Northeastern State University

College of Social and Behavioral Sciences

Department of Social Work

Broken Arrow Campus

Spring, 2004

INSTRUCTOR:

Janice Garner Ph.D. Assistant Professor - Office C-156-BA

Office hours as posted or by appointment.

Telephone: 918-449-6000 ext.6527

FAX: 918-449-6148

E-mail: garnerjv@nsuok.edu (office) jvgarner@swbell.net (home)

Web site: http:arapaho.nsuok.edu/~garnerjv/

COURSE TITLE AND NUMBER: CLASS DAYS & TIME:

SOWK 3953 Practice I Tuesday 5:30 – 8:10

PREREQUISITES:

SOWK 3873, Human Behavior in the Social Environment I

CATALOG DESCRIPTION OF COURSE:

Utilizing a systems approach to problem-solving, introduces student to the generalist orientation in social work practice and develops a beginning level of competence in social work modes of intervention with individuals and families. Restricted to social work majors only.

COURSE PURPOSE:

The purpose of this course is to prepare student for generalist social work practice with systems of all types and sizes in both rural and urban areas. Practice content includes the crucial elements of interviewing, assessment, networking, referral and interventions designed to ameliorate the environmental conditions that affect people adversely. Emphasis is placed on the relationship of practice to social work values and ethics, and the professional use of self. Students learn techniques and guidelines that will guide the selection of interventions, and research to monitor and evaluate outcomes and termination.

EXPECTED COURSE OUTCOMES:

Demonstrate the knowledge, values, skills and ethics of generalist social work practice with client systems of all sizes and types and populations-at-risk through the use of class discussion, individual presentations, examinations, and study of the Code of Ethics.

1. Apply critical thinking skills within the context of generalist social work practice.

Understand and demonstrate the value base of the social work profession and its ethical standards and principles as they apply to generalist social work practice.

            2. Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.

           3. Use the knowledge and skills of generalist social work practice with systems of all sizes and understand the need for cultural sensitivity in the provision of services including Native American populations.

           4. Use communication skills differently across client populations, colleagues, and communities.

           5. Demonstrate the use of theoretical frameworks, which apply to generalist practice and are supported by empirical evidence.

           6. Use supervision and consultation appropriate to generalist social work practice.

           7. Understand the function of organizational structure and service delivery systems and seek necessary organizational change.

           8. Recognize the global context of the social work profession and the opportunities available to apply concepts of social work practice on a micro level.

INSTRUCTIONAL MATERIALS: (Required Textbook)

Kirst-Ashman, K., Hull, G. H. (2002) Understanding Generalist Practice,(3^rd edition), Pacific Grove, CA: Brooks/ Cole.

Peter DeJong, Insoo Kim Berg (2002) Interviewing for Solutions, (2^nd edition), Pacific Grove, CA: Brooks/Cole

INSTRUCTIONAL PROCEDURES:

This course utilizes lectures with an emphasis on student interaction and discussion. Role plays, class exercises and demonstrations are used to assist students in learning to use the skills and techniques involved in interviewing and basic counseling. Guest speakers from the community may be used in class as well as videos, Internet exercises and group projects.

Practice I

Jan. 13 Course Organization

Syllabi

Course Expectations and Explanations

Chapter I –(Kirst-Ashman)

Jan. 20 Introduction: Introduction to the Generalist Practice Model

Chapter 2 (Kirst-Ashman)

Jan. 27 Micro Practice Skills: Working with Individuals

Chapter 5 (Kirst-Ashman)

Feb. 3 Engagement and Assessment in Generalist Practice

Do you have a customer?

Assessment

Chapter 6 (Kirst-Ashman)

Feb. 10 Planning in Generalist Practice

Chapter 7 (Kirst-Ashman)

Feb. 17 Implementation Applications

Chapter 8 (Kirst-Ashman)

Feb. 24 Evaluation, Termination, and follow up in Generalist Practice

Chapter 9 (Kirst-Ashman)

Assessment assignment due

Mar. 2 Understanding Families

Chapter 10 (Kirst-Ashman)

Mar. 9 Working with Families

Chapter 12 (Kirst-Ashman)

Midterm Exam

Mar. 16 Spring Break

Mar. 23 Culturally Competent Social Work Practice

Chapter 13 (Kirst-Ashman)

Mar. 30 Gender Sensitive Social Work Practice

Chapter 14 (Kirst-Ashman)

Apr. 6 Advocacy

Chapter 15 (Kirst-Ashman)

Apr. 13 Brokering and Case Management

Chapter 16 (Kirst-Ashman)

Apr. 20 Recording in Generalist Practice

Apr. 27 The Four Forces

May 4 Final Exam

STUDENT PERFORMANCE ACTIVITIES: (Attendance/Punctuality)

Consistent and punctual attendance is both expected and required for your successful completion

of the course. Students will be expected to make up any work missed as a result of absence and it

is the students’ responsibility to talk with the teacher or another classmate to find out what was missed the day of the absence and any assignments that were made. Excessive absences will reduce the final letter grade as will being late to class or leaving early from class.

ASSIGNMENT DUE DATES:

Assignments are due at the beginning of the class period on the date indicated when the assignment is given. After the assignment due date, work will be accepted, however, points will be deducted for late assignments. Reading assignments are considered preparation for the lecture period. The student is responsible for all material assigned even if not discussed in class.

Group Assignment Presentation: 20pts.

This assignment is for the purpose of application of theory to a client situation. The class will be divided into groups. Each group will apply a treatment model from a different theoretical approach to a client situation. The group presentation will include the basic assumptions and principle concepts of the theory being applied. The interventions and specific applications to the case example should be based on the model chosen by the group. A treatment plan and a method of evaluation for the client’s progress should be presented in the group presentation.

Interview and Psychosocial Assessment: 20pts (Due Feb. 24^th)

The purpose of a psychosocial assessment is to describe accurately and precisely a client(s) in transaction with salient and relevant systems. It also permits the worker’s thoughts (inferences) about the relationships between these elements of the case i.e. worker’s understanding of client’s presenting situation. The assessment should be focused on issues or problems of concern to the clients. The choice of information gathered should relate specifically to social and psychological factors, which impinge on the client’s well being. The data gathered and the plan formulated will also be influenced by the agency setting in which the assessment is done. An intervention plan should be developed based on the assessment of the client’s needs, the agency context, and the social-environmental supports and obstacles.

There are three essential components of a psychosocial: 1) the study or fact gathering, 2) the assessment, 3) the intervention plan.

Study

The study should include only facts not the worker’s suppositions or inferences. Facts include statements by the client, reports by other professionals and collaterals, and descriptions of observed behavior. The sources from which the information came must be cited since that influences one’s subsequent evaluation. There should be sufficient data in the study to support the subsequent assessment. In addition, there should be a balance between socio-cultural factors and psychological factors, as well as between problems and resources.

Assessment

The assessment presents the worker’s inferences, impressions, and hypotheses about etiology of behavior, and problems and interrelationships between components. It is based solely on the facts that are presented in the study section, (i.e. no new data should be introduced here). An evaluation of the quality and reliability of the data used to support the worker’s inferences should be included. It is preferable to proceed from the environmental context (cultural issues, economic, issues of oppression) to psychological functioning. The worker’s speculation about how the interactions between factors led the client(s) to the present situation belongs here. This section integrates the information gained in the study into a cohesive whole. If a DSM diagnosis or other assessment schema is required by an agency, it should be included in this section.

Intervention Plan

This section presents the elements of the anticipated course of services. It should provide a rationale for the selection of the plan based on the assessment. It includes objectives and goals, the worker/client tasks, the unit of attention, the modality (ies), entry points, time frames and external resources to be utilized, It should follow logically from the study and assessment. The intervention plan should be logically consistent with the theoretical underpinnings of the assessment.

There are many outlines for the areas of study. Not all areas will be relevant to your client and/or the purview of your agency. Part of your professional judgment includes being able to critically select which categories of information are appropriate to help understand and intervene with a particular client.

STUDENT EVALUATION:

Grades will be based upon written assignments, meaningful class discussion and participation, the group project and the midterm and final examinations. Professional behavior, which includes adherence to the attendance policy, is also a factor in the final grade. This is a 100pt course (see course requirements). Grades are determined by the number of points accrued by the student during the semester, using the following scale:

90-100........A

80-89..........B

70-79..........C

60-69..........D

Below 60....F

COURSE REQUIREMENTS

Interviewing/Assessment....................................20pts

Group Project……………………………….. 20pts

Midterm Examination………………………….25pts

Final Examination.............................................. 25pts

Professionalism..................................................10pts

TOTAL 100pts

1. Class participation means interaction with fellow students and the instructor. Class comments will reflect preparation and reading of the text or assigned reading and an honest consideration of topics being discussed and fellow student comments.

2. Written assignments based on the readings in the text, the interview/assessment assignment, classroom assignments, midterm and final exam will constitute the evaluation instruments utilized in this course.

3. Students are advised that the last date during the semester when they may drop a course with an automatic “W” will be April 9, 2004. If you decide to drop after this date, you will receive the grade you have earned up to the drop date. The grade of “W” will be assigned if your grade is a “D” or higher; and an “F” will be assigned if you stop attending and have not turned in

assignments or have not taken scheduled exams prior to the drop date.

CLASSROOM CONFIDENTIALITY STATEMENT

Within the educational environment of the Social Work Department, it is inevitable that discussions of social issues, problems, and interventions will be presented that strike a personal chord with some participants. Students are never required to discuss personal issues in class.  If a student chooses to reveal a sensitive personal or family issue during class discussion, all members of the class are expected to exercise professional social work values and abide by the rules of confidentiality.

ADA COMPLIANCE:

If any member of the class feels that he/she has a disability and needs special accommodations of any nature whatsoever, the instructor will work with you and the University’s Office of Student Affairs to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this class. Please advise the instructor of such disability and the desired accommodations at the first class attended.

INCLEMENT WEATHER/DISASTER POLICY:

The following are basic premises for the inclement weather policy at Northeastern State University:

A. Classes are expected to be held if at all possible.

B. It is the student’s responsibility to receive the information when weather is questionable.

C. Neither students nor faculty are expected to risk life or limb.

D. Faculty members are obligated to hold classes if the University is not closed, unless the faculty member is unable to get to campus.

Policy: During times of inclement weather, decisions concerning day classes will be made The expected course outcomes will be realized through a variety of instructional strategies to complement students’ life experiences. These strategies include, but are not limited to, the following: expository-discussion, demonstration, inquiry, oral reports, and group activities. The instructor also will integrate appropriate multi-media technology and invite guest speakers, for the purpose by 6:00 a.m. in order for the media to be notified and for students to receive the announcement before they leave home. Decisions concerning night classes will be made by 3:00 p.m.

The following media will be notified regarding closing of the campus:

Radio Stations: Television Stations:

KRMG 740 AM Tulsa  KJRH Channel 2 Tulsa

KAYI 107 FM Tulsa KOTV Channel 6 Tulsa

KTLQ 1350 AM Tahlequah KTUL Channel 8 Tulsa

KEOK 102 FM Tahlequah KFSM Channel 5 Ft. Smith

KBIX 1490 AM Muskogee Cable Channel 96 Tahlequah

KMMY 97 FM Muskogee

KVOO 1170 AM Tulsa

The automated attendant message on 918-456-5511 will be modified to include information concerning campus operations during inclement weather.

VIII. BIBLIOGRAPHY

Bandura, A., & Walters, R.H.. (1963). Social learning and personality development. New York: Holt, Rinehart, & Winston.

Bartlett, H. (1971). The common base of social work practice. Silver Spring, MD: NASW.

Bloom, M., & Fischer, J. (1982). Evaluating practice: Guidelines for the accountable professional. Englewood Cliffs, NJ: Prentice‑Hall.

Brill, N. (1978). Working with people: The helping process (2nd ed.). New York: Harper & Row.

Corey, G. (1991). Theory and practice of counseling and psychotherapy (4th ed.). Pacific Grove, CA: Brooks/Cole.

Corsini, R., & Wedding, D. (Eds.)(1995). Current psychotherapies (5th ed.). Itasca, IL: Peacock.

Devore, W., & Schlesinger, E. (1987). Ethnic‑sensitive social work practice (2nd ed. ). Columbus: Merrill.

Dobson, K. (Ed.). (1988). Handbook of cognitive‑behavioral therapies. New York: The Guilford Press.

Egan, G. (1985). The skilled helper: A model for systemic helping and interpersonal relating. Pacific Grove, CA: Brooks/Cole.

Ellis, A., & Dryden, W. (1987). The practice of rational emotive therapy. New York: Springer.

Everly, G. (1989). A clinical guide to the treatment of the human stress response. New York: Pfe‑num.

Fischer, J., & Corcoran, K. (1994). Measures for clinical practice (2nd ed., Vols. 1‑2). New York: The Free Press.

Fromm, E. (1955). The sane society. New York: Rinehart.

Fromm‑Reichmann, F. (1950). Principles of intensive psychotherapy. Chicago: The University of Chicago Press.

Gambrill, E. (1983). Casework: A competency‑based approach. Englewood Cliffs, NJ:'Prentice‑Hall.

Gambrill, E. (1990). Critical thinking in clinical practice: Improving the accuracy of judgments and decisions about clients. San Francisco: Jossey‑Bass.

Garrett, A. (1995). Interviewing: Its principles and methods (4th ed.). Milwaukee, WI: FamiliesInternational, Inc.

Germain, C., & Gittermain, A. (1980). Life model of social work practice. New York: Free Press.

Gilliland, B., & James, J. (1993). Crisis intervention strategies. Pacific Grove, CA: Brooks/Cole.

Goldstein, E. (1984). Ego psychology and social work practice. New York: The Free Press.

Haley, J. (1987). Problem‑Solving therapy. San Francisco: Jossey‑Bass.

Hamilton, G. (1947). Psychotherapy in child guidance. New York: Columbia University Press.

Hamilton, G. (1951). Theory and practice of social casework (2nd ed.) New York: Columbia University Press.

Hollis, F. (1968). A t ology of casework treatment. New York: FSAA.

Lazarus, A. (1972). Behavior therapy and beyond. (New York: McGraw‑Hill.

Maslow, A. (1954). Motivation and personality. New York: Harper Brothers.

May, R. (1950). The meaning of anxiety. New York: Ronald Press.

Parad, H., & Parad, L. (Eds.). (1990). Crisis intervention book two: The practitioner's sourcebook for brief therapy. Milwaukee, WS: Family Service America.

Perlman, H. (1957). Social casework: A problem‑solving process. Chicago: University of Chicago Press.

Perlman, H. (1968). Persona. Chicago: University of Chicago Press.

Perls, F. (1973). The gestalt approach and eye witness to therapy. Palo Alto, CA: Science & Behavior Books.

Pincus, A., & Minahan, A. (1973). Social work practice: Model and method. Itasca, IL: F.E. Peacock.

Prochaska, J. (1984). Systems of psychotherapy (2nd ed.). Pacific Grove, CA: Brooks/Cole.

Reamer, F. (1995). Social work values and ethics. New York: Columbia.

Reid, W. & Epstein, L. (1977). Task‑centered practice. New York: Colimbia University Press.

Richmond, M. (1917). Social diagnosis.New York: Russell Sage Foundation.

Richmond, M. (1922). What is social casework? New York: Russell Sage Foundation.

Roberts, R., & Nee, R. (Eds.). (1970). Theories of social casework. Chicago: University of Chicago Press.

Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin.

Rosenblatt, A., & Waldfogel, D. (Eds.). (1983). Handbook of clinical social work. San Francisco: Josey‑Bats.

Turner, F. (Ed.). (1986). Social work treatment: Interlocking theoretical approaches (3rd ed.). New York: The Free Press.

Weissman, H., Epstein, I., & Savage, A. (1984). Agency‑based social work practice. Philadelphia: Temple University Press.

Whittaker, J. (1974). Social treatment. New York: Aldine Publishing.

Wilson, S. (1979). Confidentiality in social work: Issues and principles. New York: Free Press.

Wilson, S. (1980). Recording: Guidelines for social workers. New York: Free Press.M‑262

            Wolpe, J. (1973). The practice of behavior therapy (2nd ed.). New York: Pergamon.

            Woods, M. & Hollis, F. (1990). Casework: A psychosocial therapy (4th ed. NewYork:Columbia University Press.