1 SAN DIEGO STATE UNIVERSITY SCHOOL OF SOCIAL WORK Social Work Course Syllabus Fall 2012 Amalia B. Hernandez, MSW, PPSC OFFICE HOURS: Mondays 9:30-10:30 am & Tuesdays 3-4 pm and by appointment, HH I. COURSE DESCRIPTION This one semester course on School Social Work Practice focuses on topics specific to school social work and the Pupil Personnel Services Credential. Targeted topics for students' development of knowledge, understanding, and skill include: legal mandates in education; special education; bilingual education; assessment of academic, social, and emotional problems; effects on pupil development and capacity to learn of: health and developmental factors, language, diversity, socioeconomic factors, and resiliency; child welfare and attendance regulations; individual, family, and group work; parent-school relations; and the school-based collaborative movement. Students are actively involved in this seminar through class discussion, experiential exercise, and field trips. Course content is designed to meet and exceed the Pupil Personnel Services Credential Program Standards set forth by the State of California. II. COURSE OBJECTIVES A. Knowledge by the end of the course, the student will have: 1. Knowledge of current models of school social work practice. 2. Knowledge and understanding of school culture, politics, and organization. 3. Understanding the role of members of the school site interdisciplinary Student Study Team (SST). 4. Knowledge of education laws and regulations for a) special education, b) attendance, and c) discipline, including suspension, expulsion, and due process. 5. Knowledge and understanding of factors in the classroom, school, family and community that support pupil learning and achievement and foster student resiliency. 6. Knowledge and understanding of risk factors in classroom, school, family and community that present barriers to learning, and may lead to under-achievement or school failure. 7. Knowledge and understanding of the impact of poverty on pupil development and learning. 8. Understanding of clinical assessment and intervention processes for identifying and responding to high risk factors (suicide, child physical abuse, molest, domestic violence, substance abuse, run-away, teen pregnancy, HIV, anorexia, bulimia). 9. Knowledge of development of children and adolescents at each age level and the importance of early identification and intervention strategies. 10. Knowledge and understanding of diverse cultures and how interactions between pupils and pupils, or pupils and teachers, may be affected.
2 11. Knowledge and understanding of the impact of separation and loss experiences on pupils, including inappropriate behavior, pupil learning, and school attendance. 12. Knowledge and understanding of the effects of learning disabilities on pupil self-esteem and academic performance. 13. Knowledge and understanding of surge in school violence and strategies for intervention. 14. Knowledge of effective models of systematic school safety planning that support a school environment that enhances the safety and well-being of all pupils. 15. Understanding that learning and pupil achievement is enhanced by family-school collaboration. 16. Understanding of current models of successful parent-school-community collaboration and how to create and maintain those parent-school-community linkages across the developmental spectrum of childhood and adolescence. 17. Understanding of how school social worker's role as change agent impacts service delivery which affects educational outcomes at the systemic level. 18. Knowledge and understanding of how pupils learn. 19. Knowledge of principles of effective classroom management. B. Skill by the end of the course, the student will have acquired: 1. Ability to fit successfully into the school culture and be accepted by teachers, principals, psychologists, nurses, and other school staff as part of the school site team. 2. Ability to team successfully with teachers, administrators, and other school personnel to provide effective consultation services. 3. Ability to conduct culturally competent, bio-psychosocial assessments involving school personnel, parents, and other community contacts as appropriate. 4. Increased skill in using DSM IV multi-axial assessment tool in clinical assessment and case formulation. 5. Ability to apply specific social work interventions with individual pupils, families, and groups, including individual and family counseling, group counseling, and crisis intervention. 6. Ability to understand and appreciate multiple forms of diversity, including diversity related to culture, gender, ethnicity, sexual orientation, religion, and disabilities. 7. Ability to work effectively with pupils and their families from diverse backgrounds to meet pupil educational/social/emotional needs. 8. Ability to establish rapport with children and adolescents and build trusting relationships. 9. Ability to team with teachers to assist pupils in development of resiliency factors, self esteem, personal and social responsibility, and their relationship to the learning process. 10. Ability to advocate for the needs of children and adolescents within the policies and procedures of the school site and district.
3 11. Ability to promote healthy emotional development and resiliency of students by designing, implementing, and evaluating services at individual, group, and institutional levels. 12. Ability to assess for the common domestic violence-child abuse-substance abuse syndrome in the family of the at-risk pupil and intervene appropriately. 13. Ability to conduct suicide risk assessment and intervention with children and adolescents. 14. Ability to effectively intervene in families with school attendance problems. 15. Ability to communicate to parents the relationship between parenting skills and school success, and assist parents in improving skills, either directly or through referrals. 16. Ability to make successful community referrals for pupils and families to maximize academic, social, and emotional outcomes. 17. Ability to develop collaborative linkages and partnerships between school and public or private community agencies to provide wrap-around integrated services to pupils and families in order to reduce barriers to learning. 18. Increased skill in effective use of self with pupils and families. 19. Ability to establish rapport with difficult-to-reach parents who may be regarded by school personnel as being uncaring or hostile. 20. Ability to improve communication between parents and teachers in situations of conflict. 21. Ability to identify pupil and family strengths and build on those strengths to overcome barriers to pupil learning. 22. Ability to communicate hope to pupils, parents, and teachers in situations where one or all are ready to give up on the pupil. 23. Ability to participate in development and/or implementation of school programs which promote school safety and reduce the incidence of school site violence. 24. Ability to participate in developing, improving, and evaluating programs that support effective pupil learning. 25. Ability to utilize evidence-based research related to schools to enhance school social work practice. C. Ethics and Values by the end of the course, students will have: 1. Understanding and ability to practice school social work according to ethical standards, including NASW Code of Ethics and NASW standards for school social work services. 2. Increased self-awareness of how their own background and values impact their work with diverse populations, including: individuals and families from diverse ethnic, socioeconomic, and religious backgrounds; those with physical or mental disabilities; and gay and lesbian population. 3. Developed skill in identifying and defusing potential ethical and value conflicts between education and social work professions which may act as barriers to meeting pupils' needs.
4 4. Developed skill in integrating social work values and ethics in the educational setting, with special emphasis on confidentiality and child abuse reporting issues. 5. Learned that they have a right and obligation to question controversial practices, such as the current rush to prescribe medication for children without consideration of other promising interventions. III. METHODS AND POLICIES A. Teaching Methods Class format will include lecture, class discussion, experiential exercises, guest speakers, video, and presentations by students. Class content will include material from the required texts and Blackboard, as well as presented material that is not in the reading. Not all assigned reading will be discussed in class, yet students are responsible for all assigned reading as well as other material presented in class. B. Course Policies 1. Student participation in class is crucial to the learning process. Due to the often critical nature of the material being presented, as well as the requirements for the Pupil Personnel Services Credential, weekly attendance is required. The class will begin on time, and students are expected to be on time and remain until the end of class; a roll sheet will be circulated at each class session. There will be a short break given during each class, and a student who leaves at the break will be considered absent for the entire class unless excused by the instructor. It is important to complete the assigned reading by each class for discussion, and written assignments and presentations are to be completed on time. If an unforeseen situation prevents completing an assignment on time, or attending class, please contact the instructor accordingly. 2. General course policies can be reviewed in the SDSU School of Social Work handbook. 3. NASW Code of Ethics is an academic standard of SDSU School of Social Work. Students are expected to maintain a high standard of professionalism and to follow the principles of the Code of Ethics.
5 Class/Date Topics to Be Covered Readings/Assignments Class 1 August 28 Introduction to School Social Work: Course Overview and Requirements PPS Credentialing Information PPS Standards Commission on Teacher Credentialing History & Overview of School Social Work: Role & Function of the School Social Worker Course Syllabus PPS Standards NASW School Social Work Standards Chapter 1 Chapter 2 Appendix B Class 2 September 4 Class 3 September 11 Class 4 September 18 School Social Work Framework/Models Ecological Perspective & School Culture Fitting In the School Culture Successfully Conducting Classroom/ Playground Observations Confidentiality in the School Setting Ethical and Legal Complexities for SSWers Avenues to School Success Part I Attendance: Intervening to Support Students with Attendance Problems Outreach to Family Members Student Attendance Review Teams (SART) Student Attendance Review Boards (SARB) Legal Implications for Truancy Guest Lecturer Maria Osborn, Attendance Specialist, Escondido Union School District Collaboration- Breaking Down the Ecological Nature of the School Setting GUEST OF PANEL SPEAKERS (SSW, School Counselor, Administrator, School Psychologist, Resource Teacher) PROMPTS- What is your SSW framework? How would you characterize the relationships between the disciplines? Give examples. Case Study Chapter 9- Organizational Structure Chapter 5 Appendix A Chapter 37 Chapter 27 Chapter 17 Chapter 28 Chapter 13 Class 5 September 25 Avenues to School Success- PART II Student Referrals -Most common reasons Working with Individuals: Referrals- (process of gathering information) Assessments (parent, teacher, learning environment) Interventions- (Short Term, Long Term, Crisis Related) Goal-setting Chapter 3 Chapter 7 Chapter 25
6 Evidence Based Practice: Implications for School Social Work Class 6 October 2 Avenues to School Success- PART III Working with Parents, Families Parental Absence/Neglect Parenting Skills, Economic stress Divorce Parental Death, or a Grieving Parent Parental Incarceration Parental Mental Illness Parents in the Military & Deployment Substance Use/Abuse Child Welfare How this interfaces with Schools Chapter 29 Chapter 36 Child Welfare Class 7 October 9 Avenues to School Success PART IV Working with Teachers/Administrators Various Models to Work with Teachers How Students Learn, Grow & Heal: Components of Learning Theory Components of Play Therapy Using Guided Imagery Evidence-Based Practice in Schools Guest Lecturer: Dr. Deborah Costa, Executive Director, California Reading Literature Project Chapter 21 Chapter 39 Class 8 October 16 Positive Behavioral Supports and the RTI Model: Integration of PBS in RTI Universal Prevention Programs School Social Work Roles in PBS Chapter 35 Additional Reading to be Assigned Behavioral Management Behavior Contracts Classroom Management Classroom Meetings Relationship Building Social Skills Instruction Guest Lecturer: Kimberly Israel, MSW, MPH Director CARE Project, Escondido Union School District Midterm Examination
7 Class 9 October 23 Educational Policy -Past & Present ADA, IDEA, NCLB, Accountability Special Education & Intensive Individual Services: IEP, 504 plan, SST meetings RTI- Universal, Targeted, Intensive Over-identification of African-American males and other ethnic groups Guest Lecturer: School Psychologist or Administrator Chapter 19 Chapter 26 Chapter 15 Additional Reading to be Assigned Class 10 October 30 Mental Health Services in Schools Consultation Model Collaboration Multi-disciplinary work Trauma & Recovery: Reactions to Traumatic Events Bullying, Aggression Violence in the Home/Community Supporting Children of Substance Abusers Guidelines to Help Victims of Violence & Trauma Safe School Environment Crisis Intervention Guest Lecturer: Agency or Practitioner providing MH in schools Chapter 21 Chapter 34 Chapter 38 Class 11 November 6 Group Work in the School Setting: Beginning a Group in School Types of Groups Groups with Elementary School Students Groups with Adolescents Stages of Group work Evaluation of Group Work Strength Based Social Work in Schools Resiliency Research Power Schools Community Engagement What is going right? Chapter 31 Chapter 32 Chapter 33
8 Class 12 November 13 Class 13 November 20 Class 14 November 27 Class 15 December 4 Avenues to Working With Adolescents Prevention and Intervention with High- Risk Behaviors: Alcohol, Tobacco and Other Drugs Gangs Sexual Harassment Self-Harm Sexual Behavior Pregnancy Eating Disorders Resistance to dominant culture Effective Prevention Resources School Safety Plans Guest Lecturer SSW working with Adolescents NO CLASS Time allotted to complete Field Trips Group Presentations School Social Work- Unit Presentation with Children, Tweens & Adolescents Lower Elementary Upper Elementary Group Presentations School Social Work- Unit Presentation with Children, Tweens & Adolescents Middle School It is a Wrap! Summary Evaluation What s Next Review SW 798 Spring Semester Theory and Practice with Adolescents Chapter School Social Work Journal Vol.35, No.1, September 2010 Service Learning : An Example of Multilevel School Social Work Practice School Social Work Unit Presentation High School Group School Social Work Unit Presentation Elementary Groups (3 groups) Field Trip Summaries School Social Work Unit Presentation Middle School Group School Social Work Individual Case Paper V. EVALUATED ASSIGNMENTS Course assignments are designed to give the students broad exposure to and understanding of the specialized field of school social work, and to provide opportunities for active participation in their education. The following assignments due and weighted as indicated are required for the successful completion of the course: 1. Field Trips (3 Field Trips Total -DUE 11/27/12) 10% Use Brief Field Trip Summary Sheet ( each one should be approximately 1 hour) SST, RTI or IEP Meeting SARB Meeting Visit your local County Health & Human Services Agency- Area where families are applying for Financial Assistance/Food Stamps
9 2. Midterm- DUE October 16 15% Test will be 15 Multiple Choice Questions and 1 Essay 3. School Social Work Unit -Group Presentation DUE see dates below 25% Group presentation to present techniques and evidence based practices in working with a targeted presenting problem and specific age (grade) group. Presentation will include developmental stages, tasks and challenges of this population. (Specific guidelines to follow) Presentations in class will be on November 13 th (High School) & November 27 th (Elementary Schools) & December 4 th (Middle School). 4. School Social Work - Individual Case DUE December 4th 40% Students will write a paper to demonstrate application of ecological school social work model on an individual case from school based caseload. (Guidelines to Follow) APA format, 8 10 typed pages (double-spaced), must include 5 citations from textbook Include additional appropriate references to no fewer than three researched articles/books Spelling, grammar, and organization/clarity will be considered in addition to the required components described in the Guidelines. 5. Class Participation 10% Attendance, punctuality, discussion, experiential exercises (If you have more than two unexcused absences, the most you can get in this section will be 5%, with each unexcused absence the percentage will go down.) VI. GRADING Grades will be given in accord with policies set forth in the Graduate Bulletin, applying the following scale: % of possible points = A 90-94% = A % = B % = B 80-82% = B % = C % = C 70-72% = C % = D % = D 60-62% = D- 59% and below = F Individual assignments will be graded in accord with the following guidelines adapted from the grading policies of the University of Southern California School of Social Work and Fordham University: 1. Grades of A or A- are given for student work that not only demonstrates an excellent mastery of content, but also shows that the student has (a) undertaken complex tasks, (b) applied critical thinking skills to the assignment, and/or (c) demonstrated creativity in her or his approach to the assignment. The degree to which the student demonstrates these skills determines whether he/she receives an A or an A-. 2. A grade of B+ is given to work that is judged to be very good. This grade denotes that a student has demonstrated a more than competent understanding of the material being tested in the assignment. 3. A grade of B is given to student work that meets the basic requirements of the assignment. It denotes that the student has done adequate work on the assignment and meets the basic expectations of the course.
10 4. A grade of B- denotes that a student's performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations. 5. A grade of C reflects a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement. 6. Grades between C- and F denote a failure to meet minimum standards reflecting serious deficiencies in a student's performance on the assignment. VII. TEXTS A. Required 1. Constable, R., Massat, C. R., McDonald, S., & Flynn, J. P. (2009). School Social Work: Practice, Policy, and Research (Seventh Edition). Chicago: Lyceum Books. B. Internet Reference Material 1. Child Abuse Prevention Handbook. Crime and Violence Prevention Center, California Attorney General s Office. 2. Child Abuse: Educator s Responsibilities. Crime and Violence Prevention Center, California Attorney General s Office. Available at: Research on Effectiveness of School Counseling. California Department of Education. Available at: 3. Raising Cain: Exploring the Inner Lives of America s Boys. (2006). Powderhouse Productions: PBS Home Video VIII. Recommended Reading Allen-Meares, P., Washington, Robert O., & Welsh, Betty L. (2006) Social Work Services in Schools. (6 th ed.) Boston: Allyn & Bacon. Clark, J. & Alvarez, M. (2010). Response to Intervention: A guide for school social workers. New York: Oxford. Coloroso, B. (2003). The Bully, the Bullied, and the Bystander. Harper Resource. Ehrenreich, B. (2001) Nickel and Dimed: How (Not) to Get By in America. New York: Henry Holt. Eichler, M. (2007). Consensus Organizing: Building communities of mutual self-interest. Thousand Oaks, CA: Sage Publications. Erickson, E. H. (1968). Identity: Youth & Crisis. New York: W.W. Norton & Company, Inc. Freedman, J. (2002). Wall of Fame. San Diego: AVID Academic Press. Gurian, M. (1996). The Wonder of Boys. New York: Penguin Putnam Inc. Heath, M. A., & Sheen, D. (2005). School-based crisis intervention. Preparing all personnel to assist. New York: The Guilford Press.
11 Howard, G. (2006). We Can t Teach What We Don t Know. White Teachers and Multiracial Schools. Teachers College Press. Katz, M. (1997). On Playing a Poor Hand Well. New York: W.W. Norton & Co. Kozol, J. (1991). Savage Inequalities. New York: Crown Publishers, Inc. Kelly, M., Raines, J., Stone, S., & Frey, A. (2010). School Social Work: An evidence-informed framework for practice (Evidence-Based Practices). New York: Oxford. Landreth, G.L., (2012). Play Therapy: The Art of Relationship (Third Edition). New York, NY: Routledge Lum, D. (2010). Culturally Competent Practice: A framework for understanding. Belmont, CA: Brooks/Cole, Cengage Learning. Lynch, E., & Hanson, M. (1998). Developing Cross-Cultural Competence. Baltimore: Brookes. Mather, J. H., & Lager, Patricia B. (2006) Child Welfare: Policies and Best Practices. Ca: Brooks/Cole. McConaughy, S. H. (2005). Clinical interviews for children and adolescents. Assessment to intervention. New York: The Guilford Press. McKenzie, F. R. (2008). Theory and Practice with Adolescents: An Applied Approach. Chicago: Lyceum. Oaklander, V. (1988). Windows to Our Children. New York: Gestalt Journal Press. Payne, R. (2005). A Framework for Understanding Poverty, Aha! Process. Peltzer, D. (1997). The Lost Boy: A Foster Child - Search for the Love of a Family. Florida: Health Communications, Inc. Pipher, M. (1994). Reviving Ophelia: Saving the Selves of Adolescent Girls. Ballantine Books: New York Sprague, J. R. & Golly, A. (2004). Best Behavior: Building Positive Behavior Support in Schools. Sopris West Educational Services. Sprague, J. R., & Walker, H. M. (2005). Safe and healthy schools: Practical Prevention Strategies. New York, New York : Guilford Press. School Social Work Journal. (September, 2010). Vol. 35. No. 1 Tatum, B. (2003). Why Are All the Black Kids Sitting Together in the Cafeteria? New York: Basic Books. Thompson,C. & Rudolph, L. (2000). Counseling Children. Stamford: Brooks-Cole. Tourse, R. & Mooney, J. F. (1999). Collaborative Practice: School and Human Service Partnerships. Connecticut: Praeger. Wagner, T. (2008). The Global Achievement Gap. New York: Basic Books. Wallerstein, J. S., & Blakeslee, S. (2003) What about the Kids? Raising Your Children Before, During, and After Divorce. New York: Hyperion.
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Board Policy SANGER UNIFIED SCHOOL DISTRICT BP 6164.2 (a) Instruction GUIDANCE/COUNSELING SERVICES The Governing Board recognizes that a comprehensive counseling program promotes academic achievement and
MASTERING THE ROLE OF A SCHOOL PSYCHOLOGIST AND BEYOND: PRACTICING THE TEN DOMAINS OF SCHOOL PSYCHOLOGY IN A LARGE DIVERSE URBAN SCHOOL DISTRICT WHILE WORKING WITH LOCAL, STATE, AND NATIONAL ORGANIZATIONS
L. Rae Page 1 The Ohio State University Addiction Counseling 3 credit hours Lexie Rae, PC/CR 418 PAES Building (513) 543-9207 Email: firstname.lastname@example.org or email@example.com Office hours: by appointment
North Dakota Department of Public Instruction Youth Mental Health Training 2015 Senate Bill (SB) 2048, introduced and passed during the 2015 North Dakota legislative session, creates a school-wide response
Elina Saeki, PhD, NCSP University of Houston - Victoria School of Arts and Sciences 3007 North Ben Wilson Victoria, Texas 77901 firstname.lastname@example.org ph: (361) 570-4292 fax: (361) 580-5507 Education Ph.D. University
PHILADELPHIA DEPARTMENT OF BEHAVIORAL HEALTH AND INTELLECTUAL disability SERVICES Program Description Guidelines I. Introduction A. Name of the Program Please give the name of the program you plan to operate.
I. Policy and Governance Advocacy Description These efforts include advocating for legislative or policy changes in government and institutions, with a goal of convincing as many systems as possible that
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are
CTC-School Psychology and National Association of School Psychologists (NASP) Standards Crosswalk Professional Services Division April 2014 Overview of this Report This agenda item reports on an alignment
Gainful Employment Information The Field of Counseling Job Outlook Veterans Administration one of the most honorable places to practice counseling is with the VA. Over recent years, the Veteran s Administration
Page 1 of 8 JOB TITLE: ELEMENTARY GUIDANCE COUNSELOR REPORTS TO: The Principal and Supervisor of Counseling Services SUPERVISES: Students NATURE AND SCOPE OF JOB: Assumes professional responsibility for