Advanced Practice with Resilient and Vulnerable Populations

SWRK 204D-06 Spring 2011 Thursdays 6:30-9:20

Bart Phelps LCSWOffice Hours: Thursdays

AMD Hall 263 5:30-6:30 or by appointment

Cell phone: 916-764-1442 Office: MRP 5021

Email:

COURSE DESCRIPTION

SW 204C/D represents the third and fourth semester practice courses in the Social Work MSW Curriculum. It builds upon SW 204A/B. SW 204A/B provided an opportunity for you to achieve competence in the provision of multilevel practice. The second year will prepare you to move toward a wide range of more autonomous practice methods with a case study approach. SW 204A/B provided increased awareness and knowledge about generalist practice that was developed in your field placement. SW 204 C/D extends this learning by requiring integration and skillful independent application of multi-level practice theory for successful interventions from beginning to termination of the work with your client systems. You will be expected to be able to articulate the conceptual framework for your work.

COURSE REQUIREMENTS

  1. Attendance and Participation: Attendance and participation are important! It is not possible to pass this course with sporadic attendance. If you miss two (2) classes your grade will automatically be lowered one full letter grade. If you miss three (3) classes you will be dropped from the course. The class meets at noon; a break for getting a quick drink or snack (one you can finished before return to class) will be provided between 1:15 and 1:30. Please be aware of how disruptive it is when a class member comes in late from the break.
  2. Consistently Late: Be aware that this course is about professional behavior. Being late as a rare occurrence is okay. It is not okay to be late often or routinely,as it is disruptive to the flow of the class activities. If you are consistently late, your grade will suffer.
  3. Classroom Preparation and Participation: Students need to be prepared to participate in discussions and in oral and written exercises. The instructor will expect classroom participation and discussion regarding readings, case material, integration of field experiences and other activities as they pertain to classroom feedback and interaction. A student’s grade can and will be decreased over the course of the semester if the student is not participating in and/or responding to classroom discussion.
  4. Late Assignments: You are expected to complete assignments and turn them in on time. Papers must be handed in to WebCT on the due date by the time the class begins. Points will be subtracted from the paper’s final grade for every day the assignment is late. If you get in touch with me on or before the day the assignment is due and we agree on a new due date, there may not be a penalty.
  5. Writing Assignments: Serious deficiencies in skills such as spelling, punctuation, sentence structure, and coherent organization will result in lowered grades. If you are concerned about the quality of your writing and would like some assistance, please make an appointment with the instructor before the assignment is due to discuss how to obtain the help you need.
  6. APA Format: All papers should be typewritten and double-spaced. Apply the basic APA (American Psychological Association) style for all written assignments both in the main text and in citing references. See Web CT for the “APA Citation Primer.”
  1. Plagiarism and Cheating: It is unethical and illegal to plagiarize (i.e., to copy the words and thoughts of others without citing the author as the source). Similarly, it is unethical to copy someone else's answers for an exam or a paper. Please be aware that I will watch for this and will take appropriate university-sanctioned action if necessary.
  2. Ethical Practice: As developing social work professionals, it is expected that students will be familiar with and adhere to the NASW Code of Ethics. This code for professional behavior 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 has previously advised a student of the violation(s). Classroom dynamics must be safe, appropriate, on topic, and respectful of diversity, opinion and experience; discussions are not to be dominated by a person or faction. Consistently insensitive or counterproductive classroom dynamics will not be tolerated.
  3. Field Integration: This course syllabus 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 the field instructor and classroom instructor in supporting the fullest possible integration of field and class learning.
  4. Incomplete Grades: A grade of “incomplete” may be assigned only in cases of illness, accident or other occurrences clearly beyond the student’s control. Incomplete grades are not automatically given. It is the student’s responsibility to fulfill the University’s and/or Division’s policies and procedures for obtaining an incomplete. Students who fail to follow applicable policies will be assigned a grade of “fail” for the course.
  5. Open Door Policy: Knowledge of the material in this course is your lifeline to good-quality social work and I want it to be as fun, understandable and interesting as possible. I am here to help you. If you have a question, concern or suggestion, please do not hesitate to see me or call me.
  1. Grading Range:

94.5-100A89.5-94.4A-86.5-89.4B+83.5-86.4B

79.5-83.4B-76.5-79.4C+73.5-76.4C69.5-73.4C-

66.5-69.4D+63.5-66.4D59.5-63.4D-Below 59.5F

Cellular phone or pager. Unless you are expecting important phone calls (i.e. family or on-call responsibilities), please turn off your cellular phone or pager during class meetings.

NOTE: Laptops can only be used for note taking. STUDENTS USING LAPTOPS FOR WEB SURFING OR CHECKING EMAILS DURING CLASS WILL BE PENALIZED BY GRADE REDUCTION.

AMERICANS WITH DISABILITIES ACT

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. The phone number is 916-278-6955 (voice) or 916-278-7239 (TDD). I am committed to assisting students in areas of academic resources (or facilitating needed assistance) in any way I possibly can. Please let me know of any special education needs you may have as early as possible.

TEXTBOOKS

New Textbooks

Required:

Herman, J. (1997). Trauma and recovery: The aftermath of violence-from domestic abuse to

political terror. New York: Basic Books.

Recommended:

Levine, P. (1997). Waking the Tiger: Healing Trauma. Berkeley: North Atlantic Books

COURSE ASSIGNMENTS AND GRADING

Assignment / Due Date / Points
Three Reading Responses / Before the Sessions
2/24
3/17
4/17 / 30
Self-Nurturing Dates & Summary / March 27 / 10
Group Presentation & Research Outline / April 17, 24, or May 1 / 25
My Personal Theory / May 12 / 35

WEEKLY READING RESPONSES: You will write three separate response papers based on the weekly readings. These papers must include: 1. specifics highlights about the reading; 2. reflections on what the reading means to you, your field work, and/or your social work practice. As much as possible, please relate the readings to field cases and your agency practices. Beyond this, I do not have a set idea, model or example of what these papers will look like. The recommended length is three (3) pages but may be more. These must be turned in at the beginning of class. Late papers will NOT be accepted. Due 2/24, 3/17 & 4/17

SELF-NURTURING DATES AND SUMMARY: You will go on two "Self-Nurturing Dates" in the first half of the semester. A "Self-Nurturing Date" is an activity that you choose that heals and nurtures you. It is a self-care activity that attends to your physical, emotional, psychological and spiritual health. In its most primary form, it is an excursion— a play date that you preplan and defend against all intruders! The "Self-Nurturing Date" is to be done in a block of time, preferably at least two hours. You should have these dates alone (no children, no partners, no friends, no well-intentioned taggers-on). "Self-Nurturing Dates" do not have to cost money: a visit to a junk store; a solo trip to the river; renting a favorite old movie; taking a hot bath; going to a yoga class; sitting in front of a fire and listening to your favorite music; going to an art museum; coloring with crayons; getting a massage;going to a church and listening to gospel music; shooting hoops, etc. These dates are to be rewarding and enjoyable. You should think of activities that are creative and make you feel good, relaxed or calm. The student should be "mindful" or aware of the total experience surrounding the date. Avoid activities that involve getting drunk/high and/or watching media-driven entertainment that is intended to stimulate (such as watching soap-operas, local news, reality TV or shopping at a mall). Try to engage in an activity that is not goal-oriented. This type of activity is not directed to achieving particular goals. Instead, try experimenting with being in the “being” mode.

After your dates, write a summary of your experience: how you felt during the time and afterwards, and what thoughts, reactions or changes the experience created in you.

INDIVIDUAL/SMALL GROUP PRESENTATION: You will pick a topic that relates to social work practice. Licensed social workers are required to attend continuing education courses (CEU’s) in order to stay current in changing practice issues and to expand their field of knowledge. Your presentation will be considered a CEU session for your fellow class members and your instructor. If your thesis contains information that relates to practice then that topic may be used for your presentation. Instructor approval is required for your topic. Examples include such diverse subject areas as chronic illness and mental health, therapeutic techniques in a given population (i.e., the elderly, LGBT, forensic clients, etc.), or any other issue that may improve our knowledge base. Each person should be prepared to present for twenty minutes. In addition, the following preparation is required for the assignment:

1. You must prepare an outline covering the major points of your presentation, and provide a copy to

the instructor as well as other students in the class.

2. Include citations of research within the outline (at least three sources).

3. Allow for five minutes following your presentation for questions.

FINAL PAPER: “MY PERSONAL THEORY.” DUE MAY 12

1. Provide a 8-10 page discussion using the questions below;

2. Minimum 4 citations within the text;

3. Minimum 4 references required in the Bibliography;

4. Spelling/grammar checked for accuracy; use complete sentences;

5. Bibliography and Citations following standard APA format;

6. Clarity, conciseness, critical analysis;

7. Examine the guidelines provided and decide where in your paper you will provide the information. It is expected that this paper will demonstrate an advanced level of practice knowledge and skill, as it represents the culmination of your advanced level practice classes.

“MY PERSONAL THEORY” Guidelines

1. Identify a particular population, client, client system, or client group with whom you have worked or with whom you PLAN to work in the next several years. Include the general demographic data of your client system. Identify your particular role within that agency/system. In addition, discuss the following:

a) Discuss some of the general presenting problems of your client system.

b) Discuss how the current political climate, local, national and international, impacts practice/ interventions/ service delivery for your client system.

c) Identify how spiritual, multicultural, ethical and/or legal issues have impacted or could impact your work with client/client system.

2. Provide a description of your professional practice model that guides you in intervening with
with clients, with organizations and communities. Include a discussion of some of the assumptions underlying your practice. Which practice theories can you see yourself identifying and using now? How do these theories inform your assessment and intervention plans? How have these theories/models affected your own identity as a social worker?

3. Specify, illustrate, and evaluate examples of various interventions, treatment, practice approaches, social work programs and/or community resources which would apply to working with this client/client system.

Calendar of Events*

*Subject to Change at the Instructor's Discretion or as Academic Requirements Demand.

January 27 Session 1

Topic: Welcome

Re-establishing community in our practice class. Field Check-in. Course overview, requirements, readings & expectations. Discussion of Self-Care.

February 3 Session 2

Topic: Developing a Trauma Perspective

An introduction to trauma: a historical perspective on the study of trauma; the relationship between global, community, family and individual violence. What does it mean to take a “trauma perspective?”

Required Reading:

  1. Herman. Ch. 1: A Forgotten History
  2. Van Soest (1997). The Global Crisis of Violence & Maldevelopment (3-42)*
  3. Fast (2003). After Columbine: How people mourn sudden death (484-491)*

February 10 Session 3

Due: Turn in names for Presentation Groups & Preferred Date/Time of Presentation

Topic: Effects and Assessment of Trauma

The effects of trauma; the controversial PTSD diagnosis and the specifics of assessment

Required Reading:

  1. Herman. Chapters 2, 3, 4, and 6
  2. Briere & Scott (2006). Biology of trauma (185-229)
  3. Park & Ai (2006). Meaning making and growth: new directions for research on survivors of trauma (389-407)*

February 17 Session 4

Topic:The Treatment of Trauma: The Three Stages of Intervention

The Trauma Resolution Model: Safety, Mourning, Reconnection. The importance of psychoeducation and affect regulation.

Required Reading

  1. Herman. Stages of Recovery: Ch. 8, 9, 10 (155-195)
  2. Rothchild (2004). Applying the brakes in trauma treatment (5 pages)*
  3. Pipher (2002). Healing in all times and places (275-303)

______

February 24 Session 5

Topic: Trauma Resolution and Group Work

Required Reading:

  1. Herman. Chapter 11 (196-236).
  2. Nicholson & McKay (1999). Group treatment of traumatized Cambodian women: A culture-specific approach (470-479)*
  3. Salzman & Pynoos (2001). Trauma- and grief-focused interventions for adolescents exposed to community violence (291-303)*

First Reading Response Due

March 3Session 6

Topic:Domestic Violence: Helping Abused Persons Secure Safety

The Stages of Change in domestic violence, and the application of Motivational Interviewing.

Required Reading:

  1. Peled, et al. (2000). Choice and empowerment for battered women who stay (9-25)*
  2. Wahab (2005). Motivational interviewing holds potential for practice with survivors of domestic violence (11-22)*
  3. Cobb, Tedeschi & Calhoun (2006). Correlates of posttraumatic growth in survivors of intimate partner abuse (895-903)*

March 10Session 7

Topic: Vicarious Traumatization and The Ethics of Self-Care

What’s the difference between "burnout," and "vicarious traumatization”? How does countertransference relate to all of this? Social workers and the ethical responsibility for self-care.

Required Reading:

  1. Meyer & Ponton (2006). The healthy tree: A metaphorical perspective of counselor well-being (189-201)*
  2. Rothschild (2002). The dangers of empathy (4 pages)*
  3. Weingarten (2004). Common shock: Witnessing violence in client’s lives (70-74)*

March 17 Session 8

Topic: Trauma Assessment & Intervention Approaches with Children/ Work with Couples

Assessment and treatment strategies for all types of trauma; Focus on play therapy and community strategies for traumatized children

Required Reading

  1. Gil (1991). The child therapies (26-36) & Gabby: A child traumatized by a single episode of sexual abuse (144-157)*
  2. Johnson (2006). Are you there for me? Understanding the foundations of couples conflict (1-11)*

Second Reading Response Due

March 21 – March 25: Spring Break Week 9

______

March 31 Holiday

April 7 Session 11

Topic:Personality Disorders

Third Reading Response Due

April 14Session 12

Topic:Group Presentation 1 (Each student turn in their separate Research Outline)

Group Presentation 2 (Each student turn in their separate Research Outline)

Required Reading:

Homework Activity from Group 1 and 2

April 21 Session 13

Topic:Group Presentation 3 (Each student turn in their separate Research Outline)

Group Presentation 4 (Each student turn in their separate Research Outline)

Required Reading:

Homework Activity from Groups 3 and 4

April 28Session 14

Topic:Group Presentation 5 (Each student turn in their separate Research Outline)

Group Presentation 6 (Each student turn in their separate Research Outline)

Required Reading:

Homework Activity from Groups 5 and 6

May 5 Session 15

Review of Cumulative Skills

May 12 Session 16

Due:My Personal Theory Paper Due

Celebration, potluck, sharing your Rite of Passage.

Congratulations your Graduation is Near!

GRADING RUBRIC 1:
Three “Reading Reflection” Papers
Clarity of Writing / 0-3 pts possible
Comprehension of Content / 0-3 pts possible
Ability to Demonstrate Theory to Application / 0-4 pts possible
Points Possible: 10 per paper
GRADING RUBRIC 2:
Individual or Group Presentation
Clarity of Presentation / 5 pts possible
Knowledge of Material/Subject / 9 pts possible
Outline & Preparation / 3 pts possible
Ability to Answer Questions on Subject / 5 pts possible
Worked Within Allotted Time Frame / 3 pts possible
Points Possible: 25
GRADING RUBRIC 3:
“My Personal Theory” Final Paper
Formatting, References, Writing Style / 4 pts possible
Organization and Clarity of Expression / 4 pts possible
Definition Client System/Demographics / 5 pts possible
Professional Practice Model/Discussion / 6 pts possible
Discussion of Treatments, Programs & Resources / 6 pts possible
Analysis of Issues Impacting Treatment/Political Climate / 5 pts possible
Personal Statement on Identity, Theory & Models / 5 pts possible
Points Possible: 35

READING CITATIONS

Briere, J. & Scott, C. (2006). Principles of trauma therapy: A guide to symptoms, evaluation, and treatment.

Thousand Oaks: Sage Publications.

Cobb, A. R., Tedeschi, R.G., & Calhoun, L.G., & Cann, A. (2006) Correlates of posttraumatic growth

in survivors of intimate partner abuse. Journal of Traumatic Stress, 19/6, 895-903.

Fast, J. D. (2003). After Columbine: How people mourn sudden death. Social Work, 48(4), 484-491.

Foy, D. W., Erikkson & Trice (2001). Introduction to group interventions for trauma survivors.

Group Dynamics: Theory, Research and Practice, 5/4, 246-251.