SOUTHERN ILLINOIS UNIVERSITY, CARBONDALE SCHOOL OF SOCIAL WORK COURSE OUTLINE ADVANCED SCHOOL SOCIAL WORK ISSUES

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1 SOUTHERN ILLINOIS UNIVERSITY, CARBONDALE SCHOOL OF SOCIAL WORK COURSE OUTLINE SOCW ADVANCED SCHOOL SOCIAL WORK ISSUES HAROLD COLLIER, MSW, Spring 2008 Adjunct Faculty Tuesday 6:00 7:50 p.m. Phone Room 7E Quigley Day Phone: Office Hours: Tuesday 5:15 5:50 p.m. I CATALOG COURSE DESCRIPTION Exploration of policies, programs, practice, and legislative trends affecting public service in school social work. Prerequisite: SOCW 533. II COURSE OVERVIEW For students who have selected the school social work emphasis, this course will serve as a means of integrating the course work and the field practice experiences which have been presented throughout the graduate social work program. The course will be offered in the student= s final semester of graduate social work and will assess how well the student has applied the academic and experiential learning to school social work practice. This course will be offered during the second and final semester of field placement in public school settings. It will be the final course in the sequence required to fulfill the prerequisites for students to be eligible for recommendation for Type 73 certification as a school social worker following graduation with an MSW degree. III PLACE OF COURSE IN THE PROGRAM This is the second course in the School Social Work Certificate Program of the second year curriculum. 1

2 IV COURSE OBJECTIVES Upon completion of this course, the student will be able to: 1. demonstrate skills to effectively participate in staff conferences through presentation of school social work evaluation components; 2. demonstrate skills for effective consultation, and liaison services to schools and community agencies, especially in rural environments; 3. demonstrate skills to intervene in school systems to minimize bias toward children due to racial, cultural, social, sexual or age-related factors; 4. demonstrate the ability to utilize various assessment modalities in identifying children=s strengths and deficits; 5. understand options for identifying and participating in the development of needed resources within the school system and the community; 6. understand research based evidence of the value of school social work services and various options for clinical interventions; and 7. understand the role of social work values and ethics in school social work practice. V REQUIRED TEXT: Rosenberg, M., Wilson, R., Maheady, L., & Sindelar, P. (2004). Educating students with behavior disorders. (3 rd. Edition), Allyn & Bacon: Boston, USA. COMMENDED TEXTS American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders, (4 th ed.). Washington, D.C.: author (or the newest edition DSM-IV T.R.) Rapoport, J.L., & Ismond, D.R. (1996). DSM-IV Training guide for diagnosis of childhood disorders. New York: Brunder/Mazel 2

3 VI COURSE REQUIREMENTS Students will be required to present summaries of assigned material and be prepared to participate in class discussion. Attendance is considered mandatory. Three formal assignments will be required. They are: I An individual case study will be prepared on an actual case/practice on which the student will conduct an assessment and develop a behavioral intervention plan. This will be presented in written form. The specific outline for the case study will be provided by the instructor. The paper shall include all significant factors including social, emotional, familial, cultural, ethnic, racial, personal, interpersonal, and systemic. II III An individual project on developing an intervention group to address students specific needs/ assessment. The process for formulating the group, identifying goals and developing a proposal will be part of the assignment. A group macro practice assignment will involve the nature of interaction between the school as a social organization and the community. This assignment will be based on a case scenario and the class discussion and reading materials where students will develop an assessment of the case and examining the students, families and organizational needs of the school in relation to the community as supra-system. A model for intervention will be developed by students. VII GRADING Attendance and Participation 10% Intervention with individual case 35% The development of intervention group 25% School and Community Intervention assignment 30% Grading Scale % = A 89-80% = B 79-70% = C 69-60% = D 59-below = F VII COURSE EVALUATION 3

4 Standard course evaluation forms will be distributed at the end of the semester for the evaluation of the course and the instructor. Instructor developed evaluation forms will also be distributed to assess master of specific course objectives from student=s point of view at midterm and at the end of the semester. IX COURSE OUTLINE Week 1 January 15, 2007 Course Overview & expectations Review of course requirements (Assignments) Week 2 January 22, 2007 Understanding Behavior Disorder Readings: Rosenberg & others (2004). Educating students with behavior disorders. Chapter 1 Defining behavior disorder Weiman, M.; Solomon, C.; & Glass, M. (2000) The effect of a school-based program in increasing school performance, health, and behavioral outcomes among pregnant and parenting teens. School Social Work Journal, 24(2), Week 3 January 29, 2007 Characteristics of Behavior Disorders - Hyperactive Behavior - Aggressive Behavior - Rule-Breaking & Juvenile Delinquency - Social Withdrawals Readings: Rosenberg & others (2004). Educating students with behavior disorders. Chapter 2 High-Incident behavior disorders Shapiro, E., & Cole, C. (1994). Behavior change in the classroom, (pp ). New York: Guilford Press. Week 4 February 5, 2007 Education Programs for Students with Behavior Disorders - Legally mandated IEP requirements - IEPs for students with behavior disorders - Involving parents in the IEP requirements Readings: Rosenberg & others (2004). Educating students with behavior disorders. Chapter 6 Developing individual education programs for students with behavior disorders. 4

5 Shapiro, L. (1994). Short-term therapy with children. King of Prussia, Pennsylvania: Center for Applied Psychology. pp Metcalf, L.. (1995). Counseling toward solutions. West Nyack, N.Y.: New York pp Aiello, Theresa (1999). Ch. 6 Play Therapy. Child and adolescent treatment for social work practice. pp Week 5 February 12, 2007 a. Therapeutic Interventions for Children with Behavior Disorders & with children with aggressive behavior Therapeutic Intervention for children with Hyperactive behavior - Biophysical interventions - Behavior interventions - Cognitive-Behavior Modification Readings: Rosenberg & others (2004). Educating students with behavior disorders. Chapter 7: Managing Hyperactive Behavior Rosenberg & others (2004). Educating students with behavior disorders. Chapter 8: Managing aggressive behavior. Kernberg, P., & Chazan, S. (1991). Children with conduct disorders. New York: Basic Books pp Week 6 February 19, 2007 b. Therapeutic Interventions for Children with Behavior Disorders c. Therapeutic Intervention for socially withdrawn children - The nature of social withdrawal - Intervention options Readings: Rosenberg & others (2004). Educating students with behavior disorders. Chapter 9: Managing Socially Withdrawn behavior Chavkin, N. (1998). Funding school-linked services through grants: A beginner=s guide to grant writing. In E. freeman, G. Franklin, R. Fong, G. Shaffer, & E. Timberlake (Eds.), School social work (pp ), Washington, DC: NASW Press. Berliner, D, & Biddle, B. (2000). The manufactured crisis: Myths, fraud and the attack on America=s public schools. In The structure of schooling, by R. Arum & I. Beattie pp Week 7 February 26, 2007 d. Therapeutic Interventions for Children with delinquent behavior Therapeutic Intervention for rule-breaking and delinquency - Major approaches - Intervention strategies for specific rule-breaking behaviors 5

6 - Large-scale programs to manage and remediate rule-breaking and delinquency Readings: Rosenberg & others (2004). Educating students with behavior disorders. Chapter10: Managing rule-breaking and delinquency Week 8 March 5, 2007 (Mezzo Practice in the school) School social work practice with groups - Typology of Groups - Forming a group (rationale, type, procedures, announcement & screening) Readings: Articles and class handouts. Week 9 SPRING BREAK, NO CLASS!!! Week 10 March 18, 2007 (Individual Case Assignment is due) Group Process in school social work - The use of groups in schools - Group stages - Leadership in Groups - Characteristics of working groups Week 11 March 25, 2007 Group Dynamics - Intervention modality in group work - Evaluation of groups Readings: Articles and class handouts. Week 12 April 1, 2007 (Macro Practice in the school) Identifying the School and Communities Needs - Understanding the school as a social system - Applying organization theory on the school - Conducting organization analysis on the school as a social system - Understanding the nature of interaction between the school and the community Horn, K. & Kolbo, J. (1995) Risk-based primary prevention strategies for elementary children of alcoholics: a resource for social workers in the school environment. School Social Work Journal, 19(2),

7 Week 13 April 8, 2007 (Group assignment is due) Utilizing Community Resources and Establishing Social Networks - Understanding the community - Identifying community needs Week 14 April 15, 2007 Social work intervention with schools and communities - Developing goals and objectives for identified problems - Selecting appropriate intervention models Dibble, N. (August,1998). Outcome evaluation of school social work services. The Section Connection, Newsletter of the NASW School Social Work Section Week 15 April 22, 2007 Social work intervention with schools and communities - Implementation of intervention strategies - Involving community members in intervention - Assessment and evaluation of outcomes Week 16 April 29, 2007 Social work intervention with schools and communities The final word on the social worker s roles in schools Course review and assessment of the learning experience Course Evaluation (School and Community Intervention assignment is due) 7

8 IX BIBLIOGRAPHY AAUW Education Foundation (1992). How Schools Shortchange Girls, AAUW Educational Foundation and NEA, pp Aiello, Theresa (1999). Ch. 6 Play Therapy. Child and adolescent treatment for social work practice. pp Aguirre, L. (1995). California=s efforts toward school-linked, integrated, comprehensive services. Social Work in Education, 17(4), Ande, D & Feinstein, S. (1999). Cutting through the pain: Self-injury among high school students. School Social Work Journal, 24(1), Berliner, D, & Biddle, B. (2000). The manufactured crisis: Myths, fraud and the attack on America= s public schools. In The structure of schooling, by R. Arum & I. Beattie pp Caudill, M.H. (1993). School social work services in rural Appalachian systems: Identifying and closing the gaps. Social Work in Education, 15, Carley, G. (1994). Shifting alienated student authority relationships in a high school. Social Work in Education, 16, Chavkin, N. (1998). Funding school-linked services through grants: A beginner=s guide to grant writing. In E. freeman, G. Franklin, R. Fong, G. Shaffer, & E. Timberlake (Eds.), School social work (pp ), Washington, DC: NASW Press. Charvey, G. (1993). Project Achievement: A six-year study of a dropout prevention program in bilingual school. Social Work in Education, 15, Cohen, M. (1997). Section 504 & IDEA - What=s the difference: Limited vs substantial protections. Attention, 4(1), Constable, R., McDonald, S., & Flynn, J.P. (Eds.) (1994). School Social Work: Practice and Research Perspectives (4th ed.). Chicago: Lyceum Books. Dibble, N. (August,1998). Outcome evaluation of school social work services. The Section Connection, Newsletter of the NASW School Social Work Section 8

9 17. Dryfoos, J.G. (1994). Full-service schools. San Francisco: Jossey-Bass, pp. 1- Dawson, M., Rafoth, M, & Carey, K. (1994). Best practices in assisting with promotion and retention decision. In Best practices in school psychology-ii, by A. Thomas & J. Grimes (pp ) Washington, D.C.: NASP. Dunlop, L.K., Dunlop, G., Koegel, L.K., & Koegel, R.L. (1991). Using self-monitoring to increase independence. Teaching Exceptional Children, 23(3), Early, T.J., & Poertner, J. (1993). Families with children with emotional disorders: A review of the literature. Social Work, 38, Etscheidt, S. (1991). Reducing aggressive behavior and improving self-control: A cognitive-behavioral training program for behaviorally disordered adolescents. Behavior Disorders, 16, Fischer, L., & Sorenson, G.P. (1996). School Law for Counselors, Psychologists and Social Workers, 3rd ed. New York: Longman. Freeman, E. (1994). School social work report card: Beyond the challenge of survival. Social Work Education, 16, Haynes, K.S., & Mickleson, J.S. (1997). Affecting Change: Social Workers in the Political Arena. White Plains, NY: Longman. Horn, K. & Kolbo, J. (1995) Risk-based primary prevention strategies for elementary children of alcoholics: a resource for social workers in the school environment. School Social Work Journal, 19(2), 1-4. Illinois State Board of Education (1992). Pupil Personnel Services Recommended Practices and Procedures Manual: School Social Work. Springfield, IL: Illinois State Board of Education. Kagen, R., & Schlosberg, S. (1989). Families in perpetual crisis. New York: Norton, pp Kardon, S. (1995). Section 504: Developing a social work perspective in schools. Social Work in Education, 17(1), Kernberg, P., & Chazan, S. (1991). Children with conduct disorders. New York: Basic Books pp Maynard-Moody, C. (1994). Wraparound services for at-risk youths in rural schools. Social Work in Education, 16,

10 pp Metcalf, L.. (1995). Counseling toward solutions. West Nyack, N.Y.: New York O=Neal, G.O. (1993). Preventing conflict: Encouraging collaboration among students, faculty and family. Social Work in Education, 15(2), Poertner, P., & Ronnau, J. (1992). A strengths approach to children with emotional disabilities. In D. Saleby (Ed.), The Strengths Perspective in Social Work Practice. White Plains, NY: Longman. Pryor, C., Kent, C., McGunn, C., & LeRoy, B. (1996). Redesigning social work in inclusive schools. Social Work, 41(6), Rosen, L.A., Gabardi, L., Miller, C.D., & Miller, L. (1990). Home-based treatment of disruptive junior high students: An analysis of the differential effects of positive and negative consequences. Behavior Disorders, 15, Shapiro, L. (1994). Short-term therapy with children. King of Prussia, Pennsylvania: Center for Applied Psychology. pp Shapiro, E., & Cole, C. (1994). Behavior change in the classroom, (pp ). New York: Guilford Press. Stalcup, B. (1997) Chapter 3: Should disabled children be mainstreamed? Disabled: Current Controversies Series, pp , San Diego, CA: Greenhaven Press. Visher, E., & Visher, J. (1996). Therapy with step families. New York: Brunner/Mazel pp

11 The topical outline for the course includes: A. Influencing Macro Systems 1. Consultation 2. Multi-disciplinary Conferences 3. Individual Educational Plans 4. Liaison with families and agencies 5. Advocacy: potential and limitations 6. Needs assessments 7. Resource development 8. Legislative involvement B. School Social Work Assessments 1. Opportunities for family involvement 2. Potential for influencing schools 3. Interpretation of assessment results C. Expanding School Social Work Services through Grant Writing D. Assessment Instruments 1. Reducing System Bias a. race of student b. cultural background c. social status d. gender of student e. age-related factors 2. Research value E. Legal Issues 1. Influencing policies in schools 2. Protecting social workers 3. Protecting student/parent rights 4. Confidentiality needs F. Clinical roles vs. Case Management roles G. Professional development 1. Options for continued professional development 11

12 2. Applications of NASW Code of Ethics and ABECSW Code of Ethics 3. Applications of NASW Standards for Social Work Practice in Schools H. Case Presentations Based on Field Experiences 1. AEducational issues 2. DSM-IV issues I. Evaluation 1. School social work curriculum 2. Field placement experiences 3. Personal development 12

SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE SCHOOL OF SOCIAL WORK COURSE OUTLINE SOCW 533-1 - SOCIAL WORK PRACTICE IN THE SCHOOLS

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