COURSE SYLLABUS
FALL 2011
August 22-December 9, 2011
Tuesday-Tr 2:30-3:45pm
Social Work Methods and Processes
SWK 44103-01
School of Social Sciences
Professor:
Phone:
E-mail:
Office:
Office Hours:
Office Fax:
Barbara J. Boley
740-245-7280
bboley@rio.edu
Wood Hall – Room 251
M,W,F-9:-10:30am and 1-2:30pm Tu . Other times by appointment
740.245.7432
COURSE DESCRIPTION:
This is an advanced methods course focusing on the principles of generalist practice as an
integration of a continuum of variable system sizes (individual, family, group, organization,
and community). This course is designed to be taken concurrently with one semester of
senior field placement. Evaluation is based on a beginning level of professional social work
practice. Senior status is required.
Primary Content Focus--- Social Work Practice
Secondary Content Focus---Social Research
Social Policy
Human Diversity (Minority Groups)
Human Behavior in the Social Environment
This course functions as the integrative methods course for the Baccalaureate Social Work
Program. Foundation course work in the other sequences have provided a practice
perspective that is realized in this integrating preparation for beginning professional social
work practice.
The goal of this course is to promote the transition of theory into a practice orientation.
The student is expected to reflect on acquired practice experience in anticipation of the
intense exposure required in the senior field placement. A high level of class participation is
required.
PREREQUISITES:
Senior status is required.
CREDIT HOURS:
3 credit hours
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TEXTBOOK AND OTHER REQUIRED MATERIALS: (include ISBN numbers)
Shaefor, Bradford W., Horejsi, Charles R., and Horejsi, Gloria A. (2011). Techniques and
Guidelines For Social Work Practice, 9h Ed. Needham Heights, MA: Allyn & Bacon.
Internet Supplement to Sheafor textbook—MyHelpingLab.com includes practice
tests, videos of practice situations using various practice theories and techniques and
research assistance.
PROGRAM OUTCOMES: The following outcomes have been adopted for the degree program for
which this course is required:
The BSW program educates students who will be able to:
1. Apply critical thinking skills within the context of professional social work practice.
2. Understand the value base of the profession and its ethical standards and principles,
and practice accordingly.
3. Practice without discrimination and with respect, knowledge and skills related to
clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital
status, national origin, race, religion, sex, and sexual orientation.
4. Understand the forms and mechanisms of oppression and discrimination and apply
strategies of advocacy and social change that advance social and economic justice.
5. Understand and interpret the history of the social work profession and its
contemporary structures and issues.
6. Apply the knowledge and skills of generalist social work practice with systems of all
sizes.
7. Us theoretical frameworks supported by empirical evidence to understand individual
development and behavior across the life span and the interactions among individuals
and between and families, groups, organizations and communities.
8. Analyze, formulate, and influence social policies.
9. Evaluate research studies, apply research findings to practice, and evaluate their own
practice interventions.
10. Use communication skills differentially across populations, colleagues, and
communities.
11. Use supervision and consultation appropriate to social work practice.
12. Function within the structure of organizations and service delivery systems and seek
necessary organizational change.
COURSE OUTCOMES: The following outcomes have been adopted for this course. All outcomes listed
below have direct relevance to course material. Upon completion of this course students are expected to:
PR
PR
1. identify the repertoire of methods and processes of generalist social work practice PR
2. recognize the variance of target systems served by micro-level, mezzo-level and
macro-level methods
3. formulate hypotheses regarding the suitability of a specific practice strategy in
addressing the purposes of social work (i.e. individual development, improved
service delivery or effective linking).
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PR
PR
PR
RS
RS
VE
PJ
DV.
SW
4. integrate assessment-planning-intervention-evaluation as a process in the context
of the social work relationship (engagement and APIE).
5. successfully duplicate the strategies of intervention through rehearsal, peer
review, and personal interaction under supervision
6. practice communication skills, interviewing, and relationship building in the
context of social work principles
7. develop critical appreciation and use of practice and program evaluation
8. develop a spirit of inquiry and advocate informed criticism especially related to
one’s own practice
9. accept the fundamental belief in the intrinsic worth, dignity, and importance of
the individual human being
10. integrate social and economic justice into practice strategies
11. recognize diversity within and between groups that influence practice strategies
with diverse people
12. articulate support and criticism in the delivery of social services
GRADING POLICIES/TESTING/ASSIGNMENTS/ATTENDANCE/EXPECTATIONS
ACTIVITY
1.
2.
3.
4.
5.
AV. PTS.
TOTAL PTS.
Community Service Project/Paper
100 pts
Written assignments
A. Practice Assignment-Why Am I Here? 100
B. The Forrester Family
200
C. What’s Eating Gilbert Grape?
200
Seven quizzes
50 pts each
One Exam
100
Weekly assignments
50 (10)
Total Pts.
GRADING POLICY:
150 DUE 11/15
100 DUE 10/20
200 DUE 11/17
200 DUE 12/1
350
100
500
1600
A= 1440-1600
B= 1280-1439
C= 1120-1279
D= 1020-1119
F= 0-1019
A. Attendance and participation: Class attendance is mandatory. This course is designed
for a high level of participation. It will be difficult for the student to assess his/her full
learning potential without regular class attendance. Students are also expected to have
read the assigned material and be prepared for active discussion and debate.
B. Assignments and exercises: Due to the practice nature of this course, much of the
learning will be accomplished through experiential means. Classroom assignments, a
practice assignment, and a community service project have been designed to enhance
the learner’s understanding of the course material. There will be other assignments to
assist with the application of text material. Papers presented late will result in a loss of
points.
C. There will be chapter assignments, seven quizzes and two exams throughout the
semester as well as a practice assignment and leadership roles related to the
Intergenerational Activity for Fall 2011.
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D. Conformity with the University of Rio Grande policies on academic honesty.
E. E. Attendance and Late Work Policy
All absences are unexcused unless a written medical excuse is provided by the next
class attended. Points will be deducted for unexcused absence exceeding 2.
Late work will not be accepted later than the next scheduled class period unless a
written medical excuse is provided.
F. Make-up Exam/Quiz Policy
Notify instructor within 24 hours of the exam/quiz regarding missing the exam/quiz.
Exam/quiz must be made up by the end of the day of next scheduled class period. If
instructor is not notified within 24 hours of exam/quiz- no make-up will be
scheduled and the student will receive a zero for that exam/quiz.
INFORMATION ABOUT ASSIGNMENTS
1. Summary Paper of Intergenerational Community Project- A 2-3 page paper describing
your Community Service Project. Explain the following
Activity-Date, Sponsor, Purpose
Your role
Gantt Chart(Did you meet deadlines-why or why not?)
Participants
Positives and Negatives
How would you have improved or changed that activity
2.Seven quizzes and two exams will serve as quantitative measures of student achievement
for this course.
3 Practice Assignments- Handouts will be given related to each assignment.
SOCIAL WORK METHODS AND PROCESSES
COURSE SCHEDULE
WEEK 1- Introduction to the Course and Intergenerational Planning Event
WEEK 2- Social Work Ethics—emphasis on rural areas. Read Chapter 8
NOTE—CHAPTERS 1-7 NEED TO BE READ AND THE STUDENT MUST TAKE A
QUIZ ON EACH CHAPTER. QUIZZES CAN BE OBTAINED FROM THE SW
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SECRETARY AND TAKEN AT THE STUDENT’S LEISURE BUT MUST BE
COMPLETED BY FRIDAY SEPT 23rdT. THESE CHAPTERS ARE LARGELY REVIEW
WEEK 3- Guiding Principles for the Social Worker. Read Ch. 5, 6,and 7-Practice
Frameworks for Social Work, Facilitating Change through Decision making
WEEKS4&5. Demonstration of Social Work Practice-cd and individual practice-Read
Chapter 8
WEEK 6&7. Practice Video Analysis-“Why Am I Here: Engaging the Reluctant Client”
Read Chapter 8 and 10.
WHY AM I HERE: ENGAGING THE RELUCTANT CLIENT
SOCIAL WORK METHODS AND PROCESSES
LEARNING POINTS
1. Empathy is a core social work skill used to understand the client’s subjective
experience.
2. Explain your role and the purpose of the interview.
3. Start where the client is. Be respectful of the client’s defenses and the client’s
right to self-determination.
4. Be attentive to the affective climate of the interview and the client’s non-verbal
communication.
5. Distinguish between manifest and latent content of the client’s
communication.
6. Assessment is an ongoing process that goes beyond the initial interview.
7. Be aware of your countertransference reactions, particularly in regard to
cross-cultural issues and the client’s age, presenting problems or disability,
and socioeconomic status.
8. Whenever relevant, establish a follow-up plan.
9. In working with children and adolescents, consider:
 The importance of confidentiality and its potential limits.
 The importance of collateral contacts with the parents or guardians.
10. Finally, in all clinical work, keep in mind the importance of self-awareness
and self-assessment of one’s work.
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WEEKS 8, 9, 10. Practice Video Analysis- “The Forester Family” Read Chapters 11,1213,14.
Assessment Techniques, Plan Development and Intervention Techniques.
WEEK 11 & 12. Practice Video Analysis-“What’s Eating Gilbert Grape”. Ch 11,12,13,14
NO CLASS THESE 2 WEEKS BUT
YOU NEED TO WATCH THE MOVIE
(CAN BE OBTAINED FROM BRENDA LOUCKS, SEC WOOD HALL 227. ALSO,
VIDEOTAPED INTERVIEWS NEED TO BE COMPLETED DURING THESE 2 WEEKS.
WEEK 13- - Evaluation and Termination. Guidelines for Working with Vulnerable Client
Groups. Read Chapters 14 & 15.
CLASS MEETS ONLY ON THURSDAY THIS WEEK
NOTE-Community Service Paper Due-Tuesday, 11/22
WEEK 14&15.—Chapter 13—Indirect Practice Section
FINAL EXAM----TBA
INFORMATION ABOUT ASSIGNMENTS
1.Summary Paper of Intergenerational Community Project- A 2-3 page paper describing your
Community Service Project. Explain the following
Activity-Date, Sponsor, Purpose
Your role
Gantt Chart
Participants
Positives and Negatives
How would you have improved or changed that activity
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Video Analysis—“Why Am I here: Engaging the Reluctant Client”. There are 2 worksheets
to be completed by the student—Worksheet A-Alice McNeil (hospital setting) and worksheet
B-Anthony Campbell (Outpatient Community Mental Health Center)
Video Analysis—“The Forester Family”. Students will analyze this case including
engagement, assessment, case planning, and will suggest and role play intervention
techniques appropriate for Susan Forester.
Video Analysis—“What’s Eating Gilbert Grape”. This is a movie that will be analyzed by the
students including:
General Information-----Analysis Outline(Forrester and Grape assignment)
ADDRESSS EAC H OF THE FOLLOWING
-Demographic information for the family
-Identifying the following systems: client, target and action.
-Suggested engagement and assessment techniques. You must complete an assessment for
this family. You may use the assessment outline included in your text (Ch 11)or another
assessment form approved by the professor. You will need to ASSUME some of the
information as needed. Also, state what assessment techniques you would use with this
family and WHY—i.e. ecomap, life history grid. I am including an assessment outline
following this section that you may use.
-Write a case plan that you think would be appropriate for this family being careful to write
goals and objectives correctly. I am including a case planning outline following this section
that you may use. See also Ch 12 in your text.
-What intervention techniques would be appropriate for this family and why? Be specific.
You text offers many techniques. State the ones you would use and give your rationale.
Review techniques in Ch 13.
SWK 44103
Supplement to the Forrester Family and Gilbert Grape Assignments
I am providing the following information to help you focus on the assignments efficiently
and effectively.
I.
Engagement and the First Interview
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Use the attached sheet to complete The Engagement section of the assignment. Answer the
8 questions on page 3 of the attachment.
II.Completing Assessment Sections—Chapter 11 in the Text
A. Data Collection and Assessment Tools
1.
2.
3.
4.
5.
6.
7.
8.
11.2 pp. 247-251 Genograms and Ecomapping
11.11 pp. 281-282 The ABC Model and Behavior Matrix
11.12 p. 284 Sample Problem Checklist
11.12 p. 285 Sample Questionnaire on the Husband-Wife Relationship
11.14 pp295-297 Assessing the Client’s Mental Status
11.15 pp298-300 Child’s Developmental markers
11.16pp300-302 The Person-in environment System
11.17pp302-305Referral for Psychological Testing
11.1 on pages 244-246 has a Sample Social Assessment Report that you may use.
III. Completing Case Planning and Contracting Sections-Chapter 12 in the Text
A. Planning and Contracting Helps
1.
2.
3.
4.
12.1 pp 325-328 Selecting Target Problems and Goals—this is a must read section.
12.3 and 12.4 pp 329-331 Using Checklists in Goal Selection
12.5 pp 331-334 THIS IS A MUST READ SECTION.
12.6 pp 334-338 ANOTHER MUST READ SECTION
12.6 on page 335 has a Sample Plan/Contract that you may use.
IV. Completing Intervention and Monitoring Section—Chapter 13 in the Text
Review the entire chapter and select techniques that would be helpful in the intervention
with these families. Explain why they would be helpful.
SOCIAL WORK PRACTICE ASSIGNMENT—GILBERT GRAPE
Social Assessment Report
The social worker is to prepare a typed, 3-5 page highly factual
and detailed social assessment report on the client. See item 11.1 in
your text before preparing this report. The social assessment report
must use the following headings:
1. Identifying information: client’s name, date of birth, age,
address, telephone number, marital status, occupation, etc.
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2. Purpose of report: briefing for agency staff.
3. Client’s presenting problem or concern and the workers reason
for involvement with client.
4. Source of data: how and when data were collected
5. Current family and/or household membership: with whom does
the client live, social-legal relationship among these people, describe
marriage and children, if applicable (see items 11.5, 11.6 and 11.10 in
your text).
6. Family of origin: description and/or listing of client’s parents,
siblings, and important members of extended family (see item 11.2 in
your text).
7. Interpersonal and role functioning: describe client’s
relationships with friends, peers, people at work and school; describe
client’s primary social roles and relationship among these roles (see
item ,11.14,--11.18 in text)
8. Education history and intellectual functioning: describe
client’s education and training, capacity for abstract thinking,
memory, and problem solving; oral and written communication;
schools attended, G.P.A., school performance, etc. (see item 11.18 in
your text)
9. Physical functioning: describe current health and medical
problems; significant disabilities; use of medication or physical
supports
10. Strengths and usual ways of coping: describe client’s
particular strengths and predominant and habitual ways of coping with
life and its stressors; defense mechanisms commonly used to handle
troublesome thoughts and emotions (see items 11.7, 11.8, 11.9 and
11.14,11.15 in your text)
11. Cultural background, religious beliefs, and spirituality :
describe identity with a particular cultural or ethnic group, and the
values, beliefs, faith etc that provides a sense of meaning and purpose
in life and put life experiences in perspective (see item 8.10 in your
text).
12. Employment: describe types of jobs held, special work
related skills and training, schools attended, military service etc.
13. Economic situation, housing, transportation: include income
from job and benefits, expenses, debts, financial stressors.
14. Use of community resources: describe client’s current or
recent utilization of various social service, health care, financial
assistance, legal, educational, and recreational programs.
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15. Impressions and assessment: in one paragraph, summarize
the social worker’s conclusions and inferences from the above facts.
Service contract
In preparation for this assignment, review the materials in
chapter 12 of your text (especially items 12.5 and 12.6). The social
worker is to submit a 1-2 The content of the contract is to be
negotiated and agreed to by both worker and client.
The format of the service contract should follow the following
headings and content:










background to contract (2-3 sentences)
presenting concern or problem (2-3 sentences)
goals for intervention (at least one goal)
objectives for intervention (at least 2 objectives)
client tasks (at least 3 tasks)
worker tasks (at least 2 tasks)
methods used to monitor progress (2-3 sentences)
procedure for renegotiation of contract (2-3 sentences)
other details and clarification of the contract
signatures of both social worker and client
ADA POLICY: If a student wishes to be identified as having a physical, mental, or learning
disability, that may or may not require reasonable accommodation(s), he/she must register with
the Office of Accessibility. These registered students should identify themselves to their
instructors and provide a written statement from the Accessibility Office that indicates the
appropriate accommodations. The process of a student self-proclaiming the need for
accommodation should occur as early in the semester as possible. The Office of Accessibility
phone is 245-7339 and is located in Rhodes Hall, Room 116, University of Rio Grande.
FERPA: The University of Rio Grande and Rio Grande Community College are committed to
fully respecting and protecting the rights of students under the Family Educational Rights and
Privacy Act (FERPA). These rights generally include the right to inspect, review and seek
amendment to the student's education records and the right to provide written consent before
personally identifiable information from education records is disclosed. Under FERPA, students
have the right to file a complaint with the US Department of Education concerning alleged
failures to comply with FERPA. Please see the Student Records Confidentiality/Rights Under
FERPA section of the Student Handbook for details and more information.
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ACADEMIC DISHONESTY: Standard university policies, as described in the Student Handbook,
apply.
WITHDRAWAL: Refer to Student Handbook
** This syllabus is not to be construed as a contract with the
student and may be subject to change**
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