SOWK 365: Critical Approaches to Social Work Practice

Transcription

1 SOWK 365: Critical Approaches to Social Work Practice The University of Calgary Instructor: Heather Coleman and Margaret Miles Faculty of Social Work Mondays: 9:00am-12:00pm Southern Alberta Region Classroom D610 Fall 2014 Phone: Office: E526 Office hours: by appt. COURSE OUTLINE Syllabus Statement This course provides theoretical frameworks, including anti-oppressive social work concepts, as a foundation for reflective professional generalist social work. Course Description This course is designed to provide an integrative and critical understanding of practice approaches and methods within a generalist practice framework for professional social work. The course examines various perspectives and intervention approaches relating to the development and maintenance of empowering relationships in generalist social work practice. The course will also focus on critical thinking, reflection, analysis, and engagement in collaborative learning opportunities. Students will be challenged to explore current social work practice perspectives, approaches, theories, and methods, to engage in a learning project, to share their learnings with peers, to learn from peers, and to reflect upon their learning journey over the semester. Learning Objectives 1. Students will understand the differences between selected theories, models, perspectives, and frameworks. 2. Students will understand the dynamics behind the social construction of theories. 3. Students will develop a critical understanding of the various perspectives, theories, approaches, and practice methods as they contribute to social work practice. 4. Students will demonstrate a basic understanding of various approaches to social work practice, how their values and beliefs contribute to their practice, and the importance of context and worldview within this process. 5. Students will develop a beginning personal practice model based on a critical understanding of social work approaches to practice. 6 Students will demonstrate the ability to gain a deeper understanding of a practice approach of interest and provide critical analysis of this approach. 7. Students will demonstrate the ability to create respectful, open, and safe learning environments, which ensure that each student has a voice and everyone is treated with respect and dignity. 1

2 Relationship to Other Courses This course focuses on content that addresses core professional concepts in social work practice and is a required course in the BSW program. It will provide a foundation for direct social work practice, with the understanding that some theories work for some problems.course Text Payne, M. (2014). Modern Social Work Theory (4 th ed.). Chicago. Ill: Lyceum. Other Reading and Resources Other resources will be available on the D2L course site. Course Web Site Address: Tentative Class Schedule (subject to change) Course Dates Sept. 14 Themes & Due Dates Introduction to course, theories, models, and perspectives, social construction of theory, social work identity and clinical practice Text Readings Read Chapters 1 and 2 Sept. 21 What is social work, beliefs about change, social IQ, self awareness. Read Chapters 1 and 2 Sept. 28 Person centered therapy. Read Chapters 10 Oct.5 Assessments, psychodynamic approaches to change, genograms, ecological. Read Chapter3 and 4 2

3 Oct. 12 Thanksgiving. Oct. 19 TA, Reality therapy, structural family Read Chapters 6 and 10 Oct. 26 therapy Cognitive Behavioral Holiday Practice Read Chapter 6 **No Class** Nov. 2 Humanistic/experiential/gestalt Read Chapter 10 Nov. 9 Catch up, review of course material, experiential exercises Behavioural interventions Film: Trouble with Evan Nov. 16 Feminist Chapter 13 3

4 Nov. 23 Task Centered, crisis intervention Read Chapter 5 Nov. 30 Trendie new age approaches, critical approaches, DSM Nov. 30 Dec. 7 Panel discussion therapeutic Case study and theory integration Course Evaluation Student feedback will be sought at the end of the semester through standard University and Faculty course evaluation formats. Students are welcome to discuss the process and content of the course with the instructor at any time. "If a student is interested in undertaking an assignment that will involve collecting information from members of the public, he or she should speak with the course instructor and consult the CFREB ethics website ( before beginning the assignment." Grading and Assignments 1. Theory, perspective, model, approach, technique Weight X%. The intent of this paper is to discern the difference between a theory, model, approach, and technique. Students will select one of each that is used in social work practice and discuss when each can be used in social work. Provide an example of each and back up your case. WEIGHT: 25% DUE DATE: October 19, 2015 AT THE BEGINNING OF CLASS

5 2. Psychosocial Assessment: The purpose of this assignment is for students to understand the importance of completing a psychosocial assess with clients. The selection of clients will be discussed in class. Students will understand the assessment framework provided in class psychosocial history, genogram and ecological assessment. NOTE: These assessment methods are not covered in the text. DUE: November 16 at the BEGINNING of class. WEIGHT: 25% 3. Students will select three theoretical models of practice and compare and contrast these theories. The criteria to be addressed within the practice approach analysis include: historical development of the approach (who, what, where, when, why?), review of the knowledge base of the approach (key concepts) specific intervention methods of the approach description of change (micro, mezzo, macro - does the approach apply widely to diverse social work practice situations or narrowly to particular cases?) role expectations for social work practitioners and clients (what assumptions does the approach make about social workers and clients, including their power, expertise, and definition of client problems?), a critical deconstruction of the strengths and weaknesses of each approach including who the theories benefit and who it disadvantages consistency with social work ethics and values, effectiveness in practice application, as indicated by research, and evaluation of the utility of approach in social work practice, as indicated through your analysis. The learning project must use at least 15 resources, from original sources. All reference material must be clearly cited within the project and a reference list must be included with the project, all in APA style. Criteria for grading will include clarity and complexity of the analysis, organization of content, effectiveness of communication (clarity, grammar, vocabulary, punctuation, and presentation), the use of relevant literature, and adherence to APA standards. DUE: Last day of class BEGINNING of class. WEIGHT:50% 5

6 GRADING SYSTEM GRADE GRADE POINT PERCENTAGE DESCRIPTION VALUE CONVERSION A+ 4.0 Outstanding A % Excellent superior performance, showing comprehensive understanding of subject matter. A % B % B % Good clearly above average performance with knowledge of subject matter generally complete. B % C % C % Satisfactory basic understanding of the subject matter. C % Receipt of grade point average of 1.70 is not sufficient for promotion or graduation. D % D % Minimal pass marginal performance generally insufficient preparation for subsequent courses in the same subject. F.0 Below 50% Fail unsatisfactory performance or failure to meet course requirements. PLAGIARISM Students are reminded that the Faculty of Social Work views plagiarism as a very serious offense that can result in serious disciplinary action. Students are encouraged to read The University of Calgary Calendar for full clarification and any questions should be presented to the class instructor. PROFESSIONAL CONDUCT Social Work students are held to professional standards at all times while in the program. Class and field settings are considered to be professional work settings and students are expected to perform and behave accordingly. Please act at all times as you would in a meeting in a social work agency. This includes the use of cell phones and computers. Please turn off cell phones while in class. If you are expecting an urgent phone call please let the instructor know prior to class. Laptops may only be used for taking notes or other appropriate educational purposes. Students who use their computer for other purposes will be asked to leave for the class session. Having a private conversation during a class lecture, including answering a phone in the class room or using a portable computer or other electronic device for activities unrelated to class, which potentially may disturb or distract student learning is not acceptable. If you have special learning needs or issues, please discuss these with the professor. 6

7 ASSIGNMENT GUIDELINES Faculty members of the Southern Alberta Region expect and insist that assignments: Be typed Be free of grammatical, spelling and typing errors; Incorporate correct usage of referencing set forth by the American Psychological Association. (The Publication Manual of the American Psychological Association, is available in the University of Lethbridge library). Use original sources when possible HANDING IN OF COURSE ASSIGNMENTS All assignments are to be handed in at or before the date and time as specified in the course outline. Please request an extension from the instructor should you require more time and offer an alternate due date and time for the instructor s consideration. Grades will be deducted for late submissions without an extension being granted by the instructor. Academic Accommodation It is a student s responsibility to request academic accommodation. If you are a student with a disability who may require academic accommodation and have not registered with the Disability Resource Centre, please contact their office at If you are seeking academic accommodation, please notify your instructor no later than 14 days after the commencement of this course. University of Lethbridge SAFEWALK