University of Central Florida
School of Social Work
SOW 6424.CM80 – Theories for Evidence-Based Clinical Social Work Practice
Syllabus
Instructor:
Mary Ann Burg, PhD, LCSW
Office:
HPA I, Room 249
Phone:
407-823-6167
E-mail:
m.burg@ucf.edu
Location:
Time:
D140 0305 & World Wide Web
•
During face to face weeks, class will meet on
Wednesdays at 6:00 - 9:50 pm.
•
During online weeks, modules will open at 8:00 am on
Monday and close the following Monday at 8:00 am.
Theories for
Evidenced-Based
Clinical Social
Work Practice
SOW 6424 CM80
Mixed Mode
Course
*All online week materials open on Mondays, by week.
Face to face materials will open the Friday prior to the
face to face week in order to give you time to review the
materials.
Office Hours:
•
By appointment
Course Description:
Descriptive information regarding the wide range of theoretical perspectives that support communitybased clinical social work practice. The focus is on knowledge building and critical thinking. Exemplars
of evidenced-based practice research augment and reinforce content.
Course Objectives:
1.
Identify a wide range of theories that support evidenced-based clinical social work practice.
2.
Differentiate between selected theoretical perspectives that support evidenced-based clinical social
work practice.
3.
Demonstrate conceptual understanding of selected theories that support evidenced-based clinical
social work practice.
4.
Critically assess the impact of diversity issues such as ethnic, gender, gay/lesbian, disability, and
social and economic justice on selected evidenced-based clinical social work practice.
5.
Critically evaluate research studies of relevance to social work community-based clinical practice
in therapeutic and preventive programs.
6.
Understand the relationship of professional values and ethics to the development of theory for
community-based clinical social work practice.
Required Text:
•
Walsh, J. (2010). Theories for direct social work practice (2nd edition). Belmont, CA: Wadsworth
Cengage Learning.
•
American Psychological Association (2010). Publication Manual of APA (6th Edition).
Washington, DC: American Psychological Association.
Supplemental Readings:
Throughout the course there are supplemental readings (either from books or journals) that have been
identified to provide you with a perspective beyond the textbook. All required supplemental readings are
listed within the module materials. The instructor will either provide the citation for the article or may
provide the article. It will be your responsibility to access these readings through the UCF library and/or
check the webcourse media center for these articles.
Library Resources:
Students will be expected to utilize UCF library resources to evidence and support their course
work. The UCF Libraries has a full array of paper and electronic resources available for students and their
research needs. The following web sites which can help students find information, navigate through
databases and learn how to use the library:
1.
Library Instruction sessions - http://library.ucf.edu/Reference/Instruction
2.
Library Research Tutorials - http://library.ucf.edu/Reference/Instruction/LIToursTutorials.asp
3.
Streaming videos - http://library.ucf.edu/Reference/Videos/Default.asp
4.
Research Guides - http://library.ucf.edu/Reference/Guides/
5.
Ask a Librarian service - http://library.ucf.edu/Ask/
6.
Consult with the librarian familiar with Social Work – Mr. Hal Mendelsohn
In addition to paper copies of books and journals, UCF students have the ability to access a vast selection
of journals and books in electronic format while on or off campus. The web address to the library's
catalog is http://library.ucf.edu/. The Ask A Librarian service provides students the ability to contact a
library professional either by phone, on-line chat or email, and ask for assistance on "how to" locate,
research, and obtain library materials. The web address for Ask A Librarian is http://library.ucf.edu/Ask/.
A series of streaming videos, showing students how to search for a book or journal article, has been
developed and are available at http://library.ucf.edu/Reference/Videos/Default.asp. Research Guides for
different majors, that list books, journals, databases, and web sites have been developed and are available
in electronic format at http://library.ucf.edu/Reference/Guides/. Another service to help students conduct
library research is a Research Consultation. After a student has conducted his/her research and is in need
of additional information, s/he can work with a librarian to locate material with the help of his/her expert
searching capabilities. To set-up a Research Consultation, students should complete an on-line Research
Consultation request, available at http://library.ucf.edu/Reference/ResearchConsultations/Default.asp.
This method is the preferred one, as it captures full information about student needs; or, contact the
Research Office at (407) 823-3379. Students may also contact the Ask-a-Librarian Service via the link
above, or call the Ask-a-Librarian Desk at (407) 823-5880. Finally, students may choose to visit the
library and ask a Reference Librarian how best to conduct one's research. If a student has a simple
question on how to locate either a book or journal title, the UCF Reference Librarians are happy to
provide this type of service, too.
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Online Resources:
All written assignments will be turned in electronically via webcourses2@UCF. Please also note that all
email should be sent through the webcourse section.
Turnitin.com:
All written assignments will be submitted via the online course section (webcourses2@UCF) and will be
evaluated via turnitin.com; an online system that can determine if work has been copied from another
source. You do not need to submit anything directly to turnitin.com.
Evaluation of Learning:
Quizzes (60 points):
Six online quizzes will be given-one quiz per online module. (10 points each for a total of 60 points) *No
make-up quizzes are given.
Group Presentation (40 points):
Students will work together in groups to develop a professional presentation on a theoretical area. (40
points)
Missed Assignments/Make-Ups/Extra Credit:
Students are expected to plan ahead in order to meet assignment due dates. All assignments must be
turned in by the due date and time indicated in the schedule. Late assignments will lose a full letter grade
(this means the equivalent of A to a B drop in grade) for each week (If turned in 2 days late the
assignment is still subject to a week’s point deduction, if 9 days late this would equal two week’s point
deduction) that they are late unless the student gained prior approval from the instructor due to an extreme
emergency. No assignment will be accepted after week 15 of class. It is the student’s responsibility to
make arrangements with the instructor regarding late assignments. This policy applies to all late
assignments except in EXTREME emergencies which must be documented. Students are expected to plan
ahead in order to submit assignments and participate in discussion boards within the time allowed in the
webcourse. It is the student’s responsibility to make arrangements with the instructor regarding late
assignments or exams in the case of an EXTREME emergency. Examples of extreme emergency include
death or serious family injury, and exceptional health emergencies. No extra credit is given in this course.
*Please note that no make-up quizzes are allowed.
Grading Scale:
A 95 - 100
B- 80 - 83
D+ 67 - 69
A- 90 - 94
C+ 77 - 79
D 64 - 66
B+ 87 - 89
C 74 - 76
D- 60 - 63
B 84 - 86
C- 70 - 73
F 59 or less
Copyright:
This course may contain copyright protected materials such as audio or video clips, images, text materials,
etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning
environment. Please do not copy, duplicate, download or distribute these items. The use of these materials
is strictly reserved for this online classroom environment and your use only. All copyright materials are
credited to the copyright holder.
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Policies
In addition to the information below, the student should become familiar with School of Work Student
Handbook and The Golden Rule Handbook for UCF Students. All policies included in these handbooks
apply to this class.
Modification of Syllabus
This syllabus may be modified at the discretion of the instructor. Changes will be discussed with students
in class and/or via email. It is the student’s responsibility to ensure that the student’s email address is
current in eCommunity.
Cell phones, pagers and recorders
Students are asked to turn off cell phones and beepers during class sessions.
Permission to audiotape a class meeting(s), must be obtained from the instructor in advance.
While the use of laptops is convenient for students to take class notes, it is expected that students WILL
NOT engage in other laptop activities during class time that may include: internet activities, reading and
responding to email, balancing a checkbook, etc. If this should occur, the instructor reserves the right to
request that the student not use a laptop during class.
Classroom Decorum
Side conversations are discouraged because they distract the class.
The instructor expects students to respect the culture, values, beliefs and right of their classmates. During
class sessions, alternate points of view are encouraged and should be received by others with respect.
Students should feel free to express their opinions and to refer to relevant personal situations without fear
of disapproval or disrespect; however, the classroom is not the place where students should indulge in
personal venting or support seeking.
Professional Behavior
Unprofessional behavior will not be tolerated; this includes rude or disrespectful comments via webcourse
tools, or interactions with classmates or the instructor; biased or prejudiced language towards any of the
populations served by social work. Should a student exhibit unprofessional behavior the instructor will
deduct a point from their overall course grade (per module unit week). Should a disruption continue past
the instructor addressing it the first time the student will be referred to the MSW Coordinator and the
Office of Student Conduct. Please note that you are considered burgeoning professionals and are expected
to treat your colleagues with respect.
Attendance & Participation
Student attendance and participation are integral parts of this course. Students are expected to attend each
class, arrive on time, and remain for the duration of the class. Students are also expected to assume
responsibility for their own learning and to actively involve themselves in class discussions and
exercises. Students must be prepared for class (i.e., complete readings and other assignments prior to
class). Furthermore, make-up exams will be given ONLY in extreme circumstances. These circumstances
include exceptional health EMERGENCIES (that require that the student bring in medical
documentation), and the make up exam will be an essay exam. Out-of-town vacations, trips, mild colds,
and other similar circumstances do not qualify as extreme. Students who miss three (3) or more absences
regardless of the reason will have their final grade lowered by one letter grade. The only exception to this
is if the student has a documented extraordinary circumstance (student hospitalization; severe illness;
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death in the family; car accident) preventing the student from coming to class. In that case, the student
must present written documentation to the instructor.
Attendance during Finals Week: It is university policy that all classes MUST meet for either a final exam
or a class session.
Written Assignments
Effective written communication skills are essential to professional social work practice. Thus, students
are expected to present their ideas clearly and properly and to adhere to accepted standards of
writing. Grammar, punctuation, and spelling are to be correct in all written materials submitted and will
be considered in grading written assignments. All written assignments must adhere to APA 6th edition.
Assignments must be typed in a 12-font print, and all margins must be one inch. The cover page of a
paper does not count towards page number requirements, nor do reference pages. References should be
included in the APA 6th edition citation and reference style.
Work not conforming to these standards or demonstrating serious deficiencies in common English usage
will be returned ungraded.
Students are encouraged to use the University Writing Center (UWC) for assistance in preparing written
assignments. The UWC is located in MOD 608 (near the Communications Building). UWC staff may be
reached at (407) 823-2197 or http://www.uwc.ucf.edu/.
The assignments will emphasize the integration of interviewing, verbal, conceptualization and writing
skills in practice. All assignments will be evaluated and graded on the following criteria.
1.
Appropriate use of APA writing style.
2.
Adequate number of references cited in appropriate APA (6th edition) format.
3.
Organization and clarity of ideas presented.
4.
Ability to integrate theory and practice appropriately.
5.
Ability to use analytical skills throughout the assignment.
6.
Creative ways of responding to the instructions beyond the requirements.
Incomplete Grades
In exceptional circumstances, an incomplete grade may be given per School and University policies.
Individual arrangements must be made with the instructor for the completion of the course requirements,
but in no case will the date set extend beyond the end of the following semester. Students who experience
chronic medical or personal problems that prevent them from attending class regularly are encouraged to
review policies relating to securing a leave of absence from their university studies.
Academic Integrity/Plagiarism
Social workers must demonstrate high standards of integrity. Every student is expected to do his or her
own work and all of the work produced will be expected to be completed in its entirety by the student
who turns it in. Cheating and plagiarism will not be tolerated. Any acts of plagiarism, including not
acknowledging sources of information appropriately and in accordance with APA guidelines, may result
in a failing grade in the course. School and University policies on academic integrity will be strictly
enforced. Students found to have cheated or plagiarized will receive no credit for the exam or assignment,
receive a failing grade for the course and may be subject to appropriate referral to the Office of Student
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Conduct for further action. (See the UCF Golden Rule for further information.). Students who observe
others violate this policy are expected to report this to the instructor.
Plagiarism and Cheating of any kind on an examination, quiz, or assignment will result in an "F" for that
assignment, the student may also receive an "F" for the entire course and may be subject to appropriate
referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further
information.) It is assumed for this course that students will adhere to the academic creed of the
University and will maintain the highest standards of academic integrity. In other words, don't cheat by
giving answers to others or taking them from anyone else. The instructor also adheres to the highest
standards of academic integrity, so please do not ask for your grade to be changed without just cause or to
bend or break rules for one person that will not apply to everyone.
THE UCF CREED
Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct,
performance, and decisions.
Integrity:
I will practice and defend academic and personal honesty.
Scholarship: I will cherish and honor learning as a fundamental purpose of my membership in
the UCF community.
Community: I will promote an open and supportive campus environment by respecting the rights
and contributions of every individual.
Creativity:
I will use my talents to enrich the human experience.
Excellence: I will strive toward the highest standards of performance in any endeavor I
undertake.
Disability Statement
The University of Central Florida is committed to providing reasonable accommodations for all persons
with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities
who need accommodations in this course must contact the professor at the beginning of the semester to
discuss needed accommodations. No accommodations will be provided until the student has met with the
professor to request accommodations. Students who need accommodations must be registered
with Student Disability Services, Ferrell Commons, Room 185, phone (407) 823-2371, TTY/TDD only
phone (407) 823-2116, before requesting accommodations from the professor.
Student Instructor Communication
The instructor is available to meet with students during the office hours listed on this syllabus and by
appointment. The instructor can be contacted by phone or email with the contacts listed at the top of the
syllabus. Email should in most cases be directed through the webcourse section.
• It is expected that all email will have a subject line, appropriate greeting, grammar and tone. Please
adhere to email etiquette. Do not send me a text via email!!!
• In most cases email will be answered within 24 hours (M-F), however allow up to 48 hours for a
response.
• If you send an email late Friday afternoon, or on Saturday or Sunday please be aware that you will not
receive a response until Monday or the next business day should Monday be a holiday.
• If sending an email through normal ucf.edu email, please include SOW6424 in the subject line of your
email.
• It is your responsibility to initiate contact with the instructor about due date extensions or other
concerns related to emergencies.
• The instructor will communicate any changes to the syllabus via the webcourse email or
announcements; therefore it is your responsibility to regularly check the webcourse.
E-mail will be an integral part of this course. Make sure:
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1.
2.
3.
All email should be sent through the webcourse email function.
Check your webcourse e-mail at least twice per week (more often is better).
Include "Subject" headings: use something that is descriptive and refer to a particular assignment
or topic.
4.
Be courteous and considerate. Being honest and expressing yourself freely is very important but
being considerate of others online is just as important as in the classroom.
5.
Make every effort to be clear. Online communication lacks the nonverbal cues that fill in much of
the meaning in face-to-face communication.
6.
Do not use all caps. This makes the message very hard to read and is considered "shouting."
Check spelling, grammar, and punctuation (you may want to compose in a word processor, then
cut and paste the message into the discussion or e-mail).
7.
Break up large blocks of text into paragraphs and use a space between paragraphs.
8.
Sign your e-mail messages.
9.
Never assume that your e-mail can be read by no one except yourself; others may be able to read
or access your mail. Never send or keep anything that you would not mind seeing on the evening
news.
Technical Resources
For specific problems in any of the areas below or for further information go to the corresponding link for
assistance.
2 BEFORE ME RULE:
I will expect you to check with resources to attempt to solve technical issues with webcourses prior to
contacting me for assistance. I will often have to refer you to one of these resources anyway so it is best to
start with them.
•
UCF Home Page will help find UCF resources
•
UCF Computer Service Desk You can also call the Service Desk at 407-823-5117.
•
Learning Online This site provides information on study skills for distance learners, the library
and the writing center.
•
Buying a new computer or upgrading your current equipment http://www.cstore.ucf.edu/
•
Hardware/Software Requirements
•
Technical Discussion Topic: If you have technical questions and/or problems, please post a
message to the Technical Discussion Topic. I encourage members of the class who are technically
proficient to also monitor this discussion topic and assist your classmates.
•
If your equipment problems prevent you from using e-mail from home, there are many computer
labs on campus and virtually every public library offers Internet access.
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Schedule
Week
Week 1
In Class
5/15/2013
Week 2
In Class
5/22/2013
Topic & Content
Activities, Learning Methods,
& Readings
Course Overview
Activities:
Attend class
Content:
1. Overview of the course
Learning Methods:
2. Connecting generalist practice to community- Lecture-discussion; student
based clinical practice
presentations; small group
3. Ethical issues and clinical social work practice activity, video/dvd illustration
4. The role of theory in practice
Readings:
5. Theory and evidenced-based practice
Walsh (2010), Chapters 1 & 2
Ego Psychology, Object Relations, &
Attachment Theories
Content:
1. Background of Theory
2. Highlights of theories
3. Key Theorists
4. Primary areas of application/Implications
5. Evidenced-based exemplars
6. Application
7. Discussion
Activities:
Attend class
Learning Methods:
Lecture-discussion; student
presentations; small group
activity, video/dvd illustration
Readings:
Walsh (2010), Chapters 3 & 4.
In Class Quiz on Chapters 3 & 4
Week 3
Cognitive, Behavioral, & Cognitive Behavioral
Theories
Content:
Web
Opens on 5/27/2013 1. Background of theory development
and closes on
2. Implications for practice
6/3/2013
Activities:
Complete Online Module
Complete Quiz
Readings:
Walsh (2010), Chapters 6 & 7
Week 4
Activities:
Attend class
Learning Methods:
Lecture-discussion; student
presentations; small group
activity, video/dvd illustration
Readings:
Walsh (2010), Chapters 6 & 7
Cognitive, Behavioral, & Cognitive Behavioral
Theories cont.
In Class
Content:
6/05/2013
1. Highlights of theories
2. Key Theorists
3. Primary areas of application
4. Evidenced-based exemplars
5. Application
6. Discussion
Week 5
Solution Focused
Content:
1. Background of theory development
Web
Opens on 6/10/2013 2. Implications for practice
and closes on
6/17/2013
8
Activities:
Complete Online Module
Complete Quiz
Readings:
Walsh (2010), Chapter 10
Week 6
In Class
6/19/2013
Solution Focused cont.
Content:
1. Highlights of theories
2. Key Theorists
3. Primary areas of application
4. Evidenced-based exemplars
5. Application
6. Discussion
Week 7
Web
Motivational Interviewing
Content:
Opens on 6/24/2013 1. Background of theory development
2. Implications for practice
and closes on
7/01/2013
Week 8
In Class
7/03/2013
Motivational Interviewing cont.
Content:
1. Highlights of theories
2. Key Theorists
3. Primary areas of application
4. Evidenced-based exemplars
5. Application
6. Discussion
Week 9
Activities:
Attend class
Learning Methods:
Lecture-discussion; student
presentations; small group
activity, video/dvd illustration
Readings:
Walsh (2010), Chapters 10
Activities:
Complete Online Module
Complete Quiz
Readings:
Walsh (2010), Chapter 11
Activities:
Attend class
Learning Methods:
Lecture-discussion; student
presentations; small group
activity, video/dvd illustration
Readings:
Walsh (2010), Chapter 11
Narrative & Feminist Theories
Content:
1. Background of theory development
Web
Opens on 7/08/2013 2. Implications for practice
and closes on
7/15/2013
Activities:
Complete Online Module
Complete Quiz
Readings:
Walsh (2010), Chapter 12
Week 10
Activities:
Attend class
Learning Methods:
Lecture-discussion; student
presentations; small group
activity, video/dvd illustration
Readings:
Walsh (2010), Chapter 13
Activities:
Complete Online Module &
Activity
Final Quiz
Readings:
As indicated in the module
In Class
7/17/2013
Crisis Theory
Content:
1. Highlights of theories
2. Key Theorists
3. Primary areas of application
4. Evidenced-based exemplars
5. Application
6. Discussion
Week 11
Integration activity using a domestic violence
Web
case study.
Opens on 7/22/2013 Web based activity
and closes on
7/29/2013
9
Week 12
Integration discussion and final presentations
In Class
7/31/2013
10
Activities:
Attend class
Learning Methods:
Lecture-discussion; student
presentations; small group
activity, video/dvd illustration
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