) Childhood depression. In Morris, R.J. &
Kratochwill, T.R. (Eds.), The practice of child therapy (3rd edition) (pp. 48-90).
Needham Heights, MA: Allyn & Bacon. (Chapter 3).
Milby, J.B., Robinson, S.L. & Daniel, S. (1998). Obsessive compulsive disorders. In Morris, R.J.
& Kratochwill, T.R. (Eds.), The practice of child therapy (3rd edition) (pp. 5-47).
Needham Heights, MA: Allyn & Bacon. (Chapter 2).
Morris, R.J. & Kratochwill, T.R. (1998). Childhood fears and phobias. In Morris, R.J. &
Kratochwill, T.R. (Eds.), The practice of child therapy (3rd edition) (pp.91-131).
Needham Heights, MA: Allyn & Bacon. (Chapter 4).
Webb, N.B. (2003). Child victims and witnesses of family and community violence. In Social
work practice with children (2nd ed.) (pp.315-340). New York, NY: The Guildford Press.
(Chapter 14).
Webb, N.B. (2003). Children in families affected by illness and death. In Social work practice
with children (2nd ed.) (pp.259-286). New York, NY: The Guildford Press. (Chapter 12).
PB 1; 2; 3; 4; 5; 6; 7
Practice Applications: Working with Children with Attachment Problems and PTSD
Definitions and descriptions of attachment disorders and PTSD; Risk and protective factors;
Applying social work interventions with children with attachment disorders and PTSD.
Readings
Becker, J.V. & Bonner, B. (1998). Sexual and other abuse of children. In Morris, R.J. &
Kratochwill, T.R. (Eds.), The practice of child therapy (3rd ed.) (pp.367-389). Needham
Heights, MA: Allyn & Bacon. (Chapter 12).
Marvin, R. & Whelen, W. (2003). Disordered attachments: Toward evidence-based clinical
practice. Attachment and Human Development, 5(3), 283-288. (In reader).
Saigh, P.A. (1998). Post-traumatic Stress Disorder. In Morris, R.J. & Kratochwill, T.R. (Eds.),
The practice of child therapy (3rd ed.) (pp.390-418). Needham Heights, MA: Allyn &
Bacon. (Chapter 13).
Webb, N.B. (2003). Children living in kinship and foster home placements. In Social work
practice with children (2nd ed.) (pp.215-234). New York, NY: The Guildford Press.
(Chapter 10).
PB 1; 2; 4; 6; 7
Nov 3
11
Practice Applications: Working with Children with Biological Disorders
Definitions and descriptions of various biological disorders such as autism and autism- spectrum
disorders, and developmental delay; Risk and protective factors; Applying social work
interventions with children with biological disorders.
Readings
Charlop-Christy, M.H., Schreibman, L., Pierce, K., & Kurtz, P.F. (1998). Childhood autism. In
Morris, R.J. & Kratochwill, T.R. (Eds.), The practice of child therapy (3rd ed.) (pp.271302). Needham Heights, MA: Allyn & Bacon. (Chapter 9).
Lloyd, H., & Dallos, R. (2006). Solution-focused brief therapy with families with a child who
has intellectual disabilities: A description of the content of initial sessions and the
processes. Clinical Child Psychology and Psychiatry, 11, 367-386 (In reader).
Matson, J.L., Applegate, H., Smiroldo, B., & Stallings, S. (1998). Mentally retarded children. In
Morris, R.J. & Kratochwill, T.R. (Eds.), The practice of child therapy (3rd ed.) (pp. 303324). Needham Heights, MA: Allyn & Bacon. (Chapter 10).
PB 1; 2; 3; 4; 6; 7
Oct 20
Oct 27
10
9
Dec 8
15
GROUP PRESENTATIONS
Course Review and Summing Up
Wrapping up; Course summary; Course evaluations.
Readings
Ryan, K. (1999) Self-help for the helpers: Preventing vicarious traumatization. In N. Boyd Webb
(Ed.), Play therapy with children in crisis (pp. 471-492). New York, NY: The Guildford
Press. (In reader).
ASSIGNMENT #3 DUE
PB 1; 3; 8
BIBLIOGRAPHY
Brittain, C.R. & Hunt, D.E. (Eds.) (2004). Helping in child protective services: A competency
based casework handbook. New York, NY: Oxford University Press.
Flynn, R.J., Dudding, P.M. & Barbar, J.G. (2006). Promoting resilience in child welfare.
Ontario, Canada: University of Ottawa Press.
Fraser, M. (1997). Risk and resilience in childhood. Washington, D.C.: NASW.
Gibbs, J.T & Huang, L.N. (Eds.) (2003). Child of color: Psychological interventions with
culturally diverse youth (2nd edition). San Francisco, CA: Jossey-Bass.
Gil, E. & Drewes, A.A. (Eds.) (2005). Cultural issues in play therapy. New York, NY: Guilford
Press.
Johnson, J.L. & Grant, G. Jr. (Series Eds.) (2005). Allyn and Bacon casebook series:
Adoption/Foster care/Sexual Abuse. Boston, MA: Allyn and Bacon.
Johnson-Powell, G. & Yamamoto, J. (Eds.) (1997). Transcultural child development:
Psychological assessment and treatment. New York, NY: John Wiley & Sons.
Minuchin, S. (1974). Families and family therapy. Cambridge, MA: Harvard University Press.
Minuchin, S. & Fishman, H.C. (1981). Family therapy techniques. Cambridge, MA: Harvard
University Press.
Schechtman, Z. (2007). Group counseling and psychotherapy with children and adolescents:
Theory, research and practice. Mahweh, NJ: L. Erlbaum Associates.
Thompson, C.L. & Henderson, D.A. (2007). Counseling children (7th ed.). Belmont, CA:
Thompson Brooks/Cole.
Timberlake, E.M. & Cutler, M.M (2001). Developmental play therapy in clinical social work.
Needham Heights, MA: Allyn & Bacon.
Titelman, P. (1987). The therapist’s own family: Toward differentiation of self. Northvale, NJ:
Josaon Aronson Inc.
Weissbourd, R. (1996). The vulnerable child: What really hurts America’s children and what we
can do about it. Menlo Park, CA: Addison-Wesley Publishing Company.
Yuen, F.K.O (Ed.) (2005). Social work practice with children and families: A family health
approach. Binghamton, NY: The Haworth Press.
Social Work Professional Writing Competency Policy
and the Graduate Writing Assessment Requirement (GWAR)
Students admitted after September 1, 1987 must comply with the English Competency policy
adopted by the Academic Senate of SJSU (S94-7). This policy states: “…all students entering
California State Universities after implementation of the proficiency / diagnostic examination
shall be required to demonstrate their competency with regard to writing skills as a requirement
for graduation.” In addition to these admission requirements, “…each department may establish
its own criteria within these policy guidelines and candidates must abide by the department
decision” (see http://info.sjsu/web-dbgen/catnarr/policies/n15.html, Nov. 2, 2001).
Current Implementation of Policy
1. In the MSW Program the Professional Writing Competency policy is that all students
must successfully pass a written assessment assignment administered in ScWk 240.
This policy applies to all students, including those who have already passed:
 English 100W (or equivalent).
 The WST exam.
 TOEFL
2. Transfer students from other graduate programs within or outside the state of
California, as well as BASW students who are substituting another course for ScWk
240, must also complete the written assessment assignment.
3. If a student is deficient in writing ability, the student will be referred to the Graduate
Advisor to develop a remedial plan. The student may also be reassessed in ScWk
242.
4. Students must successfully complete the Professional Writing Competency
requirement before they can be advanced to candidacy with Graduate Studies &
Research during fall semester of their final year. Students must also successfully
complete this requirement prior to enrolling in ScWk 298.