Ramapo College of New Jersey
School of Social Science and Human Services
Course Information
SWRK 325: Theory and Practice of Social Work I
8 Credits
Fall 2013
Monday and Thursday, 9:45 AM- 11:15 AM
Professor Eileen Klein: Room A-226; Assistant Professor John McLaughlin: Room TC-006:
Assistant Professor Ann Marie Moreno: Room ASB-135.
College Web Address: www.ramapo.edu
College Closings Phone Number: 201-236-2902
Instructor Information
John McLaughlin, Section 03
Ann Marie Moreno, Section 04
Office G-224; (201) 684-7644
Office: TBD
jmclaug3@ramapo.edu
amoreno@ramapo.edu
Office Hours: MR 8:30-9:30, 2-3 Office Hours: MR 11:30 - 1:30
(and by appointment)
Eileen Klein, Section 01
OfficeASB-010; (201) 684-7165
eklein1@ramapo.edu
Office Hours: MR 8:30-9:30 and
11:30 – 12:30
COURSE DESCRIPTION
This course is the first of a three-semester course sequence studying the theory and practice skills
utilized in generalist, beginning level social work practice. Within a two-day-a-week field
placement in a social service agency and two weekly class sessions, students will learn social
work practice skills working with individuals, families. Focus will be on the beginning,
assessing, planning, contracting and ending phases of the helping process with individuals and
families. This course reinforces the foundation of the college’s General Education program and
the core of the School of Social Science and Human Services.
EXPECTED EDUCATIONAL OUTCOMES for the class segment of the course By the end of
the course students will:
I. Acquire the knowledge and skills to apply the principles of generalist social work
practice with individuals and families. (EPAS 2.1.7 and 2.2.10)
II. Demonstrate knowledge of the NASW Code of Ethics and identify value and ethical
dilemmas that arise in practice. (EPAS 2.1.2)
III. Demonstrate knowledge of the ways in which culture, diversity, socio economic
status and oppression impact relationship building, assessment and interventions. (EPAS
2.1.4, 2.1.5, and 2.1.8).
IV. Demonstrate awareness of how agency structure impacts practice. (EPAS 2.1.9)
V. Demonstrate an understanding of the variety of social services and community
resources available, and how to help clients make use of them. (EPAS 2.1.6 and 2.1.9)
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VI. Demonstrate awareness of the role of supervision and process recording in the
development of practice knowledge and skills. (EPAS 2.1.1)
VII. Demonstrate the ability to use a range of oral, written and technological skills
effectively for professional communication, and for research
of
community resources. (EPAS 2.1.3)
VIII. Utilize social research evidence to inform assessment of client systems, practice
decisions and practice evaluation. (EPAS 2.1.6)
IX. Demonstrate awareness of the role of generalist social workers as case advocates for
oppressed and vulnerable client systems. (EPAS 2.1.5 and 2.1.8)
X. Demonstrate knowledge of the phases (engagement, data gathering, assessment,
development of a plan of action, intervention, end and evaluation) of the helping process
with client systems. (EPAS 2.1.10)
XI. Utilize individual, family, group and environmental theories to assess client
situations. (EPAS 2.1.10)
XII. Demonstrate knowledge of beginning communication skills to utilize in interviewing
clients. (EPAS 2.1.3)
XIII. Explain practice theories and models used in generalist practice and demonstrate the
ability to choose appropriate interventions. (EPAS 2.1.6)
XIV. Apply critical thinking and ethical thinking skills to inform assessment of client
systems, practice decisions and practice evaluation. (EPAS 2.1.2 and 2.1.3)
XV. Demonstrate an understanding of the importance of social justice as evidenced
through participation in activities that promote social justice locally, nationally, or
globally. This objective furthers the experiential pillar of Ramapo College’s mission.
(EPAS 2.1.5)
XVI. See the Fieldwork Evaluation, Practice I and II for Field Outcomes
ELECTRONIC FORMS OF COMMUNICATION
In accordance with College policy we will use your Ramapo College email address to
communicate with you about course-related matters. In addition you may receive email through
Luminus and Moodle.
COURSE REQUIREMENTS, GRADING, & ATTENDANCE POLICY
The expected educational outcomes for this course will be measured through exams, class
presentations and participation, and written assignments. Copies of each assignment are attached
to this syllabus. Papers are to be written in APA style and in Times New Roman 12 font, double2
spaced (300 to 400 words/page). Class participation will constitute 10% of your grade. Students
are expected to come to class prepared to discuss the reading assignments. Students are expected
to complete all class and fieldwork assignments in a timely manner. In no case will a student
receive a passing grade if there are outstanding incomplete assignments. Late papers will be
penalized by a an incremental drop in grade for each day the paper is late. Part of your grade will
reflect how broadly you are reading and how well this reading is reflected in your written and
classroom work.
Attendance Policy: More than three unexcused absences will result in a final grade reduction of
one increment (e.g., from A to A-) for each extra unexcused absence. If you miss class, you are
required to e-mail or leave a voice mail for the professor prior to the class, whenever possible,
but not later than the same day. Punctuality is required. Lateness is a factor in your class
participation grade. Absences will be excused at the discretion of the professor. Excused
absences must be documented (e.g., with a note from a M.D.) and be reported by e-mail or phone
before class or be a true emergency.
There is to be no text messaging or instant messaging in class. Digital devices should be off
during the class. If an important call is expected during the class time, advise the professor
before class begins and answer the call in the hallway. Laptops are for note taking only and must
be approved by the professor prior to use. Failure to cooperate with this policy will impact the
student’s grade.
Class Assignments
% of grade
Due Date
Class participation/attendance
10%
N/A
#1. Workbook / Handout
Assignments
#2. Interviewing Skills Exercise
20%
5%
See Calendar of
Assignments
September 26 and 30
#3. Test
10%
October 21
#4. Evidence-Based Practice
Case Presentation (5%) and
Paper (15%)
#5. Case Study Paper (Signature
Assignment)
20%
Paper: November 29
Presentation: Dec. 5
30%
Curriculum Enhancement
Component (CEC)
5%
Draft 1: Oct. 28
Draft 2: Nov. 21
Final Paper: Dec. 9
November 14
Educational Outcomes
All
I, II, III, V, IX, X, XIV,
and XV.
I, III, IV, VII, IX, X,
XI, XII, and XIV.
All
I, III, IV, V, VI, VII,
VIII, X, XI, XII, XII,
and XIV.
All
I, II, III, V, VII, IX, XI,
XIV, and XV.
There are ten (Cournoyer) Workbook and Handout Assignments (see “Calendar of …
Assignments…”) and they are worth 20% of the final class grade (or 20 points out of 100). Each
assignment will be graded as “check” (2 points), “check minus” (1 point); or “check plus” (3
points). So it is possible to earn up to ten (10) extra points by getting a check plus in these
assignments.
Multiple Workbook and Handout Assignments assigned for the same due date (e.g., Oct.14, Nov.
11) are considered one assignment and will be graded as such. Self evaluation scales (e.g., Sept.
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9, Appendix 5) are ungraded but must be completed for class discussion and handed-in. Failure
to do so will result is a deduction of one point in this category.
FIELD GRADE – The primary grade for the course is based on the class assignments. Your
work in field will have an impact on the class grade. The field grade is determined by the
classroom faculty members and the field liaison based on:
Field Assignments
200 hours of placement hours per semester
Learning Contract (due October 10)
Completed Field Evaluation * (due Dec 9)
Process Recordings (one to professor by Nov.
21, twice monthly to field instructor)
Agency visit by Field Liaison
* The field evaluation is completed by the field instructor with the assistance of the field liaison.
It is based on a nine point Likert Scale. Scores of 0 (zero) to 4.9 lead to the class grade being
reduced one level (e.g., from A to A-); scores of 5.0 to 5.9 result in no change; and scores of 6.0
and greater result in the class grade being raised one level.
ACADEMIC INTEGRITY
“Students are expected to read and understand Ramapo College’s academic integrity policy,
which can be found in the Ramapo College Catalog. Members of the Ramapo College
community are expected to be honest and forthright in their academic endeavors. Students who
violate this policy will be referred to the Office of Provost.”
Students are expected to maintain a high level of academic integrity. Cheating, plagiarism, or
fabrication of research will yield a grade of “F” and disciplinary action as determined by the
Office of Provost in consultation with the faculty.
STUDENTS WITH DISABILITIES
If any student needs course adaptation or accommodations because of a documented disability,
please make an appointment with your instructors during his/her office hours.
Curriculum Enhancement Component (CEC): All students are responsible for completing a
Curriculum Enhancement Component (CEC) Project related to "social justice". The Social Work
Dictionary (Barker, R., 2003, 5th ed., NASW Press) defines social justice as "an ideal condition
in which all members of a society have the same rights, protection, opportunities, obligations,
and social benefits."
Students must spend at least five hours involved in an activity outside of the classroom related to
social justice. The activity can be active (volunteer work, relevant employment, campaign work
for a candidate or ballot proposition, assisting a mentally ill relative, friend, or neighbor) or
passive (attending a lecture, conference, documentary film, play, panel discussion, or museum
exhibit). Internships/placements and CEC activities used for other classes cannot be utilized.
However, students can "double-dip" on an activity if it is six hours or more, using five hours for
the T&P I CEC and the balance of the hours for another class (or vice-versa).
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Each student must submit a brief written proposal which describes the activity(s) totaling five
hours by Oct. 7. Then each student must complete a written assignment; two references, using
the APA format, with in-text citations referring to course readings are required. It will consist of
two parts:
I. Using critical thinking, students must produce a three page paper, typed and double-spaced
in Times New Roman 12 font, that covers the following:
1) a description of the the activity(s), including who the target population and sponsoring agency
were;
2) in what way did the activity relate to, educate about, or further social justice; and,
3) your reactions (thoughts and feelings) to the activity, both positive and negative.
Remember that you must relate the experience to assigned readings
II. List all CEC activities for all of your classes - this is to prevent "double-dipping".
The paper is due on November 14.
Ramapo College Social Work Program Commitment to Social Justice
As stated in the NASW Code of Ethics, social workers should pursue social change, particularly
with and on behalf of vulnerable and oppressed individuals and groups of people. These
activities should promote sensitivity to and knowledge about oppression and cultural and ethnic
diversity. Social workers should strive to ensure access to needed information, services, and
resources; equality of opportunity; and meaningful participation in decision making for all
people.
Date
COURSE DATES, TOPICS AND READINGS
(KAH = Kirst-Ashman and Hull)
Readings
Topic
Class1
Sept. 5
Class 2
Sept. 9
JOINT CLASS: Introduction/overview (Gilman, Cournoyer, Ch. 1, pp. 3-26.
Klein, Moreno, Solomon, and McLaughlin).
Generalist Practice
KAH, Chap. 1, pp. 1-48.
Class 3
Sept. 12
Values and ethics (part 1)
KAH, Ch. 11 pp 393-413; Geri
Letter ; NASW Code of Ethics;
Cournoyer, Ch. 5, pp. 143-165.
Class 4
Sept. 16
Recording, agency practice, supervision, and
safety in work place
Class 5
Sept. 19
Writing skills and the American Psychological
Association (APA) system of citations and
references (guest speaker)
KAH, Ch. 5, pp. 183-189 & Ch.
16, pp. 565-620: Kagle & Kopels,
pp. 93-99; Horejsi and Garthwaut
Ch. 5 and 6; Johnson and Yanca
Ch 7.
Lorber’s APA Guide.
5
Class 6
Sept. 23
Interviewing skills
KAH, Ch. 2, pp 50-85.
Class 7
Sept. 26
Interviewing : In-class interviewing
presentations
Cournoyer, Ch. 6, pp 186-213.
Class 8
Sept. 30
Engagement context
Lukas, Chs. 4 & 5; KAH, Ch. 5,
pp. 157-163; Cournoyer, Ch. 8,
pp. 245-264.
Class 9
Oct. 3
Class 10
Oct. 7
JOINT CLASS : Evidence- Based
Practice (McLaughlin);
Evaluating Practice
Assessment;
CEC Proposal due.
KAH, Ch. 8, pp. 285-311;
Kruger & Neuman, pp. 416-420;
Sheafor & Horejsi, Ch 7.
Cournoyer , Chapters 9 & 10;
KAH, Ch. 5, pp. 163-183.
Class 11
Oct. 10
Class 12
Oct. 14
Assessment tools;
Learning Contract due.
Cultural Competency
(Columbus Day – class held)
KAH, Ch. 5, pp 187-191;
Corcoran & Fisher (on reserve).
KAH, Ch. 12, pp. 439-468;
Johnson & Yanca, Ch.3, Schema.
Class 13
Oct. 17
Goal Setting
KAH, Ch. 6, pp. 203-215;
Cournoyer, Ch11, pp. 389-398.
Class 14
Oct. 21
Test
All reading material through Oct.
17
Class 15
Oct. 24
JOINT CLASS : Systems Theory /Ecological
Perspective (Klein).
Class 16
Oct. 28
Developing a plan of action;
Draft of Case Study Paper, Part I, due.
Compton et al, Ch. 2 & 3;
Sheafor & Horejsi Ch 6;
Johnson and Yanca, Ch. 16,
pp. 398-415.
Cournoyer, Ch. 11, pp. 399-420.
Class 17
Oct. 31
Contracting
KAH, Ch.6, 215-222.
Class 18
Nov. 4
Strengths Perspective, Empowerment,
Resiliency, and Motivating Clients
KAH, Ch. 10, pp.363-365, & Ch.
15, p. 558.
Class 19
Nov. 7
Interventions with Mental Illness, Crisis
Intervention, and Suicide
KAH, Ch. 7, pp.248-260;
Walsh, Ch. 13, pp.272-278.
Class 20
Nov. 11
Class 21
Nov. 14
JOINT CLASS : Psychodynamic and Role
Walsh Ch. 3
Theories (Moreno) (Veteran’s Day–class held) Davis Ch. 20
Interventions with Geriatric Clients;
KAH, Ch. 7, pp.256-265.
CEC Paper due.
Class 22
Nov. 18
Values and Ethics - dilemmas in practice;
Draft of Case Study Paper, Part II due.
KAH Ch 11. 413-438;
Cournoyer, Ch. 5, pp. 165-178.
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Class 23
Nov. 21
JOINT CLASS: Learning, Cognitive, and
Behavioral Theories (McLaughlin);
Process recording (with Outline) due.
Walsh Ch. 6 & 7
Class 24
Nov. 25
Gender issues in practice; EBP Paper due
(No class on 11/28 – Thanksgiving Day)
KAH, Ch. 13.
Class 25
Dec. 2
Interventions with Children and
Adolescents
KAH, Ch. 7, pp. 235-248.
Class 26
Dec. 5
Evidence- Based Practice presentations
Class 27
Dec. 9
Information and referral;
Field Evaluation and Case Study Paper due
KAH, Ch. 15.
Class 28
Dec. 12
Endings (Termination)
(Last class – no final exam).
KAH Ch. 8 pp. 311-325;
Cournoyer, Ch.13.
REQUIRED TEXTS
Kirst-Ashman, K. K., & Hull, Jr., G. H. (2012). Understanding generalist practice, 6th
edition, Belmont Ca.: Brooks/Cole. (KAH)
Cournoyer, B.(2014). The social work skills workbook. 7th ed.Belmont, CA: Brooks/Cole.
REQUIRED READINGS (Articles and book chapters not in the textbooks are online at Moodle)
Compton, B., Galway, B., Cournoyer, B. (2005). Chapters 2 and 3. Social work processes,
7th edition. Belmont Ca:Brooks/Cole.
Corcoran, K. & Fischer, J. (2000). Measures for Clinical practice: A Sourcebook:
Volumes I and II. 3rd edition. Simon & Schuster. In Ramapo College Library.
Cummins, J., Sevel, J., & Pederick, L. (2006). Social work skills demonstrated, 2nd ed.
Boston: Allyn & Bacon.
Davis, L. V. (1986). Role theory. In F. Turner (Ed.) Social work treatment: Interlocking
theoretical approaches (pp.541-563). New York: Free Press. Chapter 20
Horejsi, C. and Garthwaut, C. (2002) The social work practicum: A guide and workbook
for students 2nd ed. Boston: Allyn and Bacon. Chapters 5 & 6.
Johnson, L. and Yanca, S. (2007), Social work practice: A generalist approach 9th ed.
Chapters 7 and 16.
Kagle, J. D., & Kopels, S., (2008). Social work records. 3rd edition. Long Grove, Ill:
Waveland Press Inc.
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Kruger, L. & Neuman, W.L. (2006). Social work Research. Boston: Allyn and Bacon.
Pp. 416-120.
Lukas, S. (1993). Where to start and what to ask. New York: W.W. Norton. Chapters 4
& 5.
Sheafor, B., & Horejsi, C.. (2006), Techniques and guidelines for social work practice.
7th edition. Boston: Allyn & Bacon. Chapter 6.
Walsh, J. (2006). Theories for direct social work practice.(chapters 3, ) Belmont CA:
Brooks/Cole. Chapters 6 and 7.
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CALENDAR OF HANDOUT ASSIGNMENTS, COURNOYER WORKBOOK
EXERCISES, AND IN-CLASS PRESENTATIONS
Date
Assignment
September 9
Class 2
Workbook Exercises – Ch.2: Summary Exercise 4
(self-understanding, pp. 49–50); and
Appendix 5: Self-Control Schedule (pp. 546-548) (ungraded).
Handout Exercise - Geri Letter & Response
September 12
Class 3
September 19
Class 5
September 23
Class 6
September 26 & 30
Classes 7 & 8
Workbook Exercises - Ch.5: Summary Exercise 7 (ethical decision
making, p. 175); and Appendix 8: Critical Thinking Questionnaire
(pp. 551-552) (ungraded).
Workbook Exercise – Ch. 7: Summary Exercises 1, 2, & 3 (preparing
skills, pp. 240 – 241)
Interviewing Class Exercise and Analysis --see details below for
Assignment #2
October 3
Class 9
Handout Exercise - “Pitfalls” in Social Work Skills Demonstrated by
Cummins, Sevel and Pederick. Read material on Pitfalls (pp. 135-163).
Answer the first six cases (pp. 223-230).
October 14
Class12
Workbook Exercise - Ch.9: Ex. 9-1 (Asking Questions), #4, Mrs. F.
(p.290); Ex. 9-2 (Seeking Clarification), #4, Mrs. F. (p.294);
and Ex. 9-5 (Reflecting Feelings and Meanings), #4, Mrs. F (p. 307).
Workbook Exercise – Ch. 10: Ex. 10-1 (Identifying Issues), #4,
Mrs. F. (p. 350).
Workbook Exercise – Ch.11: Ex. 11-2 (Developing an Action Plan)
#4, Mrs. F (p.402).
Draft of Part 1 of Case Study Assignment (#5) - Parts A-G
October 17
Class 13
October 24
Class 15
October 2
Class 16
November 11
Class 20
November 14
Class 21
November 18
Class 22
December 2
Class 25
November 25 and
December 5
Classes 24 & 26
December 9
Class 27
Workbook Exercise - Ch. 9: Ex. 9-6 (Partializing), #4, Mrs. F.
(p.311) and Ex. 9-7 (Going Beyond), #4, Mrs. F. (p.315).
Final date to hand in Process Recording (with Outline);
CEC Paper due.
Draft of Part 2 of Case Study Assignment (#5) - Parts H-N
Workbook Exercise- Summary Exercises 5 and 6 (ethical decision
making, p.175).
In Class Evidence-Based Assignment due 11/25 and Presentation due
12/5 --see details below for Assignment #4
Fieldwork Evaluation due;
Final version of Case Study Paper (Assignment #5) due
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FIELDWORK ASSIGNMENTS –
Learning Contract: by the fourth week of your field placement you should turn in a
completed Learning Contract signed by you and your field instructor. Please use the selfassessment tools given out in the Field Work Orientation to help you develop learning goals and
objectives for yourself. You and your field instructor must work on this contract together. This
contract is not graded but is required (see Student Handbook and Moodle for Learning Contract).
Due 10/10/13
Process Recordings: - You are expected to turn in to your teacher in class one Process
Recording where you are processing contacts (individual or group) with client systems with
whom you are working this year. At the agency you are expected to turn into your field instructor
two Process Recordings a month. Although your agency may utilize a different recording guide,
please follow the Process Recording Guide, found in the Student Handbook and in the Field
Orientation Packet, for the one you turn into your teacher. Before turning the process recordings
in to the professor, please have your field instructor read and comment in the section for
supervisor's comments. Make sure that you follow the Outline provided. Due any time in the
semester up to 11/21/13.
COURSE WORK ASSIGNMENTS
ASSIGNMENT #1 WORKBOOK and HANDOUT EXERCISES
For this assignment, you will be completing exercises primarily from a workbook, Cournoyer, B.
(2014) The social work skills workbook. 7th edition. Belmont, CA: Brooks/Cole. In this book
students read chapters and review interviewing situations and cases and then answer questions.
Exercises that are not in this book will be handed out in class. Completed workbook assignments
can either be torn out of the workbook or copied and handed in to your instructor. With each
workbook assignment you will read the material in the workbook and answer the assigned
questions. At the end of each workbook exercise each student should discuss why they answered
in the way they did using citations and/or paraphrasing of theoretical concepts from textbooks
and readings. For example, before you do the exercise on preparatory empathy you will need to
read the material in the workbook on preparatory empathy to help you understand it. In addition,
read material in the textbook or other assigned readings by other authors to learn more about the
topic. A student may only receive a check plus for the exercise if s(he) has written outstanding
answers that include references from Cournoyer PLUS additional readings. The grading for the
workbook assignments include: check plus, check, check minus and redo of the assignment.
Redo of assignments are due at the next class.
Assignment #2 Interviewing Assignment and In Class Interview Presentation
Due Sept. 26 and 30
Presentation of Interviewing/Reflective Listening skills – In this assignment you will be learning,
presenting, and assessing other student’s use of beginning level skills used by new workers when
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communicating with client systems. You and one partner will be provided with a list of possible
situations from which to choose to develop a three minute interview scene. Please read the
assigned literature on interviewing and the interviewing skills worksheet. After you and your
partner develop two scenes which allow you to show your use of 6-8 number of skills, these
scenes will be presented to other students in class. Classmates will be expected to comment on
the level of skills used in each scenario.
1.
2.
3.
4.
5.
6.
7.
8.
Split into groups of twos
Review and then choose the situation that you will use
Review literature on interviewing skills
Develop two three minute skits in which each of you play the interviewer and
interviewee. In each skit be sure to show evidence that you have learned at least 6-8
attending, non-verbal and verbal interviewing skills. Do not attempt to formally end the
interview.
Practice the skits
Present the skits in class on Sept 26
On Sept 26 observe skits of other groups. Complete the skills worksheet and give
feedback to other students.
By September 30 you will turn in a two page individual analysis of your interviewing reflective listening skills. Make reference to readings on interviewing skills, using APA
style.
Possible interviewing topics to interview your partner are:
1. An interesting book that the interviewee has recently read
2. An interesting travel experience or vacation
3. An interesting movie
4. A current event/newspaper article
5. A theatrical or musical performance that interviewee watched or participated in.
Students will not be graded on their acting ability so don’t worry about being nervous.
Grades will be determined by the content of the skit and the paper.
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Interviewing Skills Check List
Check the appropriate column for each skill
Name _______________________
Date ________
Non Verbal
Skill
Did not
try
Poor use
Good try,
but
Effective
Use
Did not
try
Poor use
Good try, Effective
but
use
Did not
try
Poor use
Good try,
but
Spontaneous eye contact/not looking down or away
Slight lean forward
Relaxed posture
Spontaneous body movement/no fidgeting
Attending
Skill
Affirmative head nod
Affirmative sounds
Language clear
Convey warmth
Convey interest
Does not interrupt
Appropriate affect
Pleasant voice quality
No distracting body movements
Appropriate distance from client
Appropriate rate of speech
No use of “you know”
Listening
Skill
Effective
use
Empathic response
Maintain silence
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Convey warmth
Convey interest
Does not interrupt
Leading
Skill
Did not
try
Poor use
Good try,
but
Effective
use
Did not
try
Poor use
Good try,
but
Effective
use
Introduces self
Introduces role
Open ended question
Closed ended question
Indirect question
Encouraging
Paraphrasing
Clarifying
Perception Checking
Summarizing
Limits use of Why
Informing
Skill
Give information
ASSIGNMENT #3: Test on reading material – October 21, 2013
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ASSIGNMENT #4 Evidenced-Based Practice Assignment
(Paper due November 25 and In-Class Presentation Due on December 5, 2013)
“Evidence-based practice (EBP) is a process in which the practitioner combines well-researched
interventions with clinical experience and ethics, and client preferences and culture to guide and
inform the delivery of treatments and services. The practitioner, researcher and client must work
together in order to identify what works, for whom and under what conditions”. Social Policy
Institute
The purpose of this assignment to learn to how to identify practice interventions that are based
on empirical evidence
The assignment is in four parts:
1) Choose a case from your field placement;
2) Locate a scholarly research article that provides evidence for a practice topic of your
choice that is appropriate for the case;
3) Write a short summary paper about the case and article; and,
4) Present the article to the class.
a. Utilizing the college library resources, or material available at your agency, locate articles or
other material describing research within the past ten years. (The Reference Librarians could be
of help to you in locating appropriate sources of information). The EBP that you choose can be
about an intervention that is being done with the client(s) or an EBP that could or should be done
with the client(s).
b. By November 25, students will submit a 3-4 page summary paper based on their research of a
scholarly article that discusses the use of Evidence Based Practice (EBP) in social work
involving a particular intervention. The topic being researched is solely up to the student as long
as it discusses the use of EBP. Attach the article along with the assignment.
The 3-4 page write-up should include the following material:
1. Provide the title of the article, the author(s), the name of the journal, and the date of the
publication;
2. Briefly describe the working hypothesis or problem that the author(s) are researching;
3. State the kind of research that was conducted i.e. focus group, surveys, questionnaires,
randomized control trials, quantitative vs. qualitative, etc.;
4. Briefly state the conclusions of the study;
5. Briefly describe the case that you are using (maximum one page); and,
6. Summarize the implications for social work practice.
c. On December 5 each student will make a 3-4 minute presentation to the class about the article.
This brief presentation will be a summary of the material you have presented in the write-up. If
you did not attach a copy of the article to the paper please hand it in to your professor at this
time. Don’t worry about being nervous – it is the content of the presentation that counts.
Note: this assignment may serve as an opportunity for the student to research an article for their
Case Study-Signature Assignment and may be used as a reference for the final paper.
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ASSIGNMENT #5 – Case Study Paper – Signature Assignment Engagement, Assessment, Goals and Plan - In this assignment you are expected to pick one
client system you are working with this semester and show evidence of work during the initial
phases of the helping process. You are expected to show how your readings relate to almost all
sections of this paper. Use the APA referencing format. You will turn this paper in to your
professors in several sections who will review the first two sections to provide comments, and
return the section to you. We expect that you will utilize the comments to turn in a stronger final
paper. If the professor indicates that you are having problems with the writing of the paper,
she/he will direct you to get help from the Ramapo College Center for Reading and Writing
and/or a Social Work Program tutor. If the student fails to do this and the writing does not
improve, the student’s grade on this assignment will be lowered.
Dates due:
Part 1, Sections A-G – October 28 (not graded, feedback only);
Part 2, Sections H-N - November 18 (also not graded);
Final paper all parts – December 9 (graded, 30% of course grade).
Section I – due October 28, 2013
A. Abstract - Write one paragraph identifying your client and reason for referral of client system
to your agency. This serves only as an introduction to the reader. Any information stated here
should be included in appropriate parts of the paper. Include a brief agency description.
B. Initial engagement process –
1. Describe your preparatory work during your beginning contacts. How did you prepare to work
with this client? Please refer to readings on preparatory work.
2. Describe the early relationship building activities.
3. What was the early working contract?
C. Problem identification
1. What are the problems/issues initially presented by the client, agency, others, and observed by
you.
2. Using social work and social science literature describe the etiology and dynamics of each of
the issues faced by the client (minimum one page per issue).
D. Data Gathering – Extensive bio-psycho-social and environmental history of client presented
in an organized manner. It should include information from client system, observations from
collaterals and other agencies, and results from assessment tools. Describe issues of culture,
strengths, oppression, physical environment, and risk status. Include a genogram and eco map of
the client system to elucidate your material. (genopro.com) Review the models of social histories
presented in Cournoyer and Kirst-Ashman, Hull or other literature in order to develop your own
history outline.
E. Culture
1. Site a specific article which pertains to your client’s cultural (religion, ethnicity, reference
groups) background.
2. What impact does culture have on client situation?
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3. What are the similarities/differences between your background and the client’s?
F. Use of Theories
1. Describe how ecological systems theory helps you understand this client.
2. Which one other of the following theories are you using to help you understand the client
system? (developmental stages, cognitive, behaviorism, role theory, psychodynamic, family,
learning theory etc.) Why?
3. Describe these theories from your readings (with citations) and illustrate how these theories
enrich your knowledge about the client system. Document from the literature
G. Summary of the Assessment.
1. In two-three paragraphs summarize material in data gathering section
2. Include your assessment of strengths and weaknesses, resources and obstacles of the client
system.
3. Discuss possible causation of presenting problems.
*Do not include information not previously mentioned in the data gathering section.
Section II – due November 18, 2013
H. Client Goals
1. State four client system's change goals
2. State at least four specific, measurable objectives
3. Include a sample Goal Attainment Scale (GOAS) completed preferably by you and the client
system.
I. Plan of Action
1. What are the specific plans you and the client expect to implement?
2. Write a Plan of Action
3. Identify client tasks and worker tasks and roles.
J. Practice Model
1. What are the practice model(s) you plan to utilize?
2. Discuss how the concepts in the models will help you develop a method for intervening with
this client: (Problem solving, behavior modification, short term, cognitive restructuring,
empowerment, feminist treatment, task centered, psychodynamic, family, journaling, play
therapy, relaxation training, case management, psycho-education, supportive, etc.)
3. Document from the literature what methods are you using and why.
4. What is the evidence that the methods you plan to use have been shown to be effective? Use
research articles from the literature.
K. Resources
1. Describe the resources (natural, self-help, and formal) that you expect to be used to help the
client reach the goals.
2. How will you expect these resources to be of help to you?
3. What collateral contacts do you expect to have? How will these be of help to you and the
client?
L. Values and Ethics
1. What value issues seem to arise?
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3. What ethical issues arise?
M. Contract
Present the written contract between you and the client – Please write one, even if you do not
share it with the client. Note if it's done by you alone, or you and client.
N. Present a single system design which describes how you will evaluate the achievement of
client objectives that you have stated in section H. Please document research material using APA
style.
Grading Rubric for Case Study
Topic
Score
Comments
A Short
identifying
paragraph
2 points
B Initial
Engagement
Process
4 points
2.1.1 Identify as a professional social worker and
conduct oneself accordingly. 2.1.1d.
Demonstrate professional demeanor, appearance
and communication (3 or higher = competence)
C Problem
Identification
7 points
2.1.2a. Recognize and manage personal values in
a way that allows professional values to guide
practice (5 or higher = competence)
D Data
Gathering
12 points
2.1.4c.Recognize and communicate
understanding of important differences in
shaping life experiences (9 or higher =
competence)
E. Culture
6 points
2.1.4a. Recognize the extent to which a culture’s
structures and values may oppress, marginalize,
alienate, or create or enhance privilege
(4 or higher = competence)
F. Use of
Theories
8 points
2.1.3a. Distinguish appraise and integrate
multiple sources of knowledge
(6 or higher = competence)
G. Summary of
Assessment
7 points
2.1.3b. Analyze models of assessment,
prevention, intervention and evaluation
(5 or higher = competence)
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H Goals and
Objectives
10 points
2.1.10d.Collect, organize and interpret client data
( 8 or more = competence)
I Plan of Action
4 points
2.1.5c. Engage in practice that advances social
and economic justice (3 or higher = competence)
J Practice
Model
8 points
2.1.7b. Critique and apply knowledge to
understand person in environment
(6 or more = competence)
K Use of
Resources
4 points
2.1.10a. Substantively and affectively prepare for
action with individuals, families, groups,
organizations and communities (3 or more =
competence)
L Values/Ethics
4 points
2.1.1c. Attend to professional roles and
boundaries (3 or more = competence)
M Contract
4 points
2.1.10c. Develop a mutually agreed on focus of
work and desired outcomes (3 or more =
competence)
N Research
Design and Data
Analysis
12 points
2.1.6b. Use research evidence to inform practice
(9 or more = competence)
O Spelling and
Grammar
4 points
P Citations and
References
4 points
Total 100 points
A grade of 75 or higher = competence
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