CSUS: DIVISION OF SOCIAL WORK

Advanced Integrative Social Work Practice: SW204CD

Fall 2010-Spring 2011 Thursdays, 12:00 – 2:50 pm

PROFESSOR: Janice R. Gagerman, Ph.D., LCSW, BCD

OFFICE: Mariposa 5035

PHONE #: (916) 278-7173 or (530) 898-1952
EMAIL:

Office Hours: Thursdays 10:45 am – 11:45 am; 5:15 pm – 6:15 pm, and by appointment

General Description

SWRK 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 SWRK 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. SWRK 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, SWRK204 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.

SWRK 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.

SWRK 204C/D requires the student to integrate the awareness and knowledge gained in SWRK 202 and SWRK 250 when considering problem presentation, and the potential range of interventions that dignify and “fit” that particular client’s socioeconomic, political, and cultural system. SWRK 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 SWRK 204C/D extends the SWRK 235A/B series into concurrent practice application. In SWRK 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 and Theoretical Perspectives for Fall/ Spring semesters: 204CD

Module One: Trauma and Recovery Model

The interplay between the social context that serves as an antecedent to violence and trauma, and the psychobiological responses of the victimized are considered in this module. The specific traumas of child physical and sexual abuse as well as the power of the neglectful invalidating environments are fully explored. Domestic Violence (including violence against Gay, Lesbian, Bisexual and Transgender, the Disabled, and the Aged) is considered from the structural and institutionalized antecedents to the neuro-biological base of trauma. The socio-political, structural and contextual factors are explored as antecedents to institutionalized trauma, and then the synthesis of biological, affective, cognitive, and behavioral modalities are considered from assessment to treatment. In other words, the student is expected to synthesize and integrate the contextual factors as well perform a differential diagnostic assessment and apply the evidenced based practice models of Attachment Theory, Trauma Focused Cognitive Behavioral Therapy (TFCBT), Judith Herman’s Recovery Model (A New Diagnosis) , and infuse holistic approaches into a complete recovery intervention. Concepts like resiliency, protective factors, vulnerability, and even predisposition to traumatic responses and experiences are fully explored in this module within a life cycle framework with consideration to social and cultural adaptations. Beyond empowerment of the victimized, this module also demands that the student fully synthesis and integrate knowledge of trauma transference, vicarious trauma, and compassion fatigue into their practice. Self care and spirituality are also weaved throughout this module

Module Two: Children, Adolescents, and Families

This module provides a multi-level and interdisciplinary perspective on intervention with children and adolescents based on best practices and theory on interventions that promote healthy development of children and adolescents as well as environments that support human development. The model used in the module on children and families is based on the practice literature that incorporates risk and protective factors, including the construct of resilience. The Multi-Contextual Model is used to assess race, ethnicity, gender, orientation, power, and culture. In this module the “language of trauma” is interpreted as an adaptational coping response to violence. The student becomes an interpreter of the language of what “maladaptive behavior” is trying to tell us, and how a more humanistic response to the child and adolescent using biological-psychological-and social interventions is synchronous with social work ethics and values. Attachment, Cognitive Behavioral, Family Systems, Narrative, Solution Focused, Problem-Solving, Eco-Behavioral, Psycho-Educational and Strength based models of intervention are covered in this module. Collaborative practice strategies with schools, foster families, courts, and social service agencies are a framework for multi-level practice in this module.

Module Three: The Mental Health-Recovery Module

Using predominately a Postmodern-Constructivist philosophical and theoretical base, the mental health module focuses on the shift in mental health policy and practice in the United States, and particularly in California to a recovery-based model of practice. The practice in this module is based on the strengths based model of social support for persons in recovery from chronic and persistent mental illnesses. The socio-political construction of mental illness is explored as well as the realization that differential diagnosis is essential in today’s clinical practice context. The role of the social worker as advocate, coach, mediator, family educator, and political activist are explored in this module. The Recovery Model is the overarching model for this module. The Constructivist Cognitive Behavioral Model, the Interpersonal Model, the Psycho-Educational model, and Casework Management are presented as methods of best practice and evidenced based strategies.

Module Four: Health and Wellness

The purpose of this module is to allow for an advanced bio-psycho-social approach to understanding differential impact of contextual factors like poverty on health risk. The model of ecological social work practice that considers the “person in the environment is the overarching model of this module. This module allows the faculty and students to focus on a range of vulnerable populations including a concentrated training in gerontology, persons with HIV/AIDS, adolescent health (eating disorders, pregnancy, suicide), or with areas of practice like drug use/abuse/dependence.

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.

  1. Fully develop, articulate and apply an integrated practice approach that is informed by empirical support.
  1. Demonstrate a heightened sense of self as it relates to the dynamics of difference

and commitment to social justice.

  1. Apply skills for culturally competent practice with and on behalf of individuals, families and small groups.
  1. Demonstrate an increased sense of self: awareness of strengths and limitations, development of professional boundaries, and awareness of transference and counter transference,
  1. Apply ethical decision making models to legal and ethical dilemmas in practice.
  1. 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.
  1. Apply leadership skills in practice contexts (e.g., small group facilitation, case conferencing, multidisciplinary teams, interagency collaboration, advocacy, and program development).
  1. Develop differential assessment, diagnosis and intervention plans based upon relevant theoretical models and the social work perspective.
  1. Develop the conscious use of relationship as a principle skill in social work practice with and behalf individuals, families and small groups.
  1. 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 class will be conducted as a seminar with a combination of lecture, discussion, videos, exercises, group work with each other, and the possibility of guest speakers. Student preparation and participation are integral parts of this learning experience. The analytical case method approach will be the primary technique used for translating and applying theory into practice. The detailed case studies, as well as the cases brought in by faculty 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. Please speak with your professor and your field liaison if you do not believe that your needs are being met in your field placement. We take your Field Placement very seriously. Field is the heart of social work education.

Course Expectations

Field Work:Students are required to share the course outline and assignments with their field instructors in order to provide guidance and integration with the field experience. If you believe your needs are not being met regarding your field placement, you are required to inform me, your field liaison. Concurrent registration in SWRK 295CD is required. All students must have completed SWRK 204AB and SWRK 295AB with no incompletes outstanding before August 26, 2010.

Attendance: Missing two (2) scheduled class sessions or the equivalent loses a minimum of one (1) letter grade on the final course grade. Missing (3) three scheduled class sessions or the equivalent will result in a failure from the course and will require you to make an appointment with me.

Tardiness: Being tardy is unacceptable. Please note the following consequences of tardiness:

a. 15 minutes late = ½ absence

b. more than 1 hr. late = 1 absence

Class break: We will take a 10 – 15 minute break around 1:30 p.m. Tardiness after break is not acceptable for any reason.

Plagiarism: Any form of cheating or plagiarism will result in a failing grade for the course.

E-mail: You are required to check your e-mail every week by the Tuesday before class.

I may adjust reading/ written assignments and/or make announcements.

Cellular phone or pager: Please turn off your cellular phone or pager during class. If your job/ field placement /family require you to be on-call during class time, do not take this 204CD section.

Laptop: STUDENTS USING LAPTOPS FOR WEBSURFING OR CHECKING EMAILS DURING CLASS WILL BE PENALIZED BY GRADE REDUCTION. I reserve the right to examine the screen on your laptop at any time during class and ask you to close the screen.

Ethical Practice: It is expected that students are knowledgeable of our NASW Code of Ethics. This code guides your behaviors in class and in field. Ethical violations (e.g., disrespect for colleagues/ clients) may result in failure of this course or in field, particularly if the professor or field instructor has previously advised a student of the violation(s).

Students with Special Needs: ADA Provisions

Students who have a learning disability or experience other reasons that might interfere with their ability to complete the class requirements, need to make an appointment and discuss this with the instructor. Students with documented learning difficulties can obtain special accommodations for course materials, testing facilities, and equipment by contacting the Office of Disability Services in Lassen Hall10008, (916) 278-6955. The instructor should be advised of these accommodations so as to better assist the student with his/her learning needs, and requires proper documentation from the Disability Services Office.

Course Assignments and Grading

In addition to the assignment’s specific instructions, the following criteria are applied:

  • Effective use of knowledge: the integration of concepts, theories, and information from readings, lectures, class discussions, as well as personal points of view that are presented in professional, rational, and logical manners.
  • Organization: An introduction, smooth relationship between ideas and between paragraphs, overall structure, and integrative conclusion.
  • APA format required.
  • Clarity: understandability, good style and form. Syntax, grammar and spelling required. Serious deficiencies will result in a lower grade.
  • The assignments should be typed, using a 12 point font, have 1 inch margins, outlined, double-spaced, unless otherwise stated.
  • Please retain a duplicate copy of all your written assignments prior to submitting them for grading in the event of accidental loss or destruction.
  • Assignments will be due in class on the date indicated.
  • Papers will be reduced two full letter grades for each week the paper is late. More than 2 weeks late constitutes a failure for the assignment. The final BPSA assignment can only be 1 week late.
  • If at any time you do not provide an indication that you are not doing the readings or working collaboratively with your colleagues, I reserve the right to add an additional exam, assignment or paper.

Ethical Practice

As developing social work professionals, it is expected that students will become familiar with and adhere to the NASW Code of Ethics. This code for professional behavior and conducts 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 or the field instructor has previously advised a student of the violation(s).

Required Texts:

1. Corcoran, Jacqueline and Walsh, Joseph. (2010) Clinical Assessment and Diagnosis in Social Work Practice. (2nd Ed.) Oxford: OxfordUniversity Press

2.Preston, John and Johnson, James. (2009) Clinical Psychopharmacology Made RidiculouslySimple. (6th Ed.) Miami: MedMaster, Inc.

3.Straussner, Shulamith and Phillips, Norma (2004). Understanding Mass Violence: A Social Work Perspective. Boston: Pearson/ Allyn and Bacon.

4.Gagerman’s Reader

5.Power Points and Handouts– to be emailed and provided in class

6. Medication websites:

  1. surveyorhealth.com
  2. epocrates.com

Recommended Texts for Social Work 204CD and Social Work Practice:

1. Banks, Amy. (2001) Post-Traumatic Stress Disorder: Relationships and Brain Chemistry.

Wellesley: StoneCenter.

2. Bernard, Janine and Goodyear, Rodney. (1998) Fundamentals of Clinical Supervision (2nd Ed.) NeedhamHeights: Allyn and Bacon

3.Brody, Ralph. (2005) Effectively Managing Human Service Organizations. 3nd ed. Thousand Oaks:Sage Publications

4. Butler, Robert; Lewis, Myrna; and Sunderland, Trey. (1998) Aging and Mental Health: PositivePsychosocial and Biomedical Approaches. 5th ed. Boston: Allyn and Bacon