CALIFORNIA STATE UNIVERSITY, SACRAMENTO
DIVISION OF SOCIAL WORK
Course: SWRK 204D: Multi-Level Practice with Vulnerable Life Conditions
Term: Spring Semester, 2011
Class Time: Fridays, 9:00 AM – 11:50 AM
Location: Mariposa Hall, Room 1014
Adjunct Faculty: Verronda Moore, M.S.W., Ed.D.
Office Location: Mariposa Hall 4025
Contact Information: Phone: (916) 876-7522 Email:
Office Hours: Friday: 12:00 -1:00 PM, and by Appointment
Required Readings
Briere, J. & Scott, C. (2006). Principles of trauma therapy: A guide to symptoms, evaluation and treatment. Thousand Oaks, CA: Sage. ISBN 9780761929215
Corcoran, Jacqueline and Walsh, Joseph. (2010) Clinical assessment and diagnosis in social work practice. (2nd Ed.) Oxford: Oxford University Press. ISBN 9780195398861
General Course Description
SWRK 204C/D represents the third and fourth semester practice courses in the Social Work curriculum. It builds upon and expands SWRK 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.
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, and 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 Format
This course is conducted on a discussion/laboratory basis. The instructor may use a variety of teaching methods including, lecture, video, discussion, small and large group activities, guest speakers, etc. The instructor may make adjustments to the syllabus and will provide oral and written documentation when changes occur.
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. Therefore, student preparation and participation are integral parts of this learning experience.
Readings and Lectures: Students are expected to have read all assigned readings prior to class sessions. Readings are not rehashed in class. Student preparation and participation are integral parts of this learning process.
Small & large group discussion: Students will lead and participate in exercises and group discussions on relevant issues. Students’ participation in group discussions should be informed by the readings that were assigned for that week.
Videos: Videos that may be used in the class should be considered learning material for students. Therefore, it is important that students take notes during videos so that the material may be integrated into the class and learning.
Exercises: Virtually every week there will be classroom exercises. Completion of these exercises successfully will be dependent upon students’ out of class preparation.
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.
E-mail: You are required to check your e-mail every week by the Wednesday before class. I may adjust reading/ written assignments and/or make announcements.
Ethical Practice
As developing social work professionals, it is expected that students will become familiar with and adhere to the NASW Code of Ethics. This code for professional behavior and conducts should guide your actions in class and in the field agency setting. Ethical violations (e.g., disrespect for colleagues) may result in failure of this course, particularly if the instructor or the field instructor has previously advised a student of the violation(s).
Class Attendance
Because this class uses group exercises, experiential exercises and class discussions, student’s interest, time, commitment to the course, as well as personal/professional development, is highly valued. Attending all scheduled class sessions and being prepared for class discussion and activities are required. The following criteria will be used to assist in assessing students’ attendance. There is no substitute or make-up for attendance.
1. Punctual class attendance is important and expected to all class sessions.
2. You are responsible for all materials in class, as well as any announcements concerning course policy, assignments, special projects, and important dates.
3. If you are late to a class or miss a class, it is your responsibility to promptly acquire the lecture and other information you missed.
4. After you have made a conscientious effort to understand what was missed, your instructor will be happy to discuss any questions you may have.
5. You should make your instructor aware of any extenuating circumstances as soon as possible.
6. Tardiness and early class departures can be considered as absences. For example:
ü 15 minutes late or leaving early = ½ absence
ü More than 1 hour late or leaving early = 1 absence
7. Three unexcused absences or equivalent will result in a letter grade reduction in student’s final course grade (e.g. Grade of “A” can drop to a “B”)
8. Four absences (excused or unexcused) or equivalent will likely result in the student not earning a passing grade. If this is the case, please make an appointment with the instructor to discuss your options.
9. Class break: Chronic tardiness after break will be noted. The professor reserves the right to add an additional absence or fraction absences to your attendance.
Cell Phones and Laptops
1. No cell phone use in class (if you are expecting an urgent call please inform the instructor in advance and put your phone on vibrate or silent).
2. Laptops may be used in this class for taking notes and participating in in-class activities as directed by the instructor. Hiding behind a laptop, answering e-mail, posting on Facebook or Twitter, playing games, surfing the web, etc. will not be tolerated. The instructors may ask you to close laptops at specific times during class.
Plagiarism
Plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person's contribution. Regardless of the means of appropriation, incorporating another's work into one's own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge.
When the source is not noted, the following would constitute plagiarism at CSUS:
1. Word-for-word copying.
2. The mosaic (to intersperse a few words of one's own here and there while, in essence, copying another's work).
3. The paraphrase (the rewriting of another's work, yet still using the fundamental idea or theory).
4. Fabrication (inventing or counterfeiting sources).
5. Ghost-written material (submitting another's effort as one's own).
It is also plagiarism to neglect quotation marks on material that is otherwise acknowledged. Plagiarism and acts associated with it are cause for disciplinary and/or legal action. If it is determined that a student has plagiarized the work of another, it can result in the student being suspended or expelled from the University, depending on the circumstances. (http://www.csus.edu/admbus/umanual/UMP14150.htm) In this course a grade of {F} can be expected by students who plagiarize.
Disability / ADA Provisions
The Americans with Disabilities Act of 1990 (ADA) provides protection from discrimination for qualified individuals with disabilities. Students with a disability, who require assistance, will need to contact the Office of Services to Students with Disabilities (SSWD) for coordination of academic accommodations. The SSWD is located in Lassen Hall, Room 1008. Their phone number is 916-278-6955 (voice) or 916-278-7239 (TDD).
The student is responsible for making arrangements for accommodations and support services with the Specialist and the instructor in a timely manner. Use of reader, tutor, or note taker requires certain office procedures that the student must complete before these support services can start.
If you believe you will need accommodations, please contact Services to Students with Disabilities (SSWD).
Phone: (916) 278-6955 (Voice)
(916) 278-7239 (TDD only)