UNIVERSITY OF NEVADA - RENO
SCHOOL OF SOCIAL WORK
MSW PROGRAM
Term, Year
Course Title and Number: SW 620: SW Methods with Individuals
Instructor:
Location:
Day and Time:
Contact Information:
Office Hours:
Credits: 3
Prerequisites: Bachelor’s Degree and Admission to the MSW program
Corequisites: SW 680
Course Description:
One of a four course sequence emphasizing the application of skills, knowledge and values to social work practice. Focuses on competent intervention with individuals. Students will learn how to engage in each stage of the social work intervention process with individuals, including: rapport building, exploration, assessment, planning, implementation, goal attainment, evaluation and termination. This course furthers students’ understanding of the strengths-based, generalist social work perspective. In particular students will learn the various roles social workers may play in work with individuals. Special emphasis is placed on analyzing the ways in which client characteristics (i.e., biological, psychological and socioeconomic factors as well as class, gender, ethnicity, culture, and sexual orientation) interact with the resources and demands of the environment in identifying appropriate intervention strategies. Students will be asked to use critical thinking skills to identify and implement interventions with individuals that are evidenced-informed, as well as contextually and culturally relevant.
Linkages with Other Courses:
This course complements the practice content acquired in SW 624. To facilitate your understanding of evidenced-informed practice, it is taken with or after completion of SW 640—Elements of Evidenced Informed Practice. This course also draws upon the knowledge you have gained in theory courses (e.g., SW 610 Structural Oppression I and SW 611 Structural Oppression II). Finally, this course provides valuable skills and knowledge needed for the SW 680 and SW 681: Field Practicum.
Relevant Competencies and Associated Foundation Practice Behaviors:
2.1.1 Identify as a professional social worker and conduct oneself accordingly.
· F1 Advocate for client access to the services of social work.
· F2 Practice personal reflection and self-correction to assure continual professional development.
· F3 Attend to professional roles and boundaries.
· F4 Demonstrate professional demeanor in behavior, appearance, and communication.
· F5 Engage in career-long learning.
· F6 Use supervision and consultation.
2.1.2 Apply social work ethical principles to guide professional practice.
· F7 Recognize and manage personal values in a way that allows professional values to guide practice.
· F9 Tolerate ambiguity in resolving ethnic conflicts.
· F10 Apply strategies of ethical reasoning to arrive at principled decisions.
2.1.3 Apply critical thinking to inform and communicate professional judgments..
· F11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.
· F12 Analyze models of assessment, prevention, intervention and evaluation.
· F13 Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.
2.1.4 Engage diversity and difference in practice.
· F14 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power.
· F15 Gain sufficient self-awareness to recognize the influence of personal biases and values in working with divers groups.
· F16 Recognize, value, and communicate their understanding of the importance of difference in shaping life experiences.
· F17 View themselves as learners and engage those with whom they work as experts of their own circumstances.
2.1.5 Advance human rights and social and economic justice.
· F18 Understand the forms and mechanisms of oppression and discrimination.
· F19 Advocate for human rights and social and economic justice.
· F20 Engage in practices that advance social and economic justice.
2.1.6 Engage in research-informed practice and practice-informed research.
· F21 Use practice experiences to inform scientific inquiry.
· F22 Use research evidence to inform practice.
2.1.7 Apply knowledge of human behavior and the social environment.
· F23 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.
2.1.9 Respond to contexts that shape practice.
· F27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.
2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups,
organizations and communities.
· F29 Substantively and affectively prepare for action with individuals, families, groups, organizations and communities.
· F30 Use empathy and other interpersonal skills.
· F31 Develop a mutually agreed-on focus of work and desired outcomes.
· F32 Collect, organize and interpret client data.
· F33 Assess client strengths and limitations.
· F34 Develop mutually agreed-on intervention goals and objectives.
· F35 Select appropriate intervention strategies.
· F36 Initiate actions to achieve organizational goals.
· F37 Implement prevention interventions that enhance client capacities.
· F38 Help clients resolve problems.
· F39 Negotiate, mediate, and advocate for clients.
· F40 Facilitate transitions and endings.
· F41 Critically analyze, monitor, and evaluate interventions.
Course Objectives/Learning Outcomes
At the conclusion of this course, students will be able to:
620.1 Examine the effects of personal biases and judgments on professional
interactions (F2, F7, F15).
620.2 Maintain healthy professional boundaries in all professional interactions (F3).
620.3 Engage in continuous self-reflection and professional-improvement (F2, F5, F6).
620.4 Enact the generalist social work roles in the context of helping relationships
(F29).
620.5 Identify evidence-based practice for work with individuals (F5, F11, F12, F22).
620.6 Support assessments, case plans and intervention strategies with empirical
evidence (F22).
620.7 Prepare accurate and non-biased written assessments, reports, case plans and
documentation (F34, F35, F36).
620.8 Incorporate feedback to alter and improve interventions (F2, F6).
620.9 Apply models of ethical reasoning to explore complex ethical dilemmas in practice (F9, F10).
620.10 Apply the principles of cultural humility to build rapport, conduct thorough assessments and cultural-appropriate interventions with diverse client groups (F15, F16, F17).
620.11 Effectively uses verbal following, empathy, and non-verbal communication to build rapport with clients (F13, F30).
620.12 Clearly states purpose of and role within helping relationships with clients (F13, F31).
620.13 Identifies mutually agreed-upon goals with clients (F31, F34).
620.14 Effectively use basic communication skills and assessment tools to elicit relevant client information (F4, F13, F30, F32).
620.15 Complete a written multidimensional assessment involving an actual client (F13, F32, F33).
620.16 Prepare a case plan with goals, tasks, roles, and timelines (F13, F34).
620.17 Provide opportunities for closure upon terminating with clients (F40).
620.18 Critically analyze how power, role, & diverse statuses impact the helping relationship (F1, F14, F16, F18, F20).
620.19 Analyze the effectiveness of various SW intervention approaches with individuals (F12, F21, F40).
620.20 Apply techniques derived from the empowerment & strengths-based models to empower clients (F19, F20, F35, F38).
620.21 Clearly links theoretical & empirical understandings of human behavior with assessments & case plans (F22, F23, F41).
620.22 Analyze the influence of organizational culture & policy on service delivery (F19, F20, F27, F39).
Instructional Methods:
o This course will implement a variety of collaborative learning techniques. Some of these techniques will include: lecture, class discussion, small group activities, role plays, fishbowl activities and videos.
Standard Course Policies:
o Disabilities: Students who have documented disabilities that may affect their learning or performance in this class should contact the UNR Disability Services Office (Thompson Student Services Building, Suite 100; (775) 784-6000; ). The instructor will make those accommodations that are requested in writing by the aforementioned office.
o Academic Success Services: Your student fees cover usage of the Math Center (784-4433) or www.unr.edu/mathcenter/), Tutoring Center (784-6801 or www.unr.edu/tutoring/), and University Writing Center (784-6030 or www.unr.edu/writing_center). These centers support your classroom learning; it is your responsibility to take advantage of their services. Keep in mind that seeking help outside of class is the sign of a responsible and successful student.
o UNR Counseling Services: helps students make the most of their university experience, both personally and academically. It is the primary facility on campus for addressing personal, psychological, and mental health and substance abuse treatment needs of both undergraduate and graduate students. The goal in counseling is to help students overcome difficulties they may encounter during their educational experience. For more information visit: http://www.unr.edu/stsv/cs/ or call (775) 784-4648.
o Academic Dishonesty: “Cheating, plagiarism or otherwise obtaining grades under false pretenses” constitute academic dishonesty according to the code of this university. Academic dishonesty will not be tolerated and penalties can include canceling a student’s enrollment without a grade, giving an F for the course, or giving an F for the assignment. For more details, see the UNR General Catalog.
o Audio or Video Recordings: Surreptitious or covert video-taping of class or unauthorized audio recording of class is prohibited by law and by Board of Regents’ policy. This class may be videotaped or audio recorded only with the written permission of the instructor. In order to accommodate students with disabilities, some students may have been given permission to record class lectures and discussions.Therefore, students should understand that their comments during class may be recorded.
Additional Course Policies:
o As much of the learning in this class is dependent upon class member contributions, you will be expected to come prepared and ready to actively participate in every class meeting. Active participation will include: involvement in class activities and discussions, timeliness to class, and collegial conduct.
o Students who miss 2 class sessions will lose 10 points. Students who miss 3 class sessions will lose 15 points. Those students who miss 4 or more class sessions will receive a grade of “F” for the course.
Course Texts:
o You will be expected to have completed all assigned readings prior to the class session. Assigned readings can be found in the proposed schedule of classes.
- Hepworth, D. H., Rooney, R. H., Rooney, D. G., Strom-Gottfried, K., & Larsen, J. (2010). Direct social work practice: Theory and skills (8th ed.). Belmont, CA: Brooks/Cole.
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- In addition, selected articles, videos, audio clips, and excerpts from other texts will be used throughout the semester. These materials will be made available through hyperlinks incorporated within SW 420’s WebCampus environment and/or placed on electronic reserve at UNR’s Mathewson-IGT Knowledge Center.
Assignments:
o Participation
- Participation in this class specifically refers to your participation in actual simulations in class and/or your provision of feedback to your peers. During each lab session, you will be asked to complete a feedback form. In addition, you will also be asked to participate in a role plays, simulations, and fish-bowls as mock clients. Ten points will be awarded based on your fulfillment of these roles.
o Simulations
- As this class focuses largely on skill development, you will be graded on your demonstration of these skills in class. Each student will engage in two recorded simulations over the course of the semester. Students will be evaluated on their use of skills as well as their reflections on these skills. Additional instructions will be handed out during the class. Due to scheduling and limitations on time, make-up simulations will not be allowed.
o Quizzes
- There will be 11 quizzes given during the semester. The lowest score will be eliminated. The quizzes will be worth 10 points each, and will have 10 multiple choice or short answer questions each. Questions will be designed to elicit your understanding of the skills, values and knowledge relevant to work with individuals. The dates for these quizzes are noted in the proposed schedule of classes. Make-up quizzes will only be given to students who experience an unexpected emergency. Students requesting make-up quizzes must present documentation supporting their need to miss the original quiz date.
o Cases
- Students will read eight cases throughout the semester. They will respond to questions at the end of the case. This portion will be graded (10 pts and 15 pts each). The cases are used to provide a forum for understanding client engagement, assessment, case management, intervention, evaluation and termination, which are the foundational elements of the planned change process from the generalist social work perspective.
o Multidimensional Assessment and Case Plan
- Each student will complete a psychosocial assessment on a client or consumer of his or her agency. Names and other identifying information should be altered to protect the client/consumer’s confidentiality. This assignment will involve interviewing, so a fictitious client will not suffice. The assessment must attend to psychological, biological, social, cultural, and spiritual factors influencing the client. The full assignment will be available via WebCampus. The due date is noted in the proposed schedule of classes. This assignment is worth 100 points, 10 points of which will be awarded based on the clarity and professionalism of the writing.
o Evidence-Based Practices – with specific populations
Grading:
- Quizzes – (11) (lowest score does not count) – 10 pts each = 100 pts
- Cases (8) - 10 pts each = 50 pts
- Simulations (2) - 25 pts each = 50 pts
- Case Presentation = 20 pts
- Final Case Assessment & Plan= 80 pts
- Evidence-Based Practices = 100 pts
o The following scale will be used to determine letter grades:
95-100 A
90-94 A-
86-89 B+
83-85 B
80-82 B-
76-79 C+
73-75 C
70-72 C-
66-69 D+
63-65 D
60-62 D-
59-Below F
Proposed Schedule of Classes:
Wk / Dates(2012) / Reading Assignments
(SW 620) / Assignments Due
1 / Aug 31 / Hepworth Text – Chapts 1- 4: Introduction /
Approach to life-long learning / Professionalism /
Helping Process / Ethics / *Practice Quizzes
*Introductions
2 / Sept 7 / *Hepworth Text – Chapt 5: Communication
*Case: “Saundra Santiago”
(Engagement; strength-based; Latino)
Communication Skills / Interviewing Training Lab / Quiz #1 – 10 pts
3 / Sept 14 / *Hepworth Text – Chapt 6: Focusing Skills
Communication Skills / Interviewing Training Lab / Quiz #2 – 10 pts
4 / Sept 21 / *Hepworth Text – Chapt 7: Eliminating Counterproductive
Communication Patterns
Communication Skills / Interviewing Training Lab / Quiz #3 – 10 pts
5 / Sept 28 / *Hepworth Text – Chapt 8: Assessment I
*Case #1: “Late Night With Bea Rosen”
(aging; grief & loss; ecomap) / *Quiz #4 – 10 pts
*Case #1: (10 pts)
6 / Oct 5 / *Hepworth Text – Chapt 9: Assessment II / *Quiz #5 – 10 pts
7 / Oct 12 / *Hepworth Text – Chapt 12: Developing Goals / Contracts
*Case #2: “Self-Disclosure & Client Discrimination”
(Case Mgmt; Goal setting: Sexual Orientation) / *Quiz #6 – 10 pts
*Case #2: (10 pts)
*1st Video Interview (25 pts)
8 / Oct 19 / Hepworth Text – Chapt 13: Planning & Implementing
Case #3: “In the Best Interest of the Child”
(Child welfare; African-Am) / *Quiz #7 – 10 pts
*Case #3: (10 pts)
* Mini-Assignment #2: Documentation (25 pts)
Wk / Dates
(2012) / Reading Assignments
(SW 620) / Assignments Due
9 / Oct 26 / *Hepworth Text – Chapt 14: Developing Resources
*Lee, J. (2001), the Empowerment Approach to Social Work Practice (chapters 2 and 4)
*Case #4: “Personal Growth: A Native-Am Experience”
(Cultural Humility; Sub Abuse; Native-Am) / *Quiz #8 (10 pts)
*Case #4: (10 pts)
10 / Nov 2 / *Hepworth Text – Chapt 17: Additive Communication Skills
*Case #5: “Mrs. Miller”
(Engagement; outreach; Mental Health) / *Quiz #9 (10 pts)
*Case #5 (10 pts)
*2nd Video Interview (25 pts)
11 / Nov 9 / *Hepworth Text – Chapt 18: Managing Barriers to Change
*Case #6: “The Smith Family”
(Family context; Substance Abuse) / *Quiz #10 (10 pts)
*Case #6 (10 pts)
12 / Nov16 / *Hepworth Text – Chapt 19: Termination & Evaluation Phase
*Case #7: Nalani Ethel C.: Hawaiian Woman
(Empowerment; Cultural Humility) / *Quiz #11 (10 pts)
*Case #7 (10 pts)
13 / 11/23
No Class / Happy Thanksgiving!
14 / Nov 30 / *Case #8:
“The Case of Trent”
(Child assessment; African-Am)
“The Case of Trent Revisited: SSD”
(Behavior modification; Child; Af-Am) / *Case #8 (10 pts)
Evidenced-Based Practices Paper Due
15 / Dec 7 / Catch-up and prep for Final Project (Case Assessment & Plan) / *Student oral reports of final case assessment & plan (brief) (20 pts)
Final / Dec 14
8-10 am / *Final Case Assessment & Plan With Single-System Design (75 pts)
References