GEORGE MASON UNIVERSITY
Department of Social Work
SOCW 361 203
Methods of Social Work Intervention I: Laboratory
2022 Fall Semester
Instructor:
Dr. Daniel Freedman
Office Location:
Peterson Hall 3602
Telephone:
703-993-4246
Email:
dfreedm@gmu.edu
Office Hours:
On Campus in Office or Zoom, By Appointment
Classroom:
Horizon Hall 1106
Class Meetings:
F 1:30-4:10pm
Prerequisites:
SOCW 200
Co-requisites:
SOCW 357
Catalog Description
Develop proficiency in social work and communication skills. Increase competency in practice
knowledge and behaviors through experiential learning in the classroom laboratory. Apply
knowledge of biological, psychological, social, spiritual, and cultural influences to those who
need and those who give help. Examine personal behavioral and learning patterns, values,
ethics, and attitudes to increase ability to understand and help clients.
Description of the Course
This is an experiential course that emphasizes the development of generalist practice
competencies required for serving a variety of client types, with the emphasis on working with
individuals and families. Students will participate in skills demonstrations, structured role-plays,
and critical self-reflection, while also receiving feedback about their skills by peers and the
instructor. Students will use the strengths, systems, and antiracist perspectives as frameworks
for developing practice competencies intended to promote diversity, equity, inclusion, plus
individual and community well-being.
Course Objectives, as a function of this course students will be able to:
1. Develop and build upon skills required for professional engagement with individuals and
families
2. Use assessment protocols that produce strengths-based impressions of the person/system in
the social environment
3. Apply evidence-based practice interventions to promote diversity, equity, inclusion, plus
individual, family, and community well-being
4. Critically evaluate practice with individuals and families
5. Establish an awareness of the importance for recognizing practice biases and strengths
through being critically self-reflective
SOCW 361 201
Antiracism, Diversity, Equity, and Inclusion
The Department of Social Work and Council on Social Work Education (CSWE) emphasize the
development of social work practitioners who use antiracist practice approaches, honor the
strengths of clients and client systems, and promote equity and inclusion for those affiliated with
vulnerable populations. As such, the BSW program places salience in the following doctrines
and standards:





Department of Social Work Anti-Racism Statement
College of Health and Human Services Inclusive Excellence Goal
University/Presidential Initiative on Antiracism and Inclusive Excellence
Land and Injustice Acknowledgement
Student and Faculty Names and Pronouns
Department of Social Work Anti-Racism Statement
As a member of the George Mason University community and being affiliated with a profession
that values diversity and difference, plus social, economic, and environmental justice, the
Department of Social Work is committed to anti-racism and inclusive excellence. An anti-racist
approach to social work education acknowledges the ways that individual, interpersonal,
institutional, and structural manifestations of racism against Black individuals and other people
of color contribute to inequality and injustice in our classrooms, on our campuses, and in our
communities, and it strives to provide the department’s community members with resources to
interrupt cycles of racism so as to cultivate a more equitable, inclusive, and just environment for
all of our students, staff, faculty, alumni, and friends, regardless of racial background.
Therefore, as a student, faculty member, or staff member in the Department of Social Work, I
pledge to do the following:

To make constant, conscious decisions to interrupt racism and cultivate equity, inclusion,
and justice for people of all racial backgrounds, and in particular those from Black
communities and other communities of color, who are most likely to bear the direct and
indirect costs of systems of white supremacy.

To interrogate histories of white supremacy and white-dominant culture, and to examine the
ways in which these histories have impacted our individual beliefs, our interpersonal
relationships, our institutional and structural policies and processes, and our entire society.

To make a commitment to being responsible for our own relationships to, and actions within,
systems of white supremacy.

To advocate at the micro, mezzo, and macro levels for policies that address the systemic
issues of racism including, but not limited to, mass incarceration, voter suppression, income
inequality, housing and job discrimination, and the devolution of the social welfare state.

To cultivate a practice of self-awareness and self-reflection that allows us to critically
evaluate our own role in upholding white supremacy and identify the ways we can interrupt
cycles of racism at the individual, interpersonal, institutional, and structural levels.

As a student, faculty member, or staff member in the Department of Social Work, I am
committed to examine my own behavior and am willing to change any attitudes and
SOCW 361 201
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behavior that can be viewed as racist in my interactions with others, to include students,
faculty, and staff, and during my experiences with clients. I will engage in open constructive
dialogue where possible, to share my perspectives and will be receptive to hearing the
perspectives of others. I understand change begins with me.
We believe that the work of anti-racism starts with each individual, and that in cultivating an antiracist approach to research, scholarship, practice, and service our students will build a skillset
rooted in principles of equity, inclusion, and justice that they will carry with them throughout their
lives.
College of Health and Human Services Inclusive Excellence Goal
The overarching aspects of the College’s Inclusive Excellence plan include recruitment and
retention of faculty, staff and students into an inclusive environment that engages diversity and
values equity.
Over the next 3 years, the College leadership will continue to recruit and retain faculty and staff
whose identities more closely align with the characteristics of our student body. We will ensure
that faculty and staff responsible for critical decisions in hiring and admissions processes are
well-versed in best practices related to diversity, equity and inclusion, and develop procedures
and processes to ensure equity in our hiring, promotion, and student admissions practices.
We will examine our curriculum to identify opportunities to better integrate themes of equity and
engage our diverse student perspectives. Finally, we will foster opportunities for growth in
diversity-related knowledge, skills, and values through experiential learning, trainings, selfassessment and reflection among faculty, staff, and students.
University/Presidential Initiative on Antiracism and Inclusive Excellence
The Presidential Initiative on Anti-Racism and Inclusive Excellence (ARIE) is
established to ensure that George Mason University, (Mason), creates an inclusive and
equitable campus environment in which every member of our community, without
exception, is valued, supported, and experiences a sense of belonging. The primary
purpose of this initiative is to position the university to become a national exemplar of
anti-racism and inclusive excellence through its own reconciliation work. The initiative
will place Mason on a long-term trajectory that is transformative and sustainable.
The ARIE initiative will be led and conducted by a task force appointed by the president.
The work of the task force will be broken into six committees, where much of the work
will be done. The task force will be governed by an executive steering committee, also
appointed by the president.
Vision
George Mason University will become a national exemplar of anti-racism and inclusive
excellence.
SOCW 361 201
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Mission
• Develop and implement effective systems, practices and traditions that eradicate
racism and bigotry at Mason.
• Prevent racist practices from regenerating through the establishment.
• Establish Mason as a community, commonwealth, regional, and national resource for
the advancement of anti-racism, reconciliation, and healing.
Tenets
• Mason will be deliberate in establishing an inclusive environment in which all members
of the campus community are welcomed and supported; experience a sense of
belonging; and differing perspectives are valued and encouraged.
• Mason is committed to equal opportunity across the board, and will aggressively
challenge and respond to bias, discrimination, and harassment.
• Anti-racism and inclusive excellence will be foundational in every program, process,
policy, and procedure at Mason.
Land and Injustice Acknowledgement and Invitation for Reflection and Discussion
In every field of study, it is critical to be mindful of historical and current contexts. In social work,
this helps us amplify important stories that have been discounted or silenced as we advance
justice. As an educator, advocate and member of our learning community, I respect the
sovereignty of the indigenous communities who stewarded the land on which our university is
located. In adopting the model set at GMU by the Center for Mason Legacies, I want to
acknowledge the Doeg, who were killed in Virginia during the viscous onset of slavery, and the
indigenous communities who have continued to care for these lands; the Chickahominy,
Eastern Chickahominy, Mattaponi, Monacan, Pamunkey, Patawomeck, Piscataway,
Rappahannock, Upper Nansemond, and Nottaway, past, present, and emerging.
Student and Faculty Names and Pronouns
If you wish, please share your name and gender pronouns with me and indicate how best to
address you in class and via email. I use he, his, him pronouns for myself and you may address
me as Dr. Freedman or Dan
REQUIRED READINGS AND RESOURCES
Textbook
Cournoyer, B. (2014). The Social Work Skills Workbook (8th Ed.). Pacific Grove, CA:
Brooks/Cole.
SOCW 361 201
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Program Book Requirement
Young, D. J., Tamburro, A., & Harris, M. (2020). The writer’s handbook: A guide for social
workers (2nd Ed.). Ogden Dunes, IN: Writer’s Toolkit Publishing LLC
Good writing is essential to effective social work practice. The social work curriculum at George
Mason University entails a significant amount of both writing and research. Throughout the
curriculum, social work students will learn to produce professional writing that mirrors the types
of writing common in the profession. By teaching writing skills through the lens of the
profession's ethics and values, students will have a greater understanding of the importance of
writing. Knowing how to correctly structure sentences and paragraphs, as well as knowing the
correct format for documentation and research as a professional social worker is easier if you
have the skills and knowledge to do this professionally. To aid students in the understanding
and application of professional writing skills, the Mason BSW Program has adopted The Writer’s
Handbook: A Guide for Social Workers by Dona Young as a required text to be used in all of the
required courses in the BSW Program.
Other Required Readings
Bushfield, S. & Fitzpatrick, T. R. (2010). Therapeutic interventions with immigrant Muslim
families in the United States. Journal of Religion & Spirituality in Social Work, 29, 165179
MacKay, L. (2012). Trauma and Bowen family’s systems theory: Working with adults who were
abused as children. Australian and New Zealand Family Therapy, 33, 232-241.
Saline, S. (2021). Thriving in the new normal: How Covid-19 has affected alternative learners
and their families and implementing effective, creative, and therapeutic interventions.
Smith College Studies in Social Work, 91, 1-28.
STUDENTS AS SCHOLARS
The social work curriculum has been redesigned to help students learn about the recursive
process of scholarly inquiry either through studying previous scholarship or as preparation for
participation in an original scholarly project. Although specific classes have the various Students
as Scholars designation (Discovery, Inquiry, and Research Scholarship), all of the social work
classes are designed to build upon skills and knowledge from previous classes. To learn more
about Students as Scholars, visit http://oscar.gmu.edu.
SOCW 361 201
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IMPORTANT DATES (from https://registrar.gmu.edu/calendars/fall_2022/)
First day of classes
August 22, 2022
Last day to add classes -all individualized section forms due
August 29, 2022
Last day to Drop: with 100% tuition refund
September 6, 2022
Drop period begins: 50% tuition refund period begins
September 13, 2022
September 14-September 27,
Unrestricted Withdrawal Period
2022
Fall Break
October 10, 2022
Monday Classes/Labs Meet
October 11, 2022
(Tuesday Classes Do Not Meet This Week)
Selective Withdrawal Period (undergraduate students only):
September 28-October 24, 2022
100% tuition liability
Thanksgiving Recess
November 23-November 27, 2022
Last day of classes
December 3, 2022
Exam Period
December 7-December 14, 2022
BSW PROGRAM’S GRADING SCALE
93-100 = A
90-92 = A-
87-89 = B+
83-86 = B
80-82 = B-
77-79 = C+
73-76 = C
70-72 = C-
60-69 = D
Below 60 = F
BSW PROGRAM’S POLICY FOR LATE ASSIGNMENTS
All assignments are expected to be submitted by the due date and time specified in the course
syllabus. You are strongly encouraged to submit your assignments on time or early. These
expectations are congruent with those for professional social workers, which often have nonnegotiable deadlines for completing tasks. Consequences for not making deadlines can be dire
for not only you, but for your client, your agency, etc. For example, your client will expect you to
be prepared for court, and your grant proposal will require submission on time without
exception.
If you are aware of circumstances that may inhibit your ability to submit an assignment on time,
discuss your situation with your instructor as soon as possible, and ideally 48 hours prior to the
deadline. This is congruent with social work professional competencies in proactive
communication with your supervisor or boss. For assignments during the semester, there will be
a 4% deduction per calendar day, which accumulates to a 28% deduction if turned in 7 days
late. No assignments will be accepted after 7 calendar days. Exceptions to this policy for
unforeseen circumstances are solely at the discretion of the instructor.
DEPARTMENT OF SOCIAL WORK POLICY FOR AN INCOMPLETE (IN) GRADE
A grade of incomplete (IN) will only be assigned if, due to serious extenuating circumstances,
the student is not able to take the final exam or complete a major project by the due date. It is
the instructor’s discretion whether or not to allow a student to be assigned an incomplete grade
and these situations will be evaluated on a case-by-case basis. Students must approach the
instructor prior to the last day of class to request an Incomplete Grade and must agree to the
deadlines specified by the instructor.
SOCW 361 201
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UNIVERSITY STANDARDS FOR A SAFE RETURN TO CAMPUS/COVID SAFETY PLAN,
LAST UPDATED 03/07/2022 FOUND HERE: https://www.gmu.edu/safe-return-campus
ASSIGNMENTS
Assignments
1. 1. Class Attendance and
Participation
2. 2. Recorded Individual and
Family Practice Sessions
3. 3. Skills Workbook Exercises
4. 4. Practice Self-Reflection
Papers
5. 5. Participation Papers and
Presentations
6. 6. Extra Credit Opportunity
Points or
Percent of
Final Grade
10%
10%
50%
30%
5 points
(50% of
Attendance
and
Participation
Points)
Possibility
of up to 5
points
Due Date
Ongoing
Recording of Individual Session Due
09/30/22 (5 Points)
Recording of Family Session Due
11/18/22 (5 Points)
Exercise I Due 10/07 (25 Points)
Exercise II Due 12/2 (25 Points)
Self-Reflection of Individual Session
Paper Due 10/14/22 (15 Points)
Self-Reflection of Family Session Paper
Due 12/12/22 (15 Points)
Participation Paper I (Due 10/30) and
Presentation I (Due 11/4) (2.5
attendance and participation points)
Participation Paper II (Due 11/13) and
Presentation II (Due 11/18) (2.5
attendance and participation points)
12/02/2022
1. Class Participation and Attendance (10 Points)
It is imperative that students come to class prepared by reading all assignments prior to class.
The most effective learning is interactive and collaborative, which requires student participation
and cooperative interaction in class discussions and small group work. For each class, be
prepared to discuss the assigned readings, ask and answer questions, and integrate reading
material into class discussions and activities. You are expected to be an active member of class
discussions, which will support your learning as well as that of your classmates. Please note
that this portion of your grade is not based solely on attendance. However, if you are not in
class, your absence will be considered as de facto evidence of your non-participation.
Participation in this class is measured by the student’s commitment to the course through
attendance, attention in class, and accountability to fellow classmates and the instructor.
SOCW 361 201
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Attendance is required for all social work classes. Although advance notification of missed
classes is appreciated, all absences are counted the same. Missing more than 20% of a total
class session (e.g., 15 minutes of a 75-minute class) will result in an automatic absence.
Absences will have an impact on your final grade.
Accountability will be measured by consistent, respectful interactions with classmates and the
instructor. A respectful demeanor should be demonstrated at all times and disruptive behaviors
such as conversations with others, talking while the instructor or classmates are talking, leaving
class early, etc. should be avoided. Failure to demonstrate commitment to the course through
attendance, attention, or accountability will result in a lowered grade for the course. Participation
in small group work and critical thinking discussions during class meetings is included in this
grade.
2. Recorded individual and family practice sessions (10 points, 5 per submission)
Students are required to record themselves interacting with a hypothetical client (recording I)
and client system (family in recording II) during the semester. Vignettes will be used to frame
the interactions between the client/client system (other students in the class, willing friends, or
family members) and student. The purpose of the recordings is to demonstrate the use of
practice skills highlighted in the skills workbook. More information about the recordings will be
provided during the semester in terms of grading expectations and technology.
3. Skills Workbook Exercises I and II (50 points, 25 points per submission)
Each student will base the two skills workbook exercises on one of the four clients/client system
on pg. 267-268 of the text: Mr. K., Loretta, the S Family or Mrs. F., whereas both exercises need
to be structured around the same client/client system.
Exercise I (due 10/07)
 Write at least 100 words in response to exercise 8-2 on pg. 279-280
 Write at least 100 words in response to exercise 8-3 on pg. 285-286
 Write at least 100 words in response to exercise 8-4 on pg. 288-289
 Write at least 100 words in response to exercise 8-5 on pg. 292-293
 Write at least 100 words in response to exercise 8-6 on pg. 294-295
 Write at least 100 words in response to exercise 9-1 on pg. 324-325
 Write at least 100 words in response to exercise 9-2 on pg. 328-329
 Write at least 100 words in response to exercise 9-3 on pg. 331-332
 Write at least 100 words in response to exercise 9-4 on pg. 334-335
 Write at least 100 words in response to exercise 9-5 on pg. 337-338
 Write at least 100 words in response to exercise 9-6 on pg. 340-341
 Write at least 100 words in response to exercise 9-7 on pg. 343-344
 Write at least 100 words in response to exercise 9-8 on pg. 346-347
 Write at least 100 words in response to exercise 10-1 on pg. 377-378
 Write at least 100 words in response to exercise 10-3 on pg. 392-393
Exercise I is to be at least 1500 words in length, written with double-spacing and 11- or 12-point
font, and with the use of headers for identifying the 15 different exercises included in the
assignment.
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Exercise II (due 12/02)
 Write at least 100 words in response to exercise 11-1 on pg. 418-419
 Write at least 100 words in response to exercise 11-3 on pg. 428-429
 Write at least 100 words in response to exercise 11-4 on pg. 434-435
 Write at least 100 words in response to exercise 12-1 on pg. 448-449
 Write at least 100 words in response to exercise 12-3 on pg. 458-459
 Write at least 100 words in response to exercise 12-4 on pg. 460-461
 Write at least 100 words in response to exercise 12-5 on pg. 464-465
 Write at least 100 words in response to exercise 12-6 on pg. 468-469
 Write at least 100 words in response to exercise 12-8 on pg. 474-475
 Write at least 100 words in response to exercise 12-9 on pg. 447-478
 Write at least 100 words in response to exercise 12-11 on pg. 484-485
 Write at least 100 words in response to exercise 13-1 on pg. 501-503
 Write at least 100 words in response to exercise 13-2 on pg. 506-608
 Write at least 100 words in response to exercise 13-3 on pg. 510-511
Exercise II is to be at least 1400 words in length, written with double-spacing and 11- or 12-point
font, and with the use of headers for identifying the 15 different exercises included in the
assignment.
Grading Criteria for both skills workbook exercises
A, 22.50-25.00 points: Well written paper that is submitted on time, applies content from the
skills workbook, and demonstrates critical thinking and insights into a student’s journey of
professional development
B, 20.00-22.49 points: Most of the requirements for earning an A are met
C, 17.50-19.99 points: Some of the requirements for earning an A are met.
D/F, less than 17.50 points: Most of the requirements for earning an A are not met
4a. Self-Reflection of Individual Session Paper (15 points)
After your first role play as the social worker, you will write a paper about at least five of the
following:
1. Identify your understanding of what was going on with your client.
2. Identify the skill or intervention you were using in a particular response.
3. Explain the reason for selecting that skill or intervention.
4. Explain where you were heading with this client.
5. Self-evaluate the effectiveness of the skill or intervention used.
6. Identify what might work better in the future.
7. How would you rate your effectiveness during the session?
8. What skills would you like to improve?
9. Include anything else you think might be relevant to your client or your skill development.
SOCW 361 201
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The paper is to be framed, in-part, from the skills workbook, written in a 11 or 12-point font size,
double-spaced, constructed with headers to identify the five or more items, and must be at least
750 words in length
Grading Rubric
Elements
Thoroughness:
Application of
Content from Skills
Workbook:
Writing:
Inadequate =
less than 4.00 Points
Respond to at least
three or more items,
and some or most of
the answers are
incomplete
Minimally apply
content from the
skills workbook to
strengthen responses
Around 750 words
and
substantial writing
issues
Adequate =
Superior =
4.00 – 4.99 points
4.50 – 5.00 points
Respond to at least
Respond to at least
four or five items, and five items using
some of the answers complete answers
are incomplete
Intermittently apply
content from the
skills workbook to
strengthen response
Around 750 words
and/or some writing
issues (grammar &
sentence structure)
Consistently apply
content from the
skills workbook to
strengthen responses
At least 750 words,
professionally written
(grammar & sentence
structure)
4b. Video Self-Reflection Paper II (15 points)
Integrating knowledge from the skills workbook, insight gained from making and comparing both
recordings, and information from the first self-reflection paper, evaluate your use of social work
practice skills. Include at least five of the following components in your analysis:
1. Identify strengths
2. Identify limitations and areas for practice growth
3. Evaluate the extent you were able to create a rapport, connection, and a relationship in
ways that aid communication and an understanding of assessment and intervention
4. Evaluate your welcoming skills: the ability to offer a warm greeting/clear introduction
5. Evaluate you active listening skills: noting the factual/emotional content of what is being
said/not said/use of active responses
6. Evaluate memory skills: actively recalling and linking key facts/information
7. Evaluate attunement skills: responding to the meaning/quality of feelings being
expressed/shared
8. Evaluate information gathering skills: asking good questions/importance of gathering
baseline data
9. Evaluate the extent in which you present as being willing to help: communication, emotional
warmth, interest, care, concern for “client”
10. Describe what have you learned from this videotaping experiences overall? What are your
takeaways?
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The paper is to be framed, in-part, from the skills workbook, written in a 11 or 12-point font size,
double-spaced, constructed with headers to identify the five or more items, and must be at least
750 words in length
Grading Rubric
Elements
Thoroughness:
Application of
Content from Skills
Workbook:
Writing:
Inadequate =
less than 4.00 Points
Respond to at least
three or more items,
and some or most of
the answers are
incomplete
Minimally apply
content from the
skills workbook to
strengthen responses
Around 750 words
and
substantial writing
issues
Adequate =
Superior =
4.00 – 4.99 points
4.50 – 5.00 points
Respond to at least
Respond to at least
four or five items, and five items using
some of the answers complete answers
are incomplete
Intermittently apply
content from the
skills workbook to
strengthen response
Around 750 words
and/or some writing
issues (grammar &
sentence structure)
Consistently apply
content from the
skills workbook to
strengthen responses
At least 750 words,
professionally written
(grammar & sentence
structure)
5a. Participation Paper and Presentation I Due 10/30 (worth 2.5 participation points)
Option A: Using the required reading and PowerPoint for week 9 as frameworks, write a family
assessment and three goals for increasing a family’s well-being and submit the paper of at least
400 words via Blackboard. The SMART goals need to be constructed as following:
Specific
One
tangible/specific
goal (e.g., family
will have three
meals together
per week that
last at least 30
minutes?
Measurable
(e.g., number of
Meals had
together, and
their duration
are tracked each
week
Achievable
(e.g., the four
members of the
family have the
time and
willingness to be
together 3xweek
for at least 30
minutes
Reasonable
(e.g.,
precedence
indicates that
this outcome
has been
achieved
intermittently in
the past)
Time-Oriented
This goal will be
met for 10 out of
the 12 weeks
during the
months of
September,
October, and
November
The family system for which to base the assignment on can be your family, a family system of a
friend, or one observed in the media (e.g., TV, movies, YouTube, etc.) …do not break the
confidentiality of any factually based family members.
Then, conduct a brief presentation (approximately 2-3 minutes) about the family assessment
and related goals during class on 11/4.
Option B: Attend the Rally in the Valley Conference and then conduct a brief presentation about
it (approximately 2-3 minutes) during class on 11/4
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5b. Participation Paper and Presentation II Due 11/13 (worth 3 participation points)
Using the required reading and PowerPoint for week 11 as frameworks, add on to the paper
from the Participation Paper and Presentation I by adding at least five bullet-point sentences
about an example of how the family system would benefit from having more community
inclusivity and equity. Submit this assignment via Blackboard. The following examples cannot
be included in the list of required five:



Caregiver earns a higher salary as to be able to afford the family’s needs around
childcare, healthcare, transportation, and education
Family system has access to affordable housing in a safe community that can
accommodate six individuals
Family system has access to nutritional food sources that promote health and wellness
for older and middle-aged adults, an adolescent, and infant
Then, conduct a brief presentation (approximately 2-3 minutes) about promoting equity and
inclusion for the family system during class on 11/18. Students who completed option B for
assignment 5a need to consult the instructor for instructions on how to complete this
assignment.
6. Extra Credit Opportunity (Earn up to five points, due 12/02)
Context
For centuries, colonialism and white supremacy has impacted Black, Indigenous, and People of
Color (BIPOC) in a horrific manner for populations across the globe. The impact includes but is
not limited to attenuating family and cultural bonds, poverty, food insecurity, and violence
including war and genocide. The professional of social work needs to do better in terms of
dismantling systems of oppression, and in relation I know many of us with the Department of
Social Work are committed to improving curricula in a manner that places salience on
antiracism, equity, and inclusion
Assignment Description
Based on the preceding paragraph, students can earn up to five points by creating a
bibliography of up to five references that highlights antiracism and/or inclusivity and/or equity in
social work practice. References may include a citation from the literature, or website that
highlight programs, services, or resources. Each reference must be APA-styled, include an URL
link (if applicable), and a 3-4 sentence description of the content.
This assignment is to be submitted via email (dfreedm@gmu.edu) by Friday, November 18 (no
exceptions). Early submission will be advantageous as two or more students will not be allowed
to include the same resource in their reference lists. What this means that if one or more
references are repeated from another student’s submission, these redundancies will be pointed
out, and then the student will have the opportunity to find unique references up until the
submission deadline. The premise will be first come, first serve, that the student who first
identifies the reference will get credit for it. Also, students who have me as an instructor in
SOCW 357, and for whom want to take advantage of the same extra credit opportunity cannot
use the same reference in both courses (SOCW 357 & SOCW 361).
SOCW 361 201
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COURSE SCHEDULE
Subject to change. Students are responsible for tracking any changes.
Class Meetings
Topics/Activities
Readings & Assignments/Due Dates
Week 1
8/26
Introduction
Syllabus
Review of NASW
Code of Ethics
Code of Ethics: Spanish (socialworkers.org)
Code of Ethics: English (socialworkers.org)
Week 2
9/2
Critical Thinking,
Best Practices,
and Lifelong
Learning
Cournoyer, Chapter 3
Week 3
9/9
Diversity,
Difference, Human
Rights, and
Justice
Cournoyer, Chapter 4, Appendix’s 3 & 4, IAT
Test on pg. 151-152
Self-Appraisal
Questionnaire
Implicit Bias Test
Week 4
9/16
Engaging Clients
and Client
Systems
Cournoyer, Chapter 6
Week 5
9/23
Preparing and
Beginning for
Work with Clients
and Client
Systems
Cournoyer, Chapters 7 & 8
Week 6
9/30
Exploring for
strengths,
problems, and
solutions
Cournoyer, Chapter 9
Assessing for
strengths,
problems, and
solutions
Cournoyer, Chapter 10
Contracting
Cournoyer, Chapter 11
Week 7
10/7
Week 8
10/14
Recording for Individual Session Due 09/30
Workbook Exercise I Due 10/07
SOCW 361 201
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Class Meetings
Topics/Activities
Readings & Assignments/Due Dates
Self-Reflection of Individual Session Paper
Due 10/14
Week 9
10/21
Serving Families
McKay, L. (2012). Trauma and Bowen family’s
systems theory: Working with adults
who were abused as children.
Australian and New Zealand Family
Therapy, 33, 232-241.
No Class Session – Dan Participating in the
2022 Rally in the Valley Conference
Week 10
10/28
Participation Paper I Due 10/30
(See pg.11 for instructions)
Week 11
11/4
Serving Families
Bushfield, S. (2010). Therapeutic interventions
with immigrant Muslim families in the
United States. Journal of Religion &
Spirituality in Social Work, 29, 165-179.
Saline, S. (2021). Thriving in the new normal:
How Covid-19 has affected alternative
learners and their families and
implementing effective, creative, and
therapeutic interventions. Smith
College Studies in Social Work, 91, 128.
Presentation I Due 11/04
No Class Session – Dan Presenting at the
Annual Program Meeting/CSWE Annual
Conference in Anaheim, CA.
Week 12
11/11
Participation Paper II Due 11/13
(See pg.12 for instructions)
Week 13
11/18
Week 14,
12/2
Working and
Evaluating
Practice with
Individuals and
Families
Cournoyer, Chapter 12
Terminating
Practice with
Individuals and
Families
Cournoyer, Chapter 13
Recording for Family Session Due 11/18
Presentation II Due 11/18
Workbook Exercise II Due 12/02
Extra Credit Opportunity Due
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Class Meetings
Finals Week
December 7-14
Topics/Activities
Readings & Assignments/Due Dates
Self-Reflection of Family Session Paper
Due 12/12
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Appendix A: DEPARTMENT STANDARDS
PROFESSIONAL STANDARDS AND BEHAVIOR
The Department of Social Work has established these minimum standards
for professional standards and behavior expected of all students:
Professional Behavior and
Unacceptable
Acceptable
Core Standard
Attendance: Student will
Student has missed a
Student consistently attends
attend classes, field
number of classes, field
classes, field practicum,
practicum, and scheduled
practicum and/or scheduled
and/or scheduled meetings.
meetings.
meetings.
Punctuality: Student will be
Student has been frequently
Student is on time to
punctual to classes and
late to
class/practicum/ meetings
practicum activities.
class/practicum/meetings or
and stays until the end
left early.
except in unusual
circumstances that are
considered excusable by the
professor.
Initiation of
Student neglects to initiate
Student contacts
Communication: Student
contact with
instructor/supervisor with
will initiate communication
instructors/supervisors in a
challenges and concerns.
regarding challenges and
timely manner regarding
concerns.
challenges and concerns.
Interpersonal Skills:
Student is rarely able to
Student consistently relates
Student will demonstrate the
demonstrate empathy,
well with others, and is able
ability to relate effectively to
compassion, objectivity,
to demonstrate appropriate
other students, faculty staff
respect and consideration of
interaction with faculty, staff,
clients and other
others, or appropriate ability
clients, and other
professionals.
to relate to faculty, staff,
professionals.
clients, and professionals.
Respect and Collegiality:
Student is frequently
Student is consistently
Student will demonstrate
disrespectful to classmates,
respectful to classmates,
respect and collegiality in
staff, faculty, and/or
staff, faculty, and/or
professional relationships.
community members.
community members, and
demonstrates support in
these relationships.
Self-Awareness: Student will Student rarely demonstrates
Student consistently
demonstrate self-awareness
self-awareness of impact of
demonstrates a high level of
and appropriate selfpersonal experiences,
self-awareness about the
disclosure.
beliefs, culture, bias, etc.,
impact personal experiences,
and/or engages in
beliefs, culture, bias, etc.,
inappropriate self-disclosure. and engages in appropriate
self-disclosure.
Diversity Awareness:
Student’s classroom or other Student’s classroom or other
Student will demonstrate
student related interactions
student related interactions
awareness and
rarely demonstrates respect
consistently demonstrates
responsiveness to diversity
for and appreciation of
respect for, and appreciation
and difference.
diverse opinions, experiences of, diverse opinions,
and/or people.
experiences, and/or people.
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Professional Behavior and
Core Standard
Collaboration: Student will
engage in collaborative
interactions.
Course Engagement:
Student will appropriately
engage in class
activities/discussions.
Written Expression: Student
will demonstrate a high level
of written expression.
Verbal Expression: Student
will demonstrate a high level
of verbal expression.
Reliability: Student will
demonstrate reliability.
Responsiveness to
Feedback: Student will
demonstrate evidence of
motivation to improve
performance.
Compliance with Social
Work Department
Requirements: Student will
comply with the professional
conduct policies in the BSW,
MSW, and Field Education
handbooks.
Compliance with the NASW
Code of Ethics: Student will
demonstrate a professional
commitment to, and
Unacceptable
Acceptable
Student rarely demonstrates
collaborative skills in work
with others, and/or has poor
relationships with classmates
or others involved in student
learning.
Student rarely engages in
class activities/ discussions
and does not make an effort
to do so following feedback,
or student frequently
monopolizes the learning
space, limiting others’
engagement and/or inhibiting
the learning environment.
Student’s writing
demonstrates significant
impairment in content,
grammar, spelling, syntax,
and/or flow. Has not
demonstrated sufficient
writing skills to express ideas
and feelings.
Student has not
demonstrated sufficient
verbal skills to express ideas
and feelings.
Student rarely completes and
submits assignments and/or
work on time.
Student has not
demonstrated receptiveness
to suggestions and feedback
from others and, therefore,
makes no effort to adjust
performance accordingly.
Student is minimally
compliant with department
policies.
Student consistently works
collaboratively with team
members, and engages
positively with others.
Student minimally abides by
the NASW Code of Ethics.
Student is fully compliant with
the Code of Ethics.
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Student consistently engages
in class activities/discussions
and does not monopolize the
learning space in a way that it
limits others’ engagement
and/or the learning
environment.
Student’s writing
demonstrates very good to
excellent content, grammar,
spelling, structure, and/or
flow. Demonstrates good to
excellent writing skills in
expressing ideas and
feelings.
Student demonstrates good
to excellent verbal skills in
expressing ideas and
feelings.
Assignments and/or work is
almost always submitted on
time.
Student is consistently
receptive to suggestions or
feedback and adjusts
performance accordingly.
Student is fully compliant with
department requirements.
Professional Behavior and
Core Standard
compliance with, the NASW
Code of Ethics.
Presentation: Student’s
presentation will be
appropriate for the setting.
Stress Management:
Student will recognize and
manage current life stressors
through the use of
appropriate self-care.
Emotional and Mental
Capacities: Student will
prevent personal and
professional issues from
impairing performance and
judgment, and impacting
professional responsibilities.
Professional judgement:
Student will engage in a
problem-solving approach to
determine appropriate action.
Unacceptable
Acceptable
Student’s presentation is
consistently inappropriate for
professional and classroom
settings.
Student identifies significant
life stressors, but refuses to
seek appropriate support or
to engage in proper self-care.
Student’s presentation is
consistently appropriate for
classroom and professional
settings.
Student consistently seeks
help when needed in
managing life stressors.
Student identifies and
practices appropriate selfcare activities.
Student behaves in ways that
demonstrate sound
judgment. Medical and
emotional problems are
contained so as not to
impede functioning and are
not noticeable.
Student misses days and/or
assignments at practicum,
supervision, appointments or
classes due to impairment, or
behaves in ways that are
disturbing. Student behaves
in ways at practicum that
cause clients and/or
supervisor to question
competence and/or
judgment.
Student does not engage in a
problem-solving approach
when considering how to
respond to classroom and/or
practicum issues.
Student consistently engages
in a problem-solving
approach when considering
appropriate action.
NASW Code of Ethics
Students are also expected to understand and apply the National Association of Social Workers
Code of Ethics in all activities affiliated with the BSW Program. This information can be found
here: Code of Ethics: English (socialworkers.org)
CSWE EPAS
The Council on Social Work Education (CSWE), the accrediting body for undergraduate social
work education, establishes education policies and accreditation standards (EPAS) for BSW
programs. Below are CSWE’s requirements for student competency, including the behaviors in
which students are to display competency as a function of completing an academic program:
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COUNCIL ON SOCIAL WORK EDUCATION (CSWE)
SOCIAL WORK COMPETENCIES AND BEHAVIORS
Full document can be found at https://www.cswe.org/accreditation/standards/2022-epas/
Competency
1 Demonstrate Ethical and
Professional Behavior
Social Work Behaviors
Make ethical decisions by applying the standards of the
National Association of Social Workers Code of Ethics,
relevant laws and regulations, models for ethical decision
making, ethical conduct of research, and additional codes of
ethics within the profession as appropriate to the context
Demonstrate professional behavior; appearance; and oral,
written, and electronic communication
Use technology ethically and appropriately to facilitate practice
outcomes
2 Advance Human Rights
and Social, Racial,
Economic, and
Environmental Justice
3
Engage Anti-racism,
Diversity, Equity, and
Inclusion in Practice
Use supervision and consultation to guide professional
judgment and behavior
Advocate for human rights at the individual, family, group,
organization, and community system levels
Engage in practices that advance human rights to promote
social, racial, economic, and environmental justice.
Demonstrate anti-racist and anti-oppressive social work
practice at the individual, family, group, organizational,
community, research, and policy levels
Demonstrate cultural humility by applying critical reflection, selfawareness, and self-regulation to manage the influence of bias,
power, privilege, and values in working with clients and
constituencies, acknowledging them as experts of their own
lived experiences
4 Engage Practice-informed Apply research findings to inform and improve practice, policy,
Research and Researchand programs
informed Practice
Identify ethical, culturally informed, anti-racist, and antioppressive strategies that address inherent biases for use in
quantitative and qualitative research methods to advance the
purposes of social work
5 Engage in Policy Practice Use social justice, anti-racist, and anti-oppressive lenses to
assess how social welfare policies affect the delivery of and
access to social services
Apply critical thinking to analyze, formulate, and advocate for
policies that advance human rights and social, racial,
economic, and environmental justice
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Competency
6 Engage with Individuals,
Families, Groups,
Organizations, and
Communities
7 Assess Individuals,
Families, Groups,
Organizations, and
Communities
8 Intervene with Individuals,
Families, Groups,
Organizations, and
Communities
9 Evaluate Practice with
Individuals, Families,
Groups, Organizations,
and Communities
Social Work Behaviors
Apply knowledge of human behavior and person-inenvironment, as well as interprofessional conceptual
frameworks to engage with clients and constituencies
Use empathy, reflection, and interpersonal skills to engage in
culturally responsive practice with clients and constituencies
Apply theories of human behavior and person-in-environment,
as well as other culturally responsive and interprofessional
conceptual frameworks when assessing clients and
constituencies
Demonstrate respect for client self-determination during
the assessment process by collaborating with clients and
constituencies in developing mutually agreed-on goals
Engage with clients and constituencies to critically choose and
implement culturally responsive, evidenced-informed
interventions to achieve client and constituency goals
Incorporate culturally responsive methods to negotiate,
mediate, and advocate, with and on behalf of clients and
constituencies
Select and use culturally responsive methods for evaluation of
outcomes
Critically analyze outcomes and apply evaluation findings to
improve practice effectiveness with individuals, families,
groups, organizations, and communities
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Appendix B: UNIVERSITY POLICIES & RESOUCES
Academic Integrity
The University Honor Code is upheld and supported by the Office for Academic Integrity.
Academic Integrity Statements

The integrity of the University community is affected by the individual choices made by
each of us. Mason has an Honor Code with clear guidelines regarding academic
integrity. Three fundamental and rather simple principles to follow at all times are that:
(1) all work submitted be your own; (2) when using the work or ideas of others, including
fellow students, give full credit through accurate citations; and (3) if you are uncertain
about the ground rules on a particular assignment, ask for clarification. No grade is
important enough to justify academic misconduct. Plagiarism means using the exact
words, opinions, or factual information from another person without giving the person
credit. Writers give credit through accepted documentation styles, such as parenthetical
citation, footnotes, or endnotes. Paraphrased material must also be cited, using the
appropriate format for this class. A simple listing of books or articles is not sufficient.
Plagiarism is the equivalent of intellectual robbery and cannot be tolerated in the
academic setting. If you have any doubts about what constitutes plagiarism, please see
me.

As in many classes, a number of projects in this class are designed to be completed
within your study group. With collaborative work, names of all the participants should
appear on the work. Collaborative projects may be divided up so that individual group
members complete portions of the whole, provided that group members take sufficient
steps to ensure that the pieces conceptually fit together in the end product. Other
projects are designed to be undertaken independently. In the latter case, you may
discuss your ideas with others and conference with peers on drafts of the work;
however, it is not appropriate to give your paper to someone else to revise. You are
responsible for making certain that there is no question that the work you hand in is your
own. If only your name appears on an assignment, your professor has the right to expect
that you have done the work yourself, fully and independently.

Mason is an Honor Code university; please see the Office for Academic Integrity for a
full description of the code and the honor committee process. The principle of academic
integrity is taken very seriously and violations are treated gravely. What does academic
integrity mean in this course? Essentially this: when you are responsible for a task, you
will perform that task. When you rely on someone else’s work in an aspect of the
performance of that task, you will give full credit in the proper, accepted form. Another
aspect of academic integrity is the free play of ideas. Vigorous discussion and debate
are encouraged in this course, with the firm expectation that all aspects of the class will
be conducted with civility and respect for differing ideas, perspectives, and traditions.
When in doubt (of any kind) please ask for guidance and clarification.
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Disability Accommodations
For information about accommodations and other information related to students with
disabilities, please contact Mason's Disability Services.
Statement of Accommodation

Disability Services at George Mason University is committed to providing equitable
access to learning opportunities for all students by upholding the laws that ensure equal
treatment of people with disabilities. If you are seeking accommodations for this class,
please first visit http://ds.gmu.edu/ for detailed information about the Disability Services
registration process. Then please discuss your approved accommodations with me.
Disability Services is located in Student Union Building I (SUB I), Suite 2500.
Email:ods@gmu.edu | Phone: (703) 993-2474
Diversity and Inclusion
As a Mason community member, you are asked to keep diversity, one of the university's core
values, in mind throughout the semester. Find more information by clicking the following:
Creating Inclusive Classrooms or reviewing this handout: this handout created by Mason faculty
Dr. Lauren Cattaneo and Dr. Alison Melley.
Sexual Harassment, Sexual Misconduct, and Interpersonal Violence
George Mason University is committed to providing a learning, living and working environment
that is free from discrimination and a campus that is free of sexual misconduct and other acts of
interpersonal violence in order to promote community well-being and student success. We
encourage students and employees who believe that they have been sexually harassed,
sexually assaulted or subjected to sexual or interpersonal misconduct to seek assistance and
support. University Policy 1202: Sexual Harassment and Misconduct speaks to the specifics of
Mason’s process, the resources, and the options available to students and employees.
Notice of mandatory reporting of sexual or interpersonal misconduct: As a faculty
member, I am designated as a “Non-Confidential Employee,” and must report all disclosures of
sexual assault, sexual harassment, interpersonal violence, stalking, sexual exploitation,
complicity, and retaliation to Mason’s Title IX Coordinator per University Policy 1202. If you wish
to speak with someone confidentially, please contact one of Mason’s confidential resources,
such as Student Support and Advocacy Center (SSAC) at 703-993-3686 or Counseling and
Psychological Services (CAPS) at 703-993-2380. You may also seek assistance or support
measures from Mason’s Title IX Coordinator by calling 703-993-8730, or
emailing titleix@gmu.edu.
Privacy
Student privacy is governed by the Family Educational Rights and Privacy Act (FERPA) and is
an essential aspect of any course. Instructor responsibilities with respect to student privacy are
an important consideration when designing your syllabus, especially--though certainly not
exclusively--when it comes to faculty and student digital communication.
SOCW 361 201
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For that reason, please require students to use their Mason email. As an employee of the state
of Virginia, it is also required that you use your Mason email when communicating with students.

Students must use their Mason email account to receive important University
information, including communications related to this class. I will not respond to
messages sent from or send messages to a non-Mason email address.
Recording and/or sharing class materials


Recording: Some student recording of class lectures or materials for personal use,
especially those that include only the faculty member's information (e.g., no identifiable
names, voices, or images of other students), is generally permitted. Even sharing of
some of this material may be allowable (conversations nationally about FERPA often
identify how this falls within student freedom of speech).
Sharing of materials may be limited by what those materials contain and where they are
shared:
o Sharing of class materials that contain identifiable student information is limited
by FERPA (see "Fall 2020 Policies" on this page for statements about recordings
or streamings of class meetings)
o Sharing of instructor-created materials, particularly materials relevant to
assignments or exams, to public online "study" sites is considered a violation of
Mason's Honor Code. For more information, see the Office of Academic
Integrity's summary of information about online study sites. They also have a
short video you can share with students or embed in your Blackboard course.
o Some kinds of participation in online study sites violate the Mason Honor code:
these include accessing exam or quiz questions for this class; accessing exam,
quiz, or assignment answers for this class; uploading of any of the instructor's
materials or exams; and uploading any of your own answers or finished
work. Always consult your syllabus and your professor before using these sites.
As a Mason community faculty member creating unique content and developing a classroom
community, you may certainly also make the case why unauthorized sharing of any of your
materials outside the class would violate important ethical standards. Finally, if you suspect or
discover that materials are being hosted on a site such as Chegg, you may contact OAI for their
recommended steps and a template letter for reaching out to the site and requesting that
materials be deleted.
Undergraduate Course Repetition
Recommended if relevant: Students should be aware of their options for repeating an
undergraduate class for credit; these policies changed in 2018. Faculty teaching high-volume
undergraduate courses (such as those required for Mason Core or the major) are especially
encouraged to inform students of the course repetition policy through a statement on the
syllabus:

Beginning fall 2018, there is a limit of three graded attempts for this course. A W does
not count as a graded attempt. Please see AP. 1.3.4 in the University Catalog and
consult with your academic advisor if you have any questions.
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COURSE EXPECTATIONS
1. The use of “person-first language” (e.g., people with disabilities rather than the disabled)
and non-biased language in all written and verbal aspects of the class is mandatory.
2. The Department of Social Work requires that students attend all classes. Additionally, it
is disruptive for the instructor and other students when a student arrives after class has
begun or leaves prior to the end of class. Chronic unexcused absences or lack of
participation will be reflected in your final grade (see Class Participation section).
3. If a student must miss a class, it is his/her responsibility to inform the instructor prior to
the beginning of class and to obtain class notes and announcements from another
member of the class. There are NO MAKE-UPS for missed in-class assignments.
4. Students are expected to complete all assigned readings and assignments before
coming to class and should be prepared to participate fully in the discussion.
5. Good writing skills and the ability to organize thoughts clearly using proper English are
critical for students and future professionals. Students who have difficulty with writing are
encouraged to take extra time to write and proofread work and get help from the Writing
Center on campus (www.writingcenter.gmu.edu).
6. When conducting research for an assignment, particularly for online sources, students
should scrutinize the source carefully. This link provides a guide for how to evaluate
internet sources: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
Note: Wikipedia should not be used as a resource.
7. Cellular phones, pagers, and other electronic equipment are to be turned off/placed on
silent mode and put away during class time. These are disruptive to other students and
to the instructor, and compromise the concentration needed for successful learning.
Laptop computers should not be used in class for anything other than taking notes.
Students who are observed engaging in non-course-related activities will be marked
absent for the day and may be asked to leave if the disruptions continue.
8. Out of courtesy and respect to your classmates and your professors, please ask for
permission before recording lectures or discussions. At times, discussions in social work
classes may cover sensitive material, and students and professors have the right to
know if they are being recorded. Please discuss any concerns you have with your
professor.
9. Personal conversations should be kept to a minimum during class.
10. Students are expected to demonstrate proper behavior in the classroom in order to
create a positive learning environment. One of the core social work values is respect;
therefore, any differences in values, opinions, and feelings of class members and guest
speakers will be respected.
11. A positive relationship between the student and the instructor is important. Constructive
comments about the course are welcomed since this course will be viewed as a joint
effort between the student and the instructor.
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USEFUL UNIVERSITY RESOURCES
University Policies
 The University Catalog, http://catalog.gmu.edu, is the central resource for university
policies affecting student, faculty, and staff conduct in university academic affairs.
 Other policies are available at http://universitypolicy.gmu.edu/. All members of the
university community are responsible for knowing and following established policies.
 This link has various resources for students including how to access your email and
Blackboard: https://its.gmu.edu/help-support/getting-started/getting-started-for-students/
Blackboard (Bb) 9.1
 The main URL you will use to log into the system is http://mymason.gmu.edu. You will
use the same username and password that you use to access the GMU email system.
Here are some contact points if you have any trouble with Blackboard:
 For issues or questions regarding technology or the Blackboard system, please email
courses@gmu.edu or contact the ITU Support Center at 703-993-8870.
 For Walk-in Assistance, see this link for the Collaborative Learning Hub (CLUB) in the
Johnson Center http://doit.gmu.edu/students/
Writing Center
 Robinson Hall B213
 703-993-1200
 Online Writing Lab information can be found at http://writingcenter.gmu.edu
Counseling and Psychological Services (CAPS)
 SUB I, Room 3129
 703-993-2380
 http://caps.gmu.edu
Mason Alert Emergency Notification System
 Mason Alert is the university’s emergency notification system that is used to send
emergency notifications and timely warnings to the university community via text, email,
telephone call, and digital signage. All university students and employees are
automatically enrolled in Mason Alert and are strongly advised to register cell phone
number(s) and additional email addresses to ensure emergency messages are received
in a timely manner. For more information, please visit http://ready.gmu.edu/masonalert/
Religious Holidays
 It is the student’s responsibility to speak to the instructor in advance should their
religious observances impact their participation in class, assignments, or activities.
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