SW 342: Generalist Practice Mezzo Interventions Spring, credits SW :00am 11:45am Tuesdays

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1 SW 342: Generalist Practice Mezzo Interventions Spring, credits SW :00am 11:45am Tuesdays Lewis-Clark State College Social Work Program Revised: 12/2014 Instructor: Sheri Weistaner, LCSW Office Phone: ssweistaner@lcsc.edu (Please know this is the BEST way to reach me. I am often in the field and I miss phone messages.) Office: Harbor Center Office Hours: Wednesdays-11:00am 1:00pm; Thursdays 10:30am 12:30pm ***** Also by appointment ****Please note that it is best to a day before to ensure that I will be in the office. Due to my IV-E duties, I often have to be in the field for meetings and this sometimes conflicts with posted office hours. Please me ahead of time (and wait for a confirmation from me) if you would like to meet during office hours to ensure I will be there! Mission Statement The mission of the social work program at Lewis-Clark State College is to prepare students for entry-level generalist practice. We are committed to the preparation of professional social workers instilling the knowledge, skills, and values to address the needs and potential of individuals, families, groups, communities, and organizations. Drawing on an ecological, strengths-based perspective, the program prepares students to engage as professional social work practitioners who will be able to provide competent services with integrity to promote social justice and human rights recognizing the dignity and worth of the person. Graduates are prepared for practice with diverse populations understanding the person-in-environment influence on identity development and relationships. Through courses, internships, and student activities, the program aims to foster in its students a celebration of differences among people and a belief that respecting these differences enriches the quality of life for all. Graduates will practice from a set of ethical principles inherent in the social work profession, including the recognition that professional development is a life-long learning process. Finally, our program is dedicated to the inclusion of non-traditional aged, rural, and lower income students. The program is also devoted to providing students the opportunity to engage in meaningful research projects, in the community in which they live, by conducting program evaluations and needs assessments through our research sequence which culminates in a public symposium. 1

2 Note: Last day to add class/es or to drop on-line is January 26, 2015; last day to drop class without W grade on transcript is February 2, Last day to withdraw from class/es or college for the semester is April 9, REQUIRED TEXTS/READINGS Zastrow, C. H. (2014). Social Work with Groups: A Comprehensive Worktext. (9 ed.). Belmont, CA: Brooks/Cole. American Psychological Association. (2009). Publication manual of the American Psychological Association. (6 th ed.). Washington, DC: A.P.A. NASW, Inc. (1997). Code of Ethics of National Association of Social Workers. Silver Spring, MD: -Author. INTRODUCTION AND OVERVIEW The course is taught experientially and maintains the atmosphere of self-examination and the learning and application of theory. The communication and interpersonal skills are taught as well as skills needed to be an effective group member, which is essential to becoming a good leader. Students are expected to work collaboratively with other students and to actively plan and implement a leadership demonstration session within the class. Students are expected to experiment with leadership functions and styles. Knowledge from this mezzo practice course is utilized and applied in other social work courses requiring group projects. The experience students gain by designing and leading a group session is built upon as they proceed to the generalist practice courses and field instruction in the senior year. This course introduces work tasks into the groups and provides the opportunity for students to build professional participatory and decision making skills. COURSE DESCRIPTION Building upon previous practice classes, this course explores the theories and dynamics of group behavior, and the techniques of working with and within diverse groups in a variety of community and organizational contexts. Students learn to assess interaction patterns, individual change through group processes, ethical options and their own group skills as an emphasis within generalist practice. Course enrollment is limited to Social Work majors. Pre-requisite: SW 341 and admission to social work program. PURPOSE OF THE COURSE IN THE CURRICULUM The purpose of this course is to provide students with a basic understanding of the use of group work as an effective generalist intervention in a variety of settings including: preventative, curative, rehabilitative, educational, and developmental models. Students will develop the necessary skills, values, and knowledge for understanding and assessing: group dynamics, structure, and process; while developing the required practice skills to facilitate and lead groups in clinical and community based practice settings. In addition students will develop understanding of the typology of groups, the functions and roles of groups members, stages of group development, types of styles of group leadership, and foundational skills and techniques of group facilitation. 2

3 As a result of the focus on competency based education, the faculty has identified within the LCSC curriculum where the Core Competencies and Practice Behaviors are addressed. Below are five of the ten Core Competencies and seven Practice Behaviors that are addressed in this course. EXPECTED LEARNING OUTCOMES Competency and Practice Behaviors Identify as a professional social worker and conduct oneself accordingly B. Practice personal reflection & self-correction to assure continual professional development C. Attend to professional roles and boundaries D. Demonstrate professional demeanor in behavior, appearance, and communications E. Engage in career-long learning F. Use supervision and consultation Apply social work ethical principles to guide professional practice D. Apply strategies of ethical reasoning to arrive at principled decisions Apply critical thinking to inform and communicate professional judgments B. Analyze models of assessment, prevention, intervention, and evaluation C. Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues Engage Diversity and Difference in Practice B. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups Engage in research-informed practice and practice-informed research A. Analyze, formulate, and advocate for policies that advance social well-being B. Use research evidence to inform practice Apply knowledge of human behavior and the social environment B. Critique and apply knowledge to understand person and environment Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities B2. Assess client strengths and limitations B3. Develop mutually agreed-on goals and objectives C5. Facilitate transitions and endings D1. Critically analyze, monitor, and evaluate interventions COURSE EXPECTATIONS Course Methodology: Learning activities will include lecture, readings, small group discussion and activities, simulations, audio/videotapes, and individual study. Case examples will also be used. Assignment Due Dates: See Individual Assignment Description for Due Date Policy. All papers and tests should be kept until the end of the semester and the final grade has been assigned. Assignment rubrics can be found on blackboard. All assignments must be uploaded on Blackboard. No assignments will be accepted if submitted by or in hard copy form. If you have problems submitting to Blackboard, notify the helpdesk and send an to the instructor with the assignment attached for proof the assignment was completed within the due date time frame. In addition, I will not be able to delete assignments for you once they have been submitted. It is your responsibility to ensure you have submitted a correct and complete assignment. Technology Usage: Cell phone usage is prohibited during class time and all cell phones must be turned off or placed on vibrate before entering the classroom. It is never acceptable to text, use 3

4 your cell phone, or use any headphones or MP3 in the classroom. Lap top usage in the classroom is only allowed with the instructor s permission. Students using laptops are expected to be seated in the front row where the instructor is able to view their computer activity. If you are caught texting or surfing the web on your personal electronic devices or on the computer lab computers, during active class time, you will be banned from using these devices in future classes. Students with Special Needs: The Americans with Disabilities Act of 1990 requires that the College provide reasonable accommodations to persons with disabilities as defined by the Act. LCSC provides services and accommodations to students who experience barriers in the educational setting due to learning, emotional/psychiatric, physical, visual, or hearing disabilities. For more information please contact LCSC-CdA located at 1000 W. Hubbard Street, Suite 144, Coeur d Alene, ID (208) If course adaptations or accommodations are needed because of a disability, if you need to make the instructor aware of emergency medical information, or if you will need special arrangements in case of building evacuation, please contact the instructor by the 10 th day of the semester. Shared Client and Agency Information: In the classroom, students and professors will occasionally discuss clients and agencies. In these discussions, it is expected that information about clients and agencies should be disguised or eliminated, if clients could be identified, and that this information is to be held in confidence, within the bounds of the Code of Ethics. You must disguise the identity of clients in written assignments including changing the name of the client. The NASW code of ethics can be found at: Course Website: There is a course website through LCSC Blackboard. The site contains all lecture power points, additional resources including links to useful websites, and exams. A copy of the syllabus is on Bb as well as helpful resources. All assignments will be submitted on Bb, tests will be taken on Bb and all grades will be posted on Bb. Attendance and Participation Students are expected to attend all scheduled classes. This is a core social work class and involves a great deal of effort and work. It is expected that students will attend all classes and participate accordingly. In order for an absence to be excused, the student must contact the instructor prior to class and provide documentation to support the excused absence. The instructor will let the student know if documentation is needed as all absences may not necessarily involve documentation. If you miss class, regardless if the absence is excused, you miss participation points. Because this is a practice class, it is imperative that you attend in order to learn valuable skills for social work practice. If over 15% (2 classes) of class is missed, it could result in a failing grade. Participation requires being present in the classroom during the whole class session, being prepared for class, answering questions based upon the readings, and participating in class activities. If you leave early you will be counted absent for the class period. Participation in this class is included in your evaluation for entrance into the social work program for three important reasons: One, when you are not present, the class is diminished by not having your ideas, your presence, and/or your influence on our thinking. Two, being in class also expresses your interest in the class, your ability to keep appointments, and your ability to conduct yourself in a professional manner. Three, 4

5 participation also exemplifies your commitment to the work to be done and your professionalism which is so important to your future employers. As a professional program, Social Work faculty must make assessments about your readiness to enter the field at the professional level. Being on time and keeping appointments, such as attending class, is of utmost importance as a professional. Academic Honesty and Plagiarism* The following acts of academic dishonesty are not acceptable: Cheating: using or attempting to use unauthorized materials, information, or study aids in any academic exercise (e.g., an exam). Fabrication: unauthorized falsification or invention of any information or citation in an academic exercise (e.g., a paper reference). Plagiarism: representing the words or ideas of another as one s own in any academic exercise (e.g., failing to cite references appropriately or taking verbatim from another source). Facilitating academic dishonesty: helping or attempting to help another to commit academic dishonesty (e.g., allowing another to copy from your test or use your work). *In addition to action by the professor, all incidents will be reported to the Office of Student Affairs. Professional Writing Standards All printed work submitted to this professor should be prepared at a college standard of professional editing in accordance with the Publication Manual of the American Psychological Association (6 th ed.). (Recommended for SW140 and SW241, required of all others.) Therefore, allow sufficient preparation time for proofreading and correction of typos, misspellings, and grammatical errors. The reason for this expectation is that professionals are often judged based upon the quality of their written work. Carelessness in spelling and editing suggests that there will also be mistakes in the substance of the work. Therefore, written work, which has misspellings and other editing problems, will be graded down on this basis alone. Always have someone proof read and edit your work! Grading Scale A C A C B D B D B D C F 599 or below 5

6 GRADING PROCEDURES AND CLASS ASSIGNMENTS Assignments Points EPAS Competencies Home work 100 EPAS , , pts. each) Exams 100 pts. each) 300 EPAS 2.1.1B,C,D,E,F; 2.1.2D; 2.1.3B,C; 2.1.4B,C; 2.1.6B;2.1.10A,E,F,L,M 100 EPAS 2.1.1B,C,D,E,F; 2.1.2D; 2.1.3B,C; 2.1.4B,C; 2.1.6B;2.1.10A,E,F,L,M Community Group Paper 100 EPAS 2.1.1B,C,D,E,F; 2.1.2D; 2.1.3B,C; 2.1.4B,C; 2.1.6B;2.1.10A,E,F,L,M Family Group Project 4 Parts 400 EPAS2.1.1B,C,D,F; 2.1.3B,C; 2.1.4C; 2.1.6B; A,F,L,M Total Points Possible 1000 PLEASE NOTE: I will only grade assignments submitted through Blackboard unless otherwise noted in the assignment instructions or on the course outline. I will not accept ed assignments unless arrangements have been made in advance. Additionally, I will not clear and allow a student to resubmit an assignment. Make sure your work is complete before submitting to Bb. If you would like to a back-up copy of an assignment, to ensure and/or prove the assignment was submitted to Blackboard on time, feel free to do so. LEARNING ACTIVITIES READING Required Reading: Students are expected to complete all reading by the due dates listed in the course outline. The class sessions will build upon the assigned reading material. At points in the semester, materials may be posted on blackboard, or handed out in class. It is the responsibility of the student to ask questions when the reading assignments are not clear or if questions arise about the readings. HOMEWORK The student will complete assigned homework exercises in the Zastrow text and turn it in to the instructor through Blackboard. The homework exercises will be related to the lecture for the week. The homework will assist you in facilitation of the critical thought process about social work practice concepts and dilemmas. Home work is due on the week it is assigned see course outline for home work assignments. No late home work will be accepted. EXAMS There is no mid-term or final exam in this class. There will be three (3) exams that incorporate the material from the semester, including all lectures and readings. Exam one will cover material from weeks 1-4, Exam two will cover material from weeks 5-10, and Exam three will cover material from weeks Exams can be found on Blackboard and will consist of multiple choice, true/false, and essay questions. Exams will be taken on your own time. It will be important to have a good internet connection as the instructor will not reset tests for any reason. It is suggested that you take the exams in the computer lab. Please see course outline for due dates. 6

7 GROUP FACILITATION EXERCISE Students will be randomly assigned to a specific week during the semester to lead a group. The week assignment list can be found on Bb. As a group leader, the student must prepare for and facilitate a task, educational or treatment group. Although there may be more than one person assigned for the class period, you will run separate groups. There will be no co-facilitation of groups. If two or more people are scheduled in the same class period, it will be up to the individual student to ensure they are not facilitating a group on the same topic. Groups should not be longer than 25 minutes in length. If you need to arrange the classroom for your group, this should be completed prior to class starting. At the time of the group, the group leader must (1) state the goal of the group, (2) present any theoretical material that provides information on how the goals can be achieved in the group, and (3) lead the group in one or more group exercises which illustrates the key concepts and gives participants practice in acquiring the skills that are described in the theoretical material. Check the assigned readings for the week you are scheduled for topics and ideas for your group. For this exercise, the instructor will be looking at the quality and relevancy of the material presented, the extent to which the group leader was able to get the entire group involved and interested in the material, and the extent to which the group activity was consistent with the requirements of the assignment. The class will be divided in half at the beginning of the class each week. Half of the class will be group members and the other half will be group and facilitator observers. Observers and group participants will complete a feedback form rating the group leader s skills. Feedback forms for this assignment can be found on Bb. The instructor will provide hard copies in each class for students to fill out and submit to the instructor. This is not a class presentation and will not involve a powerpoint presentation or lecture. This assignment is designed to give the student the experience of facilitating a group. This assignment cannot be made up. If you are not able to present on your specified day, it is up to you to switch days with another student in order to complete the assignment. If days are swapped, you must notify the instructor as soon as possible. COMMUNITY GROUP PAPER Students will be expected to attend a group in the community (e.g. support groups, 12-step programs, group meeting around a community issue, small group meetings in a church, synagogue, or mosque that is a planned meeting with an agenda in mind). Students will write an analysis of the group process. Ideally, this would be a group the student has already been a member of or has some interest in the topic or population. (If you attend a 12-Step group, call ahead and make sure it is an open group). Students should be alert to protecting group member confidentiality in their analysis. A grading rubric for this assignment can be found on Bb. See course outline for the due date. This paper must be written in APA, 6 th edition. The paper should be 5-10 pages. This paper should include the following headings (in bold): Demographic Data of the Group: Date, Location, Duration of the Group, Time of day, Describe the environment in which the group took place, Ethnic, cultural, socioeconomic make-up of the group, Group Classification (What type of group is this?) 7

8 Group Participants: Nominal Name (Make up names to protect confidentiality), Describe the participants including brief physical description, age and affect Facilitator(s): Describe the leader(s) of the group. Discuss the facilitator s leadership style. Group Process Recording (Brief overview of what happened in the group) Group Analysis/Assessment: Group stage and development, Communication Patterns, Group Norms, Participant Roles and their effect on the group, Group Themes that emerged, Conflict, Problem-Solving, and Decision Making styles of the group, Personal Reflections of the Group Process: (What emotions and feelings did you experience observing the group? What concerns did you have about the group and/or leadership of the group? What did you learn from observing this group? What might you do differently if you were leading the group?) FAMILY GROUP ROJECT Students will be randomly assigned to small groups. Your group can be found in Bb under my groups. Students will have access to Bb tools within the small group to facilitate communication and organization of this assignment. These tools include file share and a private discussion board. Students will also be given class time each week to work in their groups. Class group time is not intended for socialization or to leave early, but for work on your projects. This is also the time to obtain individual consultation from your instructor. If a student leaves early, the student will be marked absent for half of the class. Each student group will research a particular issue that could affect a family and the evidence-based interventions typically used for this issue. Students will then design a four-week curriculum plan that could be used to assist families with the issue they have chosen to focus on. Your focus for this assignment should be submitted in the discussion board by the end of the second week of class, where it will be approved/not approved by the instructor. This assignment will help the student develop knowledge for working with particular issues that may affect families and understand how an issue can affect family dynamics and complicate the family life cycle. In addition, students will become knowledgeable in evidence-based intervention strategies for families. The issue you choose to focus on can be related to one specific individual in the family or the entire family. However, keep in mind, individual issues also impact the family system. It is recommended that each person in the group take a turn at leading. There are five parts to this assignment; one person can take the lead on a specific part. This distributes the work and allows each group member to experience a leadership position. It will be up to each group to define roles and responsibilities of group members. This should be one of the first activities your group engages in. Part 1: General Information Paper about the Family Issue (50 points) After the group decides on the topic/focus of the project, each group member should independently research general information about the particular issue that a family may encounter (2 scholarly sources minimum per group member). Gather information that increases your general understanding of the issue/need/problem/challenge as well as how this issue affects families and family life (i.e. concurrent stresses or problems that family members experience). 8

9 Submit a summary (approximately 3-4 pages) about the information your group has discovered. This group paper should be written in APA format and include a reference page with the scholarly sources. One person should take responsibility for collecting and compiling each members work. The other group members should be editors and make sure the paper flows and all grammar, sentence structure and APA mistakes are corrected. Although this paper is a group effort, it should be submitted individually on Bb. A copy of all journal articles must also be submitted with the paper (PDF attachments). Each group member should submit the two articles which they contributed. Due date for part one of this assignment can be found in the course outline. Ideas for group activities and participation for part one (these are ideas and not to be submitted to your instructor): 1. Group members can share what they have learned about the topic. Utilizing and applying this information, the group will begin to shape a family case affected by this issue. Sharing can occur in class during group time or by utilizing the group chat/ functions in the small group area in Bb. 2. Identify who your family is. Be creative! Give these family members names, ages, and a brief description and history, developing them as of the family (employment, schooling and grade, marriages and how long, where they live, etc.). Identify how the family is affected by the over-riding issue (i.e. who is affected by the problem, who is the perpetrator, etc.). Who do they associate with in the community? What do they do for fun? What are their dreams and goals? Make this family come to life! 3. Think about what stage of the life cycle the family is in. Why might this impact how the family copes or deals with the issue? Group members can share what they learned about the challenges families typically face at the stage(s) their family is in and consider how this might affect the family. Part 2: Evidence-Based Interventions (50 points) Each group member should independently research evidence-based practices generally used as interventions for the particular family issue the group is focusing on (2 scholarly sources minimum per group member). Submit a summary (approximately 3-4 pages with citations and references in APA format) of this information. This group paper should be written in APA format and include a reference page with the scholarly sources where the information came from. One person should take responsibility for collecting and compiling each members work. The other group members should be editors and make sure the paper flows and all grammar, sentence structure and APA mistakes are corrected. Although this paper is a group effort, it should be submitted individually on Bb. A copy of all journal articles must also be submitted with the paper (PDF attachments). Each group member should submit the two articles which they contributed. Due date for part one of this assignment can be found in the course outline. Ideas for group activities and participation for part two (these are ideas and not to be submitted to your instructor): 1. Group members can share the interventions and/or approaches that they found. 2. The group can discuss the strengths, weaknesses, and applicability of these approaches to their case family. Each group member should consider how the family member they are identifying with would receive/experience these interventions. How well do they meet the needs of the family? 9

10 3. Identify and discuss approaches or interventions you would recommend in this case. Part 3: Proposal and Curriculum Plan (100 points) The third part of this assignment should begin with a proposal followed by a curriculum plan for each of the four intervention sessions. Proposals typically have two purposes; to gain permission and to request money. For this assignment, your proposal should keep these two purposes in mind. Write your proposal (and plan your presentation) as if the group were asking for support and funding in order to get the intervention/program the group has designed, up and running. The proposal should justify the intervention/program based upon social and/or psychological theory, group work standards of practice, and other group work models. This paper should contain at least five academic resources (peer reviewed journal articles). The paper should be written in 6 th edition APA format. Although this paper is a group effort, it should be submitted individually on Bb. A copy of all 5 journal articles must also be submitted with the paper (PDF attachments). Each group member should submit the articles which they contributed. The paper should contain the following headings and information: Abstract (Short statement summarizing major points of group) Purpose (Brief statement of purpose, How the group will conduct its work, Job description of the worker) Agency Sponsorship (Agency name and mission, Agency resources (physical facilities, financial, staff), Geographic and demographic data on agency) Membership (Specific population for the group, Why population was chosen) Recruitment (Methods to be used to recruit group members) Composition (Criteria for member inclusion/exclusion) Orientation (Specific procedures to be used) Contract (Number, frequency, length, and time of meeting) Environment (Physical arrangements (room, space, materials), Financial arrangements (budget, expense, income), Special arrangements (child care, transportation, other)) Curriculum Plan The sessions should reflect the exact nature of the intervention within the group process (What do you plan to do, the exact nature of the content of the group session, what is the expected outcome, and how will you measure the efficacy of the intervention). Conclusion This is your wrap up of the paper and the last place you can state the importance of your intervention. Part 4: Professional Presentation (100 points) This oral presentation will provide an opportunity to teach your peers what you have learned about the family issue you have been studying and make a pitch for support for your proposal. Keep in mind proposals and presentations typically have two purposes; to gain permission and to request money. This is your last chance to convince funders to fund your intervention/program. Total class presentation with questions should be no longer than 30 minutes. Professional presentations typically involve visual aids such as power point slides, charts, graphs, handouts, or other materials. There are examples of previous student presentations and handouts available for viewing in the instructor s office. Final Family Group Project Paper (100 points) 10

11 The group will combine parts 1-3 of the assignment into one cohesive, logically flowing paper. This group paper should be written in APA format and include a reference page with the scholarly sources where the information came from. One person should take responsibility for collecting and compiling each part of the paper. The other group members should be editors and make sure the paper flows and all grammar, sentence structure and APA mistakes are corrected. Although tis paper is a group effort, it should be submitted individually on Bb. Ten percent of this final paper grade will be decided by group members. Group members should print and complete the member grade form in Bb, located under assignments, group project folder. The due date for this part of the assignment can be found in the course outline. No late papers will be accepted unless prior arrangements are made with the instructor. 11

12 Tentative Course Outline Date Week Topic Reading Due Assignments Due January 20 1 Class Overview and Expectations Types and Stages of Development Instructor-led Group Activity: Personal Expectations and Establishing Group Rules January 27 2 Lecture: Group Work and Social Work Instructor-led Group Activity February 3 3 Lecture: Group Dynamics February 10 4 Lecture: Verbal & Nonverbal Communication Group Activity: Setting Goals Ch. 1 Ch. 2 All assignments are due by 11:59pm on the day of class Topic for Family Project HW 1 (2.2) Ch. 3 HW 2 (3.7) Ch. 5 HW 3 (5.3) February 17 5 Read chapter about Group Dynamics, review the ppts on Bb and complete homework exercise. Ch. 4 Part 1Family Project ~Advocacy Days in Boise~ No Class Exam 1 available on Bb (2/16-3/23) February 24 6 Lecture: Task Groups March 3 7 Lecture: Working with Diverse Groups March 10 8 Lecture: Self-Help Groups March 17 9 Lecture: Social Work with Families March Lecture: Organizations, Communities & Groups HW 4 (4.8) Ch. 6 HW 5 (6.5) Ch. 7 HW 6 (8.3) Ch. 8 Part 2 Family Project Community Group Paper Ch. 9 HW 7 (9.2) Ch. 10 Exam 2 available on Bb (3/23-3/30) March Spring Break Enjoy! April 7 12 Lecture: Educational Groups Ch. 11 HW 8 (11.1) 12

13 April Lecture: Treatment Groups Rational & Behavior Therapies in Groups April Lecture: Termination & Evaluation of a Group April Lecture: Reality Therapy in Groups Exam 3 available on Bb (4/27-5/3) May 5 16 Family Group Project Presentations Ch. 12 Appendix 1, Module 1 & 2 Part 3 Family Project HW 9 (12.5) Ch. 13 HW 10 (13.2) Module 3 Family Project Final Paper This syllabus constitutes a contract between the professor and the students. Terms in this syllabus may be subject to change in order to accommodate unforeseen events/concerns, and promote flexibility in learning and teaching. Such changes will be discussed openly in class and students will be informed of them in a timely fashion. Additional References American Psychological Association. (2010). Publication manual of the American Psychological Association. Washington, DC: American Psychological Association. Ashford, J.B., Lecroy, C.W., & Lortie,, K.L. (2009). Human behavior in the social environment (4th ed.). Belmont, CA: Brooks/Cole. Baker, R. (2003). Social work dictionary (5 th ed.). Washington, D.C.: NASW Press. Bender, K., Furman, R., Rowan, D. (2009). An experiential approach to group work. Chicago, IL. Lyceum Books Inc. Congress, E., Gonzalez, M. (2012) Multicultural perspectives in social work practice (3 rd ed.). New York, NY: Springer Publishing Company, LLC. Corey, G, Corey, M, Callanan, P., Russell, J. (2004). Group techniques (3 rd ed.). Pacific Grove, CA: Brooks/Cole. Corey, M. & Corey, G. (2013). Groups: Process and practice (9 th ed.). Pacific Grove, CA: Brooks/Cole. Dunst, C.J., Trivette, C.M., & Deal, A.G. (1995). Supporting & strengthening families: methods, strategies and practices (2 nd ed.). Cambridge, MA: Brookline Books. Doyle, O., Miller, S. and F. Mirza (2009). Ethical decision-making in social work: exploring personal and professional values. Journal of Social Work Values and Ethics, 6 (1). Gitterman, A. & Shulman, L. (2005). Mutual aid groups and the life cycle (3 rd ed.). Itasca, IL: F.E. Peacock. Hepworth, D. H., Rooney, R. H. & Larsen, J. (2010). Direct Social Work practice: Theory and skills. (8 th ed.). Pacific Grove, CA: Thomson. Hill, Shirley A. (2012). Families: A social class perspective. Thousand Oaks, CA: Sage Publications, Inc. Hirsch, E.D., Jr., Kett, J.F., & Trefil, J. (2002). The new dictionary of cultural literacy. Boston, MA: Houghton Mifflin Co. 13

14 Jacobs, E. E., Masson, R. l., & Harvill, R. L. (2006). Group counseling (5 th ed.). Belmont, CA: Thomson. Johnson, D., Johnson F. (2012). Joining together: group theory and group skills (11 th ed.). Houston, TX: Pearson. National Association of Social Workers (2008). Encyclopedia of social work (20 th ed.). Washington, D.C.: NASW Press. NASW (1999). Code of Ethics. Washington, D.C.: National Association of Social Workers. Payne, M. (2005). Modern social work theory (3 rd ed.). Chicago, IL: Lyceum Books. Reamer, F. (2006). Ethical standards in social work (2 nd ed.). Washington, D.C.: NASW Press. Shulman, L. (2012). The skills of helping individuals, families, and groups (7 th ed.). Itasca, IL: F.E. Peacock. Toselalnd, R. W. & Rivas, R. F. (2011). An introduction to group work practice. (7 th ed.) Boston: Allyn & Bacon. Yalom, I.D. (2005). The theory and practice of group psychotherapy. (5 th ed.). NY: Basic Books. 14