Social Work Practice I
Social Work 204A
Fall, 2011
Andrew Bein, Ph.D., LCSW
4015 Mariposa Hall
abein@csus.edu; 278-6170
#cs204A2011.doc
Office Hours: Wednesday, 9:00-10:00; Thursday, 5:00-6:00; Friday 3:00-4:00 or another
time that meets our needs. Please do not hesitate to request another meeting time.
You can assume a fast response time if you email me
I.
Course Description
Social Work Practice 204A is the first required practice course in the graduate social
work curriculum. Employing a generalist perspective, this course introduces students to
social work values, knowledge, and skills essential for foundation social work practice
with diverse populations. The course provides students with a common base and a
general method for practice with different size systems: individuals, couples, families,
groups, organizations, and communities. This course's primarily focus is direct practice
with individuals, families, and some groups in the context of organizations and
communities.(Note: organization and community approaches/interventions in the delivery
of services to individuals, families, and groups receive more focus in SW204B).
Fieldwork experiences, in conjunction with the reading materials, form the basis of many
course discussions and other learning experiences.
The ecosystem perspective, which provides a basic theoretical framework for the course,
is oriented toward person-in-environment and understanding the application of multiple
levels of intervention. Other theoretical frameworks integrated into the course include
empowerment, resilience, and strength approaches to social work practice. The general
social work process involves engagement, assessment, planning, intervention, evaluation,
and termination. The course emphasizes multi-level assessment and direct practice
intervention theory and skills. Specific practical integration of the course content with the
field practicum is achieved through tasks and assignments where field instructors and
students collaboratively attend to the use of the skills addressed in the classroom, the
readings, and special assignments.
II.
Course Objectives
Knowledge Objectives
1.
Demonstrate an understanding of the generalist perspective and the ecosystem perspective in analyzing client’s strengths and challenges.(Meets
Program Objectives 1,6 and EPAS Standards 4.5)
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2.
3.
4.
Acquire the knowledge of the general social work process, which ranges from
assessment and intervention with individuals and families to the evaluation of
services delivered. Develop an understanding of practice applications to
various social work settings. (Meets Program Objectives 6,9 and EPAS
Standard 4.5)
Display an understanding of various values, ethics and principles of
professional practice (i.e., NASW Code of Ethics).(Meets parts of Program
Objectives 1,2,3 and EPAS Standards 4.0, 4.1, 4.5)
Understand the principles, concepts and skills of strength-based and culturally
competent models for practice with and in behalf of diverse individuals,
families, groups, organizations, and communities. (Meets Program Objectives
3,4,6,7 and parts of EPAS Standards4.1,4.2, 4.3, 4.5)
Skill Objectives
1.
2.
3.
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Articulate social justice and advocacy issues as they relate to vulnerable,
diverse, at-risk, or oppressed populations.(Meets parts of Program Objectives
2,3,4,8,10and EPAS 4.0,4.1,4.2)
Master the principles and develop beginning skills for engagement,
interviewing, assessment, intervention, evaluation and termination.(Meets
Program Objectives 1,6,9 and EPAS Standards 4.3,4.5)
Assess individuals and families through the use of various established
assessment tools, including ecomaps, genograms, and bio-psycho-social
assessments.(Meets Program Objectives 6,7 and EPAS Standards 4.3,4.5)
Integrate specific classroom content with field practicum experiences(Meets
parts of Program Objectives 1,2,3,4,5,6,7,8,9,10,11,12 and EPAS Standards
4.0,4.1,4.2,4.3,4.4,4.5,4.6,4.7).
Describe and explore a sense of self in one’s strengths and challenges for
ethically-based, culturally competent practice (Meets parts of Program
Objectives1,2,3,4,10 and parts of EPAS Standards 4.0,4.1,4.2,4.6,4.7)
Apply the principles of the Code of Ethics in the helping process.(Meets
Program Objective 2 and EPAS Standard 4.0)
Critically analyze and apply theory-based interventions (Meets Program
Objectives 1,6,7,9 and EPAS Standards 4.3,4.5,4.6).
Value Objectives
1.
2.
3.
Display a sensitivity to social and economic justice as it relates to issues of
age, race, ethnicity, culture, class, gender, sexual orientation, religion, and/or
physical or mental ability.(Meets Program Objectives1,2,3,4,7 and EPAS
Standards 4.2,4.3,4.4)
Begin to internalize the philosophy, values, and ethics of the profession
(Meets Program Objective 2 and EPAS Standard 4.0).
Begin to incorporate the core values of the social work profession as identified
in the Code of Ethics into one’s practice. (Meets parts of Program Objectives
2,3,4,6 and EPAS Standards 4.0,4.1,4.2,4.5)
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SW204A - Bein
4.
III.
Value client system strengths, resiliencies, and resources in assessment and
intervention.(Meets Program Objectives 6,7,and 10 and EPAS Standards
4.3,4.5)
Course Expectations
This course requires your active participation. In order to enhance feelings of safety and
to create a positive learning environment, the following are important:
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You attend class.
You are prompt.
You have read the assigned material and come to class prepared.
You get your needs met by interacting with classmates and by raising your
concerns and criticisms with the instructor.
You do not ridicule or belittle others.
You recognize your own biases and prejudices and respect others with whom you
disagree
You are committed to personal/professional growth and self-exploration.
You resolve issues that you may have with other group members. If you are not
sure how to accomplish this task, we can discuss possible strategies. It is not
acceptable to miss class in order to avoid the group.
Written work must be mechanically and stylistically acceptable. Serious deficiencies in
areas such as spelling, punctuation, sentence structure, and coherent organization will
result in lower grades. Plagiarism (claiming the work of someone else as your own) will
result in a grade of FAIL for the course.
Where appropriate, the following criteria are used to evaluate assignments:
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Effective use of knowledge: the integration of concepts, theories, models, and
information from readings, lectures, and class discussions is used in a way that
demonstrates internalization.
Inclusion of personal points of view along with rationale, logic, and examples:
generalization of ideas, observations, concepts, and experiences are carefully
supported with empirical data, conceptual work generated by authors,
practitioners, or researchers, and/or original thoughts.
Organization: thesis in introduction, smooth relationship between ideas and
between paragraphs, clear overall structure, and integrative concluding section.
Careful planning is evident in the organization.
Clarity: syntax, grammar, punctuation, and spelling. Sentences and paragraphs are
clear, unified, and coherent.
References in appropriate format.
Please note that, with minor exceptions, the content of the above sections I-III were
compiled and written by Joseph Anderson, Ph.D.
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SW 204A - Bein
IV.
Course Format and Philosophy
Many times we approach learning experiences with expectations about what we will get
from them. The model in the academic setting translates to the professor’s giving
information and papers/tests and the student’s getting knowledge and grades. I hope that
in this class the linear giving and getting gives way to a fluid process of giving to each
other. I believe that in order for this process to occur, we will have to: (1) frame our
work together as giving to, receiving from, and growing with each other as well as with
our communities and clients; (2) open our hearts and be vulnerable and real; (3) explore
parts of ourselves that are often hidden and make us feel uncomfortable; (4) move toward
full acceptance of ourselves and the people whom we serve; (5) maintain our
commitment to be aware of our intentions, to be aware of our thoughts and feelings, and
to cultivate a positive, effective presence. Let’s identify guidelines that will help us
achieve #1-5 as a class:
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5.
2.
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3.
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4.
8.
Special Conditions:
 Attendance is essential. Two-three absences or the equivalent (arriving
late/leaving early) will adversely impact your grade; more than three
absences jeopardizes your receiving a passing grade.
 There are many students with one form of disability or another. Please let
me know as soon as possible of particular needs that you may have. You are
entitled to special accommodations and services if you have been officially
identified as needing this assistance. If you have not done so already, please
contact the Office of Services to Students with Disabilities @ 916-278-6955
for further information.
V.
Course Text
Murphy, B. & Dillon, C. (2011). Interviewing in action in a multicultural world (4th
edition). Belmont, CA: Cengage Brooks/Cole.
**Other readings will be made available
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VI.
Course Assignments and Grading
1. Integrative Reflection Papers – Expanded Journals (3)
Integrating field, readings (citations necessary), class discussion, personal
experiences, thoughts and feelings: Due Dates: October 5 & 26, November 23 3-4 pages each paper
(10 points each)
30
(Two additional no-credit, check-in journals (one page) are due this semester)
2. Exam
Examining your understanding of course concepts, particularly as the concepts
relate to a social work scenario. Exam Date: November 10
15
3. Biopsychosocial Paper
Integrating course material emphasizing client assessment as well as
relationship skills and intervention. Paper will demonstrate your ability for
honest self-evaluation as well as your integration of theory and practice.
Paper requires the completion of a simulated videotape/DVD.
Due Date: December 7/14 Approx.15 pages
30
4. Presenting the Video/DVD – Describing Primary Lesson Learned.
Ten minutes – December 7 (full points automatically earned)
5
5. Class Participation
Attendance, involvement, engagement with classroom agreements, promptness,
in-class demonstration of commitment to learning
20
Total
VI.
100
Course Outline
August 31, 2011
Overview of course / Intentions, expectations, and agreements / Field placement & field
instructor expectations / Multi-level practice / Establishing structure for client-worker
relationship
September 7, 2011
Ecological perspective / Use of self and making mistakes / Listening skills /
Preparatory empathy / Meeting client or community needs / Agency context
Murphy & Dillon (2011). Chapters 1 & 3
Shulman, L. (2002). Developing successful therapeutic relationships. In A. Roberts & G.
Greene (Eds.), Social worker’s desk reference. New York: Oxford, pp. 375-379.
*Primary text is in bold and italics; other readings are made available
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SW 204A - Bein
September 14, 2011
Ethnographic perspective beyond labeling / Multicultural competence / Ethics & nonjudgmentalism / Themes, patterns & meaning / Overview of bio-psycho-social model
Murphy & Dillon (2011). Chapter 2.
Bein, A. (2003). The ethnographic perspective: A new look. In J. Anderson & R. Carter.
Diversity perspectives for social work practice. Boston: Allyn & Bacon (pp. 133145).
Check-in Journal Regarding Field Instructor Relationship /
Field Assignments
September 21, 2011
Bio-psycho-social (cont.): nature, duration, frequency, severity/ Social justice and
advocacy emphasis: Case management framework / Applications to fields of practice:
Case management and child welfare / Attending and listening
Murphy & Dillon (2011). Chapter 4.
Rothman, J. (2002). An overview of case management. In A. Roberts & G. Greene
(Eds.), Social worker’s desk reference., pp. 467-472.
Walsh, J. (2002). Clinical case management. In A. Roberts & G. Greene (Eds.), Social
worker’s desk reference, pp. 472-476.
Mather, J. & Hull, G. (2002). Case management and child welfare. In A. Roberts & G.
Greene (Eds.), Social worker’s desk reference, pp. 476-480.
September 28, 2011
Nature of support / Use of self / Empathic failures / Strong back, soft front / Cognitivebehavioral intervention – Skills development and examination of beliefs
Murphy & Dillon (2011). Chapter 5
Bein, A. (2008). The Zen of helping: Spiritual principles for mindful and open-hearted
practice. Hoboken, N.J.: Wiley, Chapter 2
Walsh, J. (2010). Theories for direct social work practice (2nd ed). Belmont, CA:
Cengage/Wadsworth, Chapter 7.
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SW 204A – Bein
October 5, 2011
Going deeper: exploration / Case management and the strengths perspective
Murphy & Dillon (2011). Chapter 6.
Rapp, C. (2002). A strengths approach to case management with clients with severe
mental disabilities. In A. Roberts & G. Greene (Eds.), Social worker’s desk reference,
pp. 486-491.
Integrative Reflection Paper #1 Due
October 12, 2011
Crisis framework and interventions and assessing for suicide / Applications to fields of
practice: Social work with schools and adolescents / Vulnerable youth who are lesbian,
gay, bisexual or transgendered
Murphy & Dillon (2008). Chapter 13.
Walls, N., Freedenthal, S., Wisneski, H. (2008). Suicidal ideation and attempts among
sexual minority youths receiving social services. Social Work. 53(1), 21-29.
October 19, 2011
Crisis (cont.) / motivational interviewing perspective / Mental health assessment issues
/ Discussion of DSM-IV-TR utilization in Social Work / Particular diagnostic category –
PTSD – as case example
Murphy & Dillon (2011). Chapter 7 & 8.
Jongsma, A. & Peterson, M. (2006). The complete adult psychotherapy treatment
planner. Hoboken, N.J.: Wiley (pp. 229-237).
October 26, 2011
Group process & purpose / Building cohesion / Leadership tasks / Kinds of groups /
Challenging behavior in groups / “Two clients” concept
Alle-Corliss, L. & Alle-Corliss, R. (2009). Group work: A practical guide to developing
groups in agency settings. Hoboken, N.J.: Wiley, Chapter 2.
Integrative Reflection Paper #2 Due
November 2, 2011
Solution-focused interventions that facilitate change / Hopefulness / Positive mirror /
Role-Play with clients / Skillful use of client feelings
Murphy & Dillon (2011). Chapter 9.
Cooper, M. & Lesser, J. (2008). Clinical social work practice: An integrated approach.
Boston: Allyn & Bacon, Chapter 12.
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SW 204A – Bein
November 9, 2011
Exam
Field Check-in
November 16, 2011
Confrontation with clients to create change / Concrete assessment of risk / Applications
to fields of practice: Social work with chemical dependence
Murphy & Dillon (2011). Chapter 10.
Jongsma, A. & Peterson, M. (2006). The complete adult psychotherapy treatment
planner. Hoboken, N.J.: Wiley (pp. 46-61).
November 23, 2011
Dealing with client feelings / Self-disclosure / Counter-transference / Discomfort & fear /
Setting limits / Developing metaphors and sharing hunches / Immediacy
Murphy & Dillon (2011). Chapters 11 & 12.
Integrative Reflection Paper #3 Due
November 30, 2011
Termination / Consolidating gains / Self-care / Vicarious trauma / Self-care as ethical
practice
Murphy & Dillon (2011). Chapters 14 & 15.
December 7, 2011
Class Presentation of Biopsychosocial Assignment
Check-in Journal Regarding Field Site
Biopsychosocial Written Assignment Due
Biopsychosocial Assessment and Intervention Paper
In this paper you have the opportunity to analyze your own work and to assess and
develop an intervention for an actual client. You will do a video role-play based upon
your involvement with a client in the field. These points are important for the video:
 The role-play should be 20-30 minutes enough so that you can observe your work.
 You should safeguard the confidentiality of the actual client: it is essential that
you use other names and that you do not have clients engage in the taping.
 You should make a sincere effort at having the role-play unfold naturally, even if
the person playing the client role does not mirror the actual client’s behaviors.
 Relax. This role-play is not about being perfect. It provides a vehicle for learning.
In your paper the following elements will be addressed:
I.
Relationship
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(Approx. 4 pages – 8 points)
Describe the nature of your relationship with the actual client.
To what degree have you formed an effective working alliance (joined)
How have you maintained an empathic connection?
Describe the degree to which you have utilized a strengths perspective
with this person?
How much has caring, curiosity, or inspiration been a part of your
relationship?
Tape:
What insights do you have regarding your communication or empathy skills as you
watch the tape? Comment on the above elements (based on the tape)
II.
(Approx. 4 pages – 8 points)
Provide background and demographic information concerning the client
How was this client referred? What was the client’s understanding of the
referral at the time of your contact with her?
What was your initial sense regarding the client’s use of social work
service? How has this evolved over time?
What strengths are present?
What biological issues have you considered /are important to consider?*
What psychological issues have you considered /are important to
consider?*
What social issues have you considered /are important to consider?*
What cultural and spiritual issues have you considered /are important to
consider?*
Case Assessment
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* Refer to biopsychosocial outline
Tape:
Describe the degree to which you kept your empathic connection with the client while
asking questions. To what degree did you maintain an ethnographic perspective?
III.
(Approx. 4 pages – 8 points)
What are the major areas of concern that need attention (two or three)?
How have you focused your work on attainable goals and objectives
(objectives may be framed as tasks)?
To what degree were the planning process and the intervention selection
collaborative, client-led or social worker-led? (There is no right or wrong
here.)
What practice perspectives or intervention theories guided your work (e.g.,
ecological, case management, cognitive-behavioral, strengths, advocacy,
crisis, empowerment, solution-focused)? 1 ½ to 2 pages
What stage are you at with this client at the time of this paper (beginning,
middle, or end)? Please explain.
Please discuss the nature of termination if it has occurred. If it has not,
please discuss how you anticipate that termination will occur?
Planning and Intervention
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Tape:
To what degree did the intervention decisions evolve as part of a collaborative process
or were they practitioner-led?
Did the tape demonstrate a tendency to be too directive or too non-directive? Do you
believe the tape is reflective of your style generally?
IV.
(Approx. 2 pages – 4 points)
To what degree has there been progress in this case? / What was the
benchmark that told you that progress had or had not occurred?
(Outcome)
 What could you have done differently? What lesson did this client teach
you about process?
 To what degree did the agency meet the needs of your client? What were
its limitations?
Evaluation
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Tape:
How did the tape interview affirm your positive work as a social worker?
What area or areas of improvement were revealed on the tape?
V.
(Approx. 1 page – 2 points)
Identify and discuss ethical and legal issues pertinent to this case.
How did you resolve any dilemmas (including social justice emphasis)
Ethical and Legal Issues
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