SW 8441 -- INDIVIDUAL, FAMILY & GROUP PRACTICE II
FALL, 2008*

BULLETIN DESCRIPTION

SW 8441. Advanced practice: individuals, families, and small groups. (3 cr; a-f only; prereq-8112 or advanced standing msw student). Examines a range of social work practice theories and their application to practice with individuals, families, and groups. Advanced skills in assessment and intervention in addressing complex problems with a focus on micro practice. Application to diverse populations and settings.

LEARNING OBJECTIVES

1. Demonstrate knowledge of several theories and models for advanced social work practice with individuals, groups, and families.
2. Demonstrate advanced skills for assessing complex direct practice situations within the context of an ecological-systems perspective.
3. Demonstrate intervention strategies for addressing complex direct practice situations.
4. Demonstrate advanced knowledge and skills for direct practice with clients from diverse backgrounds, particularly American Indian

Required Text:

Coady, Nick and Lehmann, Peter (2008)2nd Edition Theoretical Perspectives For Direct Social Work Practice: New York, New York ,Springer Publishing Company

Additional Readings for this Course

Additional OPTIONAL course reading materials are on reserve at the UMD Library. Additionally, on-line materials included on web sites have been noted in the syllabus. One of these sites is the Social Work Educator Alcohol Curriculum Training Project which was developed in cooperation with the National Institute on Alcohol Abuse and Alcoholism, National Institute of Mental Health.

American Indian Symposium on Mental Health and Chemical Dependency Briefing Book

A variety of additional reading material will be placed on reserve at the UMD library. Some of these are "assigned" as indicated in the weekly schedule and others are for you to use in your written papers and presentations.

Foundation Knowledge

You will read from current texts and from the current literature, content on the various distinct and interrelated conceptual frameworks relevant to social work practice with individuals, families and groups. The material will come to life through video, role play and practitioner guest speakers.   Part of your mastery of this material will involve teaching your classmates.  You will also demonstrate your mastery in written papers and exams.  All readings beyond the texts, will be available on electronic reserve at the UMD Library.

Cultural Paradigms:

Practice Theories:

Traditional Social Work Practice Models:

Postmodern Social Work Practice Models:

Practice Perspectives Used in Social Work:

Practice Concepts:

• Practice Ethics
• Competency Based Practice
• Evidence Based Practice
• Practice Effectiveness
• Critical Thinking           
• Cultural Competence
• Self Care
• Use of Self 
• Advanced Generalist Practice
• Personal Practice Model

Application

Demonstrate application of major concepts/theories/models/ perspectives/paradigms to social work practice on individual, family and small groups levels, with specific case situations.  The course content from this class assumes that you have a thorough understanding of General Systems theory, the Ecological perspective, and the Task Centered approach, as well as a basic understanding of the dynamics involved in working with individuals, groups, and families.

• Demonstrate the ability to consciously apply theory to practice through class discussion, role plays, and written assignments.
• Demonstrate strength perspective to case situations.
• Demonstrate critical thinking concerning social work practice and the profession.
• Demonstrate the values, attitudes, and skills of culturally competent practice.
• Demonstrate ongoing efforts to evaluate the effectiveness of your practice on all levels.
• Maintain conscious awareness of the paradigms and practice perspectives within which you conduct your practice

Integration

You will show the ability to place the above Foundational Knowledge into the context of Advanced Generalist Social Work Practice, recognizing the significance of micro, mezzo and macro factors, and the values and ethics of the profession. You will also identify interactions between social work practice on the micro level with mezzo and macro levels.

• Think about problems and issues in integrated ways.
• See connections between multiple concepts, theories, models, paradigms and perspective

Personal Dimensions of Practice

You will engage in reflection about your own history, personal qualities and skills that you bring to social work practice, and grow in your understanding of your innate and unique talents as a practitioner.  You will demonstrate this in paper based on the Personal Practice Model (PPM) developed by Dr. Don Carpenter. You will also understand your own unique approach (personal practice model) as it relates to other social workers and the profession.

• Take pride in your social work knowledge and skills and your uniqueness as a practitioner.
• Stay positive regardless of challenges, setbacks, and disappointments.

Interest/Caring

Mastery of information is important but becomes meaningless in our profession, unless there is a spirit of compassion for and interest in our fellow human beings. In our profession we combine competence with compassion.  It is important to know how to develop both.  In class and in our readings we will explore how to express a genuine interest in and respect for our clients as growing and learning beings.  We will look at the legitimate boundaries between ourselves and our clients and also at the ties that bind us all as human beings.  Students will be encouraged to apply the same compassion toward themselves that they show for clients.  

• Demonstrate a clear interest in social work practice and caring about social work clients.
• Demonstrate a professional curiosity about rapidly developing knowledge in social work practice.
• Demonstrate a deep curiosity about human behavior.
• Experience the satisfaction of learning.

Learning How to Learn

Students will gain exposure to traditional and non traditional learning tools in this course.  Books, journals, and media materials will be available, and students will be expected to further their sense of themselves as lifelong learners in personal and professional arenas. 

• Demonstrate familiarity with a number of major social work journals and books on theory & practice.
• Demonstrate the characteristics of an open learner
• Demonstrate that you value continuous professional improvement

Course Assignments:

CLASS PARTICIPATION/IN-CLASS ROLE PLAYS

The success of this graduate class is largely dependent upon a collaboration between the instructor and students.  I have carefully selected reading materials and assignments to be completed BEFORE each class.  Classroom activities, and even my lecture material will be prepared with the assumption that you have done the reading.  Therefore, we share responsibility for the success of the classroom experience.  In class you will be expected to fully participate in all classroom activities, discussions, role plays and other exercises designed to help enrich the assigned reading.
                   
You are expected to be actively involved in class participation in this course. Class participation is defined by: 1) regular on-time attendance, 2) contributing to class discussion of reading assignments, as well as general class discussions, and 3) active participation in role-plays. You are expected to attend all scheduled class sessions, arriving on time, with excused absences granted only for reasons of extenuating circumstances as determined by the instructor. Role-plays will be utilized throughout the semester. Role-plays are the only real way that the Instructor gets to "observe" your practice skills. They also provide an opportunity for you to receive and give feedback with your fellow students.   You are expected to participate, with every effort made to protect your privacy and confidentiality.  Simply stated, you cannot "make-up" a missed class where we are completing in-class activities such as role plays and class discussions.....you missed it and it will not be happening again....

COMPARATIVE CASE ANALYSIS PAPER

You will write an 10-15 page paper focused on a case of your choice.  This paper will be an analysis of a case from two main theoretical perspectives, one of which will be the Task Centered Approach and the other chosen by you from the course content.  You will provide an assessment, and potential intervention plan for a client from each of the perspectives chosen. The case study will include a written assessment, using the "Sample Format for an Assessment Report" found on p. 80 of the text. You will need to include a diagnosis based on DSM-IV criteria, a treatment plan, and individual session case notes.  You will summarize in a critical discussion of the two approaches. You may use a case from your current field practice or from your prior work/field experience. If you are a Child Welfare Scholar, the case you select MUST be related to child welfare practice.

This paper needs to be APA Style. Refer to the Department Writing Guidelines on the web or other APA Guidelines

PERSONAL PRACTICE MODEL ASSIGNMENT

Using the Personal Practice Model, developed by Dr. Don Carpenter you will write a paper focused on your natural and acquired helping skills and practice values.   The PPM is available on line in the Student Handbooks sections of our department website. http://www.d.umn.edu/sw/MANUALS/MSWDepartmentHandbooks.htm 

Note: For this course, you will be writing an “abbreviated version” of the full PPM, which is used as a Master’s Project Option in our program. 

ST. LOUIS COUNTY HEALTH AND HUMAN SERVICES CONFERENCE

All MSW students are required to attend the SLC Health and Human Services Conference at the DECC in Duluth October 23-24 in lieu of attending classes. Specific sessions will be identified that students must attend as a part of this course. Students will write a 2-5 page paper summarizing in depth at least one of the sessions they attended and present this information in a brief class presentation. Registration information will be provided via e-mail. The conference theme is "Everyone of Us: Right Here Right Now" Specific sessions will be identified that students must attend as a part of this course. The Health & Human Service Conference draws together 1800 health and human service practitioners and 130 exhibitors from the public and private sectors for two days of training and networking. Keynote: Deborah L. Plummer, Ph.D. is the Executive Director of the Office of Diversity for Cleveland Clinic, one of America’s top hospitals. Dr. Plummer is also an award winning author of Racing Across the Lines: Changing Race Relations Through Friendships, and Editor of The Handbook of Diversity Management: Beyond Awareness to Competency Based Learning.

Exams

There will be two exams over the course of the semester, one on October 16th and another either on the last day of class, December 11th or during Final Exam Week.

DEMONSTRATION OF INTERVIEWING/CLINICAL SOCIAL WORK SKILLS:

Each student must submit a taped (burned onto a DVD) sample of their interviewing skills as demonstrated in a role play with another MSW student. These should be no more than 15 minutes in length. Assistance with the DVD burning is available at the Multimedia Hub in the UMD Library. AV equipment is available from the Multimedia Hub for check-out. We will watch these in class (in small groups). Students will have the opportunity to provide and receive feedback from one another, as well as the Instructor, in an effort to improve their skills and also recognize their strengths with respect to the "science and art of direct practice". Students will also submit their own written analysis of their work, including what, if any, theories they used in completing this interview, areas of strength and also areas in which they could make adjustments in the future.

Students will also be expected to participate in live role-plays during the semester. The class will be divided into two smaller groups for these. Additional classroom space has been reserved in Bohannon 104 for these exercises.

GROUP PRESENTATION OF PRACTICE THEORIES

Students will be responsible for working in a small group and preparing a 30 minute presentation on the practice theory of their choice. This presentation should include a description of the theory and a demonstration of it's use either through role play or video, followed by class discussion, facilitated by the group.

Course Policies

Note 1.My highest priority is for our classroom and course work to facilitate participation and exchange. I am eager to make accommodations to guarantee to students with disabilities access to class sessions, course materials, and the activities of the class. You are encouraged to contact the Access Center-Disability Services to discuss and arrange reasonable accommodations (258 Kirby Center, tel. 726-8217). In addition, please let me know as soon as possible if you have a disability for which accommodations will be requested. Note that you are under no obligation to disclose the nature of your disability to me or other faculty.


Note 2. Students wishing to take an incomplete for the course must submit a departmental incomplete form to the Instructor for advance approval. Incompletes are discouraged, but if for some reason you are unable to complete the course requirements you must discuss this with the Instructor.

Note 3. Feedback is provided by both the instructor and other students. The class presentations and exercises encourage students to provide feedback to their classmates. This course encompasses adult learning techniques: the instructor and the students are partners in the teaching/learning process. Emphasis is placed on the students’ being responsible for self-directed learning. Feedback on performance from all partners is valuable. Students with questions about their performance should make an appointment to discuss this with the Instructor.

Note 4. It is recognized that not all students have been provided extensive exposure to clients with cultural diversity, gay and lesbian issues, racial groups, etc., therefore, students are strongly encouraged to share multiple perspectives based on their experiences and backgrounds to enhance the learning of others.

Note 5. The following describes the ground rules for class discussion:

Since this course includes a variety of topics that could raise controversy or conflict, the following ground rules for how we discuss sensitive topics are proposed. These ground rules are adapted from Lynn Weber Cannon's "Fostering Positive Class, Race,and Gender Dynamics in the Classroom". which appeared in Women's Studies Quarterly, 1990. 1&2, 130-132.


We can assume that discrimination exists in many forms (e.g., sexism, racism, classism, ageism, homophobia, anti-Semitism, etc.). Any critical understanding of these various “isms” means that we need to recognize that we have been taught misinformation about our own group as well as about members of other groups. This is true for dominant (e.g., white, male, upper class, heterosexual, able-bodied, etc.) and oppressed (e.g., people of color, women, poor and working class, gay/lesbian/bisexual, disabled, Jewish, etc.) group members.

Based on these assumptions, then, lets agree that we cannot be blamed for misinformation we have learned, but we will be held accountable for repeating information after we have learned otherwise. People and groups are not to be blamed for their oppressed positions. Let’s assume that people are always doing the best they can. Let’s actively pursue information about our own groups and those of others. Let’s share information about our own groups with other members of the class but never demean, devalue, or in any other way put down people for their own experiences. We each have an obligation to actively combat myths and stereotypes about own groups so that we can break down the walls which prohibit group cooperation and group gain. Let’s create a safe environment for open discussion.

Policy Regarding Student Academic Integrity


Academic dishonesty tarnishes UMD's reputation and discredits the accomplishments of students. UMD is committed to providing students every possible opportunity to grow in mind and spirit. This pledge can only be redeemed in an environment of trust, honesty, and fairness. As a result, academic dishonesty is regarded as a serious offense by all members of the academic community. In keeping with this ideal, this course will adhere to UMD's Student Academic Integrity Policy, which can be found at www.d.umn.edu/assl/conduct/integrity. This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders.

Student Conduct Code

Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Disruptive behavior includes inappropriate use of technology in the classroom. Examples include ringing cell phones, text-messaging, watching videos, playing computer games, doing email, or surfing the Internet on your computer instead of note-taking or
other instructor-sanctioned activities

 

COURSE SCHEDULE
(All readings/web site reviews must be done BEFORE class)

Class/Date	Topic/Assignment	Required Reading /Web Sites/Podcasts
Sept 4	Introductions, Course Introduction/Overview, Syllabus, Course requirements Video: Counseling Latina/Latino Clients	none
Sept 11	The Generalist Eclectic Approach /Problem-Solving Model Video: Counseling Latina/Latino Clients (continued)	Text pp 3-86
Sept 18	Critical Ecological Systems Theory/Individual & Family Development Theory	Text pp 89-144 A Burden to Be Well-Sisters and Brothers of the Mentally Ill
Sept 25 CLASS BEGINS AT 6:30PM	Psychodynamic Theories Video: Depression: Out of the Shadows	Text pp.149-217 RESERVE READING: Dziegielewski, Sophia F. Documentation and the multiaxial diagnostic assessment
Oct 2	GUEST SPEAKER: CHRIS ROEMHILDT, VETS CENTER; Issues of PTSD and re-entry for veterans (rescheduled from Sept 25th) Cognitive-Behavioral Theories	Text pp. 221-295
Oct 9	Humanist and Feminist Theories GUEST SPEAKER: ROSE HOENE-LAURICH, MSW,LICSW,CRISIS RESPONSE TEAM	Text pp.299-366
Oct 16 Exam Today	Post-Modern Theories GUEST SPEAKER: MARK SNYDER, MSW, SLCPHHS CHILD WELFARE SUPERVISOR (FOCUS ON SOLUTION-FOCUSED AND SAETY-ORGANIZED PRACTICE)	Text pp.369-446 RESERVE READING: Reid, William J. Task-centered social work John, Peter De Solution building : The basics
Oct 23	NO CLASS: SLCHHS CONFERENCE	catch up on your reading! CONFERENCE BROCHURE Bipolar Disorder in Children-American Radioworks
Oct 30	Student Presentations RE: SLCHHS Conference Service Models for High-Risk Populations GUEST SPEAKER: LILA GEORGE,MSW FOND DU LAC BEHAVIORAL HEALTH COORDINATOR	Text pp. 449-519 RESERVE READING: Cross, Terry L. World view of American Indian families RESERVE READING: Weaver, Hilary N. Cultural identity : Theories and implications A Patient's View of Bipolar-MPR Midmorning Interview 6/25/2008
Nov 6	Re-visiting the Generalist-Eclectic Approach Art Therapy DVD: Pamela Hayes, MA, Art Therapist View/Discuss Student DVD's/Practice Skills	Text pp. 523-539
Nov 13	NO CLASS TODAY; WORK ON YOUR GROUP PRESENTATIONS
Nov 20	Student Presentations and View/Discuss Student DVD's/Practice Skills	Feedback Form for Presentations
Nov 27	NO CLASS-THANKSGIVING
Dec 4	Student Presentations and View/Discuss Student DVD's/Practice Skills
Dec 11	Student Presentations and View/Discuss Student DVD's/Practice Skills
Dec 18th	Final Exam if not given on the last day of class

 

Evaluation of Students/Grading

In the MSW program, students are expected to maintain a 3.0 GPA and are evaluated on an ongoing basis with respect to the following: verbal and written communication skills; effective interpersonal skills; sensitivity to human diversity and special needs; conceptual skills to analyze situations; and other skills necessary for effective social work practice. (see MSW Student Handbook) In addition to these evaluative criteria, students in this class are graded on percentage of accumulated points on the assignments. Grades can be accessed in eGradebook.

Assignment	Points
St. Louis County Health and Human Services Conference Paper and Class Presentation	10
In-Class Role Plays and Class Participation	10
DVD and Analysis of Interviewing Skills	20
Personal Practice Model	20
Case Analysis	20
Group Presentation of Practice Theories(small group presentation)	10
Exams	12
Extra Credit	8
TOTAL POINTS	110

A (96-100%)

A- (93-95 %)

B+ (89-92 %)

B (85-88 %)

B- (82-84 %)

C+ (79-81) %)

C (77-78 %)

F (Less than 77 %)

 

It is quite possible that we may cover various topics on dates other than those specified, based on pacing of the course, availability of guest speakers,etc.

*This syllabus has been adapted from the syllabi of Geri Wilimek, MSW,LICSW and also Shirley Reierson, MSW,LICSW
SW 8441 Fall Semester 2006 . Portions are also adapted from the syllabus of Mike Raschick, Ph.D