INSTRUCTOR: Jean Cashman, LCSW OFFICE HOURS: T/Th 1:30-2:30

Transcription

1 SWK 400: Social Work Practice II TERM: Fall 2010 INSTRUCTOR: Jean Cashman, LCSW OFFICE HOURS: T/Th 1:30-2:30 Normal Hall 214 And by appointment University of Maine at Presque Isle Statement of Commitment As a member of the university, I pledge to Pursue academic excellence, Support open inquiry and civil expression, Listen respectfully to the viewpoints of others, Participate responsibly in the life of the community, Conserve and enhance the beauty of the campus, and Help members of the university realize their potential. I. Course Overview 3 credits. Prerequisite: Acceptance in the BSW Program, SWK 315; Co-requisite SWK 496A This course is designed to build on the foundation developed in earlier generalist social work courses and to assist in integrating knowledge, values and skills as applied to groups. A variety of approaches to the development of interpersonal communication, assessment, planning, intervention, evaluation with various groups are surveyed in order to assist the students in developing their own style in facilitating groups as beginning generalist practitioners.

2 II. Council on Social Work Education Evaluative Standards 4.0 Values and Ethics Social work education programs integrate content about values and principles of ethical decision making as presented in the National Association of Social Workers Code of Ethics. The educational experience provides students with the opportunity to be aware of personal values; develop, demonstrate, and promote the values of the profession; and analyze ethical dilemmas and the ways in which these affect practice, services, and clients. 4.1 Diversity Social work program integrate content that promotes understanding, affirmation, and respect for people from diverse backgrounds. The content emphasizes the interlocking and complex nature of culture and personal identity. It ensures that social services meet the needs of groups served and are culturally relevant. Programs educate students to recognize diversity within and between groups that may influence assessment, planning, intervention, and research. Students learn how to define, design, and implement strategies for effective practice with persons from diverse backgrounds. 4.2 Populations-at-Risk and Social and Economic Justice Social work education programs integrate content on populations-at-risk, examining the factors that contribute to and constitute being at risk. Programs educate students to identify how group membership influences access to resources, and present content on the dynamics of such risk factors and responsive and productive strategies to redress them. Programs integrate social and economic justice content grounded in an understanding of distributive justice, human and civil rights, and the global interconnections of oppression. Programs provide content related to implementing strategies to combat discrimination, oppression, and economic deprivation and to promote social and economic justice. Programs prepare students to advocate for nondiscriminatory social and economic systems. 4.5 Social Work Practice Social work practice content is anchored in the purposes of the social work profession and focuses on strengths, capacities, and resources of client systems in relation to their broader environments. Students learn practice content that encompasses knowledge and skills to work with individuals, families, groups, organizations, and communities. This content includes engaging clients in an appropriate working relationship, identifying issues, problems, needs, resources, and assets, collecting and assessing information; and planning for service delivery. It includes using communication skills, supervision, and consultation. Practice content also includes identifying, analyzing, and implementing empirically-based interventions designed to achieve client goals; applying empirical knowledge and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leaderships for policies and services; and promoting social and economic justice.

3 III. Competencies and Educational Goals Competency #2. Understand how to apply social work ethical principles to guide professional practice with groups. Knowledge, values and skills objective: -Become aware of the value base of the profession, including the ethical standards and relevant laws -Understand forms of ethical decision making. -Begin to understand the application of social work values and ethics in working with diverse individuals and groups. Competency #4. Understand how to engage diversity and difference in practice with groups. Knowledge, values and skills objective: -Continue developing an understanding of and respect for the diversity of individuals, families and groups in local communities and knowledge of the world beyond. Competency #5. Understand how to advance human rights and social and economic justice as these relate to working with groups. Knowledge, values and skills objective: -Understand prejudice, oppression and discrimination and the need to act as an advocate to advance social and economic justice. -Become aware of the global interconnections of oppression and are knowledgeable about strategies to promote human and civil rights. Competency #9. Understand how to respond to contexts that shape a practice with groups. Knowledge, values and skills objective: -Acquire knowledge and skill in the use of research methods to evaluate effectiveness in social work practice. -Recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively.

4 Competency #10. Understand the process of engaging, assessing, intervening, and evaluating groups. Knowledge, values and skill objective: -Develop knowledge and skills of generalist social work practice and the change process with diverse groups. IV. Course Objectives 1. Learn the history of group work and foundations of generalist practice with groups. 2. Apply social work values and ethics in working with diverse individuals and groups. 3. Think critically augmented by creativity, research-based knowledge and curiosity to analyze methods of assessment, prevention, intervention and evaluation. 4. Engage diversity and accept others in a culturally sensitive and respectful manner. 5. Acquire knowledge and skill in the use of research methods to evaluate effectiveness in social work practice with groups. 6. Demonstrate knowledge and skills of generalist social work practice and the change process with diverse groups. V. Texts Furman, Rich, Diana Rowan and Kim Bender, (2009). An Experiential Approach to Group Work. Lyceum Books, Inc. Shulman, Lawrence, (2011).Dynamics and Skills of Group Counseling. Cengage Learning. VI. Evaluation of Student Performance 1. Group Development Paper: The course has emphasized the stages and characteristics of group development. Each student will reflect on the class/seminar as a group and identify the various stages of group development as each has pertained to this group of students. Use the interactions which occurred in previous classes as a beginning point and include Social Work Practice III to predict what may happen next semester with the group process. This qualitative analysis should include aspects of the group process theory to confirm and substantiate your opinions and thoughts. Be aware of cultural

5 diversity, gender roles, age, and human development as it pertains to the group process. Document all references. 25% toward grade Due Nov Specialty Group Presentation: Students will be placed in groups to research history, theories, types of groups, curriculum, and evaluation of specialty areas related to the student s field placement. Each group will develop a class presentation about their area of specialty. These areas may include mental health, elderly, children, medical, substances, careers, etc. 25% toward grade Due Dec 9 3. Tests: Shulman Chapters 1-3 Sept 16 Shulman Chapters 4-6 Oct 7 Shulman Chapters 7-9 Nov 9 Shulman Chapters Dec 16 As a review for each chapter, the student will develop questions pertinent to the chapter being discussed and bring to class: 1. one multiple choice question, 2. one true/false question, and 3. one matching question. 50% toward grade VII. Teaching Methods Social work is a very interactive profession and this course will use a variety of methods to assist students in participating to their fullest. To assist in this process this course will include lectures, discussions, role plays, group activities and student presentations. The course will ask students to develop knowledge and skills in social work practice with groups and explore personal views on diversity, human rights, professionalism, ethics and use critical thinking to develop a global practice view of social work.

6 VIII. Course Requirements Attendance Policy: Regular attendance and time management is the responsibility of the student. Class attendance is a benefit for the students, classmates, and the instructor. Lack of attendance and tardiness will impact the final grade and even the ability to finish the class. Three absences from the class will result in a ½ step deduction. Four absences will result in another ½ step deduction. If a student has five absences from the class, an additional ½ step deduction will occur in the course overall grade. More than five absences will result in the student being directed to withdraw from the course. Tardiness is defined as coming into the class after the instructor has begun to present information and after the class time. Three incidences of tardiness will result in the equivalent of one absence. If the student has some concern about this policy, it is the student s responsibility to address these concerns with the instructor. Attendance standards are as follows: 3 absences = ½ step deduction in the overall grade 4 absences = ½ step deduction in the overall grade 5 absences = ½ step deduction in the overall grade Over five absences, students will be dropped from the course. Minimum Grade: Any student majoring in Social Work must obtain a minimum grade of a 72 in this class in order to graduate from the BSW program. If the student does not earn at least a 72, he/she has the option to repeat the course next fall and complete the BSW in that year, or consider another major. A discussion with student s advisor is recommended. Participation: Social Work is an interactive profession and thus student participation will be an indicator of this skill and is expected. Non-participation in class will be reflected negatively in the final grade. Late Assignments: If a student needs an extension on an assignment, there will be a one class grace period without penalty. For each day after that, the grade will be reduced by one (1) grade. If a student does not take a test on the date it is given, the student must make arrangements to complete the test before the next class. The grade will be reduced by five (5) points for each day after that date.

7 IX.Student Services Disability Services: If a student has a disability and needs an accommodation or assistance in this course, please make an appointment to speak with the instructor so that appropriate and necessary support to facilitate your success in this course can be made. Mary Kate Barbosa is the Student Support Services Administrator. Her office is located on the first floor of South Hall and her telephone number is Please contact her to discuss all possible accommodation options available to students. Tutoring: Student Support Services offers tutoring to all students via experienced professional and peer tutors. If you are interested in receiving tutoring, please contact Student Support Services at Writing Center: UMPI offers a writing center for students who would like assistance in developing their writing skills. This is not a service to write a student s assignments, but to provide assistance with organization, structure, grammar and punctuation, and APA format. If you are interested in accessing the writing center, please contact Student Support Services at X. Conduct and Comportment Social work is a profession and an aspect of social work education is developing professional behavior. This begins in the classroom with how students conduct themselves and relate to classmates and the instructor. Expected behavior in addition to punctual attendance: Students will show respect to all persons, whether classmates, instructor, or guest speakers. Respect means paying attention to anyone who is speaking, not talking on the side, sleeping, completing homework, or other distracting activity. Expressing opposite opinions and views is encouraged. Students will participate in a manner which allows all individuals to express their views. All opinions should be expressed openly. People should be allowed to finish statements and not be interrupted, and facial statements or body language, which reflects disapproval, should not be conveyed without an explanation.

8 Technology manners: Texting during class, answering cell phones during class, cell phone photos or videos in class are disrespectful to the entire class. Audio or video taping a lecture, participation, or activities without permission of the instructor is a breach of confidentiality and not allowed. The use of laptops during class is distracting for everyone. A letter from Student Support Services is needed to indicate if this is an accommodation needed for a student. If you are expecting a call due to a family issue, such as a sick child, inform the instructor before the class begins and step out of class to accept the call. Role playing is an important aspect of the social work courses. Photographing and/or videoing these role plays by a classmate without the participants permission is a violation of confidentiality and is not allowed. The Field Practicum is an aspect of social work education when students actually use the skills learned in the classroom. Professionalism and professional behavior is expected not only in the classroom, but in the field practicum as well. It is an aspect of the field practicum evaluation and will be addressed if there are concerns. Disruptive behaviors of any nature are unprofessional, unacceptable and will be addressed. This includes but not limited to yelling, name calling, and threatening behavior. The University of Maine Presque Isle has a student code of conduct which all students are expected to follow.

9 XI.Course Outline Aug 31 Sept 2 Sept 7/9 Sept 14 Course introduction and review of syllabus. Underlying Assumptions about People Groups, and Group Counseling Shulman Chapter 1 Mutual aid Processes in the Group; role plays and ethical dilemmas Shulman Chapter 2 Group Formation Exercise from Furman on group planning Sept 16 Test # 1 Shulman Chapters 1-3 Sept 21/23 Beginning Phase with Groups Shulman Chapter 4 Exercise from Furman on beginning a group Sept 28/30 Middle Phase of Group Counseling Shulman Chapter 5 Exercise from Furman on Dynamics and Leadership Oct 5 Middle Phase Skills Shulman Chapter 6 Oct 7 Test #2 Shulman Chapters 4-6 Oct Oct Break Oct 19/21 Working with the Individual in the Group Shulman Chapter 7 Exercise from Furman on Evaluation Oct 26/28 Working with the Group as the Second Client Shulman Chapter 8 Exercises from Furman on Skills for Group Nov 2/4 Endings and Transitions with Groups Shulman Chapter 9 Exercises from Furman on Endings Nov 9 Test # 3 Shulman Chapters 7-9 Nov 11 Veterans Day no class

10 Nov 16/18 Open-ended Single Session Activity and On-line Chat Room Groups Shulman Chapter 10 Group Development Paper Due Group Presentation work Nov 23 Impact of Diversity on Group Practice Shulman Chapter 11 Nov 25 Break no class Nov 30/Dec 2 Models of Group Counseling Shulman Chapter 12 Group presentation work Dec 7/9 Impact of Values, Ethics and Legislation Shulman Chapter 13 Group presentations Dec14 Group presentations Dec 16 Test #4 Shulman Chapters 10-13