UNIVERSITY OF ARKANSAS AT LITTLE ROCK
SCHOOL OF SOCIAL WORK
COURSE SYLLABUS
COURSE: 8301 TITLE: Advanced Direct Practice I: Social Work
Practice With Individuals.
INSTRUCTOR:
Tara V. DeJohn, PhD, LCSW
OFFICE HOURS: Tuesdays, 8:30 am – 12:00 pm and by appointment
CONTACT INFO: 501-569-3562 (office); 225-278-2577 (cell)
tvdejohn@ualr.edu (email)
PREREQUISITES:
Second Year Standing
I. DESCRIPTION OF THE COURSE
Advanced Direct Practice I is a course designed to provide the tools necessary for social
work students to engage in competent and ethical clinical social work practice with
individuals. Students entering the course are expected to have introductory assessment
and interviewing skills, which incorporate an understanding of human behavior within
the context of historical, cultural, and sociopolitical environments; knowledge of
ecosystems and strengths perspectives as well as the capacity to organize and
communicate their thoughts in a manner congruent with social work values and ethics.
The course combines elements of traditional didactic instruction with inquiry-based
learning. The didactic component of this course will provide core concepts of Cognitive
Theory as an overarching theoretical frame to provide students with a beginning level of
expertise in one theoretical orientation. The inquiry-based learning component of this
course will incorporate additional theoretical frameworks at the students’ direction
relevant to their specific clinical settings and client populations.
The course builds upon the 10 core competencies and associated knowledge, values and
skills presented in the first year. Further development of a more in-depth biopsychosocial
framework for assessment and intervention is explored. Students will learn to work with
individuals through the phases of engagement, assessment, intervention, termination, and
evaluation within an evidenced-driven theoretical approach. Emphasis will be given to
the dynamic interrelationship between individuals (i.e., biological, developmental,
psychological, spiritual, cultural) and larger systems (i.e., social systems/ecological
factors), which shape and influence behaviors and life outcomes. Attention will also be
given to both ethical and research issues relevant to work with individual client systems.
Students’ inquiries will include the assessment of relevant micro, mezzo and macro
issues in clinical situations to enhance critical thinking and forward professional
leadership development capacities. The planned assignments serve as vehicles to foster
students’ exploration of additional theories necessary to provide best practice services in
their field settings and the community at large.
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The importance of the social worker-client relationship and professional use of self will
be emphasized throughout the course. Evaluation of practice will be addressed in the
form of evaluation of one’s own practice, as well as review of current practice literature.
The impact of privilege and diversity (such as, age, disability, ethnicity, family structure,
gender, race, religion, culture, sex, and sexual orientation) on the development and
application of theory is incorporated throughout the course. The strengths and
empowerment perspectives underpin the approach to the inquiry-based learning process,
thus facilitating vertical integration of learning from the students’ foundation year. Also
woven throughout the course will be the importance of individual worth and dignity of
each client and the importance of client self-determination as well as all other social work
ethical standards and principles.
II. OBJECTIVES OF THE COURSE
Upon successful completion of the course students will demonstrate:
1. The ability to engage with individuals by using empathy, use of self, and other
interpersonal skills, and the ability to develop, through the treatment alliance,
mutually agreed upon focus and outcomes (practice behaviors ADP10.1-10.2).
2. Ethical decision-making skills in relation to issues specific to working with
individuals (practice behavior ADP2.1).
3. The ability to integrate multiple sources of knowledge, including research-based
knowledge and practice wisdom in working with individuals (practice behavior ADP3.1)
4. The ability to formulate problems clearly, evaluate, and select appropriate
assessment, intervention, and evaluation tools for use with individuals (practice
behavior ADP10. 7, 3.2).
5. The ability to integrate conceptual frameworks (ecosystems/biopsychosoical), with
practice models and theories in assessing individuals (content for advanced competency #7
& 10, practice behaviors ADP7.1 & 10.3).
6. Effective oral and written communication in assessing and working with individuals
(practice behavior ADP3.3).
7. The ability to expand self-awareness and assess all aspects of diversity that impact
and influence individual clients (practice behavior ADP4.1, 4.2).
8. The ability to assess the forms and mechanisms of oppression and discrimination, and
the ability to engage in practices that advance social and economic justice when
working with individual clients (practice behaviors ADP5.1-5.2).
9. The ability to assess policy implications to practice delivery in work with individuals
(practice behavior ADP8.1).
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10. Knowledge of the resources and the organizational, community, and societal context
within which social work services are delivered to individuals, and the ability to
advocate at multiple levels for enhanced service delivery (practice behaviors ADP9.1-9.2)
11. The ability to access, evaluate and select effective evidence-based intervention
strategies in working with individuals (practice behavior ADP6.1).
12. The ability to implement prevention and intervention strategies that are informed by
advanced practice theories and models of practice with individuals (practice behaviors
ADP10.4-10.5)
13.
The ability to apply research skills in evaluating practice effectiveness with
individuals, assess results, modify goals when needed, and communicate evaluation
results to client/agency (practice behaviors ADP10.8-10.9)
14.
The ability to appropriately terminate with individuals (practice behavior ADP10.6)
III. UNITS AND CONTENT
Unit I: Introduction to Clinical Practice with Individuals & Overview of Theoretical
Integration to Practice (weeks 1 & 2)
A. Discussion of ontology, epistemology, and inquiry based learning as foundation of
course and personal development of theoretical orientation
(competency #’s 3, 6, 7, & 9)
B. Context of practice with individual clients (competency #9).
C. Use of critical thinking skills in applying theories and models to practice with
individuals (Competency #3).
D. Ethics, identified initially as an important component to consider in the professional
relationship, and woven throughout each section (competency #2)
E. Diversity, identified initially as an important component to consider in assessment
and intervention, and woven throughout each section (competency #4).
F. Professionalism, as evidenced in a commitment to career long learning, behavior,
demeanor and communication (competency #1, 2).
G. Evidence-informed and evaluation of practice (competency #6).
H. Applying advanced practice theories, perspectives and models (competency #7)
Readings:
Beck, Chaps. 1 & 2
Bransford, C.L. (2011). Reconciling paternalism and empowerment in clinical
practice: An intersubjective perspective. Social Work, 56(1), 33-41.
Marsh, D., & Furlong, P. (2002). A skin not a sweater: Ontology and epistemology in
political science. In D. Marsh and G. Stoker (Eds) Theory and Methods in
Political Science, 2nd Ed (chapter 1, pp. 17-41). New York, NY: Palgrave
Macmillan.
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NASW. (2007). Indicators for the Achievement of the Standards for Cultural
Competence in Social Work Practice. Washington, DC: NASW Press.
www.socialworkers.org
NASW. (2005). Standards for Clinical Social Work in Social Work Practice.
Washington, DC: NASW Press. www.socialworkers.org
NASW. (2000). Code of Ethics. Washington, DC: NASW Press.
Witkin, S. L., & Harrison, D. (2001). Whose evidence and for what purpose? Social
Work, 46(4), 293-296.
UNIT II: Theory and Early Practice Factors: Engagement and Assessment
(weeks 3 & 4)
A.
B.
C.
D.
E.
Selecting a Theoretical Orientation
Introduction to Cognitive Theory and Its 10 Core Principles
Engagement factors in work with individuals
Assessing contextual factors
Research the literature
Readings:
Beck, Chaps 3, 4, & 5
Cameron, M., & Keenan, E. K. (2010). The common factors model: Implications for
transtheoretical clinical social work practice. Social Work, 55(1), 63-73.
Gitterman, A., & Heller, N. R. (2011). Integrating social work perspectives and
models with concepts, methods and skills with other professions’ specialized
approaches. Journal of Clinical Social Work, 39, 204-211. DOI 10.1007/s10615011-0340-7
Unit III: Assessment and Integration of Theoretical Orientation (weeks 5-7)
A.
B.
C.
D.
E.
Follow up on Literature Reviews and brief presentations of selected theories
Information gathering
1. Generalists perspective
2. Within primary Cognitive Theory frames (p.e., history, thought-feelingbehavior pattern)
3. Within other theoretical frames
Automatic thoughts
Socratic questioning
Assessment tools
1. Common to Cognitive Theory (e.g., DTR, mood checks, Beck & Burns
Inventories, etc.)
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2. Related to other theories (e.g., behavior mod chart,
3. Connection to evaluation of practice
Readings:
Beck, Chaps. 7, 8, 9, & 10
Ungar, M. (2004). Surviving as a postmodern social worker: Two p’s and three
r’s of direct practice. Social Work, 49(3), 488-496.
Unit IV: Treatment Planning and Continuation of Integration of Theoretical
Orientations (weeks 8-10)
A.
B.
Cognitive Theory and Beliefs
1. Intermediate
2. Core
Problem Identification and Goal Development
1. Within Cognitive Theory frame
2. Within other theoretical frames
3. Maintaining strengths perspective undergirth
Readings:
Beck, Chaps. 11, 12, 13 pp. 198-213 & 14 pp. 228-238
Gedo, P. M. (2011). An island in a sea of madness: The uses of theory for inpatient adolescent treatment. Journal of Clinical Social Work, 39, 132138. DOI 10.1007/s10615-011-0341-6
Unit V: Intervention and Integration of Theoretical Orientations (weeks 11-13)
A.
Cognitive Theory – Approaches to Change
1. Modifying Automatic Thoughts
2. Modifying Beliefs – Intermediate & Core
3. Modifying Images
4. Homework
5. Integration of additional perspectives (e.g., behaviorism for CBT)
B.
Intervention or Treatment Planning
1. Within a Cognitive Theory frame
2. Within other theoretical frames
3. Special population considerations (e.g., children,
incarcerated/institutionalized)
4. Maintaining a strengths perspective undergirth
Readings:
Beck, Chaps. remainder of 13 and 14, 15, 16, 17, & 19
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Nicotera, N., Walls, N. E., & Lucero, N. M. (2011). Understanding practice issues with
American Indians: Listening to practitioner voices. Journal of Ethnic & Cultural
Diversity in Social Work, 19, 195–216. DOI: 10.1080/15313204.2010.499321
Unit VI: Termination, Evaluation, and Integration of Theoretical Orientations
(weeks 14 & 15)
A.
B.
C.
Cognitive Theory and Termination
Termination and Other Theoretical Frames
Evaluation of Practice – Final Factors
Readings:
Beck, Chap. 18
IV. METHODS OF INSTRUCTION
A combination of didactic instruction and inquiry-based learning will be offered, which
includes brief lectures, discussions, small group problem solving, role-playing and class
problem solving of students’ practice-related issues. A portion of selected class times
will be set aside for case presentations (safeguarding all confidential and sensitive
information) to afford students the opportunity to demonstrate their ability to identify
relevant evidence-based research towards the integration of theory and practice. Class
time will also be used to discuss the ethical implications of practice related issues, the
expansion of professional self-awareness, and the expansion of cultural responsiveness.
V. TEXTBOOKS AND ARTICLES
Required textbooks:
Beck, Judith. (2011). Cognitive behavior therapy, 2nd Edition: Basics and beyond. New
York: The Guilford Press.
Additional Required Readings:
All of the journal articles listed in this course outline can be found on-line in the library
data base. At the individual instructor’s discretion they may be placed on Blackboard.
VI. METHODS OF EVALUATION
Students will be evaluated by a combination of methods that include out of class written
assignments, in-class skills building exercises, and class attendance and participation.
Assignments: The instructor will evaluate student performance on written assignments
based on specific criteria and will provide feedback, constructive criticism and
suggestions for improvement. All written assignments will be “blindly” graded in that
students will be directed to have their identifying information listed only on the front
cover page of the assignment. The criteria for evaluation will be based on the individual
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assignment with content, clarity, grammar, professional style and overall appearance all
serving as factors impacting grades.
See Appendix I for specific evaluation criteria of each assignment.
A total of 5 points may be deducted per day for assignments turned in past the due date.
VII. Grading Criteria:
92-100
82-91
72-81
0-71
A
B
C
F
VIII. Students with Disabilities:
Your success in this class is important to me, and it is the policy and
practice of the University of Arkansas at Little Rock to create inclusive
learning environments consistent with federal and state law. If you have a
documented disability (or need to have a disability documented), and need
an accommodation, please contact me privately as soon as possible, so that
we can discuss with the Disability Resource Center (DRC) how to meet
your specific needs and the requirements of the course. The DRC offers
resources and coordinates reasonable accommodations for students with
disabilities. Reasonable accommodations are established through an
interactive process among you, your instructor(s) and the DRC. Thus, if
you have a disability, please contact me and/or the DRC, at 501-569-3143
(V/TTY) or 501-683-7629 (VP). For more information, please visit the
DRC website at www.ualr.edu/disability.
IX. Attendance Policy:
Learning in a graduate professional program is based in large part on the interaction that
occurs between the instructor and the students in the classroom. Regular attendance at
class is an expected professional responsibility of the student. Absences of greater than
20% of the total class time can constitute grounds for course failure.
X. Honor Code:
All students registered for all courses in the School of Social Work are expected to
adhere to the rights, responsibilities, and behavior as articulated in the UALR Student
Handbook and the NASW Code of Ethics. An essential feature of these codes is a
commitment to maintaining intellectual integrity and academic honesty. This
commitment insures that a student of the School of Social Work will neither knowingly
give nor receive any inappropriate assistance in academic work, thereby affirming
personal honor and integrity.
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