Graduate Curriculum Committee Course Proposal Form
Graduate Curriculum Committee
Course Proposal Form for
Courses Numbered 5000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
1. Course Prefix and Number: SOCW 6550 2. Date:
3. Requested Action (check only one box):
X / New CourseRevision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from / # / to / #
4. Justification (assessment or accreditation based) for new course or course revision or course renumbering:
This course is a part of the revision of the MSW program. It will fulfill both the University and program requirements for the completion of a comprehensive evaluation.5. Course description exactly as it should appear in the next catalog:
6550. Integrative Seminar Integrates and synthesizes knowledge from all components of the MSW curriculum in diverse domains of practice.6. If this is a course revision, briefly describe the requested change:
2417. Graduate Catalog Page Number from current Graduate catalog:
8. Course Credit:
Lecture Hours / x / Weekly / OR / Per Term / Credit Hours / 3 / s.h.Lab / Weekly / OR / Per Term / Credit Hours / s.h.
Studio / Weekly / OR / Per Term / Credit Hours / s.h.
Practicum / Weekly / OR / Per Term / Credit Hours / s.h.
Internship / Weekly / OR / Per Term / Credit Hours / s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours / 3 / s.h.
50 to 75
9. Anticipated annual student enrollment:
10. Affected Degrees or Academic Programs:
Degree(s)/Course(s) / CurrentCatalog Page / Changes in Degree Hours
Master of Social Work / 239 / None
11. Overlapping or Duplication with Affected Units or Programs:
x / Not ApplicableNotification & response from affected units is attached
12. Approval by the Council for Teacher Education (required for courses affecting teacher education programs):
x / Not ApplicableApplicable and CTE has given their approval.
13. Statements of Support:
a. Staff
x / Current staff is adequateAdditional Staff is needed (describe needs in the box below):
b. Facilities
x / Current facilities are adequateAdditional Facilities are needed (describe needs in the box below):
c. Library
x / Initial library resources are adequateInitial resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition of required initial resources):
d. Computer resources
x / Unit computer resources are adequateAdditional unit computer resources are needed (in the box below, give a brief explanation and an estimate for the cost of acquisition):
x / ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Approval from the Director of ITCS attached
14. Course information: see Instructions for Completing the Graduate Curriculum Committee Course Proposal Form for more detail
a. TEXTBOOK(S): author(s), name, publication date, publisher, and city/state/country
There is no Required Text, students are encouraged to become familiar with readings identified in each program content area as listed in a Bibliography that will be updated regularly. The following is an example of what could be used for readings.
Integrative Seminar Bibliography
Diversity
Beckett, J.O., Dungee-Anderson, D., Cox, L., & Daly, A. (1997). African Americans and multicultural interventions. Smith College Studies in Social Work, 67, 540-563.
Davis, L.E., Cheng, L.C., & Strube, M.J. (1996). Differential effects of racial composition on male and female groups: implications for group work practice. Social Work Research, 20, 157-166.
Dempsey, C. L. (1994). Health and social issues of gay, lesbian and bisexual adolescents, Families in Society, 75, 160-167.
Gibbs, J.T., & Moskowitz-Sweet, G. (1991). Clinical and cultural issues in the treatment of biracial and bicultural adolescents. Families in Society, 72, 579-592.
Gopal, A., Mirand, S.M., Robichaux, B.P., & Bostrom, R.P. (1997). Leveraging diversity with information technology: gender, attitude and intervening influences in the use of group support systems. Small Group Research, 28, 29-71.
LaSala, M.C. (2000). Lesbians, gay men, and their parents: Family therapy for the coming out crisis. Family Process, 39, 67-81.
Proctor, E.K., & Davis, L.E. (1994). The challenge of racial difference: Skills for clinical practice. Social Work, 39, 314-323.
Ethics
Buttell, F. (1998). Issues and ethics in social work with batterers. The New Social Worker, 5, 7-9.
Dean, R.G., & Rhodes, M.L. (1998). Social construction and ethics: what makes a “better” story? Families in Society, 79, 254-262.
Fernandes, G., & Dass, M. (2000). Teaching social work values and ethical decision-making. The Indian Journal of Social Work, 61, 269-284.
Kaslow, F. (1998). Ethical problems in mental health practice. Journal of Family Psychotherapy, 9, 41-54.
Korman, H. (1997). On the ethics of constructing realities. Contemporary Family Therapy, 19, 105-115.
Speicher, M. (1998). Ethical reasoning and ethical awareness. Clinical Social Work Journal, 26, 427-432.
Staller, K.M., & Kirk, S.A. (1997). Unjust freedom: the ethics of client self-determination in runaway youth shelters. Child and Adolescent Social Work Journal, 14, 223-242.
Strom-Gottfried, K. (1998). Informed consent meets managed care. Health and Social Work, 23, 25-33.
Strom-Gottfried, K. (2000). Ensuring ethical practice: an examination of NASW code violations, 1986-97. Social Work 45, 251-261.
Reamer, F.G. (2000). The social work ethics audit: a risk-management strategy. Social Work, 45, 355-366.
Regehr, C., & Antle, B. (1997). Coercive influences: informed consent in court-mandated social work practice. Social Work, 42, 300-306.
Family/Child/Adolescent/Individual/Group Practice
Bardill, D.R. (1997). The relational-systems model for family therapy: Living in the four realities. Binghampton: New York: Haworth.
Bowen, M. (1990). Family therapy in clinical practice. Northvale: NJ: Jason Aronson.
Braverman, L. (ed.). (1988). A guide to feminist family therapy. New York: Harrington Park Press.
Breunlin, D. C., Schwartz, R. C., MacKune-Karrer, B. (1992). Metaframeworks: Transcending the models of family therapy. San Francisco: Jossey-Bass Publishers.
Carter, B. & McGoldrick, M. (1999). The expanded family life cycle: Individual, family, and social perspectives (3rd) Boston: Allyn & Bacon.
Kendall, Philip, C. (2006). Child and adolescent therapy: Cognitive-behavioral procedures (3rd Edition). New York, NY: The Guilford Press.
Minuchin, S. (1993). Family healing: Tales of hope and renewal from family therapy. New York: The Free Press.
Minuchin, S. (1974). Families & family therapy. Cambridge, MA: Harvard University Press.
Minuchin, S., & Fishman, H.C. (1981). Family therapy techniques. Cambridge, MA: Harvard University Press.
Minuchin, S. & Nichols, M. (1993) Family healing: Tales of hope and renewal from family therapy. New York: The Guilford Press.
Satir, V. (1983). Conjoint family therapy (3rd. ed.). Palo Alto, CA: Science and Behavior Books.
Satir, V., Banmen, J., Gerber, J., & Gomori, M. (1991). The Satir model: Family therapy and beyond. Palo Alto, CA: Science and Behavior Books
Selekman, Matthew (2005). Pathways to change: Brief therapy with difficult adolescents. (2nd Edition). New York, NY: The Guilford Press.
Strom-Gottfried, K., & Dunlap, K.M. (1998). How to keep boundary issues from compromising your practice. The New Social Worker, 5, 10-13.
Wachtel, Paul. (1993). Therapeutic Communication. New York: Guilford.
Webb, Nancy (2003). Social Work practice with children (2nd Edition). New York, NY: The Guilford Press.
Health and Aging
Holosko, J.J. & Taylor, P.S. (1994). Social Work Practice in Health Care
Settings. Second Edition. Toronto: Canadian Scholars’ Press
Policy
Alexander, R. (2003). Understanding Legal Concepts that Influence Social Welfare Policy and Practice. Pacific Grove, CA: Brooks/Cole-Thomson Learning.
Drake, R., Merrens, M., & Lynde, D. (2005). Evidence-Based Mental Health Practice. New York: W.W. Norton & Company.
Jenson, M. & Fraser, M. (2006). Social Policy for Children and Families: A Risk and Resilience Perspective. Thousand Oaks, CA: Sage.
Psychopathology
PDM Task Force. (2006). Psychodynamic Diagnostic Manual. Silver Springs, MD: Alliance of Psychodynamic Organizations.
Rohrer, G. (2005). Mental health in literature: Literary, lunancy, and lucidity. Chicago: Lyceum Books.
Relational Perspective
Arnd-Caddigan, M. & Pozzuto, R. (2007). Use of self in relational clinical social work, Clinical Social Work Journal, ?
Borden, W. (2000). The relational paradigm in contemporary psychonalysis: Toward a psychodynamically informed social work perspective. Social Science Review (3), 352-379.
Jordan, J. V. (2001). A relational-cultural model: Healing through mutual empathy. Bulletin of the Menninger Clinic, 65 (1), 92-103.
Levy, J. (2006). Using a metaperspective to clarify the structural-narrative debate in family therapy. Family Process, 45(1), 55-73.
Mitchell, S. and Aron, L. (eds.). (1999). Relational psychoanalysis: the emergence of a tradition. Cambridge MA: Harvard University Press.
Ornstein, E. D. and Ganzer, C. (1997). Mitchell's relational conflict model: An analysis of its usefulness in clinical social work. Clinical Social Work Journal 25(4), 391-405.
Ornstein, E. D. and Ganzer, C. (2005). Relational social work: A model for the future. Families in Society: The Journal of Contemporary Social Services, 86 (4), 565-572.
Saari, C. (2005). The contribution of relational theory to social work practice. Smith College Studies in Social Work, 75 (3), 3-14.
Walker, M. (2004). How relationships heal. Chapt. in Maureen Walker and Wendy B. Rosen (eds.). How connections heal: Stories from relational-cultural therapy. New York: Guilford.
Research
Jordan, C. & Franklin, C. (2002). Clinical Assessment for Social Workers:
Quantitative and Qualitative Methods. Chicago, IL: Lyceum Books, Inc.
Thyer, B.A. (2000). The Handbook of Social Work Methods. Thousand Oaks, CA: Sage
Publications.
Thyer, B.A. (1994). Successful Publishing in Scholarly Journals. Thousand Oaks, CA:
Sage Publications.
Rosen, A., Proctor, E. K., & Staudt, M. M. (1999). Social work research and the quest for
effective practice. Social Work Research,23(1), 4-14.
Rubin, A. & Babbie, E.(2001). Research Methods for Social Work. (4th Ed). Belmont,CA: Wadsworth/Thomson Learning.
Szuchman, L.T. & Thomlison, B. (2004). Writing with Style: APA Style for Social
Work. Belmont, CA: Wadsworth/Thomson Learning. ISBN: 0-534-26311-9
Social Work Practice with Organizations and Communities
Harrison, W. D. (1995). Community development (pp. 555-562) Encyclopedia of Social Work, Washington: National Association of Social Workers.
Kretzmann, J., & McKnight, J. (Winter 1996). Assets-based community development, National Civic Review, 85 (4), 23-29.
Reichert, E. (2006). Understanding human rights. Thousand Oaks, CA: Sage.
b. Course objectives student –centered behavioral objectives for the course –
Students who successfully complete this course will be able to:
1. articulate their integration of knowledge, skills, and values developed across the curriculum, including field in approaching practice situations from a relational perspective;
2. demonstrate skills for the critical analysis of:
• social problems at all systems levels,
• relevant human behavior and practice theories and social welfare policies,
• research findings reported in the professional literature and other media,
• current practice and intervention alternatives,
• issues associated with evaluation of practice;
3. defend (orally and in writing) practice decisions based on current theory and knowledge, and the values and ethics of the profession;
4. Demonstrate their ability to apply their understanding of, and commitment to, the promotion of social and economic justice for populations at risk, and their recognition of and respect for diversity, as they respond to a variety of specific case situations.
c. A course content outline
I - Relational perspective in Social Work
Clinical community based Practice
II - Social Work Values and Ethics.
III & IV - Human Behavior and the Social Environment
V & VI - Social Work Practice Theory and practice model review
VII & VIII - Social Welfare Policy
Frame of Reference Paper Due by conclusion of session VIII
IX & X - Research/Evaluation of Practice
X & XI- Group Presentations
XII & XIII Individual Presentations
d. A list of course assignments and weighting of each assignment and the grading/evaluation system for determining a grade.
ASSIGNMENTS
1. GROUP PRESENTATIONS
Purpose: To understand the interrelationship between service delivery and organizational structure. Using the guide detailed below, students will analyze the relationship between practice and the organizational structure of their respective field placement settings. Each group will be responsible for identifying similarities and differences across agencies. Presentations will be based on these comparative analyses. Each group will have a maximum of 20 minutes to present. An additional 10 minutes will be provided for the group to answer questions from the class. Presenters are strongly encouraged to consider using audiovisual aids, e.g., posters, charts, handouts, videotapes, etc., during the presentation. Group Presentations will account for 20% of your course grade.
Students may use the following questions to facilitate the agency comparison process:.
a. What is the purpose of your agency? How is it stated? What are the official and unofficial goals?
b. Describe the target population your agency is designed to serve. How has this changed over the years? Provide information on the socioeconomic demographics of the client group.
c. Describe the structure of your agency. How does structure influence practice? How does practice influence structure? What or who are the main sources of power, both informal and formal?
d. How does the agency evaluate services? What are the planning mechanisms?
e. How does your agency address racism, sexism, homophobia, and ethnocentrism in its services, programs and among staff? How accessible is the agency to persons with disabilities?
f. What is the relationship between the agency and the community? How does this relationship effect service delivery? What constituent groups influence agency services?
g. What are the funding sources for your agency? What percent of total funding does each source contribute? In what ways do financial sources and resources affect programs and services?
h. What are the functions of your agency? How are the functions related to the purposes you discussed? How are tasks assigned? How are decisions made?
I. Describe the organizational culture. How does it fit with the formal purposes of the agency? How does new staff become socialized into the culture? Comment on its functionality.
j. In terms of record keeping: what information is collected and why is it collected, how is it used, how is client privacy ensured, how does record keeping respect diversity?
2. INDIVIDUAL PRESENTATIONS