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Gallaudet University
Department of Social Work
Identifying Information
Course Title: Social Work Practice with Families and Small Groups, MSW Program
Department/Program: Masters of Social Work
Course Number: SWK 744
Semester: Fall
Number of Credits: 2
Instructor Information
Full Name
Office Hours:
Contact Information
Office Location:
Course Information
Time/Day/Location of Classes:
Course Description (catalogue): This is a foundation year practice course which focuses on the
development of mezzo social work knowledge, values and skills. The emphasis on this course is
social work practice with families and small groups. Students learn how to formulate
assessments, develop goals and implement intervention strategies. Students are introduced to a
variety of theoretical frameworks that can be applied to diverse families and groups including
those who are vulnerable and at risk.
Pre-requisites/ Co-requisites: Students are expected to take SWK 741: Social Work Practice I,
SWK 771: Field Foundation Practicum I, and SWK 705: Human Behavior and the Social
Environment either concurrently or prior to this course.
Instructional parameters
SLO Chart:
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2
Student Learning Outcomes
Student
Learning
Outcomes
Apply
knowledge and
skill to develop
culturally
sensitive
assessments,
goals and
interventions
with diverse
families and
those at risk.
Identify own
values as well
as identify
value conflicts
within social
work practice
Learning
Opportunities
Genogram
Family/Group
Role Play
Presentation
Participation
Genogram
Family/Group
Role Play
Presentation
Participation
Apply
knowledge and
skill in the
development of
culturally
sensitive
interventions
with diverse
Genogram
Family/Group
Role Play
Presentation
Participation
Assessment
Tools
A Grade of B or
Better
Program
Learning
Objectives
Genogram
rubric require a
passing grade
of B
F1,F3,F4,F5,F9,
SS2
CSWE
Approved
Educational
Course
Objectives
K 1,2,3
V1,3
S2,3,4
GU
Conceptual
Framework
1,2,3,4
Family/Group
Presentation
rubric
Require a
passing grade
of B
Participation
rubric requires
a passing grade
of B
Genogram
rubric
F1,F2
V 1,2,3
S1
1,2,3,4
F1,F3,F4,F5,F9
SS2
K3,4
V3
S2,3,4
1,2,3,4
Family/Group
Role Play
Presentation
rubric
Require a
passing grade
of B
Participation
rubric requires
a passing grade
of B
Genogram
rubric
Family/Group
Role Play
Presentation
rubric
Require a
2
3
Student
Learning
Outcomes
Learning
Opportunities
groups and
those of high
risk.
Apply
theoretical
concepts in the
development
of family and
group
interventions
Assessment
Tools
A Grade of B or
Better
Program
Learning
Objectives
CSWE
Approved
Educational
Course
Objectives
GU
Conceptual
Framework
passing grade
of B
Family /Group
Role Play
Presentation
Final Theory
Paper
Participation
rubric requires
a passing grade
of B
Family/Group
Role Play
Presentation
rubric requires
a passing grade
of B
F1,3,4,5,6,9
K1,3,4,5,6
1,2,3,4
S 1,2,3,4
SS2
V 1,2
Final Theory
Paper rubric
requires a B
Foundation Year Program Objectives (Student Learning Outcomes) Co-relating to this
course
F1. Apply critical thinking skills within the context of professional social work practice
F2. Describe the value base of the profession and its ethical standards and principles, and
practice accordingly.
F3. Demonstrate an ability to practice without discrimination and with respect, knowledge, and
skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender,
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marital status, national origin, race, religion, sex, and sexual orientation.
F4. Identify the forms and mechanisms of oppression and discrimination and apply strategies of
advocacy and social change that advance social and economic justice and foster empowerment.
F5. Apply the knowledge and skills of a generalist social work perspective to practice with
systems of all sizes (families and small groups) including special consideration for members of
diverse groups and populations at risk.
F6. Distinguish theoretical frameworks to understand individual development and behavior
across the life span and the interactions among individuals and between individuals and families,
groups, organizations and communities.
F7. Apply analytic models for formulation and implementation of social policies, taking into
account the history of the social work profession and the impact of social structures and issues.
F8. Demonstrate the ability to evaluate one’s own practice and design research studies that relate
to social work practice with systems of all sizes.
F9. Demonstrate an ability to use communication skills and technology differentially across
client populations, colleagues and communities.
F10. Describe basic biological, psychological, and social issues that impact deaf, hard of hearing
and hearing individuals, families, and communities.
School Social Work Objectives (Student Learning Outcomes)
SSI: Demonstrate knowledge of laws and ability to assess and evaluate policies related to school
social work practice with Deaf and Hard of Hearing children.
SS2: Demonstrate competence in school social work practice, including development of social
histories, participation in the Individual Education Plan (IEP) process, and interviewing and
intervening techniques used with Deaf and Hard of Hearing children.
Educational Objectives as approved by CSWE
By the end of the semester, students will demonstrate:
Knowledge:
.
K1.
Understanding of the critical factors in making assessments of family functioning,
integrating theoretical knowledge in SWK 705 and the generalist model of social work
practice.
K2.
Knowledge of social work practice interventions in work with family systems
K3. Knowledge of culturally sensitive approaches in work with families and groups
K4. Knowledge of the therapeutic factors involved in group interventions
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Values:
V1.
V2.
V3.
Respect for the diverse life styles of individuals and families.
Ability to identify value conflicts and dilemmas within the family and small group
settings
Reflect and identify personal biases and stereotypes and their implications for social work
practice.
Skills:
S1.
S2.
S3.
S4.
Actively reflect and address the ethical dilemmas encountered in family and small group
practice.
Ability to make assessment, develop goals and apply appropriate intervention strategies
for families and small groups.
Ability to develop specific approaches to address vulnerabilities and work with
populations at risk.
Ability to critically evaluate the integration of approaches to practice in work with
families and small groups.
MSW Program Goals
1. Demonstrate a level of ASL that will promote culturally competent social
work practice with deaf and hard of hearing individuals
2. Engage in social work practice that promotes well-being and is sensitive to the
needs and issues of deaf and hard of hearing children, adults, families, groups and
communities.
3. Integrate knowledge of issues facing populations-at-risk and diverse groups,
such as oppression, poverty, social injustice, culture, race, age, class, disability,
gender, religion, sexual orientation into their work with deaf and hard of hearing
client systems.
4. Recognize diversity within the Deaf community and develop practice skills to
promote social justice, well- being and cultural sensitivity.
5. Affirm the Deaf experience by challenging psychological and social constructs
of deaf and hard of hearing as inferior, focusing on strengths and resiliency in the
Deaf community, and promoting an awareness of and sensitivity of diversity
among Deaf individuals.
6. Demonstrate an ability to impact multiple levels of practice within the Deaf
community using various strategies, including the use of policy formulation, and
analysis, practice assessment, practice intervention and program evaluation.
7. Provide social services and ensure accessibility to services at all levels of practice with
deaf and hard of hearing children, adults, groups and communities
PEP-C Goals
1. Promotes Bilingual/Bicultural Competence
2. Engages in Theory-Based Practice
3. Acts as a Reflective Change Agent
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4. Promotes intellectual, linguistic, and social potential of all children with a particular
focus on deaf and hard-of-hearing children and youth.
Required Texts (to be purchased)
Collins, D., Jordan, C., & Coleman, H. (2010) An introduction to family social work.
Brooks/Cole
Jacobs, E., Masson, R., & Harvill, R. (2009). Group counseling: Strategies and Skills.
Brooks/Cole
Required Readings
Cowan, C., Cowan, P., Pruett, M. & Pruett, K. (2007). An approach to preventing
Co-parenting conflict and divorce in low-income families: Strengthening
couple relationships and fostering fathers’ involvement. Family Process,
46, (1) 109 (Blackboard)
Derezotes, D. & Hoffman, T. (2001). Spiritual issues in practice with vulnerable children
and families. In A. Sallee, H. Lawson & K. Briar-Lawson (Eds.), Innovative
practices with vulnerable children and families. Peosta, IA: Eddie Bowers Publishing
Co. (Blackboard)
Genogram websites: www.genograms.org and www.genopro.com
www.GenogramAnalytics.com
Falivoc, C. (2007). Working with transnational immigrants: Expanding meaning of
family, community and culture. Family Process, 46, (2) 157 (Blackboard)
Hornsey, M., Dwyer, L, Oei, T., & Dingle, G. (2009). Group processes and outcomes in group
Psychotherapy: Is it time to let go of cohesiveness? International Journal of Group
Psychotherapy. 59, (2), pp. 267-279. (Blackboard)
Pattilio, F.M. (2005). Restructuring of family schemas: A cognitive-behavioral
perspective. Journal of marital and family therapy. (blackboard)
Sckeinkman, M. (2005). Beyond the trauma of betrayal: Reconsidering affairs in
Couples therapy. Family Process, 44, (2) (Blackboard)
Tyminski, R. & Moore, P. (2008). The impact of group psychotherapy on social development
in children with pervasive developmental disorders. International Journal of Group
Psychotherapy. 58, (3), 363-380 (Blackboard)
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Van Ingen, D. & Novicki, D. (2009). An effectiveness study of group therapy for anxiety
Disorders. International Journal of Group Psychotherapy. 59, (2), 243-252.
(Blackboard)
Vinogradov, S. & Yalom, I. (1989). Et. Al. Chapter 6: Techniques of the group
Psychotherapist (Blackboard)
*The articles can be found in Blackboard. The websites for various strategies are listed in
the syllabus.
Grading Policy
This course follows the graduate guidelines for letter grades
A+ = 100-97
A = 96-93
A- = 92-90
B+ = 89-87
B = 86-83
B- = 82-80
C+ = 79-77
C = 76-70
Assignments
There are four major areas for class assignments. Class Attendance and Participation which
includes class discussions, experiential learning through role plays, debates and assigned
activities is worth 15% of the class grade. Family Genogram is worth 25% of the class grade,
Group or Family Role Play is worth 30% of the class grade and the Theoretical Paper is
worth 30%. Please review the rubric for point averages. Students must receive a B to pass each
assignment.
Class Attendance and Participation (15%)
Students are expected to arrive at class during the scheduled time. Class attendance is required
unless the student contacts the instructor in advance with a valid excuse. Unexcused absences
from class, lateness and/or use of pagers during class will affect your grade. Class participation
includes participation in role plays in class, class and home assignments performed in a timely
fashion, discussions of the readings, willingness to share cases from the field, and ability to
contribute positively to a respectful learning environment for all involved. Respect for diversity
of opinions and allowing for all to participate makes the class room a comfortable place for
learning. Participation involves not only attendance but active and thoughtful involvement in
class discussions, role plays, and lab activities and assignments. Students are expected to post on
blackboard at least one to two times a week.
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Family Genogram (25%)
This assignment is particularly important as it relates to assessment of family dynamics as well
as understanding one’s own family values, roles and communication patterns. This assignment is
due the 6th week of classes. Students will complete the assignments related to developing a
genogram as described in the websites provided: www.genograms.org and www.genopro.com
Students are to:
a) Create a basic genogram of one’s own family
b) Discuss relationship patterns, and give examples, using the clues on the website
c) Clearly describe the values of your family and how they influenced you
d) Describe how you will address families and systems of diverse values
Group or Family Role Play/Presentation: (30%)
Students are to develop a group or family situation that will demonstrate skills of intervention.
Students can either select a unit of study and/or a theoretical approach which will demonstrate an
application of an approach to family intervention or group functioning. Select a case that focuses
on either diversity or a population-at-risk. School social work students are required to select a
case that focuses on children/adolescents and/or families with children. Students are encouraged
to make use of a variety of pedagogical approaches, including lecture, use of guest speakers,
video demonstrations, role plays and/or case presentations as well as any experiential exercises
that will help integrate theory to practice. Presentations begin the 10th week of class (specific
dates to be decided). This presentation should include the following:
1. A two-page summary and description of the family or group dynamics. This
description should entail an assessment of family or group structure and
developmental process. Students are to identify the strengths and adaptive functions
as well as the maladaptive functioning.
2. Identification and description of the theoretical/ approach used with the family or
group.
3. The intervention process should include a detailed synopsis of the process (beginning,
middle or end stages); what was effective and what did not work; rationale for the
intervention. Special considerations for diversity or vulnerability should be addressed.
4. Identify a value or ethical dilemma that you anticipate may occur, or discuss the value
or diversity issues in the use of yourself as therapist and the impact on your work.
Discuss how you were able to separate your values from that of the client system.
5. Your role play should be developed as a means for class growth. Therefore students
may be challenged to identify the process or answer questions, partake in experiential
exercises etc.
6. Use of PowerPoint, visual aids, movies, role play, and other activities to impart
knowledge of the approach as well as application to family or group work.
7. You should rehearse or video tape your role play. Make sure that each participant has
a specific role and specific function in the group or family. You are encouraged to
ask friends and or colleagues for assistance and feedback.
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Theoretical Paper: Application of Theoretical Frameworks (30%)
The purpose of this paper is to develop skill in conceptualizing practice at the mezzo level and
apply appropriate theories to a case situation. This paper has two parts; one family situation and
one group situation. You can use cases from your internship, find case material in print, or
create case situations.
The following guidelines should be included in the paper. Please use these 8 topics as
subheadings for both Part A and B as you organize your paper. Each part of the paper should be
a maximum of 4 pages, for a total of 8 pages. Use of APA 6th edition is required, including your
sources. The paper is due on the last day of class.
Part A: Family case
1. Description of the family and identifying information
2. Contextual environment of the agency (location, population served, services
provided)
3. Reason for and source of referral
4. Presenting issues and problem identification
5. Select one or two theories that can be used for assessment and intervention. Give a
rationale for your selection. For example, you may select object relation theory for a
case situation that involves an “enmeshed” family system.
6. Discuss the theoretical approaches as it relates to cultural diversity.
7. Identify one ethical issue in the application of theoretical concepts to case material.
Part B: Group case
1. Description of the group. Identify the kind of group (psychotherapy, psychoeducational, support, social skills etc.)
2. Contextual environment of the agency (services provided, location, population
served)
3. Reason for and source of referral
4. Presenting issues and problem identification
5. Select one or more theories that can be used for assessment and intervention. Give a
rationale for your selection. For example, you may decide to apply behavioral theory
to a group of children who have management problems.
6. Discuss the theoretical approaches as it relates to cultural diversity
7. Identify one ethical issue in the application of theoretical concepts to case material.
Writing Style: Students are required to follow the Publication Manual of American
Psychological Association; APA 6th edition.
Changes in Schedule: Although the instructor will make every effort to follow the attached
schedule, when the instructor deems necessary, she reserves the right to make and announce
change which will be communicated by email, blackboard and in-class.
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Technology: This course makes use of Blackboard (discussion forum, PowerPoint, electronic
articles, etc.). Readings from electronic data bases such as Proquest, Social Work Abstracts, and
Eric will be posted. In-class presentations should include the use of technology-- videos,
movies, V-logs, and Internet resources. Students are expected to participate in online activities
and discussions as assigned. The following link focuses on netiquette:
www.studygs.net/netiquette.htm
University, Dept. and Class Policies
Class Policies: Attendance to this class is mandatory. More than one unexcused absence can
significantly lower one’s grade. If students are absent for more than two times (unexcused) they
risk the possibility of not passing this course. Assignments and papers as well as any assigned
class exercises are expected to be given in a timely fashion. There will not be any excuse for
computer problems, so students are expected to back up all their work, either on a USB, or send
an email of their work to themselves. Use of mobile devices is not permitted during class time.
Side discussions are considered disrespectful; those behaviors will result in a lowering of the
grade.
Academic Integrity Policy: Students are responsible to follow the academic integrity policy of
the Graduate School. The policy can be found in the MSW Program Student Handbook, the
Graduate Catalogue as well as on the website. Failure to comply with the academic integrity
policy may result in lowered grades, course failure, or dismissal from the course of Program.
http://catalog.gallaudet.edu/Catolog/Registration_and_Policies/Graduate_Policies/Academic_Int
egrity.html or
http://gradschool.gallaudet.edu/gradschool/catalog/catalogs/2007_08/pdf/standards.pdf
Office for Students with Disabilities Policy: The Office for Students with Disabilities is
available to provide individual support services and programs for students with disabilities. Any
student who needs accommodations should contact OSWD at OSWD@gallaudet.edu to request
and coordinate reasonable accommodation at the beginning of the semester. After doing so,
please meet with the instructor to discuss the necessary accommodations.
http://oswd.gallaudet.edu/Student_Affairs/Student_Support_Services/Office_for_Students_with_
Disabilities/General_Information/Academic_accommodations_Policy.html
Americans with Disability Act Policy: Please review your rights under ADA and Section 504 of
the Rehabilitation Act please see: http://www.gallaudet.edu/x1485.xml Students should refer to
the Graduate Catalogue (page 40) for additional details related to your rights under the ADA
policy.
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Course Schedule
Unit I: Introduction to Family Work
This unit introduces the basic principles of social work practice with families. What is the
purpose of working with families? What are the realities of working with families? Definition
of various family forms and characteristics of healthy families are addressed.
Required Readings:
Collins, D., Jordan, C., & Coleman, H. (2010). An introduction to family social work. NY:
Brooks/Cole
Chapter 1: The field of family social work (pp. 1-19)
Chapter 2: What is a family (pp. 22-41)
Unit II: Introduction to Group Work
This unit focuses on group dynamics. What is the purpose of groups? What makes a productive
group? What are potential group problems? Are there parallels between family and group
work?
Required Readings:
Jacobs. E., Masson, R., & Harvill, R. (2009). Group counseling: Strategies and skills. NY:
Brooks/Cole
Chapter 1: Introduction (pp. 2-27)
Unit II: Theoretical Perspectives
This unit addresses theoretical models of assessment and intervention for practice on the mezzo
level. Students select at least one theoretical orientation for both family and group work and
demonstrate application to case situations.
Required Readings:
Families
Website: http://thebowencenter.org This website introduces Bowen theory with
emphasis on the differentiation of self
Website: http://brief-therapy.org This website introduces solution focused brief family
therapy
Website: http://narrativeapproaches.com This website introduces narrative therapy
Website: http://sonoma.edu/users/d/daniels/objectrelations This website focuses on
an understanding of object relations theory
Groups
Jacobs, E. (2009). Et. Al.
Chapter13: Using counseling theories in groups (Rational emotive behavior, reality
therapy, Adlerian therapy, transactional analysis, gestalt, solution focused therapy)
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Unit III: Assessment of Family and Group Functioning
This unit addresses assessment of family and group functioning. Students apply systems and
structural theories to understanding families and learn about assessment of group functioning and
the developmental process of groups.
Required Readings:
Collins, D. (2010). Et. Al.
Chapter 3: Family Systems (pp. 46-73)
Jacobs, E. (2009). Et. Al.
Chapter 2: Stages of groups, group process and therapeutic forces (pp. 29-51)
Unit IV: Developing the Genogram
This unit focuses on development and use of the genogram, focusing on genogram analytics and
the values and family patterns through the generations.
Required Readings:
Genogram websites:
http://genograms.org
http://genopro.com
http://gnogramanalytics.com
Students are permitted to borrow the genogram analytics CD from the instructor
Unit V: Interventions: The Family and Culture: The Beginning
This unit focuses on the beginning phases of intervention with the family, including engagement,
communication, understanding cultural differences and identifying strengths. This unit addresses
values, self-awareness and an understanding of culture within the family system.
Required Readings
Collins, D. (2010) Et. Al.
Chapter 5: The beginning phase (pp. 100-128)
Falivoc, C. (2007). Working with transnational immigrants: Expanding meaning of
family, community and culture. Family Process, 46, (2) 157 ( Blackboard)
Pasch, L., Deardorff, J., Tschann, J., & Flores, E. (2006). Acculturation, parent
adolescent conflict, and adolescent adjustment in Mexican American
families. Family Process, 45, (1) 75-87 (blackboard)
Unit VI: Gender Sensitive Interventions/Cultural Diversity/Populations at Risk
This unit focuses on gender-sensitive interventions. How does one work with same sex couples?
What are some of the gender sensitive interventions that address power differentials within the
family system? The unit addresses populations at risk such as those who experience domestic
violence, those who are immigrants etc.
Required Readings
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Collins, A. (2010) Et. Al.
Chapter13: Interventions with couples and gender sensitive intervention (pp. 343-372)
Cowan, C., Cowan, P., Pruett, M. & Pruett, K. (2007). An approach to preventing
Co-parenting conflict and divorce in low-income families: Strengthening
couple relationships and fostering fathers’ involvement. Family Process,
46, (1) 109 ( Blackboard)
Pasch, L., Deardorff, J., Tschann, J., & Flores, E. (2006). Acculturation, parent
adolescent conflict, and adolescent adjustment in Mexican American
families. Family Process, 45, (1) 75-87 (Blackboard)
Unit VII: Family Interventions: Middle Stages of Work
This unit addresses the interventions and approaches that foster the strengths of the family as
well as facilitate change by challenging maladaptive processes. Students learn a family systems
approach to interventions as well as learn strategies that include reframing, the use of metaphors,
problem solving techniques, interpretations and confrontations.
Required Readings
Collins, A. (2010) Et. Al.
Chapter10: Family system interventions (pp. 259-286)
Chapter 11: The intervention phase (pp288-313)
Pasch, L., Deardorff, J., Tschann, J., & Flores, E. (2006). Acculturation, parent
adolescent conflict, and adolescent adjustment in Mexican American
families. Family Process, 45, (1) 75-87 (Blackboard)
Unit VIII: The Beginning Stages of Group Work
This unit focuses on the beginning sessions of group formation. Basic skills for group leaders
such as active listening, reflection, encouragement are addressed. Multicultural understanding
and the importance of cohesion is addressed.
Required Readings:
Jacobs, E. (2009). Et. Al.
Chapter 5: Getting Started: The beginning stage and the beginning phase (pp.85-119)
Chapter 6: Basic Skills for Group Leaders (pp. 121-141)
Unit IX: Experiential Skills for Group Leaders
Students will practice the skills of leading a group which include development of a focus,
learning how to deal with maladaptive behaviors such as when to cut off or draw out other
members of the group as well as the use of “rounds”.
Required Readings:
Jacobs, E. (2009). Et. Al.
Chapter 7: Focus (pp. 141-156)
Chapter 8: Cutting off and drawing out (pp. 157-184)
Chapter 9: Rounds and dyads ( pp. 185-204)
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Unit X: Experiential Group Skills: Dealing with Challenges and Populations at Risk
This unit continues to focus on skill development with attention placed on challenging processes:
the manipulator, hostility among members, the rescuing member, negativity etc.
Required Readings:
Jacobs, E. (2009). Et. Al.
Chapter 16: Dealing with problem situations (pp. 377-395)
Chapter 17: Working with special populations (pp. 396-432)
Chapter 15: Closing a session or group (pp. 349-376)
Unit XI: Termination
This unit focuses on planning for termination with families and groups, which includes reactions
to termination and steps towards transitions to other services and the community. Evaluation of
outcomes will be discussed.
Required readings:
Collins, D. (2010) Et. Al.
Chapter 14: The termination phase
Jacobs, E. (2009). Et. Al.
Chapter 15: Closing a session or group
Unit XII-XIV: Presentations and Group Assignments
The last four units of class will focus on student presentations and group assignments. The
learning process does not end. Students are expected to continue to read articles related to
specific challenges encountered in family and group work.
Required Readings:
Derezotes, D. & Hoffman, T. (2001). Spiritual issues in practice with vulnerable children
and families. In A. Sallee, H. Lawson & K. Briar-Lawson (Eds.), Innovative
practices with vulnerable children and families. Peosta, IA: Eddie Bowers Publishing
Co. (Blackboard)
Hornsey, M., Dwyer, L, Oei, T., & Dingle, G. (2009). Group processes and outcomes in group
Psychotherapy: Is it time to let go of cohesiveness? International Journal of Group
Psychotherapy. 59, (2), pp. 267-279. (Blackboard )
Pattilio, F.M. (2005). Restructuring of family schemas: A cognitive-behavioral
perspective. Journal of marital and family therapy. (blackboard)
Sckeinkman, M. (2005). Beyond the trauma of betrayal: Reconsidering affairs in
Couples therapy. Family Process, 44, (2) ( Blackboard)
Tyminski,R. & Moore, P. (2008). The impact of group psychotherapy on social development
in children with pervasive developmental disorders. International Journal of Group
Psychotherapy. 58, (3), 363-380 (Blackboard)
Van Ingen, D. & Novicki, D. (2009). An effectiveness study of group therapy for anxiety
Disorders. International Journal of Group Psychotherapy. 59, (2), 243-252.
(Blackboard)
Vinogradov, S. & Yalom, I. (1989). Et. Al. Chapter 6: Techniques of the group
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Psychotherapist (Blackboard)
Presentation/Role Play Rubric
Criteria
O= Skill is absent
1 = Skill is implied but not mentioned
2 = Skill is demonstrated but limited
3 = Skill is present and attempts made for depth
4 = Skill is present with some evidence of depth
5 = Skill is clear, organized and thorough
Comments
Apply one or more theoretical approaches
to family/group interventions.
0
1
2
3
4
5
Comments
Apply at least one HBSE theory to the
assessment of family/group functioning.
Describe background information;
identifying the major dynamics of the
system.
Illustrate integration of theoretical
approaches to case examples
Analyze special considerations in the
formulation of interventions with
diversity/populations at risk
Demonstrate an ability to involve
students in the learning process
Analyze value and ethical dilemmas
Demonstrates ability to use critical
thinking in the organization and
demonstration of presentation
Organization of presentation, ability to
engage students in the learning process
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Each item is worth 5 pts.
45 points=A+
43.1 points=A
41.8 points=A40 points=B+
38.6 points=B
Students must receive a B to pass this assignment
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Genogram Rubric
0= Skill is absent
1=Skill is implied but not demonstrated or evident
2 = Skill is demonstrated but limited
3 = Skill is present and attempts made for depth
4 = Skill is evident with some evidence of depth
5 = Skill is clear, organized and thorough
0 1
2
3
4
Comments
Demonstrate ability to develop genogram
of one’s family of origin
Identify and analyze adaptive and
maladaptive transactional processes
Identification and analysis of value
systems of intergenerations and cultural
processes
Evaluate the impact of intergenerational
values passed on to present generation
Evaluation of family values and impact
on current professional behaviors.
Each item is worth 5 pts.
25 points=A+
23.7 points=A
23 points=A22 points=B+
21.2 points=B
Students must receive a B to pass this assignment
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Theoretical Paper Rubric
0= Skill is absent
1= Skill is implied but not demonstrated or evident
2 = Skill is demonstrated but limited
3 = Skill is present and attempts made for depth
4 = Skill is evident with some evidence of depth
5 = Skill is clear, organized and thorough
0 1
2
3
4
5
Comments
Ability to develop case materials in
organized and coherent manner
Ability to identify cultural processes that
impact assessment and intervention
Ability to understand theoretical concepts
related to family and group work
Ability to integrate/and apply theory to
development of assessment and
intervention process
Identify one ethical issue in the
application of theoretical concept to case
material
Each item is worth 5 pts.
25 points=A+
23.7points=A
23 points=A22 points=B+
Students must receive a B to pass this assignment
Class Participation Rubric
Criteria
0: Student is frequently absent and does not participate in class
1: Student’s participation is minimal and quality is poor
2: Students minimally meets the requirement which is sporadic at best
3: There is some evidence of meeting the criteria but not sufficient or thorough
4: Student exhibits moderate skill in meeting requirement
5: Student exhibits thorough and consistent evidence of meeting requirements
Ratings (0-5)
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Attends class on a regular basis (5+ all the time; 4=misses at most 2 times
3=misses 2-4 times, 2=misses half the time; 1=misses more than half
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Completes assignments in a timely manner
Demonstrates an ability to respect diversity, difference of opinions
Demonstrates critical thinking in application of theory to practice
Shows personal and professional awareness of self in relation
to others
Participates in the activities of class (discussion, debates, role plays)
Receptive to feedback for creative learning
Demonstrates an ability to try diverse techniques in order to expand
practice skills
Volunteers to be the social worker in role play situations
Does not use cell phones or other disruptive activities during class time
Each item is worth 5 points
50 points=A+
47.5 points=A
46 points=A44 points=B+
42.5 points=B
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