1 Faculty Contact Information Faculty Name Office Phone Office Hours BAYLOR UNIVERSITY SCHOOL OF SOCIAL WORK FALL 2014 SWO 5573 Advanced Practice: Physical and Mental Health Course Description This course prepares students with specialized knowledge and skills for advanced practice within a broad array of health delivery contexts. Knowledge, skills, and the application of social work values prepare the student to assess and intervene at the levels of individual, family, and group with some discussion of organizational, and community practice. The course uses practice theory and methods from cognitive behavioral approaches; short-term and crisis counseling; brief solution focused therapy; therapeutic use of play; transtheoretical model and motivational interviewing; solution focused approaches, task centered case management, and an introduction to EMDR. Values and ethics, strengths perspective, cultural responsivity and the relationship between religious faith and health are infused throughout the course. Course Objective The objectives/competencies and practice behaviors in this course are those for the physical and mental health concentration in the BSSW. Practice behaviors operationalize competencies. These practice behaviors will be evaluated and are the place where the rubber meets the road. Successful completion of the course is based on your demonstration of competency in these practice behaviors. Competency in these behaviors will form the bulk of your evaluation. Assignments are outlined later in the syllabus; practice behaviors are evaluated in these assignments. The objective of this course is to be able to demonstrate the advanced competencies and practice behaviors. (PG stands for MSW Program Goal; A stands for Advanced. The bolded statements are competencies. Each is then operationalized by practice behaviors which are measure in the course.) A1 A1.9 A1.10 A2 Identify as a professional social worker and conduct oneself accordingly. Demonstrate social work role in addressing complex client issues on interdisciplinary teams Collaborate effectively with interdisciplinary team members on a complex case Apply social work ethical principles to guide professional practice. A2.7 Apply a social work practice model to address health care ethical dilemmas Apply critical thinking to inform and communicate professional A3 judgments PG3, PG7, PG8 PG2, PG8, PG9 PG2, PG7
2 A3.9 A3.10 A4 A4.9 A4.10 A5 A5.6 A6 A6.6 A6.7 A7 Identify key elements/features of client health care plans that impact the services clients receive Identify social justice issues in at least two client scenarios and use social work role to address them Engage diversity and difference in practice. Consider impact of diversity and culture in substance abuse/use in client populations in the health care context Identify cultural strengths and resources in clients who represent diversity Advance human rights and social and economic justice. Address health care outcome differentials among diverse groups in the agency identified in class cases Engage in research-informed practice and practice-informed research. Identify ways to systematically evaluate the effectiveness of practice interventions in at least two cases Apply evidence informed interventions to work with client situations including documentation of which interventions were chosen and why Apply knowledge of human behavior and the social environment. Demonstrate effective bio-psycho-social-spiritual assessment connected to A7.6 care/service plans in cases Demonstrate intergenerational/family practice focus including both children A7.7 and older adults Engage in policy practice to advance social and economic well-being and A8 to deliver effective social work services. A8.6 Evaluate the impact of the health care system on clients in cases Respond to contexts that shape practice. A9 PG1, PG5, PG7 PG5, PG7, PG10 PG2, PG7, PG10 PG4, PG7, PG10 PG1, PG5, PG8, PG9 PG4, PG6, PG9 Identify cultural context and its impact in health care delivery and utilization A9.5 in client situations A10 Engage, assess, intervene, and evaluate with individuals, families, groups, PG1, PG7-10 organizations, and communities. Define a major theoretical framework(s) and teach and apply a minimum of A10.7 three skills from that framework in a case presentation Accurately present diagnostic clinical impressions of mental health diagnoses A10.8 in clients Discuss interventions with theoretical practice models and skills supported by A10.9 the literature for particular client problems and solutions A11 Apply an ethical integration of faith and social work practice PG6, PG7 A11.9 Within a particular context of practice, discuss transparent intervention in service delivery, client decision making, and resource availability (ex. AA higher power; congregational counseling A11.10 A11.11 Assess client spirituality and religious affiliation as resource and/or challenge as appropriate Demonstrate appropriate self-awareness of one s own spiritual identity and its impact
3 Numbers in parentheses above indicate program goals (PG) and EPAS Competencies (G for core competencies, A for advanced concentration) to which the course objectives are related; numbers in boldface type highlight the competency that receives the most emphasis. Practice Behaviors that operationalize the EPAS Competencies in this course are measured by faculty assessment of assignments. YOUR COURSE OBJECTIVE: What is your objective for this course? What do you want to take away from the semester? How will you know when and to what degree you will have accomplished it, i.e. how will you measure it? Due: September 9, Policies pertinent to all courses are found in the Course Policy Syllabus Appendix. Welcome to the advanced practice course for the physical and mental health concentration. I am delighted that you have chosen the health concentration as you pursue your advanced practice studies. The professors teaching this course have extensive social work practice experience in health care settings and with clients and their families in a variety of settings. I believe this course will prepare you for work with individuals, families, and groups experiencing physical and mental health care challenges. *In this syllabus, I and me and we refers to the professor(s). You and your refers to the student. Content: The content of this course is carefully coordinated with the schedule and content of SWO 5333, Human Health and Wellness. The plan and intent are to build on content related to theories of human behavior, wellness and health, therapy practice models, and health care systems including health care policy and reimbursement in order to focus in this course on the application of those theories in practice. Consequently, most textbooks in each course are used in both courses. We expect that these will be resources that you will use often in your professional practice after graduation. Course content will include concepts and language important to your work in health care settings. It would be impossible to cover these topics exhaustively in one course or in one year. Instead, this course will provide a framework of knowledge and skills, clear understandings of resources for continued learning, and emphasis on critical thinking that we believe will guide you in your practice with persons of all ages as they experience health challenges across the life span. Format: Most of the course content is delivered on site in traditional format. We will also explore the effectiveness of on-line delivery of a portion of the content including at least one practice model with skill set. Additionally, we will devote the beginning of the course to the background for theoretical frameworks for counseling and therapy including EMDR. Academic Expectations and Policies Canvas Course announcements, handouts, supplemental readings, and grades will be managed through Baylor University s Canvas system. You will need to access Canvas regularly to check for announcements, course updates, and supplemental readings. Canvas instruction courses are available through ITS at If you have questions about Canvas, please let me know or contact Jim Heston at Jim is our Coordinator of Academic
4 Technology. Please be sure to set your Canvas notifications to receive at a minimum s I send through Canvas. Within Canvas, messages can be sent and received. These show up in the Inbox and usually on the Canvas Home page under Recent Activity. Conversation Message. You can use settings to have Canvas send notifications to an alternate , to your cell phone, etc. If you receive an through Canvas, you will need to log out of Canvas and use your account to respond to that . You cannot respond through Canvas. I may also send s outside of the canvas system. I recommend you at least get notifications through Canvas. If you set your settings to not receive notifications through Canvas you WILL MISS important information for the course. Please check your Baylor regularly (daily) to receive messages pertinent to this course. Students may purchase needed software through Baylor s computer store for a nominal fee. Information is available through the bookstore. Let me know if you need more information about this. Additional Attendance Policy 1. A significant part of the learning in social work education is interactive and experiential. Consequently, each student s learning is dependent on his/her own attendance and the attendance of classmates. Class attendance is required. If an unusual situation like a major illness occurs, please contact me at the earliest possible time and determine whether it is possible to arrange appropriate supplemental assignments to make up the work. Absence from classes reduces your learning opportunities and negatively affects the interactive process with other students. I understand that some absences are unavoidable. It is rare for a student to experience more than two or three such absences in a semester. So, if you miss more than four classes, your final overall grade will drop by two points for each absence beyond four. a. There is a final exam scheduled and you should make your end of semester plans accordingly. b. Enrichment evening opportunities do not replace absences. c. This includes our synchronous on-line class sessions. 2. To respect everyone s time, we will begin each class period promptly. Four late arrivals will be counted as one absence. 3. The class may meet at several different practice sites during some class times. See the course outline or Canvas announcements and for specific dates and locations. If you have any difficulty with transportation to the site, please contact me before the trip. You will have to secure transportation to the University but I may be able to help you secure a ride to the trip site. 4. The class will meet on line during some class times. See the course outline for on line sessions and for flipped classroom assignments prior to class. I will you through canvas if there are additional on line sessions. You will need access to a computer and the internet to participate. Your experience will be enhanced if you have headphones with microphone. Additional Grading policy Grades on all assignments are based on: Completeness: Competence: Addresses all parts of the assignment. Demonstrates understanding of concepts (can define/describe in own words) and the ability to apply them (can cite specific examples that illustrate the concept).
5 Presentation/Organization: Produces papers and handouts that have a professional appearance. Uses computer. Follows APA style. Uses correct grammar and spelling. Uses headings and subheadings to identify parts of the assignment and relevance of content in each segment. Communicates clearly and concisely. Papers and handouts should be well organized, and free from spelling, grammar and punctuation errors. In the event you have, more than 6 such errors on a page, I will return the paper to you without grading it. You will have one week to rewrite and resubmit with a seven point deduction for being late. I won t be able to give you an opportunity for rewrite on any assignment or paper due the last week of class. Depth/Quality of Thinking: While your grade in this course will be based on competencies and enrichments accomplished, you will want to think also about the quality of your work and ways to assess that quality. Consider the following: An A assignment indicates the submitted assignment excelled in both the level of thinking and the communication of concepts and meets or exceeds all competencies in the rubric. A B assignment indicates acceptable thinking and writing and minimum competencies but suggests one or both aspects could and should be improved. A grade lower than B indicates either one or both of the areas is not up to graduate level performance and that competencies in the rubric have not been met. At the professor s discretion, assignments that do not indicate graduate level work (below a B ) may be redone one time to bring the grade up to a B and meet minimum competencies with the exception of any work completed and turned in the last week of classes. Due Dates Please submit all assignments electronically. You can submit them through Canvas or them to me. Title your assignments with your last name, the assignment and the date: Smith.Handout.9.5. Assignments are due at the beginning of the class period on the dates specified on the course outline. Requests for extensions must be based on significant extenuating circumstances and must be discussed with me before the assignment is due. Point deductions for late work will be: 5 percentage points for the first day, and one percentage point a day for each day up to six days. Assignments received after seven days will not be accepted for course credit. All assignments and competencies must be in by the last day of class. Incompletes for the course will only be given in rare circumstances beyond the student s control and must be negotiated before the end of the course. It is your responsibility to make up any incomplete work within the agreed time. Incompletes are very rare and should never be taken for granted. Remember that a minimum grade of a B and successful accomplishment of all competencies is required in this course in order to move on to the advanced internship in the Spring semester. A B- is not a B. Students who do not complete the competencies successfully will not be able to progress to the internship in the spring. Academic Integrity The policy on academic integrity and plagiarism is on the course policy section. For this course you have a number of assignments that include background reading. All ideas from others must be cited. Authors deserve credit for their ideas. All quotations must be cited with page numbers. All citations call for full
6 bibliographic information on the reference page. This includes handouts, powerpoints, reference book, cases and all other work for this course. Assignments and Outcome Measures 1. In Class Assignments to Demonstrate Competencies (Total 20%-200 points) a. Advanced case management in medical settings: complete a discharge assessment and plan (25 points) i. In a 15 minute assessment involving end of life, mental illness mitigating physical illness, domestic violence, child protection, or adoption relinquishment, identify the major immediate, intermediate, and long range issues for a hospital patient around discharge ii. Apply national, state, local and organizational policy to the case iii. Identify and respond to any spiritual needs identified in the case iv. Identify and respond to any cultural needs or issues identified in the case v. Following the 15 minute assessment, determine 3 referral or intervention needs and plan for all three vi. Define role and purpose for a family conference session to plan patient care vii. Write a social services discharge note for a medical chart using appropriate medical terminology and abbreviations b. Suicide Assessment and Intervention: Complete suicide assessment and intervention plan for a client receiving services (25 points) i. Generalist assessment ii. Use at least three validity techniques iii. Make appropriate determination re risk iv. Make appropriate intervention plan c. Substance Abuse Assessment and Treatment Plan: Complete substance abuse assessment and intervention plan with rationale (25 points) i. Assess and correctly identify DSM (IVTR or DSM 5) diagnostic category with rationale ii. Identify and incorporate strengths assessment and treatment plan iii. Identify an initial treatment plan, theoretical model with rationale iv. Identify any policy barriers to the plan v. Identify a plan for evaluating the effectiveness of practice d. Mental Health Case Assessments: (50 points) i. Assess and correctly identify DSM diagnostic category in at least 4 cases ii. Identify and incorporate strengths in all four case assessments and treatment plans iii. Identify best practices for the diagnostic category in those four cases and create an initial treatment plan including therapy model and plans to use a minimum of three skills iv. Identify a plan for evaluating the effectiveness of practice in all four cases e. Practice with Cultural Responsiveness (25 points) i. Identify and address diversity, oppression, and justice issues in cases ii. Apply principles of cultural responsiveness to cases in health care iii. Demonstrate skills of ethnographic interviewing iv. Demonstrate skills of spiritual assessment and referral plan
7 v. Demonstrate skill of use of interpreter/translator f. Advanced Group Management (50 points) i. Distinguish the major features of therapy groups vs. support groups ii. Discussing the facilitator and co-facilitator role in therapy groups and in support groups iii. Identify beginning and ending techniques with rationale iv. Participate effectively in group role play in facilitator or co-facilitator role v. Represent social work and alternate interdisciplinary role in ethics committee and end of life discussion 2. Practice Model Presentation: (Presentation, 10%, 100 points; Handout 5%, 50 points) This assignment is designed to be in coordination with your major paper in SWO The paper for SWO 5333 will address practice theory while this presentation will address specific practice application of that theory. You will have chosen and described a specific theoretical practice model and described the practice model/intervention model This means you have examined the literature and identified under what circumstances this is the best practice theoretical framework for intervention. For this presentation, we are looking for you to briefly (5 minutes) summarize that material, including the evidence for the model, for your colleagues and discuss the practice model, the treatment skills, techniques and tools used in the model (10 minutes) and then apply the model and at least three techniques/skills to a case you develop and present (25 minutes). In the presentation, you will present to your colleagues a technique used in the theoretical framework. You will identify the hands on practice issues for working with real clients with the issue you have written about and the theoretical intervention model you have identified. So b. Preparation for the presentation includes researching a theoretical framework exploring the theoretical framework including history, use, and basic principles. I recommend that you use your SWO 5333 assignment for this background information. c. Your presentation for this course will briefly summarize that information for your colleagues and present the theoretical framework as a practice model delineating and describing specific practice principles and applications. You will provide handouts for your presentation including i. A short annotated bibliography with the evidence for the intervention modality leading to your choosing it; ii. A brief list of practice contexts for the application(s) of the theoretical model; iii. A list of the basic practice principles; iv. A description of at least three skill sets or techniques in detail; v. A case scenario and an exercise or role play applying at least one technique/skill set vi. A description of special skills/training/certifications required if any. Comment [A1]: On line x 2 content and their practice Handouts are due to your colleagues at least 3 days before your presentation. You may them or have the professor post them on Black board. You may choose to provide a copy of your power point presentation as well. As you choose an intervention approach, consider your internship placement and the possibility of use of that modality in your practicum. You may choose to interview knowledgeable practitioners and seek unpublished resources and incorporate this material into your discussion. Combine your research with your own critical thinking to discuss the implications for the social work practice intervention. Ideally your presentation will include role play and/or other practice demonstration. You will have a maximum of 60 minutes to make the presentation, demonstrate the skills and facilitate discussion, so
8 plan your time well and use handouts to assist with covering detailed material. See discussion below of the skill demonstration around a case. This is a professional presentation to your colleagues. Please dress professionally. If you would like to make this presentation at your agency, including your advanced skill demonstration, please let me know so we can do our best to arrange the schedule to make that happen. Presentations will be scheduled, as much as possible, on class dates corresponding to the topic on the syllabus outline. We will follow the principle of first-come-first-served (in topic choice and in presentation schedule) to achieve justice in regard to topics and presentation dates. Steps: Meet with me regarding your presentation topic. Consider coordinating this topic with your SWO 5333 paper. (This is particularly important if you are pursuing a specialization) Schedule a presentation date by September 9. Provide your handouts electronically at least three days before your scheduled presentation. 3. Demonstration and Evaluation of Advanced practice skills: (skill demonstration-10%, 100 points; Evaluation/process recording- 10%, 100 points) You may demonstrate skills live or by recording. If using a recording, it must be on CD or flash drive, not on youtube or other internet based venue. YOU MAY NOT USE A SCRIPT FOR YOUR ADVANCED SKILL DEMONSTRATION. Generalist Practice: We will begin the course discussing your generalist practice skill competencies you have already demonstrated in your foundation or baccalaureate program. Advanced practice is built on generalist practice. Ongoing demonstration of generalist practice skills is necessary to successful advanced practice. I am available to meet with you about generalist practice skills as needed. Please me for specific appointments. I expect to see competent application generalist practice skills throughout the course as you develop advanced practice skills. Advanced Practice: Create a one page case scenario around the practice issue identified in your case for your presentation. This means your intervention will need to be supported by the evidence in the literature as a best practice for that situation and population. You might choose, for example, an interview with a suicidal older adult, a substance abusing teen, or with a compromised caregiver of a person with Alzheimer Disease. Articulate the client s problem area and/or diagnosis, the purpose of the work together, your history with the client including current contract for work and the purpose for this particular session. Include any details that will help the interviewee to role play with integrity. Provide the case scenario to a volunteer for a live role play or recorded interview. If you need assistance with finding an interviewee volunteer, please contact me at least 3 weeks before the assignment is due. Be sure to get an informed consent from the volunteer interviewee. (Informed consent is required. Without it, you cannot get an A on this assignment.) Demonstrate a therapeutic session with the client using at least three of the technique(s) and treatment skills identified in your presentation. A grade sheet will be provided for this assignment. Remember that all of the standard/generalist practice requirements still apply. If you choose to record your skill demonstration, video camera equipment is available for use through the
9 Field Office, Krista Barrett, You will need to provide the recorded session in a format that is secure, i.e not in the public domain. If you want to use other recording options, contact Jim Heston in the BSSW. You will need to provide the recorded session to me in a format that is secure, i.e. not in the public domain. Evaluation of Advanced Skill Demonstration: You will need to evaluate your skill demonstration. You may use the evaluation form on canvas, with a thorough evaluation of your skills demonstration. Alternately, you may process record your session using the format provided on canvas. You will draw verbatim excerpts to illustrate your work. The verbatim examples do not have to be continuous. Select portions from the interview that best demonstrate your advanced practice knowledge, skills, and use of social work values and ethics. You will need to identify any assessment tools used, process used, treatment skills or techniques used as well as be able to document knowledge in the verbatim excerpts. To do this your page should be divided into two columns (if using Microsoft Word you might use the tables function ). The excerpts from your recording go in the right hand column. In the left hand column note techniques, tools, theories, skills, thoughts/reflections etc. In other words, identify your work and comment on the process. The verbatim part of the paper should be no more than 5 pages and self-evaluation no more than one page. Always make sure that when you are explaining your role and purpose, you identify yourself as a social work student, that the purpose of the interview is your learning and that you will not be providing treatment for an actual condition. Be sure to have the role play volunteer sign a written form giving you permission to do the interview, to record it, and for you to submit it to your instructor. You cannot achieve competency on this assignment without a signed informed consent. Pre/Post Test: Please consider preparing and providing a pre/post test for students to assess their competence before and after your presentation and advanced skill demonstration. 4. Assessment and Intervention Resource Book/File: (10%, 100 points) This assignment is intended to help you begin to develop a personal assessment and intervention resource file for your advanced social work practice and to provide resources to your colleagues. You should utilize the professional literature, agency resources, and personal contacts to identify and collect resources for assessment and practice intervention in areas of particular interest to you. You may focus on one or two specific areas of social work practice in physical and mental health or you may choose breadth of coverage rather than depth. (If you are doing a specialization, at least 12 of the references should be in the area of your specialization.) In any event, you should identify and collect materials that support advanced social work practice. You should identify and collect at least 15 assessment and intervention resources (you are welcome to collect more). At least 3 of the resources should address intergenerational practice and/or resources for practice with older persons. For each resource in your file, write a brief annotation of approximately one page in which you summarize the nature and purpose of the resource and critically reflect on its value and identify key words. Examples of types of resources include: Copies of assessment instruments or tools Journal articles Book chapters In-service training materials
10 Workshop materials Internet sites and downloaded materials (sites that you could send a client or a client s family member to are particularly helpful) For purposes of this course you are asked to utilize a three-ring binder or a CD file or flash drive file (electronic submission preferred) as a repository for the materials you collect. The book/file should have a table of contents. Each resource should be preceded by its annotation, including full bibliographic information. Full copies of the resource should be included whenever possible (scan for electronic resources). I recommend that you provide at least one resource to your colleagues during the semester. This may be done electronically or in hard copy. I prefer and recommend electronic but will accept hard copy if that is what you need to do. Pay attention to copyright and fair use laws in providing this material. Start this assignment early in the semester and gather materials as you encounter them throughout the semester. This assignment is very helpful when addressed steadily and burdensome when left to the last minute. 5. Group Ethics Assignment: (5 %, 50 points) This assignment focuses on advanced practice in task groups with specific example of a health setting ethics team. Students will examine a health ethical issue that has been prominent in the headlines. The class will choose the issue. Examples of issues in past years include: a. Telvin Washington case: infant identified as brain dead with MD orders to discontinue life support, CPS involvement, and birth parent contesting the MD orders. b. Iranian twins conjoined at the head requesting separation surgery with little statistical probability of survival. c. Terri Schiavo case: Husband and parents of a young woman in a persistent vegetative state do battle in the courts as the husband seeks to have all life prolonging technology removed and the parents seek to continue treatment in hopes of recovery. d. An older adult who is seriously compromised and unsafe at home alone who requests to be allowed to be discharged home.(jama, August 2006). e. Case of incarcerated sex offender, due to be released, but considered for post prison hospitalization for intractable mental illness. f. Or your group may craft a case for this assignment. Students will assemble as a hospital or prison ethics committee and meet about the issue, first as social workers, and then with interdisciplinary roles. Each student will choose another discipline role and prepare for the group meeting by researching the issue and developing a position from the social work perspective and from the other discipline s perspective. Preparation will include interviewing a member of the other discipline to adequately portray that role on the team. Interdisciplinary roles may include physician, nurse, chaplain, dietician, attorney, therapist, board member, administrator/business office, etc. 6. Midterm Course Assessment (No points) During class in week 7, students will be asked to provide a self and course assessment regarding the accomplishment to date of the course objectives and strengths and limitations of the course. Students will summarize and critique the content of the course to this point. This should include the readings, classroom exercises, guest speakers and agency trips. I will use this mid term evaluation to make syllabus and course outline adjustments as needed.
11 7. Contribution (10%, 100 points) Practice skills can only be learned and developed through presence and participation. Contribution to class involves not only being present, but taking an active part in class discussions and activities, taking initiative in raising questions and issues, making relevant comments, answering questions and participating in black board discussions. Effective participation involves critical thinking, communication skills, and appropriate use of the self. The participation grade is based largely on the student s demonstration of advanced practice skills during case review and discussion, classroom exercises and role play. Participation in discussing cases is important. However, demonstration of cognitive behavioral, solution focused, person centered, narrative and problem solving skills in lab exercises and role play is essential. I expect that you will employ professional use of self in role play. That includes awareness that your own personality, knowledge and history may help inform your participation, but you will not be role playing yourself or your own issues. Additionally, because this is a practice course, strict attention to the principles of confidentiality is essential. Some of your participation this semester will be facilitated by your having completed flipped classroom assignments before class. For the weeks when we flip the classroom, you will be expected to watch the lecture or podcast before class and come to class prepared for interaction, discussion, working cases and practicing skills. 8. Reading Reflection: (5%, 50 points) This year, instead of quizzes over the reading, we have decided to have you write reflections on your reading for class. Once a week, by noon on Monday, you will write and send by no less than one paragraph and no more than one page reflecting on theory and practice in one of the readings for the week. I am looking for your ability to identify important information and think critically about it in preparation for class. You may identify points of interest or questions for classroom discussion. You will turn these in by every week, weeks I will review 8 of them. This means you could miss 4 weeks and not be penalized. I recommend, however, that you do the reading and reflection each week. I have posted on canvas a sample reflection, though I encourage you to use creativity rather than being bounded by my sample reflection. 9. Children s Therapeutic Intervention Group Project: (5%, 50 points) You will work in groups of 3-7. As a group, you will select a special children s population i.e. children of divorce with adjustment problems, children abusing substances or experiencing behavior problems as a result of substance abusing families, children in foster care or adoption experiencing grief or adjustment problems, etc. The group will review the practice literature review for working with this population, decide on a therapeutic response and discuss with the class and demonstrate to the class skills used in the treatment response. 10. Formative and Final Exams: (10%, 100 points) There will be periodic formative exams for feedback and a final exam composed primarily of case based multiple choice questions covering the reading, classroom discussions, practice principles in presentations, and assignments. The multiple choice questions will include some recall and significant application of information to practice situations. The discussion portion of the exam will include the reflection on integration of the course objectives. Enrichments Graded assignments, competencies/practice behaviors and completion of enrichments are the sum total of how you will be evaluated for competency and readiness for practice. Each enrichment
12 requires a one page reflection, must be connected to a competency and practice behavior is worth ½ (.5) point. No more than four enrichments are available for this extra credit but I encourage you to do as many as you have time for.for their intrinsic value! and is worth ½ (.5) point on the competency grade you are addressing. Shadow a social worker for ½ day in hospital, home health, hospice, or skilled nursing facility Watch African Americans and End of Life Care DVD Watch the William Hurt Movie The Doctor Attend evening session, discussion with professor and colleagues Read NASW Code of Ethics and International Code of Ethics for similarities and differences Compare NASW Code of Ethics with MD and RN codes of ethics Read State Licensing Scope of Practice and comment on LMSW scope of practice vs. LBSW and LCSW Scope of Practice Distinguish the major features of therapy groups vs. support groups discussing the facilitator and co-facilitator role in each case and identify beginning and ending techniques with rationale Represent social work and alternate interdisciplinary role in ethics committee and end of life discussion Spend ½ day at the MHMR Crisis Center or My Brother s Keeper Interview a person who self identifies with a major mental illness Attend and observe a Senior Gateway Group and identify treatment modality used Observe a play therapy session at the Advocacy Center or Bethie Timmon s practice Watch a practice DVD on any of the competency treatment modalities Interview a social worker in a mental health treatment setting about advanced practice in mental health and the changes in DSM 5 Interview a billing person in a mental health treatment setting about coverage for mental health services Attend and observe an advanced practice group and identify treatment modality used Watch Corey and Corey group treatment DVD Present to a BSW or Foundation class re a lesson around generalist practice group work Conduct an ethnographic interview with someone representing diversity Conduct an interview/assessment with a non-english speaking person using a translator Others as negotiated with the professor Mastery Learning and Competency Learning Policy A grade of 85 is required on each assignment to achieve competency on that assignment. You may negotiate redoing an assignment to bring your grade on an assignment up to the required 85. You may do as many as 4 enrichments at.5 point each to bring your grade on an assignment up to the required 85. Grading rubrics for each assignment will provide feedback with respect to the areas that need improvement. Competencies for grading are assigned based on the following: Assignment: Weight Points Reading Reflections 5% 5 Practice Intervention/Issue Training Presentation 10% 10
13 Handouts for Presentation 5% 5 Children s Group Assignment 5% 5 Group Ethics Assignment 5% 5 Advanced Practice Video Recording 10% 10 Advanced Practice Process Recording or Evaluation 10% 10 Assessment and Intervention Resource Book 10% 10 Formative and Final Exams 10% 10 Class Case Work 20% 20 Attendance and Contribution 10% 10 Teaching Methodology Textbooks (Both both SWO 5333 and SWO 5573) American Psychiatric Association. (2013). Diagnostic and statistical manual 5. Washington, DC: American Psychiatric Association. Pearson Custom Social Work Health/Mental Health: School of Social Work Baylor University. Customized book from: Sands, R. G. and Gellis, Z.D. (2012). Social work practice in behavioral mental health: Toward evidence-based practice, (3 rd ed.).; Cooper, M. & Lesser, J. G. (2011). Clinical social work practice: An integrated approach. (4 th ed.). and Corcoran, J. & Walsh, J. (2009). Mental health in social work: A casebook on diagnosis and strengths-based assessment. Boston, MA: Pearson. Moniz, C. & Gorin, S. (2014). Health care and mental health care policy: A biopsychosocial perspective (3 rd Ed.). NY: Pearson Education.. Roberts, A.R. & Green, G.J. (2003). Social worker s desk reference. Oxford, England: Oxford University Press. Pedersen, D. D. (2014). Psych notes: Clinical pocket guide. (4 th Ed.). Philadelphia, Pa: F. A. Davis Co. (www.fadavis.com or ) Supplemental Texts Bentley, Kia J., & Walsh, Joseph. (2006). The social worker and psychotropic medication: Toward effective collaboration with mental health clients, families, and providers ( 3rd Ed.). Pacific Grove, CA: Brooks/Cole. ISBN: *Bodenheimer, Thomas S. & Grumbach, Kevin. (2002). Understanding health policy: A clinical approach. Third edition. Stamford, CT: Appleton & Lange. ISBN: Corcoran, Jacqueline & Walsh, Joseph. ((2009). Mental health in social work: A casebook on diagnosis and strengths-based assessment. New York, New York: Pearson; Allyn & Bacon. Garcia, B. & Petrovich, A. (2013). Strengthening the DSM: Incorporating resilience and cultural competence. NY,NY: Springer Publishing Co. Scales, T. Laine & Kelly, M, (Eds.). (2011). Christianity and social work: Readings on the integration of Christian faith and social work practice ( 4th Ed.). Botsford, CT: North American Association of Christians in Social Work. ISBN: McCauley, Kevin. Addictions. O Hare, Thomas. (2005). Evidence-Based practices for social workers: An interdisciplinary approach. Chicago, Illinois: Lyceum Books, Inc. Paleg, Kim and Jongsma, Arthur. ((2000). The group therapy treatment planner. New York, NY: John Wiley & Sons, Inc. Shulman, Lawrence. (2012). The skills of helping individuals, families, groups, and communities. (7 th Ed.). Itasca, IL: F. E. Peacock. Thompson, Charles L. & Henderson, Donna A. (2007). Counseling children. Seventh edition. Belmont,
14 CA: Thomson Brooks/Cole. Turner, Francis J. Editor. (1996). Social work treatment. 4 th Edition. New York, New York: The Free Press. Instructional Methods Classroom activities will include lecture, discussion, practice lab with case discussion and role play, student-led training presentations, videos, and guests both on campus and at agency sites. You are expected to 1) read and think about each assignment prior to class; 2) reflect on the usefulness of the material; and 3) participate freely and constructively in class. While silence is appropriate at times, active participation is expected. Participation in role play of advanced practice skills is essential for skill development. We will be videotaping in class to provide opportunity for immediate feedback. While occasional lateness or absence is inevitable, a pattern of either may negatively affect your grade. I expect you to communicate when you anticipate missing class, indicating the circumstances. Websites Selected Bibliography for SWO 5573: Advanced Practice in Physical and Mental Health Care The following is a very partial listing of information sources and websites relating to physical and mental health. The list is updated periodically and your assistance in evaluating the current listings and suggesting new ones is extremely important. As you find helpful websites not listed here, please pass that information on to me so they may be added. If you find inaccuracies in listings or listings that are not credible sources, please let me know about that as well so that they can be corrected or removed. Agency for Health Care Policy and Research Department of Health and Human Services: Important website for health care policy and research information and resources. American Association of Marriage and Family Therapists:
15 Association of Death Educators and Counselors: The Association for Death Education and Counseling is a multi-disciplinary professional organization dedicated to promoting excellence in death education, bereavement counseling, and care of the dying. Based on theory and quality research, ADEC provides information, support, and resources to its multicultural membership and, through them, to the public. American Association of Suicide: dedicated to the prevention of suicide. Case Management Society of America: Child Abuse and Neglect: Comprehensive Information on Health Data by States: Mega-site, Department of Health and Human Service, links to much information, resources. Congressional Quarterly: Information and discussions of public policy. Consumer Coalition for Quality Health Care: The Consumer Coalition for Quality Health Care is a national, non-profit membership organization of consumer groups dedicated to protecting and improving the quality of health care for all Americans. To fulfill its mission, the Consumer Coalition advocates for consumer protection and quality improvement programs and policies in the public and private sectors. Our members are a diverse group of organizations representing over 35 million people that include the elderly, children, the disabled, nurses, hospital workers and public employees. Elder abuse prevention: Health Care Finance Administration: Health Care Financing Administration (HCFA), the federal agency that administers the Medicare, Medicaid and Child Health Insurance Programs. HCFA provides health insurance for over 74 million Americans through Medicare, Medicaid and Child Health. The majority of these individuals receive their benefits through the fee-for-service delivery system, however, an increasing number are choosing managed care plans. In addition to providing health insurance, HCFA also performs a number of quality-focused activities, including regulation of laboratory testing (CLIA), surveys and certification of health care facilities (including nursing homes, home health agencies, and intermediate care facilities for the mentally retarded), development of coverage policies, and quality-ofcare improvement. Healthfinder: A site created by the Federal Department of Health and Human Services. Subject searches and links to information from government health agencies, universities, and medical journals, etc. Home Care Companion: Site dedicated for resources and information on Elder Care and Community. Hospice Patients Alliance: Joint Commission on the Accreditation of Healthcare Organizations: The mission of the Joint Commission is to improve the quality of health care for the public by providing accreditation and related services that support performance improvement in health care organizations. The Joint Commission evaluates and accredits more than 18,000 health care organizations in the United States, including hospitals, health care networks, managed care organizations, and health care organizations that provide home care, long term care, behavioral health care, laboratory, and ambulatory care services. The Joint Commission is an independent, not-for-profit organization, and the nation's oldest and largest standards-setting and health care accrediting body. Journal of the American Medical Association: Offers abstracts of research papers. (www.amaassn.org) Mayo Clinic Health Oasis: Edited by a board of physicians and writers. Medicare Rights Center: Medicare Rights Center is a national, non-profit organization devoted to ensuring that seniors and people with disabilities on Medicare have equitable access to quality health care. Medweb: Emory University maintains an annotated collection of medicine-related sites.
16 Mental Health Net: Guide to mental health, psychology, & psychiatry online, sponsored by CMHC. Motivational Interviewing: Resources on motivational interviewing for clinicians, researchers, and trainers. National Alliance of the Mentally Ill: NAMI's efforts focus on support to persons with serious brain disorders and to their families; advocacy for nondiscriminatory and equitable federal, state, and private-sector policies; research into the causes, symptoms and treatments for brain disorders; and education to eliminate the pervasive stigma surrounding severe mental illness. National Association of Social Workers: Contains information on social work in physical and mental health care, links. National Coalition on Health Care: The National Coalition on Health Care is the nation s largest and most broadly representative alliance working to improve America s health care. The Coalition, which was founded in 1990 and is non-profit and rigorously non-partisan, is comprised of almost 100 groups, employing or representing approximately 100 million Americans. Members are united in the belief that we need and can achieve better more affordable health care for all Americans. The Coalition brings together large and small businesses, labor unions, consumer groups, religious groups and primary care providers. Distinguished leaders from academia, business and government have also pledged their support of the Coalition s efforts. Its Honorary Co-Chairs are former Presidents George Bush, Gerald R. Ford, and Jimmy Carter and the Co-Chairmen are former Governor Robert D. Ray (R-IA) and former Congressman Paul G. Rogers (D-FL). National Coalition of Mental Health Professionals and Consumers: National Institutes of Health: Major governmental health and mental health website, many links and resources. National Institute of Mental Health: National Library of Medicine/Medline: Medline access is provided by the National Library of Medicine. It includes a data base of 9 million abstracts from 4,000 journals. Substance Abuse & Mental Health Services Administration: Important division of Department of Health and Human Services. Many resources and links. Texas Funeral Commission: Texas Medicaid Nursing Facility Program: United States Census Bureau: Provides a wide variety of data on health-related concerns. World Wide Web Resources for Social Workers: Mega-site of sources and links for social workers Psychosocial Services in Nursing Homes:<http://oig.hhs.gov/oei/reports/oei pdf> NASW/Health: <https://www.socialworkers.org/sections/default.asp# References Abramson, M. (1990). Ethics and technological advances: Contributions of social work practice. Social Work in Health Care, 14(4) Abramson, J. S. (1990). Enhancing patient participation: Clinical strategies in the discharge planning process. Social Work in Health Care, 14(4), Abramson, J. S., & Mizrahi, T. (1996). When social workers and physicians collaborate: Positive and negative interdisciplinary experiences. Social Work, 41(3),
17 American Psychiatric Association. (2000). Diagnostic and statistical manual (DSM-IV-TR). Washington: American Psychiatric Association. ISBN: Applyby, George A., Colon Edgar; and Hamilton, Julia. (2001). Diversity, oppression and social functioning: Person in environment assessment and intervention. Needham Heights, MA: Allyn & Bacon. ISBN: Applewhite, L.L. (1995). Curanderismo: Demystifying the health beliefs and practices of elderly Mexican Americans. Health and Social Work, 20, Babler, J. E. (1998). Hospice: An opportunity for truly wholistic social work. In B. Hugen (Ed.), Christianity and social work: Readings on the integration of Christian faith and social work practice (pp ). Botsford, CT: NACSW. Beaver, M. (1992). Clinical social work practice with the elderly: Primary, secondary, and tertiary intervention. Belmont, CA: Wadsworth. Beck, Aaron T. (1979). Cognitive therapy and the emotional disorders. Madison, CT: Meridian Books. Beckvar, D. S. (2001). In the presence of grief: Helping family members resolve death, dying, and bereavement issues. New York: Guilford. Bentley, Kia J., & Walsh, Joseph. (2001). The social worker and psychotropic medication: Toward effective collaboration with mental health clients, families, and providers (2 nd Ed.). Pacific Grove, CA: Brooks/Cole. ISBN: Bentley, Kia J., Editor. (2002). Social work practice in mental health: Contemporary roles, tasks, and techniques. Pacific Grove, CA: Brooks/Cole. ISBN: Berger, C. S. (1990). Enhancing social work influence in the hospital: Identifying sources of power. Social Work in Health Care. 15(2), Berlin, S. B. (2002). Clinical social work practice: A cognitive-integrative perspective. New York: Oxford University Press. Berkman, B. (1996). The emerging health care world: Implications for social work practice and education. Social Work, 41(5), Bernstein, Barton E. & Hartsell, Thomas L. (2000). The portable ethicist for mental health professionals: An A-Z guide to responsible practice. New York, NY: John Wiley & Sons, Inc. IBSN: Bronstein, Laura R. (2003). A model for interdisciplinary collaboration. Social Work, 48 (3), Buelow, George, Hebert, Suzanne, & Buelow, Sidney. ((2000). Psychotherapist s resource on psychiatric medications: Issues of treatment and referral. Belmont, CA: Brooks/Cole. IBSN: Cohen, Barbara Janson. (1998). Third Edition. Medical terminology: an illustrated guide. Philadelphia, PA: Lippincott-Raven Publishers. ISBN: Coombs, Robert Holman & Howatt, William A. ((2005). The addiction counselor s desk reference. Hoboken, New Jersey: JohnWiley & Sons. Corcoran, K., & Vandiver, V. (1996). Maneuvering the maze of managed care: Skills for mental health practitioners. New York: The Free Press. Corey, Gerald. ((2001). Case approach to counseling and psychotherapy. Belmont, CA: Wadsworth/Thomson Learning. IBSN: Cournoyer, Barry R. ((2004). The evidence-based social work skills book. Boston, MA: Allyn & Bacon. Cowles, Lois A. Fort. (2000). Social work in the health field: A care perspective. Binghamton, NY: The Haworth Press, Inc. IBSN: Corwin, Maria. (2002). Brief treatment in clinical social work practice. Pacific Grove, CA: Brooks/Cole- Thomson Learning. ISBN: Davidson, J.R., & Davidson, T. (1996). Confidentiality and managed care: Ethical and legal concerns. Health and Social Work.21 (4), Davis, Susan R. and Meier, Scott T. (2001). The elements of managed care. Belmont, CA: Brooks/Cole. IBSN: DeLucia-Waack, Janice L. and Donigian, Jeremiah. ((2004). The practice of multicultural group work: Visions and perspectives from the field. Belmont, CA: Brooks/Cole-Thomson Learning.
18 Fauman, Michael. (2002). Study guide to DSM-IV-TR. Washington, DC: American Psychiatric Publishing, Inc. ISBN: Garrett, Laurie. ((2000). Betrayal of trust: The collapse of global public health. New York: Hyperion. ISBN: Gazda, George M., Ginter, Earl J., and Horne, Arthur M. (2001). Group counseling and group psychotherapy: Theory and application. Boston, MA: Allyn & Bacon. ISBN: Gibelman, Margaret. (2003). Navigating human service organizations: essential information for thriving and surviving in agencies. Chicago, Illinois: Lyceum Books, Inc. ISBN: Ginsberg, Leon H. ((2001). Social work evaluation. Boston, MA: Allyn and Bacon. Bossier City, LA: Professional Printing & Publishing, Inc. ISBN: Grohol, John M. (2002). The Insider's Guide to Mental Health Resources Online. New York, New York: The Tuilford Press. Hardy-Desmond, Stacey. (2003). Social work practice innovation: The adaptive process. Peosta, Iowa: Eddie Bowers Publishing Co., Inc. ISBN: Hodge, David R. ((2003). Spiritual assessment: Handbook for helping professionals. Botsford, CT: North American Association of Christians in Social Work. ISBN: Hugen, Beryl & Scales, T. Laine (Eds.). (2002). Christianity and social work: Readings on the integration of Christian faith and social work practice (2 nd Ed.). Botsford, CT: North American Association of Christians in Social Work. ISBN: James, Richard K. & Gilliland, Burl E. ((2008). Crisis intervention strategies. Sixth edition. Belmont, CA: Brooks/Cole. IBSN: Johnson, Daniel and Johnson, Stephanie. (2003). Real world treatment planning. Pacific Grove, CA: Brooks/Cole-Thompson Learning. ISBN: Kadushin, Alfred. (1992). Supervision in social work. New York, NY: Columbia University Press. ISBN: Kastenbaum, Robert J. ((2001). Death, society, and human experience. Seventh edition. Needham Heights, MA: Allyn & Bacon. Keith-Lucas, Alan. (1985). So you want to be a social worker: A primer for the Christian student. Botsford, CT: North American Association of Christians in Social Work. Keith-Lucas, A. (1994). Giving and taking help (Rev. Ed. ed.). Botsford, CT: North American Association of Christians in Social Work. Kettner, Peter M. (2002). Achieving excellence in the management of human service organizations. Needham Heights, MA: Allyn & Bacon. IBSN: Koenig, Harold G. (1997). Is religion good for your health? The effects of religion on physical and mental health. Binghamton, NY: The Haworth Pastoral Press. IBSN: Maguire, Lambert. (2002). Clinical social work: Beyond generalist practice with individuals, groups, and families. Pacific Grove, CA: Brooks/Cole. ISBN: Martin, Lawrence L.(2001). Financial management for human service administrators. Needham Heights, MA: Allyn & Bacon. IBSN: Matcha, Duane A. (2001). Readings in medical sociology. Needham Heights, MA: Allyn & Bacon. ISBN: Maxmen, Jerrold S., & Ward, Nicholas G. (1995). Essential psychopathology and its treatment. (2 nd ed.). New York: W. W. Norton. ISBN: Maxmen, Jerrold & Ward, Nicholas G. (2002). Third Edition. Psychotropic drugs fast facts. New York, New, York: W.W. Norton & Company, Inc. ISBN Mercer, S. (1996). Navajo elderly people in a reservation nursing home: Admission predictors and culture care practices. Social Work, 41(2), Moniz, Cynthia and Gorin, Stephen. (2003). Health and health care policy: A social work perspective. Boston, MA: Allyn & Bacon. ISBN: Netting, Ellen; Kettner, Perter M./ and McMurtry, Steven L. (1998). Second edition. Social work macro practice. New York, NY: Addison Longman Inc. ISBN:
19 Neukrug. (2000). Theory, practice, and trends in human services: An introduction to an emerging profession. (2 nd ed.). Belmont, CA: Brooks/Cole. IBSN: Paleg, Kim and Jongsma, Arthur. ((2000). The group therapy treatment planner. New York, NY: John Wiley & Sons, Inc. Patterson, Lewis E. and Welfel, Elizabeth Reynolds. (2000). The counseling process. (2 nd ed.). Belmont, CA: Brooks/Cole. ISBN: Plante, Thomas G. and Sherman, Allen C. ((2001). Faith and healing. New York, NY: The Guilford Press. ISBN: Ratcliff, Kathryn Strother. (2001). Women and health: Power, technology, inequality, and conflict in a gendered world. Boston, MA: Allyn & Bacon. IBSN: Reamer, F. G. (1991). AIDS, social work, and the "duty to protect". Social Work, 36(1), Reamer, F. G. (1994). Social work practice and liability: Strategies for prevention. New York: Columbia University Press. Reamer, F. G. (1997). Managed ethics under managed care. Families in Society, Reamer, F. G. (1999). Social work values and ethics (2nd ed.). New York: Columbia University Press. Roberts, A. R., and Green, G. J. (2002). Social worker s desk reference. New York, NY: Oxford University Press. Ritzer, G. (2000). The McDonaldization of America. Boston, MA: Pine Forge Press. Rubin, A. (1992). Is case management effective for people with serious mental illness? A research review. Health and Social Work.16(3) Seaward, B. L. (2001). Health of the human spirit. Needham Heights, MA: Allyn & Bacon. Saltzman, A. & Furman, D. M. ((1999). Law in social work practice. Chicago, Illinois: Nelson-Hall Publishers. Sands, R. G. (2001). Clinical social work practice in behavioral mental health: A postmodern approach to practice with adults. Needham Heights, MA: Allyn & Bacon. Schwartzberg, S. S. (2000). Casebook of psychological disorders: The human face of emotional distress. Needham Heights, MA: Allyn & Bacon. IBSN: Sperry, Len; Lewis, J.; Carlson, J.; and Englar-Carlson, M.. (2005). Health promotion and health counseling: Effective counseling and psychotherapeutic strategies. (2 nd ed.). Boston, MA: Allyn & Bacon. Straussner, S. L. A. (Ed.). (2004). Clinical work with substance abusing clients. (2 nd ed.). New York, NY: The Guilford Press. Tabor s cyclopedic medical dictionary (19 th Ed.). (1997). Philadelphia: F. A. Davis. Thompson, C. L.; Rudolph, L. B.; and Henderson, D. (2004). Counseling children. (6th Ed.). Belmont, CA: Brooks/Cole. ISBN: X. Timberlake, E. M. & Cutler, M. M. (2001). Developmental play therapy in clinical social work. Needham Heights, MA: Allyn & Bacon. IBSN: Van Wormer, Katherine, & Davis, Diane Rae. (2003). Addiction treatment: A strengths perspective. Pacific Grove, CA: Brooks/Cole-Thomson Learning. ISBN: Venes, Donald. Editor. Tabor's cyclopedic medical dictionary. (19 th Ed.). (2001). Philadelphia, PA: F.A. Davis Company. Vernon, Robert & Lynch, Darlene. ((2000). Social work and the web. Belmont, CA: Wadsworth/Thomson Learning. Walsh, Joseph. (2000). Clinical case management with persons having mental illness: A relationshipbased perspective. Belmont, CA: Wadsworth/Thomson Learning. IBSN: Walsh, Joseph. (2003). Endings in clinical practice: Effective closure in diverse settings. Chicago, Illinois: Lyceum Books, Inc. Westerfelt, Alex and Dietz, Tracy J. (2001). Planning and conducting agency-based research: A workbook for social work students in field placements. Needham Heights, MA: Allyn and Bacon. Whiteman, Victor L. (2001). Social security: What every human services professional should know. Needham Heights, MA: Allyn & Bacon. IBSN:
20 Worden, W. J. (2001). The grieving child: When a parent dies. New York: Guilford Press. Worden, J. W. (2002). Grief counseling and grief therapy: A handbook for the mental health practitioner (3rd ed.). New York: Springer. Zide, Marilyn R. & Gray, Susan W. (2001). Psychopathology: A competency-based assessment model for social workers. Belmont, CA: Brooks/Cole. ISBN: I. Academic Integrity Academic Expectations and Policies Course Policy Syllabus Appendix Plagiarism or any form of cheating involves a breach of student-teacher trust. This means that any work submitted under your name is expected to be your own, neither composed by anyone else as a whole or in part, nor handed over to another person for complete or partial revision. Be sure to document all ideas that are not your own. Failure to do so constitutes theft of intellectual property. Instances of plagiarism or any violation of academic integrity will result in failure of the assignment and will be reported to the Honor Council. Be sure to read and understand the Baylor University Honor Code. The text is available (http://www.baylor.edu/honorcode/index.php?id=44060).
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