SSS 605 1
T
HE
C
ATHOLIC
U
NIVERSITY OF
A
MERICA
National Catholic School of Social Service
Washington, DC 20064
202-319-5458
Fax 202-319-5093
SSS 605
Generalist Social Work Practice with Individuals, Families and Groups
Fall 2014
(3 credits)
© This course outline is the property of NCSSS and the instructor and may be distributed with written permission.
I.
COURSE PURPOSE
This course, SSS 605, is the first part of the two-semester course continuum in which foundation knowledge, skills, and values for professional social work practice are taught. These courses prepare students to apply the generalist perspective to social work practice with individuals within the context of their family, treatment groups, and the community. The second semester course, SSS
606, prepares students to apply the generalist perspective to social work practice with task groups, organizations, and communities. These courses are taught in conjunction with the student’s field education internship.
Generalist Practice is characterized by its multi-theoretical approach to assessment and multi-method approach to planned change. It is applicable to diverse fields of human services, agency settings, program services, populations, and human problems. Generalist Practice is the foundational knowledge base for professional social work practice. It stems from the primary mission of the social work profession, “ To enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people, who are vulnerable, oppressed, and living in poverty”
(NASW, 1999, p.1).
Building upon the values and ethics of the profession and the field agency’s social welfare policies and services, the purpose of this course is to teach the social work processes that include engagement, problem/issue/need identification, developmental and theoretical assessment, goal setting, contracting, planned
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SSS 605 2 change and intervention, evaluation, and termination. The traditional social work practice paradigm that examines the transactions between persons and their environments is expanded to include current knowledge, skills, and values related to an empowerment perspective, a strengths perspective, and a risk and resilience framework. Multiculturalism, social pluralism, and socio-demographic variability are incorporated into the course to engender culturally competent generalist practice in order to meet the needs of diverse client systems and populations at risk, create effective social services, and promote social and economic justice.
II.
COMPETENCIES AND PRACTICE BEHAVIORS
The Council on Social Work Education (CSWE) requires that students meet 10 core competencies, which are operationalized as practice behaviors. Each course is designed to cover one or more of the ten core competencies and each course is also designed to cover some, but not all of the practice behaviors within a competency. Upon completion of this course, students will able to demonstrate the following practice behaviors within the noted competencies:
Competency Practice Behaviors Related Assignments
Professional Identity:
Identify as a professional social worker & conduct self accordingly
Ethical Practice: Apply social work ethical principles to guide professional practice
Critical Thinking: Apply critical thinking to inform and
1.
Social workers practice personal reflection and self-correction to assure continual professional development

Readings from
Classes 1, 2, 3
2.
Social workers engage in career-long learning.
3.
Social workers demonstrate professional demeanor in behavior, appearance, and communication
1.
Social workers recognize and manage personal values in a way that allows professional values to guide practice
2.
Social workers apply strategies of ethical reasoning to arrive at principled decisions

Class 1 readings
1.
Social workers distinguish, appraise, and integrate

Class 2 readings

EBP part of
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SSS 605 3 communicate professional judgments
Diversity in Practice:
Engage diversity and difference in practice.
Research Based Practice:
Engage in research-informed practice and practiceinformed research multiple sources of knowledge, including research-based knowledge, and practice wisdom.
2.
Social workers analyze models of assessment, prevention, intervention, and evaluation. assessment assignment

Unit 3 readings

Written assignments and class participation
3.
Social workers demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.
1.
Social workers recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power.
2.
Gain sufficient selfawareness to eliminate the influence of personal biases and values in working with diverse groups
3.
Recognize and communicate their understanding of the importance of difference in shaping life experiences
4.
View themselves as learners and engage those with whom they work as informants
1.
Social workers use research evidence to inform generalist practice.
2.
Use practice experience to inform scientific inquiry

Assessment assignment

Journal assignment

Class exercise on ethnographic interviewing from class 4

Class 2: EBP content

Assessment assignment using
EBP
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SSS 605 4
Human Behavior: Apply knowledge of human behavior and the social environment
1.
Social workers utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.
2.
Social workers critique and apply theory to understand person and environment.
Practice Contexts: Respond to contexts that shape practice
1.
Social workers continuously deliver, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services and develop needed policies.
Engagement : Engage, Assess, Intervene,
Evaluate: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities
- Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities
- Use empathy and other interpersonal skills
- Develop a mutually agreedon focus of work and desired outcomes
Assessment :
- Collect, organize, and interpret client data
- Assess client strengths and limitations
- Develop mutually agreed-on intervention goals and objectives
- Select appropriate

Assessment assignment using
HBSE theories

Unit 3 and discussion of different intervention approaches

Assessment assignment

Focus on ecological theory

Use of ecomaps

Unit 2 course content

Assessment assignment

Class exercises in
Unit 2 on interviewing and assessment skills

SBIRT training
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SSS 605 5 intervention strategies
Evaluation :
- Social workers critically analyze, monitor, and evaluate interventions
III. ADDITIONAL EDUCATIONAL OBJECTIVES
At the completion of the course, the student should also be able to:
1.
To demonstrate effective interviewing techniques with diverse client systems by developing a variety of professional social work interviewing skills.
2.
To explore the role of clinical case management as part of Generalist Social
Work Practice with individuals and families.
3.
To demonstrate increased awareness of social and economic justice issues as they impact on client system functioning.
4.
To apply social work values and ethics in the delivery of social services.
IV.
COURSE REQUIREMENTS
A.
Required Texts
Bogo, M. (2006). Social work practice: Concepts, processes & interviewing.
New
York, NY: Columbia University Press.
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6 th
ed.). Washington, DC: Author.
B.
Recommended Text
Corcoran, J. (2013). Helping skills for social work direct practice.
New York,
NY: Oxford University Press.
Lukas, S. (1993). Where to start and what to ask . New York, NY: W.W. Norton
& Company.
C.
Additional Required Readings
See course outline for additional readings. All readings not in the required text are posted on Blackboard. The course will be using an emerging Case Study that students will receive in “chapters” throughout the course. These chapters also will be posted on Blackboard.
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D.
Course Assignments – See Appendices for details on each assignment
1.
Unit tests: 30% a.
There will be THREE multiple choice that students will be completed on
Blackboard – Please see syllabus schedule for specific dates. b.
3 each worth 10% each = 30% of total grade
2.
Journal assignment: 30% a.
There are three journal entries (5% each) over the course of the semester
(see syllabus schedule for dates) that students turn into the faculty member. b.
Journals added together equal 15%. c.
At the end of the semester students will complete a journal summary assignment that will also include course readings. d.
Journal Summary Assignment is 15%. e.
Total for journal assignment is 30%.
3.
Bio-psycho-social-spiritual assessment: 25% a.
Students will complete an assessment in groups of 4-5 (depending on class size) using the outline provided in the Appendix based on a film provided by the instructor - There will be just one assignment turned in per group. b.
This assignment will be completed using WIKIs on blackboard so all members of the group can participate. c.
Total for the Assessment assignment is 25%.
4.
Average Group Grade by Classmates for Assessment assignment: 5% a.
As part of the grade for the assessment assignment, classmates will grade each other’s participation in the group project. b.
Students will complete an on-line survey for each of their group members on his/her participation in the assignment. This total will be entered in to
Blackboard as one of the grades for the course. c.
5% of total grade in course.
5.
Class participation: 10% a.
10% b.
See class participation grid.
E.
Grading Policy
Grades will be based on the CUA Grading Policy as described in the Graduate
Announcements. Assignments are to be submitted to the instructor on the date due. Unless you have prior permission from the instructor, five points will be deducted for each day the assignment is submitted late. Extensions will not be granted the day an assignment is due. The paper is due at the beginning of class and will be considered late if it is turned in later than that . If you should need an extension, the student must discuss this with the instructor at least 48
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SSS 605 7 hours ahead of the due date (excluding weekends and/or holidays). No credit will be given for assignments submitted after they have been reviewed in class.
Grading System
Letter Grade Numeric Range
A
A-
B+
B
B-
C
F
95 – 100
90 – 94
87 – 89
83 – 86
80 – 82
70 – 79
0 – 69
F.
Preparation, Attendance & Participation
Students are required to attend classes and are expected to participate meaningfully in class discussion/exercises and online forums as required. The class participation grade will be determined by the instructor’s perception of the student’s preparation for and contributions to class discussion/activities. Different students will make different kinds of contributions. Some will have an easy time with spontaneous interactions while others will be more comfortable making planned statements about key ideas from the readings or other sources. Both types of contributions are valued. See p. 13 at the end of the syllabus for detailed information regarding the grade for professional conduct related to preparation, attendance, and class participation.
G.
Course and Instructor Evaluation
NCSSS requires electronic evaluation of this course and the instructor. At the end of the semester, the evaluation form may be accessed at http://evaluations.cua.edu/evaluations using your CUA username and password.
Additional, informal written or verbal feedback to the instructor during the semester is encouraged and attempts will be made to respond to requests.
V. CLASS EXPECTATIONS
Please refer to NCSSS Announcements, or appropriate Program Handbook for
Academic Requirements ( http://ncsss.cua.edu/courses/index.cfm
), including scholastic and behavioral requirements. NCSSS is committed to creating an open and inclusive learning environment where all members - including students, faculty, administrators, and staff – strive to listen to and learn from one another.
We recognize that in a multicultural society, it is inevitable that issues or tensions relative to diversity and different life experiences will arise. It is how we handle these events that matters. Therefore, when such issues occur – inside or outside of the classroom - we agree to engage in respectful and productive discussion with one another until learning is enhanced and understanding is deepened by all involved.
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SSS 605 8
A.
Scholastic Expectations
All written work should reflect the original thinking of the writer, cite references where material is quoted or adapted from existing sources, adhere to APA format, and should be carefully proof read by the student before submission to the instructor for grading.
B.
Behavioral Requirements: (Please refer to the grid for more details)
Students are expected to maintain accepted standards of professional conduct and personal integrity in the classroom. Students should:

Attend all classes and contribute constructively to the classroom culture

Recognize and avoid behavior that jeopardizes the learning/teaching environment of other students or the instructor

Demonstrate competence in planning academic activities and in following through on those plans
 Reasonably respond to and respect others’ reactions to one’s comments or actions in the classroom

Use an appropriate level of class time and instructor’s time and attention in and out of class

Behave in a manner that is consistent with the ethical principles of the social work profession.
C.
Academic Honesty
Joining the community of scholars at CUA entails accepting the standards, living by those standards, and upholding them. Please refer to University Policy
( http://graduatestudies.cua.edu/currentstudents/academintgrt.cfm
) and appropriate
Program Handbooks.
D.
Confidentiality
Each student is expected to adhere to the Confidentiality Agreement that is signed at the beginning of every semester. This agreement covers “practice materials” in classes, supervisory sessions, case conferences, seminars, and other educational settings within the NCSSS BSW or MSW programs are for professional learning purposes only and are subject to strict professional standards of confidentiality.
These same standards of confidentiality also extend to various forms of written communication and peer consultation.
Adherence to these standards means all students refrain from communicating beyond the classroom setting about practice material that is presented in class.
Students will also refrain from using social media outlets (blogs, twitter,
Facebook, etc.) or email to discuss practice settings, program responsibilities and projects with individuals who are not in teaching or supervision roles directly related to the situation.
E.
Accommodations
Students with physical, learning, psychological or other disabilities wishing to request accommodations must identify with the Disability Support Services (DSS)
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SSS 605 9 and submit documentation of a disability. If you have documented such a disability to DSS that requires accommodations or an academic adjustment, you much present that documentation to your instructors and arrange a meeting with as soon as possible to discuss these accommodations.
F.
Use of Electronic Devices
No laptops or other electronic devices are permitted in the classroom , unless you have a specific documented learning disability. Please turn off all cell phones or other devices that would disrupt the learning environment of the classroom and put them away and removed from the classroom environment.
Other Information/Supports:
A.
The Center for Academic Success provides academic support services for all students through a broad base of programs and services, including Tutoring Services, Workshops,
Academic Coaching, Individual Skills Meetings, Peer Mentoring, and more.
Phone: (202) 319-5655 Email: cua-academicsuccess@cua.edu Web: success.cua.edu
B.
The Writing Center provides free, one-on-one consultations with trained graduate instructors for writing projects across all disciplines at any stage of the process, from brainstorming to revising. Appointments in the main location, 202 Pryz, can be scheduled in advance online ( http://english.cua.edu/wc/ ). Drop-in appointments are also welcome based on availability in the Pryz and at the satellite location in the Mullen Library Lobby
(see website for days and hours).
Phone: (202) 319-4286 Email: cua-writingcenter@cua.edu Web: english.cua.edu/wc/
C.
Technical Support
Students must attempt to solve technical problems, and contact their instructor when technical problems do arise. Technology Services has the means to track all incoming support requests. This can be essential regarding potential disputes for assignment submission. Students are responsible for meeting course deadlines. If you experience
technical problems, please exercise one or all of the following options:

Technology Services Website: http://computing.cua.edu/support/requesthelp.cfm

Call the Information Center at (202) 319-4357 (help)

Email the Service Desk at techsupport@cua.edu

Service Desk Walk-ins Computer lab 117B Leahy Hall M-F 9:00 am-5:00 pm

Enter a support ticket online at http://techsupport.cua.edu/
D.
University grades: The University grading system is available at http://policies.cua.edu/academicgrad//gradesfull.cfm#iii for graduate students. Reports of grades in courses are available at the end of each term on http://cardinalstation.cua.edu
E.
Blackboard Tracking
Blackboard Learn automatically records all students’ activities including: your first and last access to the course, the pages you have accessed, the number of discussion messages you have read and sent, chat room discussion text, and posted discussion topics. This data can be accessed by the instructor to evaluate class participation and to
identify students having difficulty, or to verify academic honesty.
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SSS 605 10
Date
8/26
Class Schedule with Corresponding Dates and Assignments
Class Session Assignment
1
9/2
9/9
9/16
9/23
9/30
2
3
4
5
6
7
Journal 1
Test on classes 1-4 sometime during the week
Journal 2
10/7
10/14
10/21
10/28
11/4
11/11
11/18
11/25
12/2
ADMINISTRATIVE MONDAY –
Monday classes meet instead of Tuesday classes
NO CLASS
8
9
10
11
12
13
14
Test on classes 5-8 sometime during the week
Journal 3
Journal Reflection Paper
Due
Test on classes 9-13 sometime during the week
Biopsychosocial-spiritual assessment Due
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SSS 605 11
CLASS SCHEDULE
UNIT ONE: THE PROFESSION, VALUES, AND GENERALIST PRACTICE
1 The Profession: Professional Ethics and the Roots of Direct Practice

Introduction and overview of the course

Profession defined

History and mission of the social work profession

Bio-psycho-social-spiritual components of human development and functioning

Overview of generalist practice method; Direct practice

Social work values and ethics and the NASW Code of Ethics

Confidentiality, informed consent, duty to report and warn, safety, involuntary clients
2
Required Readings:
Bogo – Ch. 1 The context of practice: The social worker (pp. 3-34)
Gambrill, E. (2013). Social work: An introduction. In Social work practice: A critical thinker’s guide
(3 rd
ed.) (pp. 3-21). New York, NY: Oxford
University Press.
Gambrill, E. (2013). Values, ethics, and obligations. In Social work practice: A critical thinker’s guide
(3 rd
ed.) (pp. 41-66). New York, NY: Oxford
University Press.
Recommended Readings:
Hopps, J. G., & Lowe, T. B. (2008). Social work profession: Overview. In T.
Mizrahi & L. E. Davis (Eds.-in-Chief), Encyclopedia of social work (20th ed.). Washington, DC, and New York, NY: NASW Press and Oxford
University Press.
Stuart, P. H. (2008). Social work profession: History. In T. Mizrahi & L. E. Davis
(Eds.-in-Chief), Encyclopedia of social work (20th ed.). Washington, DC, and New York, NY: NASW Press and Oxford University Press.
Weismiller, T., & Whitaker, T. (2008). Social work profession: Workforce. In T.
Mizrahi & L. E. Davis (Eds.-in-Chief), Encyclopedia of social work (20th ed.). Washington, DC, and New York, NY: NASW Press and Oxford
University Press.
Generalist Practice Today: The Role of Evidence-Based Practice Process,
Strengths, and Empowerment

The helping process
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SSS 605 12

A strengths and empowerment perspective and anti-empowerment practice

Evidence-based practice process

Ecological systems perspective
Required Readings:
Drisko, J. W., & Grady, M. D. (2012). Introduction and overview. In Evidencebased practice in clinical social work (pp. 3-17). New York, NY:
Springer.
Parsons, R. J. (2008). Empowerment practice. In T. Mizrahi & L. E. Davis (Eds.in-Chief), Encyclopedia of social work (20th ed.). Washington, DC, and
New York, NY: NASW Press and Oxford University Press.
Saleeby, D. (2011). Some basic ideas about the strengths perspective. In F.J.
Turner (Ed.) Social work treatment: Interlocking theoretical approaches
(5 th
ed.) (pp. 477-485). New York, NY: Oxford University Press.
UNIT TWO: RELATIONSHIP BUILDING & CONDUCTING BIO-PSYCHO-
SOCIAL- SPIRITUAL ASSESSMENT
3 Social Work Assessment and the Role of Theory

Application of theories of development and human behavior to facts of the case in assessment – link to HBSE explanatory theories and how they fit with change theories

Conceptual framework: Ecological systems, risk and resilience, strengths, multicultural

The Bio-Psycho-Social-Spiritual Assessment
– what does this actually look like? What is included?
Required Readings:
Kondrat, M. E. (2008). Person-in-environment. In T. Mizrahi & L. E. Davis
(Eds.-in-Chief), Encyclopedia of social work (20th ed.). Washington, DC, and New York, NY: NASW Press and Oxford University Press.
Mercier, L. R., & Harold, R. D. (2004). A feminist approach to exploring the intersections of individual, family, and community. Journal of Human
Behavior in the Social Environment, 7 (3-4), 79-95.
Turner, F.J. (2011). Theory and social work treatment. In F.J. Turner (Ed.) Social work treatment: Interlocking theoretical approaches (5 th
ed.) (pp. 3-14).
New York, NY: Oxford University Press.
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SSS 605 13
4 Building the Relationship

Communication

Diversity and difference – ethnographic interviewing

Use of self, relationship, reflexivity, and engagement

The Process Recording

Boundaries – self-disclosure and other related issues (i.e. technology and professional behavior)
Required Readings:
Bogo – Ch. 2 The context of practice: Diversity and key concepts (pp. 35-61)
Bogo – Ch. 3 The helping relationship: Characteristics and concepts (pp. 62-94)
Bogo – Ch. 4 The helping relationship: Further dimensions (pp. 95-117)
5
How to Gather Information and Identify the Client(s)’ Issues

Exploration and problem identification

Assessment from a post-modern, collaborative perspective

Bio-psycho-social-spiritual data
Required Readings:
Bogo – Ch. 6 The beginning stages: Preparation, initial meeting, understanding/assessment (pp. 143-175)
Bogo – Ch. 9 Interviewing skills (pp. 229-282)
Recommended Readings:
Corcoran – Ch. 3 Exploring the problem with open-ended questions (pp. 49-59)
Corcoran – Ch. 4 Exploring the problem with reflecting statements (pp. 62-78)
Willer, J. (2009). Progress notes and the chart. In The beginning psychotherapist’s companion (pp. 153-177). Lanham, MD: Rowman & Littlefield.
6 SBIRT – Screening, Brief Intervention, and Referral to Treatment to identify clients at risk for or who have a substance use disorder
THIS CLASS WILL BE A LARGE GROUP WITH ALL 605 SESSIONS
TOGETHER
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SSS 605 14
7
8
Required Readings:
Walsh, J. (2013). Motivational interviewing. In Theories for direct social work practice (3 rd ed.; pp. 255-279). Stamford, CT: Cengage Learning.
Required to complete BEFORE class:
Two weeks prior to this class all students will be sent information on how to access three narrated Power Points on SBIRT. All three presentations are to have been watched and the two quizzes associated completed before the beginning of this class.
Assessment of Family and Environmental Factors

Interaction of multiple systems in human problems; assessment from a systems perspective

Family life cycle and family functioning

Vertical and horizontal stressors

Family resilience

Ecomaps and genograms
Required Readings:
Carter, B., & McGoldrick, M. (2005). Overview: The expanded family life cycle:
Individual, family, and social perspectives. In M. McGoldrick & B. Carter
Changing family life cycle (3 rd
ed.) (pp.1-26). Boston, MA: Pearson.
Hodge, D.R. (2000). Spiritual ecomaps: A new diagrammatic tool for assessing marital and family spirituality. Journal of Marital and Family Therapy,
26, 217-228.
Lukas, S. (1993). How to conduct the first interview with a family. In Where to start and what to ask (pp. 44-57). New York, NY: W.W. Norton &
Company.
Shaefor, B., & Horejsi, C. (2008). Data collection and assessment: Genograms and Ecomapping only . In B. Shaefor & C. Horejsi. Techniques and guidelines for social work practice (8 th
ed.) Boston, MA: Allyn & Bacon.
Generalist Practice with Treatment Groups

Defining group

Classification of groups

Group dynamics and culture

Leadership

Moving from mezzo to macro (looking forward to 606)
Required Readings:
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SSS 605 15
9
Brabender, V. (2011). Group psychotherapies. In S.B. Messer & A.S. Gurman
(Eds.) Essential psychotherapies: Theory and practice (3 rd
ed.) (pp. 460-
493). New York, NY: The Guilford Press.
Hepworth, D. H., Rooney, R. H., Rooney, G. D., & Strom-Gottfried, K. (2013).
Forming and assessing social work groups. In Direct social work practice:
Theory and skills (9 th
ed.) (pp. 295-326). Belmont, CA: Brooks/Cole.
Assessment for Safety Issues and the Importance of Self-Care

Assessing for safety issues: abuse; neglect; danger to self and other

Assessing for others issues of concern: MH; substance abuse; and trauma

Impact on work on the worker: Beginning awareness of vicarious trauma, secondary traumatic stress, compassion fatigue and burnout

Importance of self-care and safety awareness for worker
Required Readings:
Bell, H., Kulkarni, S., & Dalton, L. (2003). Organizational prevention of vicarious trauma. Families in Society, 84, 463-470.
Lukas, S. (1993). How to determine whether a client might hurt somebody – including you. In Where to start and what to ask (pp. 101-111). New
York, NY: W.W. Norton & Company.
Lukas, S. (1993). How to determine whether a client might hurt herself. In Where to start and what to ask (pp. 112-127). New York, NY: W.W. Norton &
Company.
Lukas, S. (1993). How to assess children for neglect, abuse, and sexual abuse. In
Where to start and what to ask (pp. 138-152). New York, NY: W.W.
Norton & Company.
10 Formulating a Contract for Measurable Change and Planning for
Treatment

Writing a treatment plan using SMART format

Evidence-based practice process

Evaluating of practice

Managing barriers to change
Required Readings:
Gambrill, E. (2013). Beginning: A practice guide. In Social work practice: A critical thinker’s guide
(3 rd
ed.) (pp. 280-316). New York, NY: Oxford
University Press.
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SSS 605 16
Gambrill, E. (2013). Evaluating outcomes as integral to problem solving. In
Social work practice: A critical thinker’s guide (3 rd ed.) (pp. 489-515).
New York, NY: Oxford University Press.
Recommended Readings:
Corcoran – Ch. 7 Goal setting (pp. 121-133)
Corcoran – Ch. 8 Intervention: Problem solving (pp. 134-147)
Corcoran – Ch. 10 Intervention: Implementing the plan and handling lack of compliance (pp. 157-169)
UNIT THREE: IMPLEMENTING CHANGE
11 Person-centered Theory

Importance of linking theory to practice o How do our explanatory theories link to interventions o Role of theory in planning for practice

Common factors o The importance of the relationship o Rogers’ approach to attend to the relationship
Required Readings:
Bogo – Ch. 5 Toward understanding change (pp. 118-140)
Bogo – Ch. 7 The middle stage: Bringing about change (pp. 176-212)
Walsh, J. (2013). Person-centered theory. In Theories of direct practice (3 rd
ed.; pp.
33-54). Belmont CA: Cengage Learning.
12 Solution-focused Therapy

Strengths approach

Using solution-focused therapy as a complement to other models of intervention
Required Reading
Corcoran, J. (2000). Solution-focused family therapy with ethnic minorities.
Crisis Intervention & Time Limited Treatment, 6 (1), 5-12.
Steenbarger, B. N. (2004). Solution-focused brief therapy: Doing what works. In
M. J., Dewan, B. N.Steenbarger, & R. P. Greenberg (Eds.). (2004). The art
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SSS 605 17 and science of brief psychotherapies: A practitioner’s guide
(pp. 85-117) .
Washington, D.C.: American Psychiatric Press.
Walsh, J. (2013). Solution-focused therapy. In Theories of direct practice (3 rd
ed.; pp. 233-254). Belmont CA: Cengage Learning.
13 Crisis Theory and Intervention and Case Management a.
Crisis intervention skills b.
How different models approach crises and case management c.
The role of case management in generalist social work practice
Required Reading
Brun, C., & Rapp, R. (2001). Strengths-based case management: Individuals’ perspectives on strengths and the case management relationship. Social
Work, 46 , 278-288.
Longhofer, J., Kubek, P. M, & Floersch, J. (2010). Introduction . In On being and having a case manager: A relational approach to recovery in mental health (pp. 1-21). New York, NY: Columbia University Press.
Walsh, J. (2013). Crisis theory and intervention. In Theories of direct practice (3 rd ed.; pp. 306-332). Belmont CA: Cengage Learning.
14 Monitoring, Evaluation, and Termination

Reviewing and Evaluating Progress

Client and worker reflection on changes

Types of termination

Endings as loss and celebration
Required Readings:
Bogo – Ch. 8 The ending stage (pp. 213-225)
Corcoran – Ch. 11 Evaluation and termination (pp. 174-180)
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Appendix A
Tests on Blackboard
Assignment Objective: To help students master course content and to prepare them for a licensing exam.
Assignment Description: Throughout the semester students will log in to Blackboard and they will take a multiple choice exam on the course content, which will include course powerpoints, readings, and class content. Similar to licensing exams, the student will respond to given questions that will be randomly selected from a master test bank developed by the team of instructors for the course, as such no two tests will be the same.
The test will be timed, and students will have 30 minutes from the time of log in to the time when Blackboard will close the exam. Although this exam will be taken at home, students should not use notes and due to the limited time frame for completing the tests, there will not be enough time for students to refer to notes to answer the questions. In addition, Blackboard is programmed to close when other browsers are opened at the same time, which will end the test wherever the student was in the test and the student will be locked out of completing the test further. Therefore, students must have only Blackboard open during the duration of the test.
The test will be available on Blackboard Wednesday beginning at 5:00 pm through
Monday at 5:00 pm. Students will only be able to log in ONCE to take each exam.
Therefore, students should plan accordingly both in terms of when during the week and knowing that they will not be interrupted for the 30 minutes the test is available once the student has logged on to Blackboard.
Instructions for taking test on Blackboard:
1.
Students should log in to the Blackboard site for the course.
2.
Under the tab “Assignments” there will be a link for each test in the course.
3.
Once the student begins the test, s/he will have 30 minutes to complete the test. At the end of 30 minutes, the test will close regardless of how many questions have been completed.
4.
The grade the students receive on the test will be automatically posted on the
Grade Center section of the course.
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SSS 605 19
Appendix B
Guided Journal and Reflection Paper (5-6 pages)
Assignment Objective:
A critical part of social work practice is to reflect on how your work will influence you and how you will influence the work. You are the primary tool in social work practice.
As such, it is essential that students increase their self-awareness and to understand what they bring to the helping process with clients, in whichever client system they are working.
Assignment Description:
Over the course of the semester you will be asked to complete 3 journal entries that will be viewed only by the instructor. You will then complete the Reflection paper based on these entries. Journal entries will be graded for completion, not content, and are required for the reflection paper . However, you will be graded on effort. Students will be awarded points from 0-2. See detailed grid below. Out of the following 9 journal entries, you will be asked to complete 3. You may choose any three questions for journaling, but you are encouraged to select questions that will promote your personal and professional growth – ones that require some thoughtful reflection on your part and make you “stretch” a bit. You always have the right not to disclose any personal information that would make you feel uncomfortable. Please carefully consider what you wish to share in response to these questions. If you have questions about the journal assignment, please discuss with me.
Part I: Journal Topics
The student should choose one topic per entry . The topics are as follows and should be 1-
2 pages in length:
1.
Consider how you interact with acquaintances, friends, family and people you do not know. In what ways do your interactions differ depending on the person with whom you are interacting? How are your personal relationships different from professional relationships?
2.
Think about your life experiences with others so far. What have been your experiences with people from diverse backgrounds and circumstances? Consider some of the “dimensions of difference” addressed in Diversity class: e.g., race, ethnicity, immigrant status, religion/spirituality, sex and gender, sexual orientation, age, disability, and socio-economic status. What steps might you take to increase your exposure to and understanding of people with different lived experiences than your own??
3.
How do you handle interactions with someone who is very emotional (yelling, crying, angry, immobilized or silly)? In what ways do you express your emotions? How do others tend to respond to you?
4.
What messages (explicit and implicit) about yourself and your life did you receive growing up from your family and/or community? In particular, what were you told about your worth as a child or potential as an adult? How do you think these messages shaped your life choices? Do you think these messages are similar to or
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SSS 605 20 different from those received by many clients you will serve as a social worker?
How would this impact your work with others?
5.
How do you respond when interacting with someone who may have very different view from yours? How do you respond if you feel others do not understand your point of view? What would help you complete tasks (in a work environment) if you had to work with someone like this?
6.
How do you define conflict? What ways do you typically respond to conflict with others? Given what you have learned so far this semester, what might you do differently in responding to conflict?
7.
Is there a topic you would be uncomfortable in addressing if it were brought up by someone else (e.g., suicidality, sexual abuse, unwanted pregnancy, sexual orientation, alcohol/substance abuse, violence towards others)? How might you use what you have learned so far this semester to respond to your own discomfort, as well as to the person wanting to discuss the issue with you?
8.
How do you respond to personal stress (death, trauma, attack, crises)? Who and what do you turn to for support? Given what you have learned this semester, are there other ways that you might go about seeking help and support when needed?
9.
What have been your experiences with power? When have you experienced powerlessness and when have you experienced power? How have these experiences shaped how you interact with others? What position is a social work intern in relative to power (powerful? disempowered? A little bit of both?)
Explain.
Part II : Journal Reflection Paper, 5-6 pages, with at least 5 references from the course
This paper provides an opportunity for you to review your journal entries and reflect on the entries that are most meaningful to you as you develop your professional sense of self.
1.
Using and citing the course readings, course discussions, and lectures, make a case for why self-awareness is a critical component in social work practice.
2.
What portions in the NASW Code of Ethics supports social workers being self-aware? (Remember to cite the Code of Ethics.)
3.
After reviewing your journal entries, which questions were the most interesting, surprising or provocative for you? Why? Given what you have learned this semester across the social work curriculum, how might some of your responses impact your professional work? What areas do you feel you might want to expand on or enhance when engaging in professional relationships? Why?
4.
How will you recognize when your response to a particular client and/or client situation needs to be addressed? What would you identify for yourself as a trigger/indicator that needs to be addressed as you think about professional relations?
5.
Finally, given what you have written and learned about this semester, what personal strengths will you bring to your social work practice?
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SSS 605 21
Grading Criteria for the Journals:
A student can earn up to 2 points per journal, with the highest grade possible of 10 pts.
0 = Incomplete or demonstration of little or no effort
1 = Minimal effort
2 = Sufficient effort made by the student
Grading Criteria for the Journal Reflection Paper
Points
15
The student has:
1.
Clearly articulated why self-awareness is a critical component in social work practice using course material.
2.
Correctly identified and cited the portions in the NASW Code of Ethics that supports social workers being self-aware?
3.
Answered each of the following questions thoroughly and thoughtfully:

After reviewing your journal entries, which questions were the most interesting, surprising or provocative for you? Why?

Given what you have learned this semester across the social work curriculum, how might some of your responses impact your professional work?

What areas do you feel you might want to expand on or enhance when engaging in professional relationships? Why?
4.
Identified and noted triggers, specifically:

When to recognize and respond to a particular client and/or client situation that needs to be addressed?

Specific triggers/indicators that need to be addressed that might emerge in a helping relationship
5.
Reflected on and listed what personal strengths the student brings to social work practice?
6.
Included at least 5 references from course readings
7.
Used correct APA formatting throughout the paper
8.
Demonstrated clear, graduate-level writing with no errors
1.
Final Grade
10
25
20
10
5
5
10
100
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SSS 605 22
Appendix C
Bio-psycho-social-spiritual Assessment
Assignment Objectives:
To be able to demonstrate the capacity to clearly summarize client information, organize the information professionally, use social work theories to explain a case, and based on this assessment, propose a treatment plan that is consistent with social work values, the needs of the client, and grounded in theory and research.
Assignment Description:
Students will be placed in groups of 4 or 5 (depending on the class size) and complete this assignment using the Wiki function on Blackboard. Each group will turn in ONE paper for the group, but each student is expected to contribute equally. The assessment will be based on a video that will be available on Blackboard. Using the following guide, the group should provide the information below in a professional manner as if the paper would be entered in to the “client’s” record at the agency.
Students should incorporate at least 5 references with at least 2 of these to come from course readings. The paper should be no longer than 7 pages.
Grade Criteria: The students have clearly described the following information Pts. Possible
Referral
Description of the Client
Presenting Issues and Concerns
Bio-Psycho-Social-Spiritual Issues

Biological

Psychological

Social

Spiritual
Assessment of Historical Information and Intrapersonal Coping

Historical influences

Coping capacities
Formulation
Plan for intervention was thoughtful, demonstrating the use of the EBP process and links to the formulation
Treatment goal is written correctly
Termination plan was appropriate and there was a consideration of how to evaluate the intervention in regards to the termination plan.
Eco map and Genogram was clear
How succinctly, clearly, and professionally it was written, with no errors (e.g. typos, grammatical errors)
Course material and appropriate outside materials were incorporated into the document (at least 5, with at least 2 of these to come from course readings)
APA formatting was followed
Total Points
5
5
5
5
5
5
5
5
5
10
10
10
5
5
5
5
5
100
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Outline for Bio-psycho-social-spiritual Assessment
Organize your paper using the following headings/sections
I. Referral (approximately 1 paragraph)
How did the client(s) get to the agency? Is the client self-referred, involuntary, or some of each?
What does the client say in his/her own words?
II. Description of the Client (approximately 1 paragraph)
Summarize relevant identifying information including: age, sex, marital and/or partner status, sexual orientation, race, ethnicity, social class, income source(s), children, health status, and any other relevant information.
III. Presenting Issues and Concerns (approximately 2-3 paragraphs)
What is the presenting issue that brings the client to the agency? How does the client view this issue? What are her/his concerns/issues that may differ from the presenting ones? How do other people, view the concerns/issues (e.g., family, friends, agency, you)? What is the client’s affect when discussing these concerns/issues? When did these concerns/issues begin? How has the client dealt with these concerns/issues in the past? What would the client most want help with?
IV. Bio-Psycho-Social-Spiritual Issues (approximately 1-2 pages)
A.
Biological: Any health concerns? Physical disabilities, either visible or invisible?
B.
Psychological: Any previous history or current involvement of mental health services?
Suicidal/homicidal ideation? Any symptoms that put the person at risk for harming self or others? Any history of substance abuse? Current substance abuse?
C.
Social: Consider factors such as cultural influences, acculturation and language concerns, if any, and any other social supports, as well as any policy or macro issues that may be relevant to this particular client. Describe the environmental resources and deficits that have an impact on this person. Consider current housing conditions, neighborhood, issues related to power and oppression, access to food, services, safe housing, and other related items.
D.
Spiritual: Identify any religious affiliation or identity that was important to the client growing up and/or currently. Is there any current aspect of religion/spirituality that can be viewed as “part of the problem” (e.g., conflicts, unhealed woundedness, unhelpful practices or beliefs)? Is there any aspect of religion/spirituality that can be viewed as
“part of the solution” (e.g., connections to a religious/spiritual community; relationship with religious/spiritual leader, director or guide; and/or other spiritual resources, such as nature, creative endeavors, cultural practices)?
V. Assessment of Historical Information and Intrapersonal Coping (approximately 2-3 paragraphs)
A. Summary of most important or influential events and cultural context: Describe any important or influential events in the client’s life that have not already been mentioned above . Describe family, work, and the social relationships that are relevant to an understanding of the problem. Summarize relevant material about client’s childhood, relationships with family of origin, cultural context, school and work history, and intimate relationships.
B. Coping Strengths and Weaknesses: What are the client’s strengths/challenges? How do the client’s strengths/challenges as well as social institutional resources and obstacles facilitate or inhibit the clients mastering current issues/concerns? What are the ways the client has learned to cope with stressors? What role do current life cycle tasks play in
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SSS 605 24 relation to the concerns/issues that have been identified? What cultural components may influence coping styles?
VI. Formulation (approximately 1 page)
Develop a brief, clear bio-psycho-social-spiritual summary of the above material, which integrates relevant developmental, family, social, and cultural issues, using a theory from the
HBSE course as your explanatory theory .
VII. Plan for Intervention (approximately 1-2 paragraphs)
A) Using the EBP process , propose a treatment plan that provides a rationale in one paragraph demonstrating how you considered: 1) client factors; 2) your expertise; and 3) the best available research in making this recommendation for the proposed plan. You are expected to include references here that may include references from outside the course.
B) Drawing upon the formulation and the EBP process describe your plan for intervention that is linked to your explanatory theory and reflects one of the generalist practice models presented in the course.
The description of your plan needs to include a clear rationale for why you are proposing the use of the identified model. Display ONE proposed goal using the following format. Remember the goal should be written in the SMART format and use positive/future oriented language.
VIII. Goal
Objective One
Overarching Goal:
Intervention Tasks for Objective One
1.
2.
3.
Intervention Tasks for Objective Two Objective Two
IX. Termination (approximately 1-2 paragraphs)
3.
1.
2.
Write a termination plan and discuss how you would monitor and evaluate the effectiveness of your practice.
X. Ecomap and Genogram: Complete an ecomap including as many of the influences described above as seem relevant to an understanding of this client in environmental context. In addition, include a genogram for the client. Both should include a key and completed using word processing software. This should be included as part of the document as an Appendix and does not count in the overall page count.
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SSS 605 25
Appendix D
Professional Conduct
Class participation is more than mere attendance. It is arriving on time, reading the assigned material, preparing for class with questions, contributing appropriately to class discussions, doing assignments, and participating in class activities. The class participation grade is a subjective grade given by the professor. The professor will use this matrix to determine the class participation grade (modified from Maznevski, M. (1996). Grading Class Participation. Teaching
Concerns. hhtp://www.virginia.edu/~trc/tcgpart.htm).
Grade
0
No effort
60-70
Infrequent
Effort
Absent



Class Participation Criteria (Carpenter-Aeby, 2001)
No effort, disruptive, disrespectful.
Present, not disruptive (This means coming in late.)
Tries to respond when called on but does not offer much.
Demonstrates very infrequent involvement in class.
70-80
Moderate
Effort
80-90
Good Effort
90-100
Excellent
Effort
Total Pts








Demonstrates adequate preparation: knows basic case or reading facts, but does not show evidence of trying to interpret or analyze them.
Offers straightforward information (e.g. straight from the case or reading), without elaboration or very infrequently (perhaps once a class).
Does not offer to contribute to discussion, but contributes to a moderate degree when called on.
Demonstrates sporadic involvement.
Demonstrates good preparation: knows case or reading facts well, has thought through implications of them.
Offers interpretations and analysis of case material (more than just facts) to class.
Contributes well to discussion in an ongoing way: responds to other students’ points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion.
Demonstrates consistent ongoing involvement.




Demonstrates excellent preparation: has analyzed case exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.).
Offers analysis, synthesis, and evaluation of case material, e.g. puts together pieces of the discussion to develop new approaches that take the class further.
Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students’ comments, contributes to the cooperative argument-building, suggest alternative ways of approaching material and helps class analyze which approaches were effective.
Demonstrates ongoing very active involvement.
100 points
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