University of Central Florida School of Social Work. SOW Prevention and Treatment of Adolescent Substance Abuse

Transcription

1 University of Central Florida School of Social Work SOW Prevention and Treatment of Adolescent Substance Abuse Instructor: Paula Lupton, LCSW Term: Fall 2013 Office Phone: Class Day: Monday Office Location: No office on campus Meeting Time: 6:30-9:20pm Office Hours: By Appointment Class Location: Eng Credit Hours: 3 COURSE DESCRIPTION: This course will provide an in-depth review of prevention, intervention and treatment, recovery and relapse issues, and public policies regarding adolescents with substance abuse problems. COURSE LEARNING OBJECTIVES: By the end of the course, students should be able to: 1. Demonstrate and understanding of clinical practice with adolescents who abuse substances and the stresses this can cause for family and support systems surrounding their use. 2. Identify the types of drugs and other substances typically used by adolescents. 3. Specify the symptoms and the major physical/psychosocial consequences of selected types of substance use and abuse. 4. Critically evaluate prominent theories concerning the etiology of adolescent substance issues. 5. Demonstrate and awareness of the procedures used to screen for the presence of alcohol or drugs. 6. Demonstrate and awareness of the major public and private substance abuse prevention, education and treatment programs and services. 7. Identify the strengths of the social worker s role in providing preventive, developmental, supportive and remedial services to adolescent substance abusers and their families. 8. Demonstrate professional attitudes, behaviors and values associated with ethical social work practice with adolescent substance abusers and their families, within given course assignments. 9. Discuss the relative effectiveness of selected treatment and rehabilitation services and programs for improving the social functioning and reducing the stress experienced by adolescent substance abusers and their families from a systems perspective. 10. Identify the role of self-help, peer group, and other types of groups in providing social support to and empowering substance abusers and their families. 11. Utilize knowledge about diversity to effectively work with and on the behalf of adolescent substance abusers and their families. 12. Analyze the relevance of course content for intervention with females, people of color, violent, poor, and other special populations of adolescents. 13. Demonstrate and ability to critically assess and improve services for adolescent substance abusers and their families. LEARNING METHODS The instructor will use a variety of teaching strategies including: Lectures, guest speakers, videos, and DVDs. REQUIRED TEXT: Rosner, R. (Ed). (2013). Clinical handbook of adolescent addiction. Hoboken, NJ: Wiley-Blackwell. RECOMMENDED TEXTS Hoffman, J. & Froemke, S. (2007) Addiction: Why can t they just stop? New York. Rodale. Rosner, R. Clinical handbook of adolescent addiction. Winters, Ken (2000) Screening and assessing adolescents for substance use disorders. Washington, D.C.: Center for Substance Abuse Treatment (TIP # 31 Free publication distributed in class). Winters, Ken (2000) Treatment of adolescents with substance use disorders. Washington, D.C. Center for Substance Abuse Treatment. (TIP # 32 Free publication distributed in class).

2 LIBRARY RESOURCES Butts, J.A. & Roman, J., (2004) Juvenile Drug Courts. Washington, D.C. The Urban Institute Press. [ Book available at Library Reserve Desk]. Estroff, T.W. (2001) Manual of adolescent substance abuse treatment. Washington: American Psychiatric Publishing. Students will be expected to utilize UCF library resources to search library databases for required readings. The following web sites which can help students find information, navigate through databases and learn how to use the library: 1. Library Instruction sessions Library Research Tutorials Streaming videos Research Guides Ask a Librarian service Consult with the librarian familiar with Social Work Mr. Hal Mendolsohn The UCF Libraries has a full array of paper and electronic resources available for students and their research needs. In addition to paper copies of books and journals, UCF students have the ability to access a vast selection of journals and books in electronic format while on or off campus. The web address to the library's catalog is The Ask A Librarian service provides students the ability to contact a library professional either by phone, on-line chat or , and ask for assistance on "how to" locate, research, and obtain library materials. The web address for Ask A Librarian is A series of streaming videos, showing students how to search for a book or journal article, has been developed and are available at Research Guides for different majors, that list books, journals, databases, and web sites have been developed and are available in electronic format at Another service to help students conduct library research is called Research Consultation. After a student has conducted his/her research and is in need of additional information, s/he can work with a librarian to locate material with the help of his/her expert searching capabilities. To set-up a Research Consultation, students can either come into the library and sign-up at the Reference Desk or call the library Reference Office at Finally, students are always encouraged to visit the library and ask a Reference Librarian how best to conduct one's research. If a student has a simple question on how to locate either a book or journal title, the UCF Reference Libraries are happy to provide this type of service too. ONLINE RESOURCES Assignment guidelines and other course handouts are available through ASSIGNMENTS AND POINTS EVALUATION OF LEARNING AND GRADING: Achievement of learning objectives will be measured by: 1. Adolescent Treatment Center visits (2) 33 points 2. Juvenile Drug Court Analysis Paper 34 points 3. Paper- Assessment, Treatment Planning, and Aftercare 33 points TOTAL: 100 points 2

3 GRADING SCALE A B D A C D B C D B C F 59 or less 1. Treatment Center Visits: You are to visit a inpatient/and or residential and an outpatient adolescent substance abuse treatment facility. Compare and contrast the facilities, the treatment milieu, and the clientele of each. You should learn about the philosophy, population served, fees and other information you consider relevant. Conclude the write-up of your visits with your impressions of each facility. If you have experience at an adolescent facility, select other programs than the one you work(ed) at. Due Week 6 September 29, (33 points). 2. Juvenile Drug Court: The Ninth Judicial Court in Orange County invites you to attend a session of juvenile drug court. It is located at the Juvenile Justice Center, 2000 E Michigan Street, Orlando. You need to phone the Orange County Juvenile Drug Court Coordinator at She will give you the time when drug court is in session. If you go to a Juvenile Drug Court in a county other than Orange County you must make your own arrangements and you must get the approval of the instructor. Before you attend a Drug Court session you must research the philosophy and concepts behind this type of court. After you have attended Drug Court (you can attend more than one session) develop an analysis paper on the use of Juvenile Drug Court in deterring substance abuse among adolescent offenders. Your paper should be 6-8 pages and must include at least 7 different citations from the literature on Drug Courts. Due Week 11 November 4, Date to be determined (34 points). 3. Adolescent assessment and treatment plan. Your paper should explicitly use course content to develop an assessment, treatment and follow-up plan for an adolescent with a substance abuse disorder. In your paper: (A) describe and critically analysis the assessment process, tools, and results of an adolescent assessment in your field agency or other agency; and (B) critically analyze your application of course content to an adolescent client treatment plan that you personally completed. (C) Design, describe and analyze an aftercare plan for this adolescent. At the end of your paper, attach tools or instruments and other measurement items designed and/or used. Cite research sources for critically analyzing each section. Due Week 14 November 14, (33 points). POLICIES In addition to the information below, the student should become familiar with School of Work Student Handbook and The Golden Rule Handbook for UCF Students. All policies included in these handbooks apply to this class. Modification of Syllabus This syllabus may be modified at the discretion of the instructor. Changes will be discussed with students in class and/or via . It is the student s responsibility to ensure that the student s address is current in ecommunity. Cell phones, pagers and recorders Students are asked to turn off cell phones and the volume on their computer during class sessions. Permission to audiotape a class meeting(s), must be obtained from the instructor in advance. While the use of laptops is convenient for students to take class notes, it is expected that students WILL NOT engage in other laptop activities during class time that may include: internet activities, reading and responding to 3

4 , balancing a checkbook, etc. If this should occur, the instructor reserves the right to request that the student not use a laptop during class. Classroom Decorum Side conversations are discouraged because they distract the class. The instructor expects students to respect the culture, values, beliefs and rights of their classmates. During class sessions, alternate points of view are encouraged and should be received by others with respect. Students should feel free to express their opinions and to refer to relevant personal situations without fear of disapproval or disrespect; however, the classroom is not the place where students should indulge in personal venting or support seeking. Attendance and Participation Student attendance and participation are integral parts of this course. Students are expected to attend each class, arrive on time, and remain for the duration of the class. Students are also expected to assume responsibility for their own learning and to actively involve themselves in class discussions and exercises. Students must be prepared for class (i.e., complete readings and other assignments prior to class). Furthermore, make-up exams will be given ONLY in extreme circumstances. These circumstances include exceptional health EMERGENCIES (that require that the student bring in medical documentation), and the make-up exam will be an essay exam. Out-of-town vacations, trips, mild colds, and other similar circumstances do not qualify as extreme. Students who miss have more than three (3) absences regardless of the reason will have their final grade lowered by one letter grade. The only exception to this is if the student has a documented extraordinary circumstance (student hospitalization; severe illness; death in the family; car accident) preventing the student from coming to class. In that case, the student must present written documentation to the instructor. Attendance during Finals Week: It is university policy that all classes MUST meet for either a final exam or a class session. Written Assignments Effective written communication skills are essential to professional social work practice. Thus, students are expected to present their ideas clearly and properly and to adhere to accepted standards of writing. Grammar, punctuation, and spelling are to be correct in all written materials submitted and will be considered in grading written assignments. All written assignments must be typed in a 12-font print, and all margins must be one inch. The cover page of a paper is not considered to be a page of text. Work not conforming to these standards or demonstrating serious deficiencies in common English usage will be returned ungraded. When required, references should be included in the APA documentation style. Students are encouraged to use the University Writing Center (UWC) for assistance in preparing written assignments. The UWC is located in MOD 608 (near the Communications Building). UWC staff may be reached at (407) or The assignments will emphasize the integration of interviewing, verbal, conceptualization and writing skills in practice. All assignments will be evaluated and graded on the following criteria. 1. Appropriate use of APA writing style. 2. Adequate number of references cited. 3. Organization and clarity of ideas presented. 4. Ability to integrate theory and practice appropriately. 5. Ability to use analytical skills throughout the assignment. 6. Creative ways of responding to the instructions beyond the requirements. Late Assignments All assignments must be turned in to the instructor at the beginning of the class period or delivered to the instructor s mailbox before class starts on the due date. It is the student s responsibility to see to it that her or his assignment is stamped with the date by the social work staff member who then places the assignment in the instructor s mailbox. No assignments will be accepted by fax or unless the instructor has given explicit prior approval. Late assignments will lose a full letter grade for each week that they are late unless the student gained prior approval from the instructor. No 4

5 assignment will be accepted after the last day of class. It is the student s responsibility to make arrangements with the instructor regarding late assignments. Incomplete Grades In exceptional circumstances, an incomplete grade may be given per School and University policies. Individual arrangements must be made with the instructor for the completion of the course requirements, but in no case will the date set extend beyond the end of the following semester. Students who experience chronic medical or personal problems that prevent them from attending class regularly are encouraged to review policies relating to securing a leave of absence from their university studies. Academic Integrity/Plagiarism Social workers must demonstrate high standards of integrity. Every student is expected to do his or her own work and all of the work produced will be expected to be completed in its entirety by the student who turns it in. Cheating and plagiarism will not be tolerated. Any acts of plagiarism, including not acknowledging sources of information appropriately and in accordance with APA guidelines, may result in a failing grade in the course. School and University policies on academic integrity will be strictly enforced. Students found to have cheated or plagiarized will receive no credit for the exam or assignment, receive a failing grade for the course and may be subject to appropriate referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further information.). Students who observe others violate this policy are expected to report this to the instructor. Plagiarism and Cheating of any kind on an examination, quiz, or assignment will result in an "F" for that assignment, the student may also receive an "F" for the entire course and may be subject to appropriate referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further information.) It is assumed for this course that students will adhere to the academic creed of the University and will maintain the highest standards of academic integrity. In other words, don't cheat by giving answers to others or taking them from anyone else. The instructor also, adheres to the highest standards of academic integrity, so please do not ask for your grade to be changed without just cause or to bend or break rules for one person that will not apply to everyone. Turnitin.com The instructor reserves the option to use turnitin.com; an online system which can determine if work has been copied from another source. The instructor will provide information on submitting assignments through this system at the beginning of the semester. For a more detailed look at this process, please visit Disability Access Statement The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the instructor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Ferrell Commons Room 185, phone (407) , TTY/TDD only phone (407) , before requesting accommodations from the professor. THE UCF CREED Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions. Integrity: Scholarship: Community: Creativity: Excellence: I will practice and defend academic and personal honesty. I will cherish and honor learning as a fundamental purpose of my membership in the UCF community. I will promote an open and supportive campus environment by respecting the rights and contributions of every individual. I will use my talents to enrich the human experience. I will strive toward the highest standards of performance in any endeavor I undertake. 5

6 COURSE OUTLINE & SCHEDULE Session 1 Introduction and Orientation of the Course Review and discuss syllabus and course requirements View the Movie Thirteen Session 2 Understanding Adolescent Addiction Review of Popular illicit Drugs Popular Misconceptions Myths of Addiction Required readings: Rosner: Chapters 1 and 2 Session 3 How does the brain become addicted? Dopamine Pleasure Pathway Neurotransmitters in a nutshell What are cravings? Co-occurring disorders Required reading: Rosner, Chapter 34 and 35 Hoffman and Froemke Ch.2 Addiction is a brain disease Session 4 Adolescent Brain Development Effects on Adolescent Health Reducing the Risks of Adolescent Substance Abuse Risk and Protective Factors Early sign of teenage abuse and alcohol use Required readings: Rosner: Chaps. 4 and 12 Session 5 Getting Treatment How do you know if there is a drinking problem? Drug Abuse Screening Test 20 Assessing for co-occurring disorders What exactly is treatment? Required reading: Hoffman and Froemke Ch.4 Treatment the worst thing you can do is nothing Rosner: Chapters 6 and 7 Session 6 Treatment Center Visits Papers are due. Barriers to treatment Who pays for treatment? How to fight the stigma of addiction Five things to ask about drug courts Required reading: Hoffman and Froemke Ch. 5 A broken system Session 7 Recovery Relapse Managing Cravings 6

7 The importance of aftercare Explaining AA The twelve steps of alcoholics anonymous Required readings: Rosner, Chapter 28 and 31 Hoffman and Froemke Ch 6 Recovery Winters (a) pages vii to 26 Screening and Assessing Adolescents for Substance Use Disorders Session 8 Drug courts in the juvenile justice system Juvenile offenders at risk What juvenile courts do Required readings: Winters (a) Ch 5. Screening and assessment of adolescents in juvenile justice setting Rosner, Chapters 45 and 47 Session 9 Assessment Patient placement criteria Treatment planning Use of contracting Required readings: Rosner: Chapters 25, 26, 29 and 30 Estroff text. Ch. 8 Treatment planning and evaluation. Ch 9 Outpatient treatment. Ch. 10 Inpatient treatment. Ch.11 Uses of medication with substance abusing adolescents Session 10 Effective screening instruments Challenging in defining a drug problem Using the DSM to define a drug problem Required reading: Rosner, Chapter 7 Sessions 11 & 12 Trauma, Sexual Addictions and Internet Use Required Reading: Rosner: Chapters 36, 37 and 38 Sessions 13, 14, & 15 Oral presentations of drug court experience and paper Adolescent Assessment and treatment plan Oral presentations of assessment and treatment plan 7

8 BIBLIOGRAPHY Butts, J.A. & Roman, J., (2004) Juvenile drug courts. Washington, D.C. The Urban Institute Press. Carey, S.M., Pukstas, K. & Waller, M.S., et al., (2008).Drug courts and state mandated drug treatment programs: Outcomes, costs and consequences. Portland, OR: NPC Research. Hoffman, J. & Froemke, S. (2007) Addiction: Why can t they just stop? New York. Rodale. Winters, Ken (2000) Screening and assessing adolescents for substance use disorders. Washington, D.C.: Center for Substance Abuse Treatment (Free publication distributed in class). Winters, Ken (2000) Treatment of adolescents with substance use disorders. Washington, D.C. Center for Substance Abuse Treatment. (Free publication distributed in class). CSWE 2008 EPAS Competencies & EP Identify as a professional social worker and conduct oneself accordingly: Social workers serve as representatives of the profession, its mission, and its core values. They know the profession s history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. 1. Advocate for client access to the services of social work; 2. Practice personal reflection and self-correction to assure continual professional development; 3. Attend to professional roles and boundaries; 4. Demonstrate professional demeanor in behavior, appearance, and communication; 5. Engage in career-long learning; and 6. Use supervision and consultation. EP Apply social work ethical principles to guide professional practice: Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. 7. Recognize and manage personal values in a way that allows professional values to guide practice; 8. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles; 9. Tolerate ambiguity in resolving ethical conflicts; 10. Apply strategies of ethical reasoning to arrive at principled decisions. EP Apply critical thinking to inform and communicate professional judgments: Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. 11. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom; 12. Analyze models of assessment, prevention, intervention, and evaluation; 13. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues. EP Engage diversity and difference in practice: Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. 8

9 14. Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power; 15. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; 16. Recognize and communicate their understanding of the importance of difference in shaping life experiences; 17. View themselves as learners and engage those with whom they work as informants. EP Advance human rights and social and economic justice: Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. 18. Understand the forms and mechanisms of oppression and discrimination; 19. Advocate for human rights and social and economic justice; 20. Engage in practices that advance social and economic justice. EP Engage in research-informed practice and practice-informed research: Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. 21. Use practice experience to inform scientific inquiry; 22. Use research evidence to inform practice. EP Apply knowledge of human behavior and the social environment: Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. 23. Utilize conceptual frameworks to guide the process of assessment, intervention, and evaluation; 24. Critique and apply knowledge to understand person and environment. EP Engage in policy practice to advance social and economic well-being and to deliver effective social work services: Social work practitioners understand that policy affects service delivery, and they actively engage in policy practice. Social workers know the history and current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. 25. Analyze, formulate, and advocate for policies that advance social well-being; 26. Collaborate with colleagues and clients for effective policy action. EP Respond to contexts that shape practice: Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. 27. Continuously discover, appraise, and attend to locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services; 28. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. 9

10 EP Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities: Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Educational Policy (a) Engagement 29. Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities; 30. Use empathy and other interpersonal skills; 31. Develop a mutually agreed-on focus of work and desired outcomes. Educational Policy (b) Assessment 32. Collect, organize, and interpret client data; 33. Assess client strengths and limitations; 34. Develop mutually agreed-on intervention goals and objectives; 35. Select appropriate intervention strategies. Educational Policy (c) Intervention 36. Initiate actions to achieve organizational goals; 37. Implement prevention interventions that enhance client capacities; 38. Help clients resolve problems; 39. Negotiate, mediate, and advocate for clients; 40. Facilitate transitions and endings. Educational Policy (d) Evaluation 41. Critically analyze, monitor, and evaluate interventions. CSWE 2008 Educational Policy & Accreditation Standards (EPAS) as stated in: Kirst-Ashman & Hull (2012). Understanding generalist practice. (6 th ed). Belmont,CA. Brooks/Cole, Cengage Learning. ADVANCED PRACTICE BEHAVIORS Educational Policy Identify as a professional social worker and conduct oneself accordingly. Advanced practitioners in community-based clinical social work recognize the importance of the therapeutic relationship, the person-in-environment and strengths perspectives, the professional use of self with clients, and adherence to ethical guidelines of professional behavior. Advanced practitioners in community-based clinical social work readily identify as social work professionals; 42. demonstrate professional use of self with client(s); 43. understand and identify professional strengths, limitations and challenges; and 44. develop, manage, and maintain therapeutic relationships with clients within the person-in-environment and strengths perspectives. Educational Policy Apply social work ethical principles to guide professional practice. Advanced practitioners in community-based clinical social work are knowledgeable about ethical issues, legal parameters, and shifting societal mores that affect the therapeutic relationship. Advanced practitioners in community-based clinical social work 45. apply ethical decision-making skills to issues specific to community-based clinical social work; 46. identify and use knowledge of relationship dynamics, including power differentials; and 47. recognize and manage personal biases as they affect the therapeutic relationship in the service of the clients well-being. 10

11 Educational Policy Apply critical thinking to inform and communicate professional judgments. Advanced practitioners understand and differentiate the strengths and limitations of multiple practice theories and methods, clinical processes, and technical tools, including differential diagnosis. They deconstruct theories and methods to evaluate how they relate to clients and client systems within their environmental context. They regularly question and reflect on their own assumptions and consider how these might affect practice. Advanced practitioners in communitybased clinical social work 48. engage in reflective practice; 49. identify and articulate clients strengths and vulnerabilities; 50. evaluate the strengths and weaknesses of multiple theoretical perspectives and differentially apply them to client situations; and 51. communicate professional judgments to other social workers and to professionals from other disciplines in both verbal and written format. Educational Policy Engage diversity and difference in practice. Advanced practitioners are knowledgeable about many forms of diversity and difference and how these influence the therapeutic relationship and clients presenting issues. Advanced practitioners are knowledgeable about the ways in which various dimensions of diversity affect (a) explanations of illness, (b) help-seeking behaviors, and (c) healing practices (Cal-SWEC, 2006). Advanced practitioners are cultural beings and understand how clinical practice choices can be culturebound. Advanced practitioners in community-based clinical social work: 52. research and apply knowledge of diverse populations to enhance client wellbeing; 53. work effectively with diverse populations; and 54. identify and use practitioner/client differences from a strengths perspective. Educational Policy Advance human rights and social and economic justice. Advanced practitioners in community-based clinical social work understand the oppressive nature of systems/policies that deny access and professions that employ methods of coercion. Advanced practitioners understand the ways in which systems and policies violate rights and deny justice. Advanced practitioners also understand the ways in which social work can be used for both oppressive and anti-oppressive purposes. They understand strategies for advancing human rights and social and economic justice through anti-oppressive practice, system change, and policy change. Advanced practitioners in community-based clinical social work: 55. Advocate for the creation and revision of practices and tools that support anti-oppressive practice. 56. Advocate for systems and policies that create and provide equal access for all populations. Educational Policy Engage in research-informed practice and practice-informed research. Advanced community-based clinical practitioners are knowledgeable about evidence-based interventions, best practices, and the evidence-based research process. Advanced practitioners in community-based clinical social work: 57. use the evidence-based practice process in clinical assessment and intervention with clients; Educational Policy Apply knowledge of human behavior and the social environment. Advanced practitioners understand how to synthesize and differentially apply the theories of human behavior and the social environment (biological, developmental, psychological, social, cultural, and spiritual). They are familiar with diagnostic classification systems used in the formulation of a comprehensive assessment. Advanced practitioners understand how familial and sociocultural contexts influence definitions of psychopathology. They have a working knowledge of psychotropic medications that are typically used in the treatment of mental health disorders, including expected results and side effects. Advanced practitioners in community-based clinical social work: 58. synthesize and differentially apply theories of human behavior and the social environment to guide clinical practice; 59. use bio-psycho-social-spiritual theories and systems in formulation of comprehensive assessments Educational Policy Engage in policy practice to advance social and economic well-being and to deliver effective social work services Advanced practitioners in community-based clinical social work understand the power of decision-making within interdisciplinary teams and systems. Further, they understand the implications of these decisions for the well-being of their clients and the importance of the social work role within these decision-making spheres. They understand strategies for advancing both the well-being of the client and the voice of the profession. Advanced practitioners in community-based clinical social work: 11

12 60. Advocate within and navigate through inter-disciplinary teams and mezzo systems to better meet client needs. 61. Advance the legitimacy of the social work profession within interdisciplinary teams and social service systems. Educational Policy Respond to contexts that shape practice. Advanced practitioners in community-based clinical social work are knowledgeable about how relational, organizational, and community systems may impact clients. They anticipate and react to evolving cultural, technological, geographical, political, legal, economic, and environmental contexts. They encourage clients to affect changes within these contexts. Advanced practitioners in community-based clinical social work: 62. assess the quality of clients interactions within their social contexts; 63. work collaboratively with others to impact systemic change that is sustainable. Educational Policy (a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Educational Policy (a) Engagement Advanced practitioners in community-based clinical social work: 64. develop a culturally responsive therapeutic relationship; 65. establish a relationally based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes. Educational Policy (b) Assessment Advanced practitioners in community-based clinical social work: 66. use ly bio-psycho-social-spiritual assessment tools that are evidence-based and culturally sensitive; 67. assess clients readiness for change; 68. assess client coping strategies to reinforce and improve adaptation to life situations, circumstances, and events; and engage in continuous clinical assessment and modify as needed Educational Policy (c) Intervention Advanced practitioners in community-based clinical social work: 69. critically evaluate, select, and apply best practice theories and evidence-based interventions; 70. demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed; and 71. collaborate with other professionals to coordinate treatment interventions Educational Policy (d) Evaluation Advanced practitioners in community-based clinical social work 72. use clinical evaluation of the process and/or outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual conditions 12