University of Central Florida School of Social Work. SOW Practice II: Interpersonal Skills in Social Work

Transcription

1 University of Central Florida School of Social Work SOW Practice II: Interpersonal Skills in Social Work Instructor: Mary Mann, MSW Term: Spring 2015 Office: HPA 1, Room 214 Class Day: Thursday Office Phone: Class Hours: 10:30-1:20 Location: HPA 1, Rom 272 Office Hours: Tues 11-1, Thurs 9-10/1:30-2:30, Fri 10:30-12:30 Course Description: The study and practice of interviewing, group leadership, written communication, and oral presentations, in consensual and conflictual contexts of social work. Course Learning Objectives: By the end of the term, students should be able to: 1. Explain the relationship of interpersonal skills to micro, mezzo, and macro intervention (PB 2, 3, 4, 11). 2. Demonstrate the relationship of interviewing skills with diverse clients across the life course to generalist social work practice and the planned change process. (PB 4, 7, 9, 12, 14, 15, 24) 3. Use interpersonal skills in a manner that demonstrates ethical and professional attitudes and behaviors of practice, such as self-awareness, critical thinking, assertiveness and self-discipline, in given course assignments. (PB 2, 3, 4, 7, 10, 11) 4. Identify, critique, apply and evaluate social work theories and methods from a strengths based generalist perspective for effective service delivery to diverse individuals, families, groups, organizations and communities; (PB 29, 31, 35, 37) 5. Apply beginning interviewing skills necessary for social work practice with human systems, including consensual and conflictual interviewing with individuals, families, groups, communities, and organizations; (PB 1, 3, 4, 29, 31, 35, 37, 40) 6. Identify aspects of human diversity within and between groups and the implications for this diversity in assessment, planning, intervention and evaluation; (PB 1, 14, 15, 16, 29, 30, 35, 39); 7. Demonstrate professional collaboration at all levels of social work practice to promote social and economic justice; (PB 18, 19, 29, 30, 37, 39) 8. Apply a beginning level of skill in utilizing empirical knowledge to evaluate theoretical frameworks, intervention plans and practice effectiveness; (PB 35, 37, 41) 9. Communicate effectively and professionally, both orally and in writing, assessment, intervention and evaluation plans for diverse client systems that enhance client strengths, capacities, assets and resources. (PB 1, 4, 13, 33, 38) The BSW Program within the School of Social Work is accredited by the Council on Social Work Education (CSWE). In order to maintain our accreditation status, we engage in ongoing curriculum assessment to demonstrate compliance with CSWE s Education Policies and Accreditation Standards (EPAS). Several of the courses within our curriculum are part of this assessment process. Below is a list of the Educational Policies (EP) and Practice Behaviors (PB) that are assessed within this specific course. The complete EPAS can be found in your Student Handbook. 1

2 Competency Practice Behavior Course Objectives Identify as a PB 1 Advocate for client access 5, 6, 9, 11, professional social to the services of social work 12 worker and conduct oneself accordingly PB 2 Practice personal reflection and self-correction to assure continual professional development 1, 3 3, 7, 10, 11 Module/S ession 11, 12, 13 Advocacy Consensual Apply social work ethical principles to guide practice Apply critical thinking to inform & communicate professional judgments PB 3 Attend to professional roles and boundaries PB 4 Demonstrate professional demeanor in behavior, appearance, and communication PB 7 Recognize and manage personal values to allow professional values to guide practice PB 9 Tolerate ambiguity in resolving ethical conflicts PB 10 Apply strategies of ethical reasoning to arrive at principled decisions PB 11 Distinguish, appraise, & integrate multiple sources of knowledge, including researchbased knowledge & practice wisdom PB 12 Analyze models of assessment, prevention, intervention, & evaluation 1, 3, 5, 10 4, 5, 7, 10, 12, 13, 14 Consensual 1, 2, 3, 5, 9 12, 13, 15 Consensual 2, 3 3, 7, 15 Consensual 2 3 Consensual 3 6, 7, 10, 12, 13 1, 3 4, 5, 6, 7, 12, 13 Advocacy, Midterm, Final or quizzes Mid-term, Final or quizzes 2 1, 10 Consensual 2

3 Competency Practice Behavior Course Objectives Module/S ession PB 13 Demonstrate effective 9 2, 3, 4, 5, oral & written communication 12, 13, 14, in working with individuals, 15 families, groups, organizations, communities, and colleagues Consensual Engage diversity & difference in practice Advance human rights & social & economic justice Apply knowledge of human behavior and the social environment Engage, assess, intervene, & evaluate with individuals, families, groups, communities, organizations, & communities PB 14 Recognize the extent to which a culture s structures & values may oppress, marginalize, alienate, or create or enhance privilege & power PB 15 Gain sufficient selfawareness to eliminate the influence of personal biases and values in working with diverse groups PB 16 Recognize & communicate their understanding of the importance of difference in shaping life experiences PB 18 Understand the forms & mechanisms of oppression & discrimination PB 19 Advocate for human rights & social & economic justice PB 24 Critique & apply knowledge to understand person & environment 2, 6 1, 2, 3, 4 Consensual 2, 6 4 Consensual 6 3, 5, 7 Mid-term, Final, Quizzes, Consensual 7 3 Final, Consensual 7 12, 13 Advocacy 2 6, 14 Consensual 3

4 Competency Practice Behavior Course Module/S Objectives ession Engage PB 29 Substantively & affectively prepare for action with individuals, families, groups, communities, organizations, & communities 4, 5, 6, 7 1, 14 Consensual Assessment Intervention Evaluation PB 30 Use empathy & other interpersonal skills PB 31 Develop a mutually agreed-on focus of work and desired outcomes PB 33 Assess client s strengths & limitations PB 35 Select appropriate intervention strategies PB 37 Implement prevention interventions that enhance client capacities PB 38 Help clients resolve problems PB 39 Negotiate, mediate, & advocate for clients PB 40 Facilitate transitions & endings PB 41 Critically analyze, monitor, & evaluate interventions 6, 7 2, 10, 12, 13, 14, 15 Consensual 4, 5 4, 5, 14 Consensual 9 4, 5, 6, 10, 14 4, 5, 6, 8 4, 5, 6, 12, 13, 14 Consensual Consensual 4, 5, 7, 8 6 Consensual 9 4, 5, 6 Consensual Interview, 6, 7 12, 13 Advocacy 5 11 Consensual 8 4, 5, 12, Consensual 13, 14, Midterm, Final or Quizzes Required Text: Murphy, B. & Dillon, C. (2015). Interviewing in action in a multicultural world. (5 th Ed.). Stamford, CT: Cengage Learning (Students do not need the DVD, only the book). 4

5 Supplemental Readings: throughout the syllabus there are articles either from books or journals that have been identified to assist in supplementing the textbook readings. It will be the student s responsibility to access these articles independently or, if online, through Canvas. Please read the syllabus thoroughly - you will be directed to access these readings either through the library s online journal holdings or online on Canvas through MyUCF and link onto online courses. ONLINE RESOURCES guidelines and other course handouts are available through or MyUCF, Online Course Tools through Canvas which is a secure website. Power points and other materials will be available via the online course section. Quizzes may be online or in-class and assignments will be turned in to the instructor in class. Please also note that all should be sent through the web course section. Evaluation of Learning and Grading: 1. Examination: (25 Points) - There will be a mid-term exam in week 8. The exam will cover Weeks 1-7. The exam may contain multiple choice, short answer and essay questions.(pb 10, 11, 16, 41) 2. Client Consensual Interview : (25 Points) - In pairs, students will videotape and assess in writing a minute interview with a "client". Students need to supply their own tapes; appointments can be made in the main office in the School of Social Work to use video equipment in the Social Work Skills Lab. The instructor will provide additional guidelines and the evaluation form for this assignment (located on canvas). The tape and typed, evaluation should be submitted for grading by week 10. (PB 2,3,4,7,9,12,13,14,15,16,18,24,29,30,31,33,35,37,38,40,41) 3. Advocacy : (25 Points) - In the same pairs (plus one for a triad or up to six students) as the consensual interview, students will identify an issue (students must select different issues) related to a client population that is an example of class or cause advocacy from a list that is identified by the instructor on canvas. Each student is to plan and demonstrate in a minute role- play, the use of advocacy and conflict management skills. Student advocates (interviewers) need to clearly show their ability to plead for their views on the issue selected. During each role - play, the student respondents (interviewee s) will present an opposing viewpoint on the issue that is the focus of the interview. Guidelines, the evaluation form and specific information are in the course pack. This will be done in class and begin week 13. (PB 1,3,4,7,9,10,12,13,14,15,16,18,19,24,29,30,31,33,35,37,39,40,41) 4. Exam 2 (Essay Question, Multiple Choice-True/False ) (25 points) A final exam will be administered during final exam week which will consist of Multiple Choice and True/False questions addressing the Professional Issues we have studied over the course of the semester. (PB 10, 11, 16, 18, 41) CONSENSUAL INTERVIEW (25 POINTS) FEBRUARY 19, 2015 MID-TERM EXAMINATION (25 POINTS) MARCH 5, 2015 ADVOCACY ASSIGNMENT (25 POINTS) APRIL 9, 2015 FINAL EXAM (25 POINTS) APRIL 30, 2015 (10-12:50) 5

6 A final course grade will be based upon the total number of points accumulated by a student on the above evaluations. Grade Overall Points Grade Point Value Grade Overall Points Grade Point Value A C A C B D B D B D C F 59 points and below 0.00 LIBRARY RESOURCES Electronic Course Reserve: To access electronic course reserve materials, go to the library s home page ( and under the category FIND you will see Course Reserves. Click on it. You can search either by instructor s name, course number, author s name or title. To access the item, click on it and you will be prompted to enter your 14-digit library barcode and 4-digit password (last 4-digits of your PID). Students will be expected to utilize UCF library resources to search library databases for required readings. The UCF Libraries has a full array of paper and electronic resources available for students and their research needs. The following web sites which can help students find information, navigate through databases and learn how to use the library: 1. Library Instruction sessions Library Research Tutorials Streaming videos Research Guides Ask a Librarian service Consult with the librarian familiar with Social Work Mr. Hal Mendelsohn In addition to paper copies of books and journals, UCF students have the ability to access a vast selection of journals and books in electronic format while on or off campus. The web address to the library's catalog is The Ask A Librarian service provides students the ability to contact a library professional either by phone, on-line chat or , and ask for assistance on "how to" locate, research, and obtain library materials. The web address for Ask A Librarian is A series of streaming videos, showing students how to search for a book or journal article, has been developed and are available at Research Guides for different majors, that list books, journals, databases, and web sites have been developed and are available in electronic format at Another service to help students conduct library research is a Research Consultation. After a student has conducted his/her research and is in need of additional information, s/he can work with a librarian to locate material with the help of his/her expert searching capabilities. To set-up a Research Consultation, students should complete an on-line Research Consultation request, available at This method is the preferred one, as it captures full information about student needs; or, contact the Research Office at (407) Students may also contact the Ask-a-Librarian Service via the link 6

7 above, or call the Ask-a-Librarian Desk at (407) Finally, students may choose to visit the library and ask a Reference Librarian how best to conduct one's research. If a student has a simple question on how to locate either a book or journal title, the UCF Reference Libraries are happy to provide this type of service, too. POLICIES In addition to the information below, the student should become familiar with School of Social Work Student Handbook and The Golden Rule Handbook for UCF Students. All policies included in these handbooks apply to this class. Cell phones, pagers and recorders Students are asked to turn off cell phones and beepers during class sessions. Permission to audiotape a class meeting(s) must be obtained from the instructor in advance. While the use of laptops is convenient for students to take class notes, it is expected that students WILL NOT engage in other laptop activities during class time that may include: internet activities, reading and responding to , balancing a checkbook, etc. If this should occur, the instructor reserves the right to request that the student not use a laptop during class. Classroom Decorum Side conversations are discouraged because they distract the class. The instructor expects students to respect the culture, values, beliefs and rights of their classmates. During class sessions, alternate points of view are encouraged and should be received by others with respect. Students should feel free to express their opinions and to refer to relevant personal situations without fear of disapproval or disrespect; however, the classroom is not the place where students should indulge in personal venting or support seeking. Professional Behavior Unprofessional behavior will not be tolerated; this includes rude or disrespectful comments via web course tools, or interactions with classmates or the instructor; biased or prejudiced language towards any of the populations served by social work. Should a student exhibit unprofessional behavior the instructor will deduct a point from their overall course grade. Should a disruption continue past the instructor addressing it the first time the student will be referred to the appropriate program coordinator and the Office of Student Conduct. Please note that you are considered burgeoning professionals and are expected to treat your colleagues with respect. Attendance and Participation Student attendance and participation are integral parts of this course. Students are expected to attend each class, arrive on time, and remain for the duration of the class. Students are also expected to assume responsibility for their own learning and to actively involve themselves in class discussions and exercises. Students must be prepared for class (i.e., complete readings and other assignments prior to class). Furthermore, make-up assignments and exams will be given ONLY in extreme circumstances. These circumstances include exceptional health EMERGENCIES (that require that the student bring in medical documentation), and the make-up exam will be an essay exam. Out-of-town vacations, trips, mild colds, and other similar circumstances do not qualify as extreme. Students who have more than three (3) absences regardless of the reason will have their final grade lowered by one letter grade. The only exception to this is if the student has a documented extraordinary circumstance (student hospitalization; 7

8 severe illness; death in the family; car accident) preventing the student from coming to class. In that case, the student must present written documentation to the instructor. Attendance during Finals Week: It is University policy that all classes MUST meet for either a final exam or a class session. Written s Effective written communication skills are essential to professional social work practice. Thus, students are expected to present their ideas clearly and properly and to adhere to accepted standards of writing. Grammar, punctuation, and spelling are to be correct in all written materials submitted and will be considered in grading written assignments. All written assignments must adhere to APA 6 th edition. s must be typed in a 12-font print, and all margins must be one inch. The cover page of a paper does not count towards page number requirements, nor do reference pages. References should be included in the APA 6 th edition citation and reference style. Work not conforming to these standards or demonstrating serious deficiencies in common English usage will be returned ungraded. Students are encouraged to use the University Writing Center (UWC) for assistance in preparing written assignments. The UWC is located in MOD 608 (near the Communications Building). UWC staff may be reached at (407) or The assignments will emphasize the integration of interviewing, verbal, conceptualization and writing skills in practice. All assignments will be evaluated and graded on the following criteria. 1. Appropriate use of APA writing style. 2. Adequate number of references cited in appropriate APA (6 th edition) format. 3. Organization and clarity of ideas presented. 4. Ability to integrate theory and practice appropriately. 5. Ability to use analytical skills throughout the assignment. 6. Creative ways of responding to the instructions beyond the requirements. Late s All assignments must be turned in to the instructor at the beginning of the class period or delivered to the instructor s mailbox before class starts on the due date. It is the student s responsibility to see to it that her or his assignment is stamped with the date by the social work staff member who then places the assignment in the instructor s mailbox. No assignments will be accepted by fax or unless the instructor has given explicit prior approval. Late assignments will lose a full letter grade for each week that they are late unless the student gained prior approval from the instructor. No assignment will be accepted after the last day of class. It is the student s responsibility to make arrangements with the instructor regarding late assignments. Incomplete Grades In exceptional circumstances, an incomplete grade may be given per School and University policies. Individual arrangements must be made with the instructor for the completion of the course requirements, but in no case will the date set extend beyond the end of the following semester. Students who experience chronic medical or personal problems that prevent them from attending class regularly are encouraged to review policies relating to securing a leave of absence from their university studies. 8

9 Academic Integrity/Plagiarism Social workers must demonstrate high standards of integrity. Every student is expected to do his or her own work (some group work will be allowed- you will receive instructions on these assignments) and all of the work produced will be expected to be completed in its entirety by the student who turns it in. Cheating and plagiarism will not be tolerated. Any acts of plagiarism, including not acknowledging sources of information appropriately and in accordance with APA guidelines, or cheating on an examination, quiz, or assignment will result in an "F" for that assignment or quiz/exam and may result in a failing grade in the course. School and University policies on academic integrity will be strictly enforced. Students will be subject to appropriate referral to the Office of Student Conduct for further action. (See the UCF Golden Rule for further information.). Students who observe others violate this policy are expected to report this to the instructor. It is assumed students will adhere to the academic creed of the University and will maintain the highest standards of academic integrity. In other words, don't cheat by giving answers to others or taking them from anyone else. The instructor also adheres to the highest standards of academic integrity, so please do not ask for your grade to be changed without just cause or to bend or break rules for one person that will not apply to everyone. Turnitin.com The instructor reserves the option to use turnitin.com; an online system which can determine if work has been copied from another source. The instructor will provide information on submitting assignments through this system at the beginning of the semester. For a more detailed look at this process, please visit Re-taking a Social Work Course A social work course may be re-taken once during the program. The student needs to inform the faculty teaching that this is a re-take. No student repeating a course may use the same paper (or any other assignment) as was previously submitted unless given permission to do so by the faculty teaching the course. Religious Observances or Military-Related Responsibilities If you experience a scheduling conflict or need accommodation for religious observance or militaryrelated responsibilities, please speak with your instructor to discuss your circumstances. UCF Cares During your UCF career, you may experience challenges including struggles with academics, finances, or your personal well-being. UCF has a multitude of resources available to all students. Please visit UCFCares.com if you are seeking resources and support, or if you are worried about a friend or classmate. Free services and information are included for a variety of student concerns, including but not limited to alcohol use, bias incidents, mental health concerns, and financial challenges. You can also ucfcares@ucf.edu with questions or for additional assistance. You can reach a UCF Cares staff member between 8 a.m. and 5 p.m. by calling If you are in immediate distress, please call Counseling and Psychological Services to speak directly with a counselor 24/7 at , or please call

10 Disability Access Statement The University of Central Florida is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. Students with disabilities who need accommodations in this course must contact the instructor at the beginning of the semester to discuss needed accommodations. No accommodations will be provided until the student has met with the professor to request accommodations. Students who need accommodations must be registered with Student Disability Services, Ferrell Commons room 185, phone (407) , TTY/TDD only phone (407) , before requesting accommodations from the professor. THE UCF CREED Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions. Integrity: I will practice and defend academic and personal honesty. Scholarship: I will cherish and honor learning as a fundamental purpose of my membership in the UCF community. Community: I will promote an open and supportive campus environment by respecting the rights and contributions of every individual. Creativity: I will use my talents to enrich the human experience. Excellence: I will strive toward the highest standards of performance in any endeavor I undertake. Important Academic Dates: see website for all dates. Spring 2015 Holidays Martin Luther King Monday January 19, 2015 Spring Break Monday March 9-15, 2015 UCF Study Day Tuesday April 28, 2015 Course Outline and Schedule Week 1 Professional Social Work Practice January 15, Course overview and requirements. 2. Features of the clinical interview and relationship. 3. Substantively & affectively prepare for action with individuals, families, groups, communities, organizations, & communities 4. Recognize the extent to which a culture s structures & values may oppress, marginalize, alienate, or create or enhance privilege & power in cross-cultural communications 5. Analyze models and theoretical perspectives of assessment, prevention, intervention, & evaluation that guide our professional practice Readings and Video Segments: Week 1 1. Murphy, B. & Dillon, C. Chapter 1, Becoming a professional Chapter 3, Getting started Videotape (DVD): Interviewing in Action

11 Week 2 Interviewing: How Do We Begin?? January 22, Use of empathy & other interpersonal skills when conducting client interviews. 2. Selected communication techniques: e.g., observing, attending, active listening, reflective responding, questioning, summarizing, etc. 3. Consensual and Conflictual contexts of communication in social work practice. 4. Demonstrate effective oral & written communication in working with individuals, families, groups, organizations, communities, and colleagues 5. Use of empathy & other interpersonal skills when conducting client interviews. 6. Recognize the extent to which a culture s structures & values may oppress, marginalize, alienate, or create or enhance privilege & power Week 2 1. Murphy, B. & Dillon, C. Chapter 4, Attending & listening Chapter 5, Support and empathy: A sustaining presence (DVD ) Week 3 Consensual Interviews: Multicultural Practice & Ethics January 29, Consensual contexts for social work interviews with various populations across the life course 2. Practice personal reflection and self-correction to assure continual professional development 3. Recognize and manage personal values to allow professional values to guide practice 4. Recognize & communicate an understanding of the importance of difference in shaping life experiences 5. The impact of culture, environment and social oppression on communication across the life course. 6. Recognize the extent to which a culture s structures & values may oppress, marginalize, alienate, or create or enhance privilege & power when interviewing clients 7. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups 8. Understand the forms & mechanisms of oppression & discrimination as it relates to working with individuals, families, groups, and communities. 9. Explaining the relationship of culture, environment, gender, sexual orientation, age and populations at risk (persons with disabilities, the older adult, children, etc.) in obtaining social and economic justice. 10. Identify interviewee differences and demonstrate effective oral & written communication in working with diverse populations Readings: Week 3 1. Murphy & Dillon, Chapter 2, The clinical relationship, multicultural practice, and ethics 2. Kadushin. Chapter 12, "Cross-Cultural Interviewing," pp (reserve). 3. Mackelprang & Salsgiver, Chapter 15, Practice Guidelines pp (reserve) 4. Proctor, E., & Davis, L. in Multicultural issues in social work edited by Ewalt, Freeman, Kirk, & Poole, Chapter 8, The challenge of racial difference: Skills for clinical practice pp (reserve) Weeks 4 & 5 February 5, 2015 and February 12,

12 Interpersonal Skills in Social Work Practice: Exploration, Elaboration, & Assessment 1. Attend to professional roles and boundaries when interviewing clients 2. Distinguish, appraise, & integrate multiple sources of knowledge, including research-based knowledge & practice wisdom when identifying interviewing techniques in working with diverse populations. 3. Demonstrate effective oral & written communication when interviewing individuals, families, groups, organizations, and communities. 4. Assess client s strengths & limitations throughout the interview process. 5. Select appropriate intervention strategies to assist clients in resolving problems. 6. Critically analyze, monitor, & evaluate interventions when interviewing clients. 7. Develop a mutually agreed-on focus of work and desired outcomes. 8. Help clients resolve problems. Readings and Video Segments: Week 4 : February 5th 1. Murphy, B. & Dillon, C. Chapter 6, Exploration and elaboration Chapter 7, Assessment, formulation and goal setting Videotape (DVD): Interviewing in Action, Kadushin. Chapter 6, Problem exploration phase (reserve) Week 5: February 12th Readings: 1. Miller, W. & Rollnick, S. Chapter 4, What is motivational interviewing? pp (reserve) 2. Murphy, B. & Dillon, C. Chapter 8, Building motivation, formulating plans, and evaluating change Week 6 Consensual Interviews Gaining New Perspectives February 19, 2015 CONSENSUAL INTERVIEW DUE 1. Assisting clients understand feelings experienced 2. Clients gain new perspectives while resolving problems and enhancing client capacities 3. Select appropriate intervention strategies 4. Assess client s strengths & limitations: accentuate the positive 5. Exploration to support behavior change using behavioral techniques on a micro and macro level 6. Distinguish, appraise, & integrate multiple sources of knowledge, including research-based knowledge & practice wisdom 7. Critique & apply knowledge to understand person & environment 8. Apply strategies of ethical reasoning to arrive at principled decisions. Readings: 1. Murphy, B. & Dillon, C. Chapter 9, Helping clients feel and see things differently Chapter 10, Helping clients do things differently Videotape (DVD): Interviewing in Action, Kadushin. Chapter 7, Developmental phase: Problem- solving interventions (reserve) Week 7 Relationship Dynamics February 26,