STEPHEN F. AUSTIN STATE UNIVERSITY SCHOOL OF SOCIAL WORK BSW PROGRAM

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1 STEPHEN F. AUSTIN STATE UNIVERSITY SCHOOL OF SOCIAL WORK BSW PROGRAM Class Meeting Time and Location Tuesday/Thursday: 11:00 12:15p.m. Social Work Building Rm. 202 SWK Generalist Practice I Spring 2014 K. Rich-Rice, PhD., LMSW SWK Office Hours: Tuesday 12:30pm 1:30pm 3:00pm 4:00pm Wednesday 9:00am 4:00pm Thursday 12:30pm 1:30pm and by appointment. Prerequisite: SWK 325, SWK 333, SOC 378 Corequisite: SWK 315, SOC 379 I. COURSE DESCRIPTION COURSE SYLLABUS The primary purpose of this course is to teach students the General Method utilizing a problem-solving process. In this course, students learn to integrate and to apply the social work knowledge, values and skills learned in SWK 215 and other prior course work to generalist practice. Generalist Practice I, primarily focuses on developing professional helping skills for use with individuals, families and groups. The General Method is emphasized as it relates to smaller systems and students prepare for ethical social work practice. The course begins with the stages of engagement and data collection including establishing rapport with clients; focusing on the problem, feelings and goals, the impact of human diversity issues in opening up boundaries between the client and worker; and the gathering and recording of data. Secondly, it addresses assessment issues, the development of assessment statements, prioritization of problems, goalsetting and contracting, and the use of the holistic foundation in the assessment process. Also, the course teaches intervention and addresses the four major intervention methods used by the generalist, including direct intervention, information and referral, case management and teamwork, and indirect intervention. Finally students will learn evaluation and termination skills through goal analysis, contract reviews and reformulation, the process of ongoing evaluation, termination planning, and the overall use of the General Method to further social development. Throughout the course the students will be expected to apply the theoretical concepts and to practice with individuals, families and groups. Students will examine issues of human diversity (including 1

2 gender, sexual orientation, race, ethnicity, culture, class, physical and mental ability, age, and national origin), the promotion of social and economic justice, and how the needs of populations-at-risk are addressed in generalist social work practice. Case examples will be employed to assist students with the application of theory to practice. REQUIRED TEXTS: Timberlake, E., Farber, M., & Sabatino, C. (2008). Generalist social work practice: a strengths-based problem solving approach. (5th. Ed.) Boston, Massachusetts: Allyn and Bacon. Zastrow, C. H. (2013). The practice of social work: A comprehensive worktext. (10th ed.). Belmont, CA: Brooks/Cole, Cengage Learning. II. PROGRAM LEARNING OUTCOMES 1. Identify as a professional social worker and conduct oneself accordingly. (EPAS 2.1.1) 2. Apply social work ethical principles to guide professional practice. (EPAS 2.1.2) 3. Apply critical thinking to inform and communicate professional judgments. (EPAS 2.1.3) 4. Engage diversity and difference in practice. (EPAS 2.1.4) 5. Advance human rights and social and economic justice. (EPAS 2.1.5) 6. Engage in research informed practice and practice-informed research. (EPAS 2.1.6) 7. Apply knowledge of human behavior and the social environment. (EPAS 2.1.7) 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. (EPAS 2.1.8) 9. Respond to context that shape practice. (EPAS 2.1.9) 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. (EPAS ) III. CURRICULUM DESCRIPTION The BSW program at SFA features the application of knowledge and skills of generalist social work practice with systems of all sizes. Generalist practice is a practice perspective that serves client systems utilizing ecological systems approach focusing on persons, families, groups, organizations and communities. A narrow cadre of theories does not confine it: rather it is versatile enough to allow problems and d situations, as well as, strengths, capacities, and resources, to determine the practice approach. Generalist practice employs a problem solving framework and a broad knowledge, value, and skill base which demand ethical practice and on-going self-assessment. Briefly generalist social work practice: Is multi-level to include individuals, families, groups, organizations, and communities. Is multi-theory, allowing for the free selection of theories as appropriate. Utilizes a problem identification and solving focus that follows a problem-solving framework. Utilizes multiple interventions at multiple levels, as appropriate. Addresses the complexity of individual, family, group, organizations, and community system interactions. Requires an integration of awareness, competence, and professional response to issues of values, ethics, diversity, culture, social justice, and populations-at-risk. 2

3 IV. COURSE OBJECTIVES (Student Learning Outcomes: SLO) Upon successful completion of this course students will be able to: 1. Demonstrate professional demeanor in behavior, appearance, and communication in a social service agency (PB: EP 2.1.1). 2. Practice personal reflection and self-correction to assure continual professional development (PB: EP 2.1.1). 3. Recognize and communicate their understanding of the importance of difference in shaping life experiences (PB: EP 2.1.4). 4. Demonstrate the ability to use the National Association of Social Workers Code of Ethics in making ethical decisions in practice with individuals, families, groups, communities and organizations (PB: EP 2.1.2). 5. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups (PB: EP 2.1.4). 6. Demonstrate the ability to distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom (PB: EP 2.1.3) 7. Demonstrate the ability to use supervision and consultation to strengthen knowledge of generalist practice (PB: EP 2.1.1). 8. Recognize and manage personal values in a way that allows professional values to guide practice (PB: EP 2.1.2). 9. Begin to understand the forms and mechanisms of oppression and discrimination when working with individuals, families, groups, organizations, and communities (PB: EP ). 10. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services (PB: EP 2.1.9). 11. Demonstrate the ability to attend to professional roles and boundaries in an agency setting (PB: EP 2.1.1). 12. The student analyzes models of assessment, prevention, intervention, and evaluation. (PB: EP 2.1.3). 13. The student demonstrates effective oral and written communication in working with, and colleagues. (PB: EP 2.1.3). 14. The student recognizes the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. (PB: EP 2.1.4). 15. The student gains sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. (PB: EP 2.1.4). 16. The student recognizes and communicates their understanding of the importance of difference in shaping life experiences. (PB: EP 2.1.4). 17. The students view themselves as learners and engage those with whom they work as informants. (PB: EP 2.1.4). 18. The student understands the forms and mechanisms of oppression and discrimination. (PB: EP 2.1.5). 19. The student advocates for human rights and social and economic justice. (PB: EP 2.1.5). 3

4 20. The student engages in practices that advance social and economic justice. (PB: EP 2.1.5). 21. The student uses practice experience to inform scientific inquiry. (PB: EP 2.1.6). 22. The student uses research evidence to inform practice. (PB: EP 2.1.6). 23. The student utilizes conceptual frameworks to guide the processes of assessment, intervention, and evaluation. (PB: EP 2.1.7). 24. The student critiques and applies knowledge to understand person and environment. (PB: EP 2.1.7). 25. The student analyzes, formulates, and advocates for policies that advance social well-being. (PB: EP 2.1.8). 26. The student collaborates with colleagues and clients for effective policy action. (PB: EP: 2.1.8). 27. The student continuously discovers, appraises, and attends to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. (PB: EP 2.1.9). 28. The student provides leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. (PB: EP 2.1.9). 29. The student substantively and affectively prepares for action with individuals, families, groups, organizations, and communities. (PB: EP (a) (1). 30. The student uses empathy and other interpersonal skills. (PB: EP (a) (2). 31. The student develops a mutually agreed-on focus of work and desired outcomes. (PB: EP (a) (3). 32. The student collects, organizes, and interprets client data. (PB: EP (b) (1). 33. The student assesses client strengths and limitations. (PB: EP (b) (2). 34. The student develops mutually agreed-on intervention goals and objectives. (PB: EP (b) (3). 35. The student selects appropriate intervention strategies. (PB: EP (b) (4). 36. The student initiates actions to achieve organizational goals. (PB: EP (c) (1). 37. The student implements prevention that enhances client capacities. (PB: EP.1.10(c) (2). 38. The student helps clients resolve problems. (PB: EP (c) (3). 39. The student negotiates, mediates, and advocates for clients. (PB: EP (c) (4). 40. The student facilitates transitions and endings. (PB: EP (c) (5). 41. The student critically analyzes, monitors, and evaluates interventions. (PB: EP.1.10 (d) (1). V. INSTRUCTIONAL METHODS This class requires extensive student participation and discussion. While some of the material is presented in a traditional lecture format; the primary emphasis of the course is on experiential and interactive learning. You will be required to attend a CPS court hearing and volunteer for the Foster Parent Conference (spring only). Simulated case situations, video tapes, group exercises and roleplaying are examples of instructional techniques used to facilitate student learning in this course. These are focused on building professional helping skills. There will be considerable class discussion of the application of the principles, theories, ethics, and values to case situations. Students will be expected to not only know the material presented, but to be able to apply it in simulated cases. Class attendance is very important and students must assume responsibility for their own learning. You are responsible for all the content in the text books and readings, although, not all content will undergo complete expostulation. Please be prompt and regular in 4

5 your attendance. If you are more than 15 minutes late you may not make-up any assignments, activities or quizzes or sign-in. You may not complete the midterm or final, unless prior arrangements have been made. You are responsible for your academic status at all times and may request to discuss the matter with the professor during office hours. Only excused absences from tests and quizzes will be accepted, including late assignments (per university policy). There is a penalty for late assignments (see VIII, E). Assignments are due during the class period and no later. You may not an assignment unless prior arrangements were made. No laptops (only for note-taking) or cell phones are allowed to be in use during class time. They will be picked-up and returned to you at the end of class, if you use them while class is in session. VI. COMPUTER REQUIREMENTS (per SFA Office of Instructional Technology) This course will utilize Desire 2 Learn to support the delivery of course content (for help with Blackboard go to You will need basic skills regarding the use of a word processor and web browser. You must have access to a computer that meets the university s minimum computer system requirements (for specific details go to Computers are available to you through a number of labs across campus (see or the instructor for details). VII. COURSE SCHEDULE Week 1 Week 2 01/14 01/16 01/21 01/23 Introduction Overview/APA/D2L Review of Syllabus/BSW curriculum EPAS 10 Competencies/Practice Behaviors Code of Ethics Readings: BSW Student Handbook(2011); NASW (2008) and International Federation of Social Workers Code of Ethics (2004) Overview of Generalist Social Work Practice History of Social Work Definitions of Social Work and Generalist Practice Goals of Social Work Practice Levels of Client Systems The General Method Readings: Chapter 1 Zastrow (2013) Social Work Values Value Dilemmas Client s Right to Self-Determination Confidentiality Other Values Readings: Chapter 2 Zastrow (2013) Human Diversity Multiculturalism Social Pluralism Socio-Demographic Variability Readings: Chapter 2 Timberlake et. al. (2008); Robinson et. al. (2002) 5

6 01/28 Social Work Practice with Diverse Groups Problems and Barriers Culturally Competent Practice Constructs that Adversely Impact Populations At Risk Macro Strategies to Promote Social and Economic Justice Readings: Chapter 12 Zastrow (2013); Robinson et. al. (2002) Week 3 Steps of the Strengths-Based Generalist Practice Method Readings: Pg. 79, Timberlake, Pg , Zastrow (2013) Week 4 01/30 02/04 02/06 Strengths- Based Problem Solving Interviews The General Method The Empowerment Perspective The Strengths- Perspective The Risk and Resilience Perspective The General Method Interview Readings: Chapter 4 Timberlake et. al. (2008); Hugh (2003); Brun., and Rapp (2001) Assessment Portfolio 1 Engagement Establishing Professional Relational Boundaries Identifying Problems, Needs, and Strengths Recognizing Feelings and Reactions Increasing Client System Investment Readings: Chapter 5 Timberlake et. al. (2008) Engagement (cont d) Determining Goals Making Initial Plans Monitoring the Engagement Phase Working with Different Systems Readings: Chapter 5 Timberlake et. al. (2008) 02/11 EXAM I Week 5 02/13 Data Collection Gathering Data Informed Consent and Assent Basic Categories for Data Collection Maintaining Confidentiality Fact versus Assumption Recording Data Monitoring the Data Collection Process Readings: Chapter 6 Timberlake et. al. (2008) 6

7 Week 6 Week 7 02/18 02/20 02/25 02/27 Social Work with Individuals: Interviewing Types of Social Work Interviews Place of the Interview Opening and Closing an Interview Questioning Note Taking Tape Recording and Videotaping Readings: Chapter4 Zastrow (2013) Assessment Portfolio 2 Assessment Components of An Assessment The Strengths Perspective Sources of Information Knowledge Used in Making Assessments Environmental Systems Emphasis Attending to Biopsychosocial and Cultural Components Assessing Problem Systems Readings: Chapter 3 Zastrow (2013), Corcoran(2004) Assignment A Due Contract Planning Assessment Process Monitoring the Assessment and Contract Planning Process Working with Different Client Systems Human Diversity in Assessment and Contract Planning Readings: Chapter 7 Timberlake et. al. (2008); Exhibit 5.4-Guidelines for Formulating a Contract (Zastrow 2013) Planning and Implementing Change-Oriented Strategies Goal Attainment Strategies Models and Techniques of Practice Procedures of the Task-Centered Model Crisis Intervention Cognitive Restructuring Solution-Focused Brief Treatment Readings: Chapter 13 Hepworth et. al. (2010); Murdach (2009) 03/04 EXAM II Week 8 03/06 Social Work with Individuals: Counseling Counseling from the Worker s Perspective Counseling from the Client s Perspective Client s Reactions to Having a Personal Problem Readings: Chapter 5 Zastrow (2013), Proctor (2004) 7

8 Week 9 03/11 03/13 SPRING BREAK Week 10 03/18 03/20 Social Work With Families Diversity of Family Forms Societal Functions of Families Family Problems and the Nature of Social Work Family Assessment Family Counseling Family Work in the 21 st Century Readings: Chapter 8 Zastrow (2013) Assessment Portfolio 3 Intervention in Micro and Mezzo Generalist Practice Counseling With Individual and Family Client Systems Information and Referral Crisis Intervention Case Management and Teamwork Designs for Micro and Mezzo Interventions Monitoring Intervention Working with Different Client Systems Readings: Chapter 8 Timberlake (2008), Corcoran(2004) 03/25 EXAM III Week 11 03/27 Intervention In Macro Generalist Practice Macro Practice Knowledge and Skills Advocacy, Social Planning and Community Development Designs for Macro Intervention Readings: Chapter 9 Timberlake et. al (2008); Moffit and Stevens, (2000) Bordelon (2003) Week 12 04/01 04/03 Assignment B Due Review for Videotaped Interviews Review for Videotaped Interviews Week 13 04/08 04/10 VIDEOTAPED INTERVIEWS (Mandatory Attendance) 8

9 Week 14 04/15 04/17 Evaluation Goal Analysis Contract Review/Contract Reformulation Evaluation Questions Ongoing Evaluation Working with Different Client Systems Using Social Work Foundation Knowledge in Evaluation Human Diversity in Evaluation Readings: Chapter 3 & 10 Timberlake et. al. (2008); Altshuler & Schautz (2006) EASTER HOLIDAY Week 15 Week 16 04/22 04/24 04/29 05/01 Evaluating Social Work Practice Single System Evaluation Approach/Single System Designs Evaluating Programs Evaluation in Managed Care Ethics of Evaluation Information Technology in Social Work Practice Readings: Chapter 11 Zastrow (2013); Altshuler & Schautz (2006) Assessment Portfolio 4 Termination Tasks in the Termination Process Working with Different Systems Developing Sensitivity and Skills Using Social Work Foundation Knowledge in Termination Human Diversity in Termination Readings: Chapter 11 Timberlake et. al. (2008); Baer (2001) Spirituality and Religion in Social Work Practice Rationale for the use of Spirituality and Religion in Social Work Practice Spiritual and Religious Assessments and Interventions with Clients Social Work and Religion in Limited Partnership Readings: Chapter 13 Zastrow (2013), (2008); Baer (2001) Surviving and Enjoying Social Work Student s Common Concerns/Safety Guidelines for Social Workers Burnout, Stress, and Stress Management Enjoying Social Work and Your Life Readings: Chapter 14 Zastrow (2013), (2008); Baer (2001) Course Summary and Evaluations Review for Final Exam Week 17 FINAL EXAM 9

10 VIII. COURSE REQUIREMENTS: A. Class Attendance and Participation: It is essential for students to read assigned material before coming to class, to attend class regularly, and to participate in class discussion. Students are responsible for all material covered in class and assigned in the syllabus, whether or not they have attended class. Students are responsible for maintaining their status in the class (i.e. files, attendance, scores, etc). Cell Phones/Electronic Devices: Such devices are disruptive to the classroom environment and students are expected to refrain from using them during class. All such devices are to be placed on silent mode or turned off during class. Repeated interruptions may result in a deduction of points from the final average. No such devices are to be within view during exams. B. Readings: Each week contains required readings from the text. They can also be found in the journals referenced. You can copy the articles for home study, exam preparation or research. You will be responsible for all readings at test time whether or not they have been reviewed in class. Other readings may also be utilized to facilitate coverage of the many issues to be discussed in this course. C. Exams: Four (4) exams will be given during the semester. All material provided on the topics, including all assigned readings, discussions, lectures, discussion questions/responses guest presentations are subject to examination. The exams will consist of a combination of multiple choice, true/false, and essay questions. Application exams are also integrated within the evaluation process. The student is expected to take all exams at the scheduled time. Permission to miss any exam will be based on the policy for excused absences as stated in the SFASU General Bulletin (www.sfasu.edu/bulletin). Missing an exam without either prior permission or an excused absence will result in a grade of "0" on that exam. The instructor will schedule make-up exams. D. Quizzes: Quizzes will be given over the course of the semester. The quizzes will either test for general comprehension of the course material (assigned readings and/or previous lecture topics), be based on active participation in a classroom activity, or attendance. The quizzes will be unannounced and may occur at any time during the class period. Missing a quiz due to an unexcused absence will result in a grade of 0 on that quiz. Make-up quizzes will be given for an excused absence as defined by the SFASU General Bulletin and will be scheduled by the instructor. E. Assignments: The student is responsible for completing assignments in accordance with the specific guidelines identified in the assignment description (in the syllabus). A description and outline of assignments is provided. All assignments are to be in APA format per the Publication Manual of the American Psychological Association (6 th ed.). Failure to meet these guidelines will result in loss of points. Late assignments will result in 10% of the total possible points being deducted from the total points earned for each day the assignment is late, with 10% deducted immediately following the class period during which the assignment is due. The only exception is an excused absence as defined by the SFASU General Bulletin. 10

11 GRADING: GRADING SCALE: Exam 1 = 50 A Exam 2 = 50 B Exam 3 = 50 C Final Exam = 100 D Assessment Portfolio = 100 F 377 below Quizzes/Skill Enhancement Class Activities = 40 Assignment A = 80 Assignment B = 80 Videotaped Interview = 70 Class Participation and Attendance = 10 Total Points: = 630 Academic Integrity (SFASU Policy A-9.1) Honesty and representing one s knowledge and abilities appropriately are important ethical principles of the social work profession. All violations of the Academic Integrity Policy will be addressed in accordance with SFASU Policy A-9.1 (SFASU Policy A-9.1 can be found at the web address below). All incidents will result in a grade of 0. Given the limited number of graded assignments in this course, a 0 could have serious consequences for the student s academic standing. Academic integrity is a responsibility of all university faculty and students. Faculty members promote academic integrity in multiple ways including instruction on the components of academic honesty, as well as abiding by university policy on penalties for cheating and plagiarism. Definition of Academic Dishonesty Academic dishonesty includes both cheating and plagiarism. Cheating includes but is not limited to (1) using or attempting to use unauthorized materials to aid in achieving a better grade on a component of a class; (2) the falsification or invention of any information, including citations, on an assigned exercise; and/or (3) helping or attempting to help another in an act of cheating or plagiarism. Plagiarism is presenting the words or ideas of another person as if they were your own. Examples of plagiarism are (1) submitting an assignment as if it were one's own work when, in fact, it is at least partly the work of another; (2) submitting a work that has been purchased or otherwise obtained from an Internet source or another source; and (3) incorporating the words or ideas of an author into one's paper without giving the author due credit. Please read the complete policy at Withheld Grades Semester Grades Policy (A-54) Ordinarily, at the discretion of the instructor of record and with the approval of the academic chair/director, a grade of WH will be assigned only if the student cannot complete the course work because of unavoidable circumstances. Students must complete the work within one calendar year from the end of the semester in which they receive a WH, or the grade automatically becomes an F. If students register for the same course in future terms the WH will automatically become an F and will be counted as a repeated course for the purpose of computing the grade point average. 11

12 Acceptable Student Behavior Classroom behavior should not interfere with the instructor s ability to conduct the class or the ability of other students to learn from the instructional program (see the Student Conduct Code, policy D- 34.1). Unacceptable or disruptive behavior will not be tolerated. Students who disrupt the learning environment may be asked to leave class and may be subject to judicial, academic or other penalties. This prohibition applies to all instructional forums, including electronic, classroom, labs, discussion groups, field trips, etc. The instructor shall have full discretion over what behavior is appropriate/inappropriate in the classroom. Students who do not attend class regularly or who perform poorly on class projects/exams may be referred to the Early Alert Program. This program provides students with recommendations for resources or other assistance that is available to help SFA students succeed. IX. STUDENTS WITH SPECIAL LEARNING NEEDS AND DISABILITIES To obtain disability related accommodations, alternate formats and/or auxiliary aids, students with disabilities must contact the Office of Disability Services (ODS), Human Services Building, and Room 325, / (TDD) as early as possible in the semester. Once verified, ODS will notify the course instructor and outline the accommodation and/or auxiliary aids to be provided. Failure to request services in a timely manner may delay your accommodations. For additional information, go to 12

13 STEPHEN F. AUSTIN STATE UNIVERSITY SCHOOL OF SOCIAL WORK SWK 350 GENERALIST PRACTICE I Assignment A: Social Assessment (Using data collected in class from the case presented, prepare a social assessment using the following format. The data you use should indicate where the information was retrieved). (80 pts.) I. Client Information (5 pts.) Name Age/D.O.B. Ethnicity Gender Address/Telephone Number Source of Referral II. III. Reason for Referral (5 pts.) Provide an explanation of the problem presented to you by the referral source, and the services requested from your agency. Assessment of the Client System (20 pts.) Description of information of the presenting problem related to the following areas of the client s current condition: 1. Biological (physical, health, etc.) 2. Psychological (intellectual, emotional, interpersonal, etc.) 3. Sociological (education, income, etc.) Description of gender, racial, ethnic, religious, cultural and/or sexual orientation factors and their relationships to the presenting problem. Description of family system and the relationship of this system to the presenting problem (e.g., parents, siblings, partners, etc.). Description of the client system's environmental context and its relationship to the presenting problem (e.g., housing, physical resources). IV. Problem-Solving Abilities (10 pts.) Analyze the client system in terms of the capacity to cope with the presenting problem(s). Identify both strengths and weaknesses. Assess the extent to which the problem-solving capacity is impacted by the client s level of skill, impairment of ability, or external barriers. V. Client System (10 pts.) Identify the potential targets for change. Multi-problem client systems may require the 13

14 development of multiple targets for change. Clearly identify the changes that need to be made in the client system, the family system, the environmental system, and in the transactions between systems. VI. VII. Agency System (10 pts.) Identify the appropriate resources available to address the targets of change. Include the resources and services available in the agency, as well as, through community resources. Specify if appropriate resources are available or, if not, how they might be developed. Problem-Solving Analysis (10 pts.) Briefly analyze the prognosis for change. Given the identified problems, characteristics of the client system, the target system, and the action system, to what extent is resolution of the problem(s) likely to occur? VIII. Recommendations (10 pts.) Identify specific needs and recommendations based on information in the assessment. IX. Typewritten Electronic Signature (Must be included). Students will submit assignments in the Drop Box folder in Desire 2 Learn no later than 11:00 am on the due date for the assignment. The assignment will be considered late until it has been submitted to the Drop Box in D2L. See the D2L website: for student tutorials on using D2L Please refer to the course schedule for the due date. 14

15 STEPHEN F. AUSTIN STATE UNIVERSITY SCHOOL OF SOCIAL WORK SWK 350 GENERALIST PRACTICE I Assignment B: Intervention Paper (80 pts.) In this assignment, students are to briefly describe and apply an intervention (case management & team work, tasks groups, psychosocial intervention groups, beginning counseling with family and individual (not therapeutic requiring advanced intervention) information and referral, crisis management/intervention). Students are to write a paper of 8-10 pages in length (typed, doublespaced). At least four sources, excluding the class text and readings, are to be used. The sources used are to be cited using APA format. Your references must be from professional social work journals and not websites. All work is to be original and any material copied from sources is to be placed in quotation marks and acknowledged. Write a summary of each of the sources describing the intervention method, its applicability to the case (from the previous social assessment) and its appropriate citation. This paper must include the following: 1. Write a brief summary of the four articles addressing the intervention you identified in your assessment. (3/4 to 1 page for each.) (30 pts.). 2. From the five categories of entry-level generalist intervention, discuss the intervention method most suitable to the case utilized in the social assessment. Explain your reasons for choosing this particular intervention method. You can use multiple intervention categories. (30 pts.). 3. Describe how the issues of human diversity (i.e. race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, nation origin, etc.), affect social and economic justice as it relates to the social assessment. (10 pts.). 4. APA formatting and physical presentation of paper (i.e. grammar, sentence and paragraph structure). (10 pts.). Students will submit assignments in the Drop Box folder in Desire 2 Learn no later than 11:00am on the due date for the assignment. The assignment will be considered late until it has been submitted to the Drop Box in D2L. See the D2L website: for student tutorials on using D2L Please refer to the course schedule for the due date. 15

16 BIBLIOGRAPHY Allen-Meares, P. & Lane, B. (1990). Social work practice: integrating qualitative and quantitative data collection techniques. Social Work, 35, Allen-Meares, P., Radin, D. & Radin, N. (2000). Our professional values and the changing environment. Journal of Social Work Education, 36 (2), Alter, Catherine & Egan, Marcia (1997). Logic modeling: A tool for teaching critical thinking in social work practice. Journal of Social Work Education, 33 (1), Alter, C. & Adkins, C. (2001). Improving the writing skills of social work students. Journal of Social Work Education, 37 (3), Altshuler, S. J. & Schmautz, T. (2006). No Hispanic student left behind: The consequences of High Stakes testing. Children & Schools, 28(1), Asher, R. M. B. (2001). Spirituality and Religion in Social Work Practice. Social Work Today Journal, 1 (7), Atwood, Nancy C. (2001). Gender bias in families and its clinical implications for women. Journal of the National Association of Social Workers, 46 (1), Beckerman, N.L., Heft-Laporte, H., & Cicchetti, A., (2008). Intentional seroconversion in the gay community: The role in assessment and intervention. Social Work and Health Care. 47(4) Baer, J. (2001). Evaluating practice: Assessment of the therapeutic process. Journal of Social Work Education, 37(1), Brown, L. & Lewis, J. (1979). A methodology for problem-system identification. Social Casework 60, Browne, M., Freeman, K., & Williamson, C. (September 2000). The importance of critical thinking for student use of the internet. College Student Journal. Clifford, D., Burke, B., Peery, D. & Knox, C. (2002). Combining key elements in training and research: Developing social work assessment theory and practice in partnership. Social Work Education, 21(1), Congress, E. (2001). Dual relationships in social work education: report on a national survey. Journal of Social Work Education, 37 (2), Corcoran, J. & Nichols-Casebolt, A. (2004). Risk and resilience ecological framework for assessment and goal formulation, Child and Adolescent Social Work Journal, 21(3), Council on Social Work Education (2001). Educational Policy and Accreditation Standards. Alexandria, VA: Council on Social Work Education. Crisp, C. (2006). The gay affirmative practice scale (GAP): A new measure for assessing cultural 16

17 competence with gay and lesbian clients. Social Work, 51(2), Crisp, B. R., Anderson, M. R., Orme, J. & Lister, P. G. (2004). Learning and teaching assessment: reviewing the Evidence. Social Work Education, 23(2), Croxton, T. & Jayartne, S. (1999). The code of ethics and the future. Journal of Social Work Education, 35 (1), 2-6. Csikai, E. & Sales, E. (1998). The emerging social work role on hospital ethics committees: A comparison of social worker and chair perspectives. Social Work, 43 (3), Cournoyer, Barry (2000). The Social Work Skills Workbook (3 rd ed.). Belmont, CA: Wadsworth Publishing Company. Daniels, Jean E. (2001). Africentric social work practice: The new approach for social work practice intervention in the 21 st century. International Social Work, 44 (3) Depoy, E. & Gilson, Stephen F. (2002). Theoretical approaches to disability content in social work education. Journal of Social Work Education, 38 (1), Elks, M. & Kirkhart, K. (1993). Evaluating effectiveness from the practitioner perspective. Social Work, 38, Ernst, J. S. (2001). Culture and child welfare: insights from New Zealand. International Social Work, 44 (2), Fortune, A. E. & Proctor, E. (2001). Research on social work interventions. Social Work Research, 25(2), Gelman, C. R. & Mirabito, D. M. (2005). Practicing what we teach: Using case studies from 9/11 to teach crisis intervention from a generalist perspective. Journal of Social Work Education, 41(3), Ginsberg, Leon (1998). Social Work in Rural Communities (3 rd ed.). Virginia: Council on Social Work Education. Gonchar, N. & Adams, J. R. (2000). Living in cyberspace: Recognizing the importance of the virtual world in social work assessments. Journal of Social Education, 36(3), Grady, M.D. (2009). Sex offenders part I: Theories and models of etiology, assessment, and intervention. Social Work in Mental Health, 7(4), Henry, Sue, East, J., & Schmitz (2002). Social Work with Groups:Mining the Gold. NY: The Haworth Press, Inc. Hepworth, D. H., Rooney, R. H. & Larsen, J. A. (2010). Direct social work practice: Theory and skills (8th ed.). Pacific Grove, CA: Brook/Cole Publishing. 17

18 Heriot, Jessica K. & Polinger, Eileen J. (2002). The Use of Personal Narratives in the Helping Profession: A Teaching Casebook. NY: The Haworth Press, Inc. Hudson, Christopher G. (2000). At the Edge of Chaos: A New Paradigm for Social Work. Journal of Social Work Education, 36 (2), Hugh, M. (2003). Talking about sexual identity with older men. Australian Social Work, 56(3), International Federation of Social Workers (IFSW) (2004) Jones, L. & Hodges, V. (2001). Enhancing psychosocial competence among black women: A psychoeducational group model approach. Social Work with Groups, 24(3/4), LaNey, Carlton, Iris, B., Edwards, Richard L. & Reid, P. Nelson (Eds.) (2001). Preserving and Strengthening Small Towns and Rural Communities. Washington, DC: NASW Press. Lum, D. (1996). Social work practice and people of color, (3rd ed.). Pacific Grove, CA: Brooks/Cole Publishing. Marino, R., Weinman, M., & Soudelier, K. (2001). Social work intervention and failure to thrive in infants and children. Health & Social Work, 26(2), Markward, M. J. & Bride, B. (2001). Oppositional defiant disorder and the need for family-centered practice in schools. Children & Schools, 23(2), Menon, Gouthan M. (2002). Using the internet as a research tool for social work andhuman services. Journal of Technology in Human Services, 19 (2/3). Michal, S. & Boehm, A. (2001). Politically oriented social work intervention. International Social Work, 44(3), Misha, F., Michalski, J. & Cummings, R. (2001). Camps as Social Work Interventions: Returning to our roots. Social Work with Groups, 24(3/4), Moon, S. S. (2002). Social work assessment of separation anxiety disorder: A review of evidence-based approaches. Child and Adolescent Social Work Journal, 19(5), Morris, P. A., Huston, A. C., Duncan, G. J., Crosby, D. A. & Bos, J. M. (2001). How welfare and work policies affect children: A synthesis of research. New York: Manpower Demonstration Research Corporation. Moffit, R. A., & Stevens, D. (2000, November). Changing caseloads: Macro influence and micro composition. Paper presented at the Welfare Reform Four Years Later; Progress & Prospects Conference, New York. Murdach. A. D., (2009), Making Difficult Decisions. Social Work, 54 (4), National Association of Social Workers (revised 2008). Code of ethics. 18

19 Neuman, K. & Friedman, B. (1997). Process recordings: Fine-tuning an old instrument. Journal of Social Work Education, 33, O Brien, P. et al (2000). Social work at the millennium. Families in Society, 81(1), Patchner, Michael A., & Petracchi, Helen E. (2000). Social work students and their learning environment: a comparison of interactive television, face-to-face instruction, and the traditional classroom. Journal of Social Work Education, 30(2), Peebles-Wilkins, W. (2003). Collaborative interventions. Children & Schools, 25(4), Proctor, E. K. (2003). Research to inform the development of social work interventions. Social Work Research, 27(1), National Association of Social Workers, Inc. Proctor, E. K. (2004). The search for social work treatments of choice: what interventions work better than others? Social Work Research, 28(2), Robinson, Kerry H., Irwin, Jude & Ferfolja, Tania (2002). From here to diversity: The social impact on lesbian and gay issues in education in Australia and New Zealand. NY: The Hawthorn Press, Inc. Rubin, A. & Babbie, E. (2001). Research Methods for Social Work (4 th ed.). Pacific Grove, CA: Brooks/Cole Publishing Company. School of Social Work. (2000). BSW student handbook. Stephen F. Austin State University. Nacogdoches, TX: Author. Swain, P. A. (2005). No expert should cavil at any questioning: Reports and assessments for courts and tribunals. Australian Social Work, 58(1), Thompson, M. & Peebles-Wilkins, W. (1992). The impact of formal, informal, and societal support networks on the psychological well-being of black adolescent mother. Social Work, 37, Timberlake, E.M., Farber, M.Z. & Sabatino, C.A. (2002). The general method of social work practice:mcmahon s generalist perspective (4 th ed.). Boston, MA: Allyn & Bacon. Tripodi, Tony (1994). A Primer on Single Subject Design for Clinical Social Workers. Washington, DC: NASW Press. Van Voorhis, R. (1998). Culturally relevant practice: A framework forteaching the psychosocial dynamics of oppression. Journal of Social Work Education, 34,

20 SUGGESTED READINGS Altshuler, S. J. & Schmautz, T. (2006). No Hispanic student left behind: the consequences of High Stakes testing. Children & Schools, 28(1), Baer, J. (2001). Evaluating practice: Assessment of the therapeutic process. Journal of Social Work Education, 37(1), Clifford, D., Burke, B., Peery, D. & Knox, C. (2002). Combining key elements in training and research: Developing social work assessment theory and practice in partnership. Social Work Education, 21(1), Corcoran, J. & Nichols-Casebolt, A. (2004). Risk and resilience ecological framework for assessment and goal formulation, Child and Adolescent Social Work Journal, 21(3), Crisp, C. (2006). The gay affirmative practice scale (GAP): A new measure for assessing cultural competence with gay and lesbian clients. Social Work, 51(2), Crisp, B. R., Anderson, M. R., Orme, J. & Lister, P. G. (2004). Learning and teaching assessment: reviewing the evidence. Social Work Education, 23(2), Fortune, A. E. & Proctor, E. (2001). Research on social work interventions. Social Work Research, 25(2), Gelman, C. R. & Mirabito, D. M. (2005). Practicing what we teach: Using case studies from 9/11 to teach crisis intervention from a generalist perspective. Journal of Social Work Education, 41(3), Gonchar, N. & Adams, J. R. (2000). Living in cyberspace: Recognizing the importance of the virtual world in social work assessments. Journal of Social Education, 36(3), Hugh, M. (2003). Talking about sexual identity with older men. Australian Social Work, 56(3), Jones, L. & Hodges, V. (2001). Enhancing psychosocial competence among black women: A psychoeducational group model approach. Social Work with Groups, 24(3/4), Marino, R., Weinman, M., & Soudelier, K. (2001). Social work intervention and failure to thrive in infants and children. Health & Social Work, 26(2), Markward, M. J. & Bride, B. (2001). Oppositional defiant disorder and the need for family-centered practice in schools. Children & Schools, 23(2), Michal, S. & Boehm, A. (2001). Politically oriented social work intervention.international Social Work, 44(3), Misha, F., Michalski, J. & Cummings, R. (2001). Camps as social work interventions: returning to our roots. Social Work with Groups, 24(3/4), Moon, S. S. (2002). Social work assessment of separation anxiety disorder: A review of evidence-based 20

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