School of Social Work Social Work Generalist Micro-Practice
Derrelynn Perryman, MSSW, LCSW, Adjunct Faculty
Office Hours: By appointment
Office: Arlington Police Department, 620 W. Division, phone 817-459-5711, cell phone 682-552-4799
Class E-Mail Emergency E-Mail (use this email address for messages on the day of class only)
Council on Social Work Educational Policy, Section 4.5 Social Work Practice:
Social work practice is anchored in the purposes of the social work profession and focuses on strengths, capacities, and resources of client systems in relation to their broader environments. Students learn practice content that encompasses knowledge and skills to work with individuals, families, groups, organizations, and communities. This content includes engaging clients in an appropriate working relationship, identifying issues, problems, needs, resources, and asset; collecting and assessing information; and planning for service delivery. It includes using communication skills, supervision, and consultation. Practice content also includes identifying, analyzing, and implementing empirically based interventions designed to achieve client goals; applying empirically based interventions designed to achieve client goals; applying empirical knowledge and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.
UTA-School of Social Work Definition of Evidence-Informed Practice:
Evidence-informed practice (EIP) is a guiding principle for the UTA-SSW. This approach is guided by the philosophy espoused by Gambrill (2006) and others who discuss evidence-based practice (EBP). Though many definitions of EIP/EBP saturate the literature, we offer two definitions that most closely define our understanding of the concept and serve to explicate our vision of EIP for the UTA-SSW: the use of the best available scientific knowledge derived from randomized, controlled outcome studies, and meta-analyses of existing outcome studies, as one basis for guiding professional interventions and effective therapies, combined with professional ethical standards, clinical judgment, and practice wisdom (Barker, 2003, p. 149). …..the integration of the best research evidence with our clinical expertise and our patient’s unique values and circumstances (Strauss, et al., 2005).
The UTA SSW vision statement states that the “School’s vision is to promote social and economic justice in a diverse environment.” Empowerment connects with the vision statement because, as Rees (1991) has pointed out, the very objective of empowerment is social justice. Empowerment is a seminal vehicle by which social justice can be realized. It could well be argued that true social justice cannot be realized without empowerment. Empowerment, anchored with a generalist base, directs social workers to address root causes at all levels and in all contexts, not simply “symptoms”. This is not a static process but an ongoing, dynamic process, a process leading to a greater degree of social justice and equality.
UTA-School of Social Work Definition of Empowerment:
UTA-School of Social Work accepts the following Definition of Empowerment:
In social work practice, the process of helping individuals, families, groups, and communities increase their personal, interpersonal, socioeconomic, and political strength and develop influence toward improving their circumstances (Barker, 2003, p. 249).
Graduate Catalog Course Description:
Introduces the basic skills and knowledge needed for direct social work practice including basic strategies and techniques involved with developing rapport, interviewing, assessing, and contracting with clients. History, ethics, and values of the social work profession are also emphasized. Required of all first-year students.
Purpose of the Course
Micro generalist practice is a Direct Practice course, one of the five major content areas in the School of Social Work. All social work graduates will be expected to employ the skills and techniques of social work generalist practice in their professional activities regardless of their area of concentration. Content presented in Direct Practice courses reflects a liberal arts foundation through the infusion of biologic, economic, historical, socio-political, anthropological, and philosophical considerations. Instruction clearly represents a generalist perspective to the delivery of direct social services to clients of all sizes in a complex social-environment. Knowledge of factors influential on the context of service delivery is included in direct practice instruction. Direct Practice courses are arranged on a two year schedule and reflect two levels of content: generalist and advanced. While all students are required to master both micro and macro practice skills in the first year, second year courses are designed for students who elect to concentrate their education either in administration and community practice or in direct practice in mental health or with families and children.
Educational Objectives Addressed:
SOCW 5304 addresses the following MSSW educational objectives:
Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly. [Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers:]
- Attend to professional roles and boundaries
- Use supervision and consultation
Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments. [Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers:]
- Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.
- Analyze models of assessment, prevention, intervention, and evaluation
Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research. [Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers:]
- Use research evidence to inform practice.
Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment.
[Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers:]
- Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.
Educational Policy 2.1.10(a), (b), (c), and (d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
[Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice]
Educational Policy 2.1.10(a)—Engagement: Social workers
Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities.
- Use empathy and other interpersonal skills; and
- Develop a mutually agreed-on focus of work and desired outcomes.
Educational Policy 2.1.10(b)—Assessment: Social workers
- Collect, organize, and interpret client data.
- Assess client strengths and limitations.
- Develop mutually agreed-on intervention goals and objectives; and
- Select appropriate intervention strategies.
Educational Policy 2.1.10(c)—Intervention: Social workers
- Initiate actions to achieve organizational goals.
- Implement prevention interventions that enhance client capacities.
- Help clients resolve problems.
- Negotiate, mediate, and advocate for clients; and
- Facilitate transitions and endings.
Educational Policy 2.1.10(d)—Evaluation: Social workers critically analyze, monitor, and evaluate interventions.
This course relates to and advances the program objectives by including service based community learning activities such as assessment and interviewing assignments external to the classroom. In these activities students compare and synthesize learning experiences developed in the classroom. Students are afforded the opportunity to develop skills reflecting the social work professional value base along with awareness, sensitivity, and activity to address the mechanisms of oppression and discrimination. The interviewing assignments are designed also to promote the development of critical thinking.
Student Learning Outcomes:
By the end of the semester, students should be able to demonstrate the following knowledge areas in their class assignments, term papers, examinations, and group projects:
1. Demonstrate the foundation skills needed for generalist practice, e.g. collaboration, interviewing, assessment and planning change, evaluation of change objectives.
2. Demonstrate an understanding of the various roles a generalist social worker assumes, e.g. broker, enabler, mediator, educator, evaluator, case manager/coordinator, and advocate.
3. Describe the major components of referral, contracting, and documentation in generalist practice.
4. Discuss the relevance diversity of race, gender, class, gender identity, sexual orientation, religious orientation, and disabilities to generalist social work practice.
5. Acquire a beginning familiarity with the association between generalist practice and the community within organizational, economic and social justice, and socio-political environments.
6. Conceptually and operationally distinguish a range of interventions derived from various change methods. This includes the ability to develop and enhance learning skills, to define concepts in operational terms, to translate them into measurable units of social work interventions and practice skills.
Note: Course Syllabus Changes – The course instructor reserves the option to modify the course syllabus throughout the course by adding guest speakers, audio visual media, or supplemental materials and/or modify assignments or make substitutions so long as course objectives are met and the overall grading criteria are maintained.
Requirements:
Students are expected to participate actively in the teaching/learning process by asking questions, participating in discussions and actively voicing their views and opinions. Methods to be used include lectures, presentation, class exercises, role plays and live interview demonstrations, and exchange of ideas.
Required Textbooks and Other Course Materials:
1. Boyle, S. W., G.H. Hull, Jr., J.H. Mather, L.L. Smith, O.W. Farley, (2008) Direct practice in social work (2nd. Ed), Boston: Allyn & Bacon,.
2. Collins, D., & Jordan, C., Coleman, H. (2009). An Introduction to Family Social Work (3nd Ed). Belmont: Thomson Brooks/Cole.
Important Dates:
Apr 1 - Last day to drop classes
Mar 14 - Spring Vacation
May 2-Final Exam
READINGS/Assignment/Quiz Schedule
Quiz # / QUIZ /DUE DATE / My ScoreIntroduction to Course; Get acquainted; Syllabus Review; Writing skills
Web Links:
1. Writing Help and APA Guide Online:
2. On-Line Study Skills Improvement Information
(Student learning outcomes 1,2,3,4,5,&6)
#1 / Introduce psychosocial history format and discuss Psychosocial history assignment; Social Work Values; NASW Code of Ethics
Boyle, et al., Chapter 1 “Direct Practice in Social Work.”
Collins, et al.Chapter 1, “The Field of Family Social Work”
Boyle, et al., Chapter 2 “Values, Ethics, and Ethical Dilemmas”
NASW Code of Ethics
(Student learning outcomes 1 &4)
#2 / Theoretical perspectives on Practice/Systems theory
Boyle, et al., Chapter 3, “Theoretical Perspectives on Direct Practice: An Overview”
Collins, et al. Chapter 2,3, “What is Family”, “Family Systems”
(Student learning outcomes 1,2,3,5 &6)
#3 / The Helping Process – Engagement Phase
Boyle, et al., Chapter 4 “Basic Skills for Engagement”
Collins, et al. Chapter 5 “The Beginning Phase”
(Student learning outcomes 1,2,4, &6)
#4 / The Helping Process–The Assessment Phase, Discuss Genogram assignment
Boyle, et al., Chapter 5, “Knowledge and Skills for Assessment”
Collins, et al. Chapter 7,8 “Qualitative Family Assessment”, “Quantitative Assessment”
(Student learning outcomes 1,3,4 &6)
#5 / The Helping Process – Treatment Planning and Theoretical Approaches to Intervention
Boyle, et al., Chapter 6,7 “Knowledge and Skills for Planning” “Knowledge and Skills for Intervention”
(Student learning outcomes 1,2,3,4,5,&6)
#6 / The Helping Process – Intervention and the Family Life Cycle
Boyle, et al., Chapter 8, “Developing Client Coping Skills”
Collins, et al. Chapter 9 “Family Development and the Life Cycle”
(Student learning outcomes 1,2,3,4,&6)
#7 / The Helping Process – Strengths Perspective, Discussion of the Strengths Perspective Paper Assignment
Boyle, et al., Chapter 9 “Empowerment and Strengths- Based Practice”
Collins, et al. Chapter 6 “Family Strengths and Resilience”
(Student learning outcomes 1,2,3,4,5,&6)
#8 / The Helping Process – Intervention
Boyle, et al., Chapter 10 – “Strengthening Family Functioning”
Collins, et al. Chapter 10, 11 – “Family Systems Interventions”, “The Intervention Phase”
(Student learning outcomes 1,2,3,4,&6)
#9 / The Helping Process – Group Work, Exercise, Discussion of Interviewing SkillsPresentation Assignment
Boyle, et al., Chapter 11 – “Improving Group Functioning”
(Student learning outcomes 1,4 &6)
#10 / The Helping Process,
Boyle, et al., Chapter 12, 13 –“Direct Practice in the Larger Environment”, “Knowledge and Skills for Evaluation”
(Student learning outcomes 1,2,3,4,5&6)
#11 / The Helping Process – Interventions with Couples and Families,
Collins, et al. Chapter 12, 13 – “Interventions at the Child and Parental Levels”, “Interventions with Couples and Gender Sensitive Intervention”
(Student learning outcomes 1,3,4&6)
#12 / The Helping Process – Termination
Boyle, et al Chapter 14 “Knowledge and Skills of Termination”
Collins, et al. Chapter 14 “The Termination Phase”
(Student learning outcomes 1,2,3,4,&6)
Quiz Total
Psychosocial History/Assessment-
Genogram
Strengths Perspective Paper
Strengths Perspective Group Grade
Final Exam Group Score
My TOTAL Points
GRADING SCALE:
Quiz Points / 120Psychosocial / 35
Genogram / 20
Strengths Paper / 80
Final Exam / 80
Participation / 15
Total Possible / 350
350 / 315 / A
314 / 279 / B
278 / 243 / C
242 / 207 / D
206 / below / F
*The instructor reserves the right to add up to five (5) additional points to the final grade for strong attendance and participation if those points would make a difference between letter grades in the final total. If a student has missed more than one class period for any reason, the student will not be eligible for these possible extra points.
Descriptions of major assignments and examinations with due dates:
1. Psychosocial History/Assessment -35 points
Students will complete a psychosocial history on an individual of their choice (who is not a personal contact) using the format provided by the instructor. Assignment will be discussed in class.
2. Genogram-20 points
Students will complete a genogram of their own family utilizing a format presented in class. An example of a genogram may be found on page 358 of the Boyle, et al text. An additional example/description may be found on pages 174-181 of the Collins, et al text. This paper may be submitted as a paper copy.
3. Strengths Perspective Paper 80 points (total points for paper AND group presentation)
Students are expected to write a paper which utilizes a strengths perspective approach to evaluation and intervention with a family. Students will usea fictitious family to be assigned in class. The class will be divided into groups and each group will be assigned a family . This is a “theoretical meets practice” paper. The student will write the paper independently. The paper should be 4-6 pages in length. This assignment will be discussed in class. In addition to the individual written assignment, the student will presenttheir paper to their assigned group, discussing the family in the context of the Strengths Perspective. Each group will collaborate and create a presentation to be given to the entire class. Students will be prepared to answer questions about their presentations in class.
Note: All written assignments will be graded for content as well as grammar, spelling, punctuation, etc.
4. Comprehensive Course Examination 80 points (60 points group score, 20 points individual contribution)
Students will demonstrate their knowledge attainment and understanding of material covered in course readings, class lectures, and class exercises through performance on a comprehensive exam. The exam will be an oral, group final, the format will be discussed in class prior to the exam.
5. Reading Quizzes- 10 points each (120 points total)
There will be short, multiple choice/true false quizzes given over each reading assignment. Students need to bring 3 x 5 cards to class to record their answers to the quiz questions, which will be presented orally and in PowerPoint slides. There are no makeups for quizzes. Students may complete extra credit assignments to make up quiz points missed.
6. Class Participation -15 points
In social work, we are participants within our environment, not just simply consumers. We believe in our own potential to grow through our interaction with others and to positively impact the growth of others through our presence. With this in mind, attendance and participation in class are seen as essential. Attendance is the most important factor in your class participation grade. If you miss class repeatedly, expect to see it reflected in your class participation grade. Punctuality is important, as well. Participation in class can come in several forms, including verbal participation;, attentive listening to others; interest in class activities; interest in, respect for, and encouragement of the opinions of others, especially when they are dissimilar to your own;, demonstrating the willingness to speak up when you have a point to make, a question or a disagreement; being prepared to give and accept feedback; and willingness to work with your colleagues. Students will fill out a self assessment of participation to be turned in on the last day of class. The form for this assessment can be found at the end of the syllabus.
Attendance Policy:
1. Students are expected to attend all class sessions, be on time, and stay until the completion of the class.
2. Students are to complete reading assignments and be prepared to participate in class discussions and small group activities.
4. Assignments are to be completed correctly at the time of submission. No papers or assignments may be resubmitted once a grade is given.