CALIFORNIASTATEUNIVERSITY, SACRAMENTO
DIVISION OF SOCIAL WORK
Joan Dworkin, PhD, ProfessorMariposa Hall 5037
916-278-7067Office Hours
hursdays 12:45-2:45
Spring 2008and by appointment
Course Syllabus
SWK 204D
Multilevel Practice With Vulnerable and Resilient Populations
Thursdays 3-5:50, 6:30-9:20
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
SWK 204C & D integrate areas of social work practice that involve assessment and intervention at different levels of social systems. These areas of practice content are addressed in the course of two semesters with a framework that focuses on client systemsand the exercise of practice approaches and skills that are productive in behalf of the empowerment and improved health and social functioning of those client systems. Levels of practice include individuals, families, and groups, in the context of organizations, and communities; and the skills, methodologies and theoretical frameworks that undergird them.
Theoretical Framework
The primary overarching perspectives in the course are the biopsychosocial and ecological developmental frameworks as explicated in the texts by Roberta Sands, Behavioral mental health and Nancy Boyd Webb, Social work practice with children. In addition to the biopsychosocial and ecological/developmental models, the metaframework for the two semesters in 204C/D includes theories of trauma, violence, risk and resilience, attachment, integrative therapy, leadership and organizational behavior as it reflects the service delivery system. The use of multiple theories maximizes responsible choice by enhancing the professional's ability to differentially select interventions from the universe of available methods that fit the specific elements of diversity present in each unique client/system.
The multilevel practitioner combines the basic elements of the generalist perspective with interventions drawn from specific models for more focused practice across all modes of intervention. Students will have mastered systems theory, ecological theory, empowerment theory, the person-in-environment model, and the strengths perspective in the foundation practice course 204A/B.
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.
- Fully develop, articulate and apply an integrated practice approach that is informedby empirical support.
- Demonstrate a heightened sense of self as it relates to the dynamics of difference
and commitment to social justice.
- Apply skills for culturally competent practice with and on behalf of individuals, families and small groups.
- Demonstrate an increased sense of self: awareness of strengths and limitations, development of professional boundaries, and awareness of transference and counter transference,
- Apply ethical decision making models to legal and ethical dilemmas in practice.
- 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.
- Apply leadership skills in practice contexts (e.g., small group facilitation, case conferencing, multidisciplinary teams, interagency collaboration, advocacy, and program development).
- Develop differential assessment, diagnosis and intervention plans based upon relevant theoretical models and the social work perspective.
- Develop the conscious use of relationship as a principle skill in social work practice with and behalf individuals, families and small groups.
- 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 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. In a practice class much of the learning takes place during class. Exceptions may be made in advance with the approval of the instructor only in extraordinary circumstances (e.g. severe illness). Make-up work may be required. Absences without approval, leaving class early, or repetitive lateness will result in grade reduction.
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. Each student will develop a personal learning plan based on the course syllabus and their own individual learning needs. This will include topics and readings that they will concentrate on during the semester.
5. 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.
6. All students are expected to obtain an e-mail account and to check their e-mail regularly. Many class communications will be through e-mail. The class reader will be accessed through Locus, a service of the CSUS library. Students can access Locus at
7. 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 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.
8. 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 295D is required. All students must have successfully completed SWK 204 A , B, C and SWK 295 A ,B, C 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. A draft of the midterm or 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. For help please refer to the Division’s online writing guide at Then click on Social Work links and scroll down to Social Work Online Writing Guide. 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 contact the Division of Social Work Writing Program at 278-7187.
1. Oral presentation- Macro intervention based on agency client population (Sessions 3-12. Students will sign up at session 1) See end of syllabus for instructions.
2. Paper 1, (Due Session 7, March 13th)
3. Paper 2 Personal Professional Theoretical Framework (Due Session 13 , May 1). No late papers accepted.
4. A weekly journal of your impressions and thoughts of your field practice should be kept and turned in at Session 6, March 3. This should include field time during January. You will be expected to make at least one oral field presentation. (See end of syllabus for journal instructions)
5. Case studies or other take home assignments.
Grading Criteria
1. Attendance and Participation 15%
2. Oral Presentation 15%
3. Paper 1 30%
4. Paper 2 30%
5. Field journal and
field presentation 10%
** Students must complete all assignments on time. If, due to unforeseen circumstances you need to make special arrangements with the instructor to complete your work, this must be done in advance and no later than one week prior to the due date.
94-100=A, 90-93=A-, 87-89=B+, 84-86=B, 80-83=B-, 77-79=C+, 74-76=C, 70-73=C-, 67-69=D+, 64-66=D, 60-63=D-, Below 60=F.
The instructor may change the course syllabus based on student learning needs.
Required readings
Texts (204d) (purchased for 204c in Fall semester)
Boyd-Webb, N. 2003. Social work practice with children. New York: Guilford Publications.
Corey, G, Corey, C, M., Callahan, P. 2007. 7th edition. Issues and ethics in the helping professions. Pacific Grove, Ca: Brooks/Cole.
Dworkin, J., 2005. Advanced social work practice: An integrative multilevel approach. Boston: Allyn & Bacon.
Sands, R. 2002. Clinical social work practice in behavioral mental health. Boston, Mass.: Allyn and Bacon.
Van Soest, D. 1997. The global crisis of violence. Washington, D.C.: NASW Press.
Required (On reserve)
Allen-Meares, P., Garvin, C. Eds. 2000. Handbook of direct social work practice. Thousand Oaks, Ca.: Sage publications.
American Psychiatric Association. 2000. Diagnostic and statistical manual of mental disorders. (4th ed., Text Rev.) WashingtonD.C.:APA.
Brody, R. 2000. Effectively managing human service organizations. Thousand Oaks: Sage Publications.
Corcoran, J. 2000. Evidence-based social work practice with families: A lifespan approach. New York: Springer Publishing.
Gitterman, A. 2001. Social work practice with vulnerable and resilient populations. New York: ColumbiaUniversity Press.
O’Hare, T. 2005. Evidence-based practices for social workers. Chicago, Il.: Lyceum Books, Inc.
Rosenberg, M. 1999. Nonviolent Communication. Del Mar, Ca.: Puddledancer Press.
Sallee, A., Lawson, H., Briar-Lawson, K. (2001). Innovative practices with vulnerable children and families. Dubuque, Ia.: Eddie Bowers Publishing.
Shernoff, M. Ed. 1999. AIDS and mental health practice. New York: The Haworth Press.
Class reader- can be accessed on Locus, a service of the CSUS Library. by January 28.
Recommended
Balgopal, P. 2000. Social work practice with immigrants and refugees. New York: ColumbiaUniversity Press.
Falicov, C. 1998. Latino families in therapy: A guide to multicultural practice. New York: Guilford Press.
Herman, J. 1992. Trauma and recovery: The aftermath of violence, from domestic abuse to political terror. Glenview, Ill.: Harpercollins.
Reamer, F. 2001. Tangled relationships: Managing boundary issues in the human services. New York: ColumbiaUniversity Press.
Sachs, J., Newdom, F. 1999. Clinical social work and social action: An integrative approach. New York: The Haworth Press.
Sidel, R. 2006. Unsung Heroines: Single Mothers and the American Dream. Berkeley, Ca.: University of California Press.
Teyber, E. 2000. Interpersonal Process in Psychotherapy: A relational approach.
Belmont, Ca.: Brooks/Cole.
Course outline
Session 1, January 31
Overview of the course, course requirements.
Addiction, Drug related violence (Finish divorce mediation, gay and lesbian families)
Austrian, Chapter 8-Eating Disorders, 137-157. (reserve)
Boyd Webb. Chapter 13, Children in substance-abusing families, 287-314
Bakalar, N. 2006. Review sees no advantage in 12-step programs. The New York Times. July 25. (reader)
Gitterman, Chapter 8-Eating Problems, 224-249. (reserve, recommended)
O’Hare, Chapter 6, 103-145 Substance abuse and dependence, adults. Chapter 16, 515-544. Substance abuse and risky sex in adolescents and young adults. (reserve)
Smith, B. Chapter 7, Child welfare and substance abuse: toward partnerships with parents and communities. In Salee, Lawson, Briar-Lawson, 121-143. (reserve)
Sands, Chapter 13, Clinical practice with clients who abuse substances, 328-368.
Van Soest, Chapter 10, Drug related violence and development, 219-251.
Field discussion, video on eating disorders
Session 2, February 7
Family violence, Family treatment approaches to violence and trauma
Impact of community violence on families.
Boyd Webb. Chapter 15, A changing world’s impact on practice with and for children.
Corcoran, Section II. Family treatment with family violence, 395-419. (reserve)
Dulmus, C., Wodarski, J. 2000. Trauma-related symptomatology among children of parents victimized by urban community violence. American Journal of Orthopsychiatry, 70, 272-277. (reader)