California State University, Sacramento – Division of Social Work
Advanced Integrative Social Work Practice
SW204D
Section 1
Spring, 2011
Meets Fridays 9 AM-11:50 AM
David Nylund, LCSW, PhD
Assistant Professor of Social Work
Mariposa Hall 4014
916-278-4152
Office Hours: Mondays 1- 3 PM; Fridays, Noon-1 PM
General Description:
SWRK 204C/D represents the third and fourth semester practice courses in the social work curriculum. It builds upon and expands the SWRK 204A/B in substantial ways. Where the 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 multilevel practitioner will generally move toward more autonomous practice, supervisory levels of practice, and even administrative roles within organizations. Conceptually SWRK 204A/B provided increased awareness and knowledge about generalist practice, which was then primarily shaped by the field setting in which the student was placed. SWRK 204C/D extends this learning by demanding 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, SWRK 204C/D provides advanced knowledge or skills in at least five areas: (1) Concepts, models needed to understand concurrent practice with individuals, families, groups, organizations, and communities; (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/administration/program evaluation techniques; (4) Ability to conduct disciplined and systematic practice based on clearly articulated theoretical principles through exploration, synthesis, and refinement of generic and generalist competencies; and (5) Ability to engage in theoretical and practice research and evaluation activities necessary to display accountability and evidence of effective practice.
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, as well as appropriate intervention strategies likely to be productive in a given time and place. This course teaches students to address complex challenges through synthesis of multilevel analysis and action.
SWRK 204C/D requires the student to draw upon their awareness and knowledge gained in SWRK 202 into this course when considering problem presentation, and the potential range of interventions that dignify and "fit" a particular social political client's 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 level practice application.
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.
2. Fully develop, articulate and apply an integrated practice approach that is informed by empirical support.
3. Demonstrate a heightened sense of self as it relates to the dynamics of difference
and commitment to social justice.
4. Apply skills for culturally competent practice with and on behalf of individuals, families and small groups.
5. Demonstrate an increased sense of self: awareness of strengths and limitations, development of professional boundaries, and awareness of transference and counter transference,
6. Apply ethical decision making models to legal and ethical dilemmas in practice.
7. 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.
8. Apply leadership skills in practice contexts (e.g., small group facilitation, case conferencing, multidisciplinary teams, interagency collaboration, advocacy, and program development).
9. Develop differential assessment, diagnosis and intervention plans based upon relevant theoretical models and the social work perspective.
10. Develop the conscious use of relationship as a principle skill in social work practice with and behalf individuals, families and small groups.
11. 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.
Required Texts for SWRK 204D:
1. Mollica, R.F.(2006). Healing Invisible Wounds. Nashville: Vanderbilt University Press.
2. Various Readings on Locus
Course Expectations
Attendance. Students are expected to attend all classes and to be on time. If you miss three classes, you must make an appointment to discuss whether continuing is feasible. This means that you will likely not earn a passing grade
Plagiarism. Any form of cheating or plagiarism will result in a failing grade for the course.
Assignments. Students are expected to have completed assignments for the course by the scheduled due date. If special circumstances arise, the instructor may grant an extension of the due date. This must be arranged prior to the date the assignment is due and be approved by the instructor. If students need help or have questions, they are encouraged to contact the instructor during office hours or by e-mail.
Assigned Readings. Assigned readings should be completed as they correspond with the class schedule.
Writing Style. Other than those specified in the assignment requirements, apply the basic APA (American Psychological Association) style for all written assignments both in the main text and in citing references. Copies of the APA manual are available in the library. All written assignments should be typed and double-spaced. They must be mechanically and stylistically acceptable. Serious deficiencies in areas such as spelling, punctuation, sentence structure, and coherent organization will result in lower grades.
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. Laptops can only be used for note taking.
Field Integration. The course outline is to be shared with your field instructor and field liaison as soon as possible after the student’s entry into the field placement. This provides guidance for us in supporting the fullest possible integration of field and class learning. Concurrent registration in SWK 295C is required. All students must have successfully completed SWK 204 A and B and SWK 295 A and B with no incompletes outstanding.
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).
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 (916) 278-6955. The instructor should be advised of these accommodations so as to better assist the student with his/her learning needs
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Grading
Letter grades will be assigned according to the following scales:
A = 93-100 pts.
A- = 90-92 pts.
B+ = 87-89 pts.
B = 84-86 pts.
B- = 80-83 pts.
C+ = 77-79 pts.
C = 74-76 pts.
C- = 70-73 pts.
F = 69 or less
Assignments
1. (20 Points) (Due Jan 28)
write a response paper on the reading (Reading Harry Potter) assigned for Jan 28 and be prepared to discuss them.
2. FIELD JOURNAL ASSIGNMENT (20 POINTS) (DUE MARCH 18)
You will be asked to discuss, in class, your experience in field. I would discussion to be reflective and critical, analyzing and conceptualizing theories, concepts, practice techniques, and ethics and applying them to real-life situations. Questions you might answer or reflect on include:
· What have been your biggest challenges this semester?
· What are you most proud of?
· How have your meetings been with your field work supervisor?
· What readings/theories are you integrating in field?
· What would like to get out of field before you end?
· What have been some of your challenging and/or interesting cases?
· What are some of the institutional and organizational politics of your agency?
· What leadership styles do you see yourself practicing at your agency?
· Do you see yourself working in an agency similar to your field agency in the future?
3. FUTURE CAREER PLANS ASSIGNMENT (30 POINTS) (DUE APRIL 29)
1. What goals do you have for your future MSW career (particularly the next 5 yrs)? What field/type of social work do you plan on practicing (macro, micro, child welfare, schools, mental health, LCSW, management, etc)? Identify a particular population, client(s), client system, or client group whom you plan to work with in the next several years.
15 Points
- Which practice theories can you now see yourself identifying and working with, which inform your assessment and intervention plans? Which theories inform your practice, and your own identity and values as a social worker? WHY? How might your chosen practice theory assist you in working with the population who want to work with?
15 Points
4. Reflection of your work in the field this year and your school experiEnce (10 POINTS) (DUE May 13)
This final assignment will be a reflection of your year in the field and your experience in graduate school. You can choose many forms of expression to describe and reflect upon your experience: an essay (2 pages), a poem, a piece of music, a collage or other artwork. You will present your reflection piece in class. Some questions to respond to in reflection may include:
· What were your hopes/expectations in entering graduate school?
· What were the values and intentions that informed your decision to get an MSW?
· What were your hopes/expectations that you had entering your field work placement this year?
· What were some of the highlights/sparkling moments that stood out to you in the field, in class?
· Who stands with you in your journey? Who in life was instrumental in supporting you through graduate school? What might they say about your growth and development?
· As you reflect upon your graduate school journey, what have you learned about yourself that is important to know?
5. Participation (20 POINTS)
You will receive credit for every time you come to class and participate. Each student will also lead discussion on a particular reading. Attendance is a basic requirement. It is not possible to pass this course if there is only sporadic attendance. SWRK 204D is a very active course and participation is an ongoing requirement. Students should expect to contribute in each class. Some ways that students can contributed include: asking questions; bringing in relevant newspaper articles to increase class awareness; leading discussion in their small group; volunteering to be in a role-play; answering questions that students or instructor ask; knowing the readings well enough to be able to talk about them; etc. A student’s grade will/can be decreased if, over the course of the semester, the student is not participating and/or responding to classroom discussion.