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CALIFORNIA STATE UNIVERSITY, SACRAMENTO
DIVISION OF SOCIAL WORK
Joan Dworkin, PhD, Professor Mariposa Hall 5030
Cell 847-312-0054 Office Hours 12-1 Saturday
class days and by appointment
Course Syllabus
SWK 204C Fall 2009- Saturdays 8-5
8/29, 9/26, 10/17, 11/14, 12/12
Advanced Integrated Social Work Practice
General Description
SW 204C/D is a yearlong course that consists of four modules: Violence & Trauma; Children & Families; Mental Health and Recovery; & Health and Wellness. It represents the third and fourth semester practice courses in the Social Work curriculum.
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 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. The student is required 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. The course emphasizes critical thinking and educates students to address complex challenges through multilevel analysis and action.
To support this expected change in sophistication and function, SWK204 C/D provides advanced knowledge or skills in at least six areas.
Theory- Concepts and models needed to understand practice with individuals, families, and groups, in the context of social service organizations, and the community environment
Practice Skills-to conduct disciplined and systematic practice based on
clearly articulated theoretical principles informed by empirical support.
Apply the core aspects of advanced practice to specific practice situations
(i.e. field placement, client populations, agencies, programs, and services).
To develop differential assessment, diagnosis and intervention plans based upon
relevant theoretical models and the social work perspective. Skills for culturally
competent practice with and on behalf of individuals, families and small groups.
Enhanced Self awareness and professional self-reflection- Develop the
conscious use of relationship as a principle skill in social work practice with and behalf
of individuals, families and small groups. Increased sense of self: awareness of strengths
and limitations, development of professional boundaries, and awareness of
transference and counter transference, the dynamics of difference and commitment to
social justice.
Ethics- ethical decision making models and strategies for increasingly complex legal and ethical dilemmas in practice.
Leadership skills- for practice contexts (e.g., small group facilitation, case conferencing, multidisciplinary teams, interagency collaboration, advocacy, and program development).
Research and Evaluation – practice research and evaluation activities necessary to support evidence based practice and demonstrate accountability and effective client outcomes.
Organizing Framework and Theoretical Perspectives
Module One: 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. Interpersonal Violence (including violence against Gay, Lesbian, Bisexual and Transgender, the Disabled, and the Aged) is addressed. 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 as perform a differential diagnostic assessment and apply evidenced based practice models.
Concepts such as 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.
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. Attachment, Cognitive Behavioral, Family Systems, Solution Focused, Narrative, 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. Assessment and intervention with conditions like eating disorders, substance abuse, youth suicide, homeless youth and run away youth, and gangs are addressed..
Module Three: The Mental Health-Recovery Module
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. Individual, family, group and community interventions are addressed. The Recovery Model is the overarching perspective for this module.
Module Four: Health and Wellness
The purpose of this module is to allow for an advanced biopsychosocial 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 gerontology, persons with HIV/AIDS, adolescent health (eating disorders, pregnancy, suicide), or with areas of practice like drug use/abuse/dependence.
In this specific course sequence 204c section 5 and 204d section 5, the four modules will be integrated throughout the year. In semester one (204c) students will study child and adult trauma, mental health conditions and interventions, and issues in working with children and families. In semester two, (204d 2008 section 5) students will study addiction, trauma in the context of community, national and international violence, health and wellness, specific topics related to children and families including, immigrant status, socioeconomic factors, aging and organizational context of practice. More in depth attention will be given to specific intervention modalities through the use of practice simulations.
Course Objectives
Built 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
When integrated with the foundation objectives, graduates of SW 204C/D demonstrate the ability to:
1 Engage in multi-skilled practice through multi-level interventions to deliver and develop services that enhance human well-being while attending specifically to the needs and empowerment of those in vulnerable life conditions.
2. Provide leadership through culturally competent direct practice; the development and administration of policies and services; and social and political action to facilitate sensitivity to cultural and ethnic diversity and the achievement of social and economic justice.
3. Engage in theoretical and practice research and evaluation necessary for accountability and evidence of effective practice and to contribute to professional knowledge building.
4. Understand and use specific theoretical models to inform strategies, skills, and techniques for practice respectively with individuals, families, groups, organizations, and communities.
Course Format
The case study method and problem based learning will be the primary teaching methods. The detailed case studies as well as the cases brought in by faculty, field instructors 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.
Course Requirements
1. The course outline is to be shared with the field instructor as soon as possible after the student's entry into the field, in order to provide guidance for both field instructor and classroom instructor in supporting the fullest possible integration of field and classroom. All students are expected to have a least one mezzo or macro project as part of their field assignment. Students in macro placements are expected to work with individuals and/or groups as part of their assignment. All students must incorporate some form of outcome evaluation (quantitative and/or qualitative) of their work with clients or projects.
2. You are expected to attend all class sessions for the entire session, arriving on time and leaving at the end of the session. There are no absences permitted in a weekend class. Students must contact the instructor immediately to discuss any extenuating circumstances.
3. Participation in classroom assignments, discussion, and exercises. This includes completion of readings prior to the class for which they are due. You are strongly urged to team up with other students in order to share responsibility for reading assignments.
Each student will take responsibility for summarizing one reserve reading and e-mailing the summary to the class prior to the appropriate class session during the semester. Completion of case study activities prior to class. Completion of all written assignments on time. Completion of all coursework by the last class session.
4. Students who have a disability that requires special accommodation must inform the instructor at the first class session and provide written recommendations from the Office for Students with Disabilities.
5. All students are expected to obtain an e-mail account and to check their e-mail regularly. Some class communications will be through e-mail. Students should also check class messages at MySacState at least twice a week .
6. Plagiarism. Any form of cheating or plagiarism will result in a disciplinary action and/or a failing grade for the course. The university protocol for handling cheating or plagiarism will be followed. Please read the university policy on Academic Honesty http://www.csus.edu/admbus/umanual/UMA00150.htm Any incident of plagiarism will be reported to the Division of Social Work Graduate Director and to the University Office of Student Affairs. Dishonesty, deception and fraud are violations of the NASW Code of Ethics.
7. Cell phones must be kept off during class. Laptops may be used only for taking notes during class time. No e-mail or work on assignments will be permitted.
9. Concurrent registration in SWK 295C is required. All students must have successfully completed SWK 204 A and B and SWK 295 A and B with no incompletes outstanding.
10. All students are expected to keep up with current events in the social services by reading the newspaper of their choice on a regular basis. This can be done on the web.
Assignments
All assignments must be turned in on time. There will be grade reduction of 5 points per day for late papers. If you need help or have questions, do not hesitate to contact me. Except for the final paper, papers may be rewritten one time in order to improve a grade that is less than B if paper was handed in on time or early. A draft of the final paper may be handed in for feedback before turning in the final copy. Please make an electronic backup copy of all your papers and keep a duplicate hard copy for yourself.
All papers must use accurate APA citations and references. The reference by Szuchman listed below in recommended references is also excellent and worth purchasing. Writing and organization will be considered in grading of all papers. For individual tutoring watch for announcements of the Division of Social Work writing program and College of Health and Human Services tutoring.
1. Paper 1 Ethics paper- Receive at session 1, Due Session 2 September 26. Posted on locus (“week 6”).
2. Paper 2 Midterm - Receive Part I & Part II by e-mail week of session 2 Due Session 3 October 17. Will be based on readings through session 3, class discussion through session 2 and case vignettes. Posted on locus as well (last category “week 6”).
3. Paper 3 Final paper- posted on locus (last category “week 6”) by session 3. Due by November 30.
4. A cumulative self-reflection journal with an entry for each week based on your field practice should be kept and turned in at sessions 2, 3, and 4. This is not a diary, it should be analytical rather than descriptive. Each should include selected observations about your professional progress, issues of countertransference, use of supervision and should demonstrate how you are integrating class material and readings into your practice. Please follow handout on writing journals. Posted on locus (“week 6”)