THE UNIVERSITY OF BRITISH COLUMBIA School of Social Work Course Outline - SOWK 551 (001) School Vision: Building upon a foundation of social justice and an ethic of care, we are a community of learners actively engaged in the development of critical, transformative knowledge for social work practice. Year/Term Fall and Winter, 2014-15 Course Title SOWK 551 (001) - Social Work in Health Care Settings (3 credits) Course Schedule Thursdays, 9 am 12 pm (Term 1) Course Location Room 223 Jack Bell Building (School of Social Work) Instructor Office Location Office Phone E-mail Address Deana Gill By appointment 250-667-1565 deana@dreammaster.ca Office Hours By appointment COURSE DESCRIPTION: This course provides a critical analysis of theoretical perspectives relevant to social work practice in the health field. The content includes: health and related issues encountered by social workers in hospital and community settings. The course will take a structural approach in focusing on social work practice and policy development. LEARNING OUTCOMES: At the completion of this course, students will be able to: Articulate various theories related to health and illness Apply theory to the practice of social work in health care settings Describe various ethical issues that arise in health care social work Articulate the links between theory, policy and social work practice in health care Use basic skills necessary for working in hospitals and community health FORMAT: The format of the course is a blend of instructor and peer sharing and collaboration through classroom discussions and action based learning anchored to readings, videos, case scenarios and guest presentations. Page 1 of 6
REQUIRED COURSE TEXTS: s are available online and outlined in the course schedule. Please note: these may be subject to change over time. Advance notice will be provided of any changes. It is expected that the readings will be reviewed prior to the scheduled class. COURSE SCHEDULE: Session 1 September 4 Introductions Social Work Role in a Health Care Setting (Overview and History) Emergency Room Life + Death at Vancouver General Hospital (Video excerpts) Group Needs/Interests Assessment Craig, S. L. and Muskat, B. (2013). Bouncers, brokers, and glue: The self-described roles of social workers in urban hospitals. Health and Social Work, 38, 1: 7-16. Auslander, Gail. Social Work in Health Care: What Have We Achieved? Journal of Social Work, 1, 2:201-222. Episodes: http://er.knowledge.ca Session 2 September 11 Health Policy Learning from epidemiology Mikkonen, J. and Raphael, D. (2010). Social determinants of health: The Canadian facts. Available online at http://www.thecanadianfacts.org/.(click on Download the Canadian facts). Session 3 September 18 Biopsychosociospiritual approach Short-term intervention and Family centred care Required Reading Auslander, W. and Freedenthal, S. (2006). Social work and chronic disease: Diabetes, heart disease, and HIV/AIDS. In S. Gehlert and T. Arthur Browne. (Eds). Handbook of health social work. Hoboken, NJ: John Wiley & Sons: 532-567. Rolland, J.S. (1999). Chronic illness and the family life cycle. In Carter, B. and McGoldrick, M. The expanded family life cycle. Third Edition. Boston: Allyn and Bacon. Pp. 492-511. Jill Gibbons PhD & Debbie Plath PhD (2006): Everybody Puts a Lot into It! Single Session Contacts in Hospital Social Work, Social Work in Health Care, 42:1, 17-34. Page 2 of 6
Session 4 September 25 From microscopic to social (and vice versa) learning from medicine Wesley-Esquimaux, C. and Smolewski, M. (2004). Introduction and a new model: Historic trauma transmission (HTT). In the Aboriginal Healing Foundation Research Series. Historic trauma and Aboriginal healing. http://www.ahf.ca/publications/research-series. Pages 6 and 65-84. Session 5 October 2 Ethics in a Health Care Setting Ain, E.J. (2005). Social workers resolution of ethical dilemmas in health and mental health practice. In T. Heinonen and A. Metteri (Eds.) (2005). Social work in health and mental health: issues, developments, and actions. Toronto: Canadian Scholars Press: 26-44. Brierley, J. and Larcher, V. (2011). Cui bono? Can feminist ethics show a path in complex decision-making where classical theories cannot? Clinical Ethics, 6: 86-90. Session 6 October 9 Health, racism and culture : Anderson, J. M., Reimer Kirham, S, Waxler-Morrison, N. Herbert, C. Murphy, M. and Richardson, E. (2005). Delivering culturally responsive health care. In N. WaxlerMorrison, J. M. Anderson, E. Richardson and N.A. Chambers (Eds.), Crosscultural caring: a handbook for health professionals. Vancouver, UBC Press: 323-351. Fredericksen-Goldsen K.I.and Hoy-Ellis, C.P. (2007). Caregiving with Pride: An Introduction. Journal of Gay & Lesbian Social Services, 18, 3/4: 1-13. Levin, R. and Herbert, M. (2005). The experience of urban Aboriginals with health care services in Canada. Social Work in Health Care, 39, 1/2: 165-179. Session 7 October 16 Critical theories and their practice implications Baines, D. (2007). Bridging the practice-activism divide in mainstream social work. In D. Baines (Ed.) Doing anti-oppressive practice: Building transformative politicized social work. Halifax: Fernwood Publishing: 50-66. Rossiter, A.B. (1996). A perspective on critical social work. Journal of Progressive Human Services, 7,2: 23-41. Session 8 October 23 Page 3 of 6
Motivational Interviewing and Narrative Interventions Guest Speaker (TBA) SOWK551-Health and Social Care Praxis Arkowitz, H. and Miller, W.R. (2008). Learning, applying and extending motivational interviewing. In H. Arkowitz, H.A. Westra, W.R. Miller and S. Rollnick, Motivational Interviewing in the treatment of psychological problems. New York: the Guilford Press, Pp. 1-25. Ollikainen, P. (2005). Use of narratives in psychosocial work with cancer patients. In T. Heinonen and A. Metteri (Eds.) (2005). Social work in health and mental health: Issues, developments, and actions. Toronto: Canadian Scholars Press: 321-337. Session 9 October 30 Stress, coping and adaptation theories Allen, J.G. (2001). A developmental approach to trauma. In Allan, Traumatic relationships and serious mental health disorders. Chichester, UK: John Wiley and Sons. Pp. 3-19. Regehr, C. and Bober, T. (2005). Building a framework: health, stress, crisis and trauma. In In the line of fire: Trauma in the emergency services. Oxford, UK: Oxford University Press. Pp. 24-46. van der Kolk, B. A. (2006). Clinical implications of neuroscience research in PTSD. Annals of the New York Academy of Science, 1071, July: 277-293. Session 10 November 6 Social Work and community health care Guest Speaker (TBA) Session 11 November 13 Cognitive-behavioural approach Interventions related to substance use, abuse and misuse Doweiko, Y. (2006) The Process of Recovery. In Concepts of chemical dependency. 6 th edition. Pacific Grove, CA: Brooks/Cole Publishing. Pp. 386-396. Larimer, M.E., Palmer, R.S. and Marlatt, A. (1999). Relapse prevention. An overview of Marlatt s cognitive-behavioral model. Alcohol Research and Health, 23, 2: 151-160. Session 12 November 20 Loss, grief and mourning Page 4 of 6
Goldsworthy, K. (2005). Grief and loss theory in social work practice: All changes involve loss just as all losses require change. Australian Social Work, 58, 2: 167-178. Murray, J.A. (2001). Loss as a Universal Concept: A review of the literature to identify common aspects of loss in diverse situations. Journal of Loss and Trauma. 6: 219-241. Stroebe, M. and Schut, H. (1999). The dual process model of coping with bereavement: Rationale and description. Death Studies, 23, 197-224. Session 13 November 27 Working on interdisciplinary teams Brown, J. Lewis, L. Ellis, K. Stewart, M. Freeman, T. R. and Kasperski, M. J. (2011). Conflict on interprofessional primary health care teams can it be resolved? Journal of Interprofessional Care, 25: 4-10. Assignment #1 ASSIGNMENTS In a 4-5 pg. paper (double spaced), based on your experience and learning to date respond to the following questions: What is the unique role and value delivered by social work within a health care setting? What do you see as the greatest challenges and rewards for social work in this practice context? What do you see as the most critical guiding theory and practice skills and why? What do you view as critical to learn more about in terms of theory and practice related to social work in a health care setting? Due: October 30 th (before class). Marks: 35 points Assignment #2 In a 10-12 page paper (double-spaced), choose an issue in the health field that is of particular interest to you, e.g., ethical dilemma, inter-professional communication, dementia, paraplegia, end-of-life care, pain management, power issues, etc. Address the following: Outline the issue and explain why it is of interest to you From your survey of the literature, review and compare the current state of theories and major concepts, including the underlying value positions Identify any practice considerations to effectively approach/address the issue Share your personal approach, strengths and/or challenges in responding to the issue (theory and practice/skills related) Due Date: November 20 th (before class) Marks: 55 points Page 5 of 6
Class participation Marks: 10 points I am expecting from you: regular attendance, promptness, informed participation in class discussions, active participation in facilitation exercises, and demonstrated engagement with the members of your sub-group and assigned course readings. The evaluation of your participation grade will take into consideration the following: your contributions to classroom based discussion, sharing and collaborating as well as asking questions, proposing solutions and partaking in action based learning process. I expect a courtesy contact should you need to miss any scheduled class and to develop an alternative way to address the assigned weekly topic. If you miss a class and do not make contact prior as required, 1.5 marks will be deducted from your participation total. COURSE POLICIES [attendance, participation, academic dishonesty]: Excerpt from the UBC calendar: Regular attendance is expected of students in all their classes (including lectures, laboratories, tutorials, seminars, etc.). Students who neglect their academic work and assignments may be excluded from the final examinations. Students who are unavoidably absent because of illness or disability should report to their instructors on return to classes. The University accommodates students with disabilities who have registered with the Disability Resource Centre. The University accommodates students whose religious obligations conflict with attendance, submitting assignments, or completing scheduled tests and examinations. Please let your instructor know in advance, preferably in the first week of class, if you will require any accommodation on these grounds. Students who plan to be absent for varsity athletics, family obligations, or other similar commitments, cannot assume they will be accommodated, and should discuss their commitments with the instructor before the drop date. It is recommended that students retain a copy of all submitted assignments (in case of loss) and should also retain all their marked assignments in case they wish to apply for a Review of Assigned Standing. Students have the right to view their marked examinations with their instructor, providing they apply to do so within a month of receiving their final grades. This review is for pedagogic purposes. The examination remains the property of the university. Academic Dishonesty: Please review the UBC Calendar Academic regulations for the university policy on cheating, plagiarism, and other forms of academic dishonesty. Also visit www.arts.ubc.ca and go to the students section for useful information on avoiding plagiarism and on correct documentation. ASSIGNMENTS: Submitting Written Assignments- Please Upload to Connect or provide directly to me (paper copy) on due date. Return of marked student assignments - Instructors coordinate the return of marked assignments through Connect or by handing back in person. End of term assignments are returned to students in class on November 27 th or by drop off to the main office (School of Social Work Page 6 of 6