Division of Social Work California State University, Sacramento SWRK 140A: Social Work Practice Spring 2016

Transcription

1 1 Division of Social Work California State University, Sacramento SWRK 140A: Social Work Practice Spring 2016 Instructor: Renee Elizabeth Stern, LCSW, CHT or Class Meeting Time: Wednesday 6:30-9:20 pm Class Meeting Place: Eureka Hall 109 Office Hours: Wednesdays 5:15-6 pm Office: MRP 4004 Course Overview SWRK 140A is the first course in a three-semester practice sequence. Social Work 140A provides an introduction to generalist social work practice, preparing the student for work with individuals, families, groups, organizations, community and societal levels. Practice lab(s) focuses on application of steps in the problem solving process with individuals and families and on communication and observational skills. Course Description The course is structured around the phases of social work practice with a client system. The course plan is for students to understand the tasks for each phase, communication skills for use in building and maintaining helping relationships with clients and client systems, the decisions and challenges in each practice phase, and empowering interventions. Specific perspectives and concepts introduced in this course include the problem solving model, the ecological perspective, the strengths perspective, and the empowerment perspective. This course will also address the responsibilities of the social worker for ethical conduct and competent practice, which includes critical self-awareness sensitivity, and knowledge of the psychological impact of oppression on the client-social worker relationships. Competency Based Education In 2008 the Council on Social Work Education (CSWE) adopted a competency-based education framework for its Education Policy and Accreditation Standards (EPAS). As in related health and human service professions, the policy moved from a model of curriculum design focused on content (what students should be taught) and structure (the format and organization of educational components) to one focused on student learning outcomes. A competency-based approach refers to identifying and assessing what students demonstrate in practice. In social work this approach involves assessing students ability to demonstrate the competencies identified in the educational policy.

2 2 The Nine (9) Social Work Competencies are listed below: Competency 1: Demonstrate Ethical and Professional Behavior Competency 2: Engage Diversity and Difference in Practice Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Competency 4: Engage In Practice-informed Research and Research-informed Practice Competency 5: Engage in Policy Practice Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Throughout the course outline, you will notice the C symbol and corresponding number to reflect which of the aforementioned competencies that is reflected in the exercise, objective, or clinical activity. Diversity (C2): Content on diverse populations is integrated with the purpose of assuring cultural competence beyond the required diversity course SWRK 102. SW 140A requires the student to draw upon their awareness and knowledge gained in SW 102 into this course when considering the socio-political context of the problem presentation, and the potential range of interventions that dignify and fit that particular social political client s system. Social Work 140A integrates diversity content throughout the course(s) through case studies, course assignments (weekly exercises, experiential exercises, ethical dilemmas exercises, and theoretical material), and practice simulations in class, roleplays, course readings and media and through professional self-reflection). Human Behavior and the Social Environment: SW 140A requires the student to have an integrated knowledge of the theories of human behavior covered in SW 125A/B, particularly developmental-systems-biological; family and small group dynamics, so that when considering intervention alternatives it is being done within the context of basic theory mastery in each of these areas. In this way SW140A extends the SW125A/B series into evidenced-based practice models based on advanced theoretical integration of the biological-psychological-and social political contextual domains into a strengths based, client centered and multi-level intervention framework. Social Welfare Policies and Services (C5): Beyond the micro level of theoretical formulation, the students are exposed to readings and an exercise that challenges you to understand that policy affects service

3 3 delivery. There is a specific assignment were the student will be expected to analyze an NASW policy as it relates to and impacts practice. Research (C4): SW 140A integrates and expands the content covered in SWRK 110 into in class exercises, readings, and large class discussions related to learning and applying how research forms the base of evidenced based practice strategies as well as how to evaluate the effectiveness of interventions. Social Work Values and Ethics (C1): SW 140A exposes the student to weekly exercises that apply the ethical decision making model, help the student recognize and manage personal values, and how to apply strategies of ethical reasoning to arrive at principled decisions. Social Work Practice (C6 & C7): SW 140A specifically addresses the engagement, assessment, intervention and evaluation phase of practice within a multi-level generalist perspective. Use 0of self, empathy, nonjudgmental, unconditional positive regard, and a focus on capacity, strengths and resilience for the context for practice. Course Objectives (Explicit Curriculum expectations) By the conclusion of the semester you will accomplish the following and thus enhance your ability to provide effective service as a social work intern. Know the goals, functions and values of the social work profession, the various roles that social workers use on behalf of client systems and or community groups, and are able to identify micro, messo and macro implications of interventions; (Demonstrated by role-plays, class discussion, exams, practice exercises, writing assignments) Know and be able to apply the ecological framework in assessment of a problem situation; (Demonstrated by role-plays, class discussion, exercise writing assignments) Know and be able to apply perspectives and concepts that maximize client selfdetermination and social worker respect for clients (strengths perspective, empowerment); (Demonstrated by role-plays, exams, exercise writing assignments) Know and be able to use communication skills to achieve specific purposes in the helping relationship and recognize the cross cultural, gender and social class issues involved in worker-client communication (cross-cultural approaches are emphasized in 140B); (Demonstrated by role-plays, in-class assignment, class discussion, exercise writing assignments)

4 4 Understand that social work encounters involve relationship building, assessment, intervention, and evaluation. Demonstrate how particular communication skills and styles interface with these social work phases ; (Demonstrated by role-plays, in-class assignment, class discussion, exams, exercise writing assignments) Understand the elements of the NASW Code of Ethics that guide social workers behavior in individual and organizational relationships with clients; (Demonstrated by role-plays, written assignment, class discussion, exams, exams, exercise writing assignments) Be able to identify and focus on particular client issues, and set goals related to a significant theme. Identify counseling strategies and theoretical perspectives that would assist this work; (Demonstrated by class discussion, exercise writing assignments, vignette assignment) Be able to identify and use essential process components relevant to social workerclient interactions such as creation of hope, respect, consideration of client process needs and expectation of help, affirmation of client, direct versus non-direct approaches; (Demonstrated by role-plays, class discussion) Understand the connection between individual problem situations and larger system problems; (Demonstrated by class discussion, role plays, exercise writing assignments) Understand the ways that the perspectives and processes of generalist practice are applied to groups and large client systems and the implications of this approach for social service delivery and community organization effort; (Demonstrated by writing assignment, class discussion) Demonstrate the ability and appreciate the importance of distinguishing one s own needs from the needs of the client (Demonstrated by role-plays, in-class assignment, class discussion) Gain trust in your own talents and develop an evaluative posture toward your work that integrates supervisor and client feedback; (Demonstrated by role-plays, in-class assignment, class discussion) Understand the relationship between competent practice and the evaluation of practice and research. (Demonstrated by class discussion) Required Texts Miley, K., O Maleia, M. & DuBois, B. (2016). Generalist Social Work Practice: An Empowering Approach. Pearson; Allyn Bacon, 8th Ed.

5 5 OPTIONAL: MySocialWorkLab is a dynamic website offered with the Generalist Social Work Practice: An Empowering Approach text providing a wealth of resources geared to help you develop and master the skills articulated in CSWE s core competencies and may help you improve your grade in this class. MySocialWorkLab is available at NO EXTRA COST when bundled with this text. You will get an access code with your bundle, and the course ID. As you can see in the course outline, each week you can log onto the MySocialWorkLab site and you have the option of completing the indicated video viewing; exercises, competency assessment, and practice test. It is all a wonderfully clear and user friendly resource material for you, this course, and your career aspirations in the field of Social Work. The practice test(s) will help you prepare for the three examinations. Course Format This course is conducted on a lecture/discussion/laboratory exercise basis. The course will include lectures, videos, discussion questions, in-class small group dialogues, and case analyses. Role-play, small group discussions, one on one exercises, and small group presentations of your collective discussions of the class exercises will also be utilized. With a focus on social work skill/knowledge and values integration, participation in the course asks each member of the classroom community to be present and participating. Thus, your commitment to the course is ESSENTIAL to successful learning experience. Confidentiality Confidentiality is a critical ethical component to the course discussion and sharing. All students are bound by social work principles of confidentiality. Any and all client and personal information shared in the class is considered confidential information and should be respected and handled as such. Course Expectations Be A Participant Participating fully in this class will enrich your learning experience. It will also count toward your grade. This includes actively participating in class discussions, in class group presentation work, role plays and exercises, and class attendance Be Committed Professional and personal growth is a critical aspect of becoming a social worker. Be open and willing to engage in the journey both academically and personally. Be Prepared - Reading assignments shall be completed prior to the start of class.

6 6 Be Patient and Supportive Beginning a new class may cause you or your classmates some initial nervousness or apprehension. It is important that class members are patient and supportive of each other. Providing encouragement and support creates an atmosphere of trust and confidence. Such an atmosphere makes risk-taking possible and even exciting. Be Respectful, Empathic, Non-Judgmental, & Unconditionally Accepting Students are expected to be considerate and respectful toward their classmates and instructor. The instructor welcomes and encourages you to speak-up and actively participate in class discussions and exercises. The instructor will not tolerate any student disrupting the class. A student is considered disruptive when he/she engages in behavior in the classroom that interferes with the process of teaching and learning. If any student persists in disrupting the class, points will be subtracted from his/her grade, and consultation will be sought with the Undergraduate Coordinator. Be Present Please turn off or silent your cell phones. Accepting or placing calls or text messaging during class is not acceptable. Surfing the web on your computers is also not acceptable. This is a practice class so there is no need to have your computer on during the active part of the class-you may use it at break. Attendance is Essential Attendance is required to all class sessions. A student who is absent for more than one class session shall notify the instructor. 1. A roll sheet will be circulated at the beginning or end of each class. 2. It is the student s responsibility to sign-in on the attendance sheet. 3. Students who are repeatedly late or repeatedly leave class early will have points deducted from their final grade (Up to 20 points off the final grade-you will receive notification prior to losing pts.). Please note: Any student missing two (2) unexcused class sessions will result in a one-letter grade reduction in student s final course grade (i.e., Grade of A can drop to B ; Grade of B can drop to C ). Three absences (unexcused) will result in the student receiving a final course grade of FAIL [F]. Student with Special Learning Needs The Americans with Disabilities Act of 1990 (ADA) provides protection from discrimination for qualified individuals with disabilities. Students with a disability, who

7 7 require assistance, will need to contact the Office of Services to Students with Disabilities (SSWD) for coordination of academic accommodations. The SSWD is located in Lassen Hall, Room Their phone number is (voice) or (TDD). Note: On the MySocialWorkLab site, you will notice that you can click onto the tab to access the e-text and/or the audio version of the chapter(s). This is also intended to empower any students who would find the audio version or expanded font size of the text more accessible for learning. Course Evaluation and Grading Student preparation and participation are integral parts of this learning process so both written work and participation in class discussions and exercises are the basis for evaluating performance. Each week there are number of activities that you are expected to do. 1) Examinations: There will be a three (3) examinations: Due March 2nd, 2016 (Chapters 1-5); Due April 27th (Chapters 6-11) & test three (Optional) due on May 11th, 2016 on Chapters 12 through pts. each. If you are satisfied with your total for the first two exams, you do not have to take exam 3. Total for 2 Exams = 200; Total for 3 Exams = 300 points Missed Exams: Students will not be allowed to make up missed exams, or weekly exercises (sets) except in the case of extraordinary circumstances, and with prior approval from the instructor. 2) Exercises: As this is a practice class, there will be 11 exercises (i.e. drawing a personal Eco-Map) that will be assigned throughout the semester. There will also be some in-class exercises throughout the semester. Each exercise is worth 10 to 30 pts. (The pt. value is clearly indicated as well as the date due, and whether they need to be typed or just handwritten). The exercises are in the attachment to this course outline. Total for 11 Exercises = 180 3) Self reflection related to experiential exercises: In order to gain trust in your own work you must gain trust in yourself. There will be 13 guided visualizations, meditations, and other exercises offered for you to practice. These exercises are meant to add to your ability to know yourself, your experience, and your path of service in the

8 8 world. Please write down reflections in the composition books provided. Composition books will be due 4/27/16. Each reflection equals 5 points toward your overall grade. Total for 13 Self-reflections = 65 points 4) Extra Credit: You may earn up to 30 points in Extra Credit for volunteering at a social service agency (i.e. Loaves and Fishes) for at least ten (10) hours. You must provide a signature of verification of the time volunteered and write up a two page typed reflection of the experience in terms of it s impact on your evolving sense of self; your fist impressions, your interactions, any epiphanies-and how the experience might impact your practice as a social worker. New Times Roman, 12 point, double spaced. Total possible Extra Credit = 30 points Grade Scale (out of the total possible points for the course).95=a.92=a-.88=b+.85=b.82=b-.79=c+.75=c.72=c-.69=d+ Follow your grade in the Grade Center on SacCT Blackboard. Course Outline Date Topic, Readings and Assignments PHASE ONE: LET ME INTRODUCE YOU GENERALIST PRACTICE & EMPOWERMENT 1/27 Safety Circle; Course Introduction; Overview of the semester and course. Dyad Practice Activity: Who I Am Exercise Questions & Answers Path of Service: What are your needs? In Class Group Exercise plus self reflection 2/3 Generalist Social Work Practice Readings: Miley, O Melia, and DuBois, 1 Human Systems Perspectives Readings: Miley, O Melia, and DuBois, 2 Typed Exercise 1 is Due.

9 9 2/10 Values and Multicultural Competence Readings: Miley, O Melia, and DuBois, 3 Typed Exercise 2 is Due. 2/17 & 2/24 Strengths and Empowerment (2/18) Readings: Miley, O Melia, and DuBois, 4 2/18 Typed Up exercise 3 is Due In Class Group Exercise plus self reflection An Empowering Approach to Generalist Practice (2/25) Readings: Miley, O Melia, and DuBois, 5 2/25 Exercise 4 (handwritten or typed is OK) is Due In Class Group Exercise plus self reflection Exam #1 ed out (Chapters 1 through and including 5) PART 2: THE DIALOGUE PHASE BUILDING RELATIONSHIPS AND DESCRIBING SITUATIONS 3/2 Engagement: Forming Partnerships Readings: Miley, O Melia, and DuBois, 6 NO EXERCISES DUE. 3/9 Engagement: Articulating Situations Readings: Miley, O Melia, and DuBois, 7 Exercise 5 is due TYPED.

10 10 3/16 Engagement: Defining Directions Readings: Miley, O Melia, and DuBois, 8 3/17 Exercise 6 & Exercise 7 Due; Typed. In Class Group Exercise plus self reflection. 3/23 Spring Recess Enjoy your break! 3/30 No Class 4/6 Assessment: Identifying Strengths Readings: Miley, O Melia, and DuBois, 9 Assessment: Assessing Resource Capabilities Readings: Miley, O Melia, and DuBois, 10 Exercise 8 Due: Typed & Eco-Maps and Genograms are due In Class Group Exercise plus self reflection 4/13 Assessment: Framing Solutions Readings: Miley, O Melia, and DuBois, 11 Exercise 9 is due; typed. PHASE 3: THE DEVELOPMENT PHASE IMPLEMENTING, EVALUATING, AND STABILIZING CHANGE 4/20 Intervention: Activating Resources Readings: Miley, O Melia, and DuBois, 12 Exercise 10 due; Typed. Second Examination ed out (Chapters 6 through and including 12)

11 11 4/27 Intervention: Creating Alliances Readings: Miley, O Maleia, and DuBois, 13 Intervention: Expanding Opportunities Readings: Miley, O Melia, and DuBois, 14 Composition books due. 5/4 Intervention: Integrating Gains Readings: Miley, O Melia, and DuBois, 16 5/11 Exam #3 is due (Chapters 13, 14, 16) Optional. 100 points