SWK : Generalist Social Work Practice with Individuals and Families

Transcription

1 UNIVERSITY OF NORTH CAROLINA WILMINGTON College of Health and Human Services SCHOOL OF SOCIAL WORK Bachelor of Social Work Program SWK : Generalist Social Work Practice with Individuals and Families 9:00 am 11:45 pm Spring, 2014 Instructor: Vonda B. Gardner, MSW, LCSW Work Phone Office: Trades (preferred communication) Office Hours: by appointment Course Catalog Description: SWK Generalist Social Work Practice with Individuals and Families(3) Prerequisite: SWK240. Client-directed strengths-based and solution-focused generalist practice with individuals and families. Assessments, progress notes, case management, working with mandated clients, crisis and trauma work covered. Course Description This course is the second of a four-part generalist practice course sequence. It integrates the basic strengths-based, solution-focused working relationship orientation into social work practice at the micro level of the generalist practice framework: working with individuals and families. Emphasis will be placed on generalist practice modes of intervention--case management, advocacy, brokering, brief counseling, education, solution focused issue management, and crisis/trauma management within a diverse and multicultural society. Issues of social justice, social policy, ethical and fiduciary responsibilities, empowerment, assessment, and recursive evaluation will be integrated into micro practice knowledge and skills. Purpose This course prepares students to think and engage client systems in terms of the micro level of the generalist practice framework. Students learn to think in terms of the contextual implications of the interface of person-in-the-environment and the use of micro level practice knowledge and skills in addressing client system needs. Students learn through practice the basic process of collaborative articulation of the issues to be addressed by engaging in collaborative and evolving assessments, formulating collaborative options and solutions, taking action, and engaging in recursive evaluation of the process and outcome. Students learn the various roles within generalist practice through which they may engage those with whom they work: case management, advocacy, brokering, brief counseling, education, and crisis/trauma management with individuals and families. Students focus on engaging individuals and families in terms of empowerment and strengths by means of a solution focused process. Students continue to practice integrating ethical responsibilities into practice. Students continue to integrate knowledge and skills related to diversity and individual uniqueness into their practice. They recognize and consider the impact of policy decisions, from the agency to societal levels, on the work they do with individuals and families. Prerequisite: SWK 240 and SWKL 240

2 Course Objectives 1. Students will demonstrate an integration of the strengths-based /solution-focused working relationship skills and process to the micro level of practice evidenced by role play, case record and quizzes. EP (a); (b); (c) B Students will understand the interrelatedness of the levels described by the generalist practice framework: Micro, Mid, and Macro. evidenced by role play, case record and quizzes EP 2.1.3; 2.1.6; Students will understand and demonstrate the basic collaborative steps of engagement, assessment, formulating options, taking action, and engaging in recursive evaluation of the process and outcome of solution-focused micro practice. evidenced by role play, case record and quizzes EP 2.1.3; 2.1.6; Students will understand and demonstrate the use of the basic modes of solution-focused generalist practice: couples, families, mandated clients, basic case management, crisis/trauma work and suicidal clients. evidenced by role play, case record and quizzes EP (a); (b); (c) B Students will understand and demonstrate the ability to recognizing, appreciate, and work with people s strengths and resilience in the context of relationships with others. evidenced by role play, case record and quizzes EP 2.1.4; Students will demonstrate the beginning skills in creating case records, to include assessment, process recording, progress notes and summaries. evidenced by role play, case record and quizzes EP b; (d). 7. Students will demonstrate a continued recognition and inclusion of issues of social justice, social policy, diversity, as well as ethical responsibilities in micro practice. evidenced by role play, case record and quizzes. EP 2.1.4; 2.1.9; Required Texts: DeJong, P. & Berg, I.K. (1998). Interviewing for solutions. Pacific Grove, CA: Brooks/Cole. Miley, K.K., O Melia, M., & Dubois, B. (2007). Generalist social work practice: An empowering approach. (5 th ed.). Boston: Allyn & Bacon. Other readings in library or in journals on-line: Blundo, R., & Greene, R. (2007). Survivorship in the face of traumatic events and disasters. In R. Greene, (Ed.). Social work practice: A risk and resiliency perspective. Belmont, CA: Thomson Osher, T. M. & Osher, D. M. (2002). The pardigm shift to true collaboration with families. Journal of Child and Family Studies, 11 (1), Kisthardt, W. (2006). Chapter 10: The opportunities and challenges of strengths-based, person-centered practice. In Saleebey, D., (Ed.), The strengths perspective in social work practice (4 rd ed.). Boston: Allyn and Bacon. Cowger, C.D.,& Snively, C. A. (2006). Assessing client strengths: Individuals, family, and community empowerment. In Saleebey, D., (Ed.), The strengths perspective in social work practice (4 rd ed.). Boston: Allyn and Bacon.

3 Rapp, C. A. (2006). Strengths-based case management. In Saleebey, D., (Ed.), The strengths perspective in social work practice (4 rd ed.). Boston: Allyn and Bacon. Greene, G.L. Mo-Yee, L., Trask, R., & Rheinschield, J. (2000). How to work with clients strengths in crisis intervention (pp ). In A. R. Roberts (Ed.), Crisis intervention handbook (2 nd ed.). New York: Oxford. METHODS TO ATTAIN OBJECTIVES The primary learning format will be lectures and classroom activities, which involve all students as active learners. Class lectures and exercises are based on the understanding that all readings assigned for that topic have been completed prior to class. It also is anticipated that each student has experiences and points of view that will enrich class discussions. The instructor will be responsible for organizing and presenting primary course material, assisting any student with course-related material and assignments, and for assessing student progress. The student will be responsible for attending all classes, facilitating his/her own learning and that of others in class, sharing ideas, making observations, and asking questions. I DO NOT accept assignments sent electronically paper copies only! ALL ASSIGNMENTS MUST BE TURNED IN AT THE BEGINNING OF CLASS ON THE DATE SPECIFIED, and must be presented in a professional fashion (typed, double-spaced, grammar-and-spell-checked, properly formatted, and written in the accepted American Psychological Association style). NO LATE PAPERS WILL BE ACCEPTED. ALL EXAMS MUST BE TAKEN ON THE DATE SPECIFIED BY THE INSTRUCTOR. ACADEMIC INTEGRITY All members of UNCW s community are expected to follow the academic Honor Code. Please read the UNCW Honor Code carefully (as covered in the UNCW Student Handbook). Academic dishonesty in any form will not be tolerated in the class. Please be especially familiar with UCNW s position on plagiarism as outlined in the UNCW Student Handbook. Plagiarism is a form of academic dishonesty in which you take someone else s ideas and represent them as your own. Here are some examples of plagiarism: a. You write about someone else s work in your paper and do not give them credit for it by referencing them. b. You give a presentation and use someone else s ideas and do not state that the ideas are the other person s. c. You get facts from your textbook or some other reference material and do not reference that material. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES I am more than happy to make appropriate accommodations for students with disabilities. Students with diagnosed disabilities should contact the Office of Disability Services ( ). Please give me a copy of the letter you receive from Office of Disability Services detailing class accommodations you may need. If you require accommodation for test-taking please make sure I have the referral letter no less than three days before the test. VIOLENCE AND HARASSMENT UNCW practices a zero tolerance policy for any kind of violent or harassing behavior. If you are experiencing an emergency of this type contact the police at 911 or UNCW CARE at Resources for individuals concerned with violent or harassing situation can be located at

4 CAMPUS RESPECT COMPACT UNCW is committed to a civil community, characterized by mutual respect. Individuals wanting more information about the Respect Compact can contact the Office of Institutional Diversity and Inclusion. USE OF PERSONAL ELECTRONICS I assume that you are all adult learners who are respectful concerning use of electronic equipment. If use of electronics becomes disrespectful, distracting or disruptive to me and/or your classmates, I will ask you to cease use of electronics. ATTENDENCE Regular class attendance is required, and full participation is expected. Attendance will be taken beginning the class meeting after the drop-add period is over and will be taken every class for the remainder of the semester. Students are allowed three absences and three tardies and/or leaving class early for any reason. Each absence/tardy over three will result in a deduction of three points from your final course grade. Tardy is defined as entering the room after roll has been taken at the beginning of class. Leaving class early is defined as leaving the room before the instructor dismisses the class. CAMPUS ASSISTANCE FOR THIS COURSE Much assistance is available on campus to help you succeed in this course. The Randall librarian assigned to the School of Social Work is Mr. John Osinski. You can him at osinskij@uncw.edu. The Writing Place is available to you for paper-writing assistance. INSTRUCTOR S TEACHING PHILOSOPHY I believe strongly in a strengths-based, collaborative learning process. My classroom style, while generally lecture-oriented, encourages honest dialogue and exchange of ideas. I believe we learn best when we are honored for our thoughts and feelings, and when we honor others thoughts and feelings. Open discourse regarding course materials and relevant information gleaned from various sources enhance the learning experience for us all. ASSIGNMENTS AND QUIZZES 1. You will conduct five interviews with a classmate over the course of the semester. You will create a Case Record for those interviews. The Case Record consists of the following components: a. Progress Notes regarding your initial intake session (including the creation of an intake form), your assessment and goal-setting session, and three additional client sessions (the third of which is a termination session). b. A Case Record Summary of your ability to demonstrate strengths-based, solution-focused practice skills with a client system. Additionally, your Case Record should reflect your ability to demonstrate your development of case management skills. 2. Three short quizzes will measure your ability to demonstrate your comprehension of assigned readings and course lecture material.

5 Grading 1. Case Record 70% of final grade a. Intake session and intake form 10% b. Assessment session 10% c. Intervention session one 10% d. Intervention session two 10% e. Termination session 10% f. Case Record summary 20% 2. Pop Quizzes (3) 30% of final grade 100% Grade Assignment A final letter grade based on 100% of completed course assignments and exams will be given at the completion of the course. No +/- grades are given in the course. Grades are based on a 10-point scale, with no exceptions: A B C D Week of Jan. 14 Course Content First Class: Review Course Outline Jan. 16 Jan. 21 Jan. 28 Feb. 4 Feb. 11 Feb. 18 Feb. 25 Getting Started: Paying Attention to What the Client System Wants: DeJong & Berg Text: Chapter 3 & 4 & 5 Miley text: Chapter 8 Drop-Add period ends Exploring for Exceptions: Building on Client System Strengths and Success DeJong & Berg text: Chapter 6 Giving Feedback to Client Systems: DeJong & Berg Text: Chapter 7 Feedback Miley text: Chapter 7 Finding, Amplifying and Measuring Client Progress in Later Sessions DeJong & Berg Text: Chapter 8 Miley Text : Chapter 15 Involuntary: Children and Mandated Clients DeJong & Berg Text: Chapter 9 Case Management and Strengths Based Assessment

6 Rapp, C. A. (2006). Chapter 8: Strengths-based case management. In Saleebey, D., (Ed.), The strengths perspective in social work practice (4 th Edition). Boston: Allyn and Bacon. Miley Text. Chapter 10 Mar. 4 & 6 Mar. 11 Mar. 13 Mar. 25 Apr Apr. 15 Apr. 17 Apr. 29 No class: Spring Break Crisis Intervention and Response to Traumatic events DeJong& Berg Text: Chapter 10 Miley Text: Chapter 12 Greene, G.L. Mo-Yee, L., Trask, R., & Rheinschield, J. (2000). How to work with clients strengths in crisis intervention (pp ). In A. R. Roberts (Editor), Crisis intervention handbook (2 nd Edition). New York: Oxford. Blundo, R., & Greene, R. (2007). Survivorship in the face of traumatic events and disasters. In Greene (ed.) Social Work Practice: A risk and resilience perspective. Belmont, CA: Thomson. Case Record Intake Session/Intake Form, Assessment Session, and Intervention Session 1 DUE Exploring Generalist Practice: Integrating Change Miley, Text: Chapter 16 Reviews and role plays Case Record Intervention Session 2, Termination Session and Summary DUE] No class State Holiday Last class

7 Recommended Reading Austin,C.D., & McClelland, R. W.(Eds.). (1996). Perspectives on case management practice. Milwaukee, WI: Families International Bartolino, B., & Thompson, K. (1990). The residential youth care worker in action: A collaborative, competency-based approach. New York: Haworth Mental Health Press. Berg, I.K. (1994). Family based services: A solution-focused approach. New York: W.W. Norton. Berg, I. K., & Steiner, T. (2003). Children s solution work. New York: W.W. Norton. Boyed--Franklin, N. (1989). Black families in therapy: A multisystems approach. New York: Guilford. Christensen, D.N., Todahl, J., & Barrett, W.C. (1999). Solution-based casework: An introduction to clinical and case management skills in casework practice. New York: Aldine de Gruyter. DeJong, P. & Berg, I. K. (1998). Interviewing for solutions. Pacific Grove, CA: Brooks/Cole Publishing Company de Shazer, S. (Summer, 1989). A requiem for power. Contemporary Family Therapy, 10, Furman, B., & Ahola, T. (1992). Solution talk:: Hosting therapeutic conversations. New York: W.W. Norton & Company. Halley, A.A., Kopp, J., Austin, M.J. (1998). Delivering human services (4th ed.). New York: Longman Helton, L.R., & Jackson, M.(1997). Social work practice with families: A diversity model. Boston: Allyn and Bacon Maluccio, A. (1979). Learning from clients: Interpersonal helping as viewed by clients and social workers. New York: Free Press. Middleman, R.R. & Wood, G.G. (1990). Skills for direct practice in social work. New York: Columbia University Press. Miley, K.K., O Melia, M., & DuBois, B. (1998). Generalist social work practice: An empowering approach (2nd ed.). Boston: Allyn and Bacon O Hanlon, B., & Bertolino, B. (1998). Even from a broken web: Brief, respectful solution-oriented therapy for sexual abuse and trauma. New York: John Wiley & Sons. Parad, H.J. & Parad, L.G. (Eds.). (1990). Crisis intervention, book 2: The practitioner s sourcebook for brief therapy. Milwaukee, WI: Family Service America. Poulin, J. (Ed.). (2005). Strengths-based generalist practice: A collaborative approach. Belmont, CA: Thompson, Brooks/Cole Rose, S.M. (1992). Case management and social work practice. New York: Longman

8 Rothman, J. (1994). Practice with highly vulnerable clients: Case management and community-based services. Englewood Cliffs, NJ: Prentice Hall. Rothman, J. & Sager, J.S. (1998). Case Management: Integrating individual and community practice. Boston: Allyn and Bacon Sharry, J. (2004). Counseling children, adolescents and families: A strengths based approach. Thousand Oaks, CA; Sage Publications. Selekman, M.D. (1997). Solution-focused therapy with children: Harnessing family strengths for systemic change. New York: Guilford Press Tice, C. J., & Perkins, K. (1996). Mental health issues and aging: Building on the strengths of older persons. Pacific Grove: Brooks/Cole Turnell, A., & Edwards, S. (1999). Signs of safety: A solution and safety oriented approach to child protection casework. New York: W.W. Norton. van Wormer, K., Wells, J., & Boes, M. (2000). Social work with lesbians, gays, and bisexuals: A strengths perspective. Boston: Allyn & Bacon