Social Work 204D: Advanced Integrative Social Work Practice
Spring, 2010
Maura O’Keefe, MSW, PhD.5037 Mariposa Hall
916 278-7067
/ Class meeting place: Mariposa
Class meeting day: Friday
Class meeting time: 9 – 11:50 am
Office hours: Friday 12 – 2pm and by appointment
General Description
SWK 204C/D represents the third and fourth semester practice courses in the Social Work curriculum. It builds upon and expands 204A/B in substantial ways. Where SWK 204A/B provided an opportunity for the student to achieve competence in the provision of direct and indirect services within an agency setting, it is recognized that the advanced generalist will move toward more autonomous practice, supervisory responsibilities, administrative and leadership roles within organizations and in the community. SWK 204C/D extends knowledge of generalist practice by requiring integration of the foundation content into the skillfully independent application of social work intervention strategies with at least two levels of intervention simultaneously.
To support this expected change in sophistication and function, SWK204 C/D provides
advanced knowledge or skills in at least five areas. 1) Concepts and models needed to understand practice with individuals, families, and groups, in the context of social service organizations, and the community environment. 2) Exposure to and expectation of mastery of advanced practice skills to address complex direct practice situations including individual/family/group techniques; 3) Increased skills to concurrently address more complex indirect practice situations including supervision, administrative and organizational issues affecting clients, 4) Ability to conduct disciplined and systematic practice based on clearly articulated theoretical principles that inform generalist competencies; and 5) Ability to engage in theoretical and practice research and evaluation activities necessary to support evidence based practice and demonstrate accountability and effective client outcomes.
SWK 204C/D focuses on developing the student’s capacity to think critically and systematically so that they can select from a broader range of theoretical concepts and methods, appropriate intervention strategies likely to be productive in a given time and place. This course educates students to address complex challenges through synthesis of multilevel analysis and action.
SWK 204C/D requires the student to integrate the awareness and knowledge gained in SWK 202 and SWK 250 when considering problem presentation, and the potential range of interventions that dignify and “fit” that particular client’s socioeconomic, political, and cultural system. SWK 204C/D requires the student to have an integrated knowledge of the theories of human behavior, particularly developmental-systems-biological, small group dynamics and the complex theories of community and organizational behavior, so that when considering complex intervention alternatives it is being done within the context of basic theory mastery in these areas. In this way SWK 204C/D extends the SWK 235A/B series into concurrent practice application. In SWK 204D students are expected to integrate policy practice knowledge from SWRK 251 which is taken concurrently, with their multilevel work with individuals, families and groups.
Organizing Framework and Theoretical Perspectives
Module One: The Mental Health-Recovery Module
Using predominately a Postmodern-Constructivist philosophical and theoretical base, the mental health module focuses on the shift in mental health policy and practice in the United States, and particularly in California to a recovery-based model of practice. The practice in this module is based on the strengths based model of social support for persons in recovery from chronic and persistent mental illnesses. The socio-political construction of mental illness is explored as well as the realization that differential diagnosis is essential in today’s clinical practice context. The role of the social worker as advocate, coach, mediator, family educator, and political activist are explored in this module. The Recovery Model is the overarching model for this module. The Constructivist Cognitive Behavioral Model, the Interpersonal Model, and the Psycho-Educational model are presented as methods of best practice and evidenced based strategies.
Module Two: Children, Adolescents, and Families
This module provides a multi-level and interdisciplinary perspective on intervention with children and adolescents based on best practices and theory on interventions that promote healthy development of children and adolescents as well as environments that support human development. The model used in the module on children and families is based on the practice literature that incorporates risk and protective factors, including the construct of resilience. The Multi-Contextual Model is used to assess race, ethnicity, gender, orientation, power, and culture. In this module the “language of trauma” is interpreted as an adaptational coping response to violence. The student becomes an interpreter of the language of what “maladaptive behavior” is trying to tell us, and how a more humanistic response to the child and adolescent using biological-psychological-and social interventions is synchronous with social work ethics and values. Attachment, Cognitive Behavioral, Family Systems, Narrative, Solution Focused, Eco-Behavioral, Psycho-Educational and Strength based models of intervention are covered in this module. Collaborative practice strategies with schools, foster families, courts, and social service agencies are a framework for multi-level practice in this module.
Module Three: Trauma and Recovery Model
The interplay between the social context that serves as an antecedent to violence and trauma, and the psychobiological responses of the victimized are considered in this module. The specific traumas of child physical and sexual abuse as well as the power of the neglectful invalidating environments are fully explored. Domestic Violence (including violence against Gay, Lesbian, Bisexual and Transgender, the Disabled, and the Aged) is considered from the structural and institutionalized antecedents to the neuro-biological base of trauma. The socio-political, structural and contextual factors are explored as antecedents to institutionalized trauma, and then the synthesis of biological, affective, cognitive, and behavioral modalities are considered from assessment to treatment. In other words, the student is expected to synthesize and integrate the contextual factors as well perform a differential diagnostic assessment and apply the evidenced based practice models of Attachment Theory, Trauma Focused Cognitive Behavioral Therapy (TFCBT), Herman’s Recovery Model, and infuse holistic approaches into a complete recovery intervention. Concepts like resiliency, protective factors, vulnerability, and even predisposition to traumatic responses and experiences are fully explored in this module within a life cycle framework with consideration to social and cultural adaptations. Beyond empowerment of the victimized, this module also demands that the student fully synthesis and integrate knowledge of trauma transference, vicarious trauma, and compassion fatigue into their practice. Self care and spirituality are also weaved throughout this module.
Module Four: Health and Wellness
The purpose of this module is to allow for an advanced bio-psycho-social approach to understanding differential impact of contextual factors like poverty on health risk. The model of ecological social work practice that considers the “person in the environment is the overarching model of this module. This module allows the faculty and students to focus on a range of vulnerable populations including a concentrated training in gerontology, persons with HIV/AIDS, adolescent health (eating disorders, pregnancy, suicide), or with areas of practice like drug use/abuse/dependence.
Course Objectives
Build on the theoretical frameworks that students bring from the foundation curriculum (generalist, ecosystem, strengths, and empowerment perspectives).
1. Apply and provide a rationale for the use of multiple theoretical models and intervention skills to individuals, families and small groups.
2. Fully develop, articulate and apply an integrated practice approach that is informed by empirical support.
3. Demonstrate a heightened sense of self as it relates to the dynamics of difference
and commitment to social justice.
4. Apply skills for culturally competent practice with and on behalf of individuals, families and small groups.
5. Demonstrate an increased sense of self: awareness of strengths and limitations, development of professional boundaries, and awareness of transference and counter transference,
6. Apply ethical decision making models to legal and ethical dilemmas in practice.
7. Select evaluation strategies that are appropriate to the needs of the situation and are grounded in social work theory and research (both qualitative and quantitative methods) as evidenced by in class assignments and class discussions.
8. Apply leadership skills in practice contexts (e.g., small group facilitation, case conferencing, multidisciplinary teams, interagency collaboration, advocacy, and program development).
9. Develop differential assessment, diagnosis and intervention plans based upon relevant theoretical models and the social work perspective.
10. Develop the conscious use of relationship as a principle skill in social work practice with and behalf individuals, families and small groups.
11. Apply the core aspects of advanced practice to specific practice situations (e.g., field placement, client populations, agencies, programs, and services).
Specific Competencies
By the conclusion of this course the student is expected to be able to:
1. Apply at least three theoretical perspectives, to assessment and intervention with an individual, family, group and/or community.
2. Apply integrated health and mental health intervention strategies that promote well-being, access to services and strengthen community prevention efforts.
3. Engage in independent reflective practice and examine the helping relationship integrating ethics, values, integrity, use of self, concepts of self development, mutuality, and social justice.
4. Critically analyze a case from a multilevel perspective. Based on this analysis, the student is able to coherently articulate and explain the social work process involved in the assessment and intervention plan, intervention theories to be used, intervention skills employed; develop, administer and identify use of outcome measures in the process, and be able to demonstrate competence in engagement with transition/termination.
5. Demonstrate integration of knowledge from HBSE, Policy, Diversity, and Research into the formulation.
6. Articulate a coherent and integrated understanding of violence and its traumatic consequences both globally and locally, at the institutional, interpersonal, and structural/cultural levels. Intervene at multiple levels using relevant theoretical models.
7. Assess the relationships between community and family systems in a variety of life situations and events, and be able to formulate interventions to address prevention of community and family dysfunction, enhance functioning of communities and families, and help remediate community and family needs.
8. Demonstrate organizational leadership skills. Interpret the social work role/perspective. Assess and intervene with intra and inter-organizational systems with specific reference to program and service delivery, implementation of a continuum of care, services integration, and inter-organizational cooperation, coordination and collaboration.
9. Utilize evidence based practice to guide assessment and intervention at all levels. Use case and community data for needs assessment to inform program and resource development, maintenance and enhancement. Choose, design, and implement appropriate process and outcome evaluation methods.
Course Texts Very Highly Recommended for 204D:
Briere, J. & Scott, C. (2006). Principles of trauma therapy: A guide to symptoms, evaluation and treatment. Thousand Oaks, CA: Sage.
Course Reader: Available from University Copying (916 929-6147)
Course Format
The class will be conducted as a seminar with a combination of lecture, discussion, videos, exercises, group work, and guest speakers. Student preparation and participation are integral parts of this learning experience.
The analytical case method approach will be the primary technique used for translating and applying theory into practice. The detailed case studies as well as the cases brought in by faculty and students will provide means for students to develop critical thinking and practice skills in a classroom setting. The case material presented in class may be used for class discussions, in class experiential exercises and for written and oral assignments. The cases will not only provide a bridge between the classroom and the student's field experience, but will allow the student to explore a wider variety of client systems and practice settings than may be encountered through field placements alone.
Field Work
Students are required to share the course outline and assignments with the field instructors in order to provide guidance and integration for both fieldinstructors and students during the field experience. Please speak with your professor and your field liaison during office hours if you do not believe that your needs are being met in your field placement. We take your Field Placement very seriously. Field is the heart of social work education.
Course Expectations
This course demands your active participation. In order to enhance feelings of safety and to create a positive learning environment the following must apply:
· Know your classmates. They will be your learning partners and your peer support.
· Be prompt. Attend class, the whole class period.
· Read the assigned materials.
· Do all your work.
· Get your needs met by interacting with classmates and by raising your concerns and criticism with the instructor.
· Conduct yourself in a professional, productive, respectful, and non-violent manner.
Specifically, you are expected to adhere to the following requirements.
1. Attendance. Attendance of the complete class period and participation in discussion are expected and will be graded. Your interest, time, and commitment to the course as well as personal/professional development are highly valued. Attending all scheduled class sessions for the full period and being prepared for class discussion and activities is required. There is no substitute or make-up for attendance and participation. As a matter of fairness and equity, missing three (3) scheduled class sessions or the equivalent loses a minimum of one (1) letter grade on the final course grade. Missing (4) four scheduled class sessions or the equivalent will result in a failure from the course and will require the student to make arrangements to meet with the Directors of the Graduate Program Director and the Division of Social Work if s/he is to continue in the MSW program.
2. Plagiarism. Any form of cheating or plagiarism will result in a failing grade for the course.
3. Assignments. It is expected that all assignments will be due on the date indicated on the syllabus, unless a decision is explicitly made and announced in class to change the due date or due to very special and unexpected circumstances. Late assignments will only be accepted with prior permission from the professor. The assignment may be reduced a full letter grades for each week the paper is late. Papers are to be handed in to the professor in class. If late, they are to be placed in her mailbox with a stamped date by the staff in the Division of Social Work.
4. Assigned Readings. Assigned readings should be completed as they correspond with the class schedule.
5. Writing Style. Other than those specify in the assignment requirements, apply the basic APA (American Psychological Association) style for all written assignments both in the main text and in citing references. Copies of the APA manual (5th edition) are available in the library. All written assignments should be typed and double-spaced. They must be mechanically and stylistically acceptable. Serious deficiencies in areas such as spelling, punctuation, sentence structure, and coherent organization will result in lower grades.