Social Work 609
Section 60981
Introduction to Social Work Practice With Children, Youth, and Families
3 Units
The function of education is to teach one to think intensively and to think critically. Intelligence plus character—that is the goal of true education.
—Martin Luther King, Jr.
Fall/Spring/Summer 20XX
Instructor: Cara Pohle PhD, MSW Course Day: Tuesday
E-mail: Course Time: 8 AM – 10:50 AM
Telephone: Course Location: WPH B30
Office:
Office Hours: Tuesdays 11 – 12, and by appointment
I. Course Prerequisites
SOWK 544, 506, 546, 536, 589A
Social Work Practice with Children, Youth, and Families is the introductory specialized practice course of the Department of Children, Youth, and Families. Students will have successfully completed the generalist semester before enrolling in this course.
II. Catalogue Description
This course introduces students to the concepts essential to understand typical development of children and families from birth through adolescence and the difficulties that may arise in that development from an ecological perspective. Assessment, and engagement of families, is a core component. Interventions are introduced.
III. Course Description
As the introductory specialized practice course in the Department of Children, Youth, and Families, this course will introduce students to understanding development of the child within the family and the role that the larger social environment has on that development. This will be done by highlighting current research that informs these theories. It will highlight risk and protective factors and common problems that can occur during each stage. It will present ways to engage with children and families in a developmentally appropriate manner through use of evidence supported interventions at the micro, macro, and mezzo levels.
IV. Course Objectives
Social Work Practice with Children, Youth and Families (SOWK 609) will:
Objective No. / Objectives /1 / Teach typical development of children and families from infancy through adolescence understanding cultural and environmental factors that influence that development.
2 / Teach about risk and protective factors throughout development with a particular focus on how adverse childhood experiences can impact development.
3 / Provide strategies for engagement with children and families from infancy through adolescence in a culturally and developmentally appropriate way.
4 / Provide skills on conducting an ecological assessment of families and children and experiences for students to practice assessment.
5 / Provide general principles of intervention with families and children.
6 / Provide opportunities for students to enhance self-awareness by critically evaluating thoughts, feelings, and behaviors when working with children and families.
7 / Provide knowledge on the role of science in guiding assessment and intervention choices of children and their families and the way in which that evidence creates changes in our understanding of children and their families and choices of appropriate intervention
8 / Provide knowledge on the importance of intervention on micro, mezzo, and macro systems levels and the role of social policy in influencing decisions in working with children and their families.
V. Course format / Instructional Methods
The format of the course will consist of didactic instruction and experiential exercises. Case vignettes, videos, and role plays will also be used to facilitate the students’ learning. These exercises may include the use of videotapes, role-play, or structured small group exercises. Material from the field will be used to illustrate class content and to provide integration between class and field. Confidentiality of material shared in class will be maintained. As class discussion is an integral part of the learning process, students are expected to come to class ready to discuss required reading and its application to theory and practice.
V. Student Learning Outcomes
Student learning for this course relates to one or more of the following 10 social work core competencies:
Social Work Core Competencies / SOWK 609 / Course Objective1 / Demonstrate Ethical and Professional Behavior / 6
2 / Engage in Diversity and Difference in Practice / 1, 3
3 / Advance Human Rights and Social, Economic, and Environmental Justice
4 / Engage in Practice-Informed Research and Research-Informed Practice / 7
5 / Engage in Policy Practice / 8
6 / Engage With Individuals, Families, Groups, Organizations, and Communities / * / 1, 2, 4, 6, 7
7 / Assess Individuals, Families, Groups, Organizations, and Communities / * / 1, 2, 4, 6, 7
8 / Intervene With Individuals, Families, Groups, Organizations, and Communities / 1, 2, 4, 6, 7
9 / Evaluate Practice With Individuals, Families, Groups, Organizations, and Communities / 1, 2, 4, 6, 7
* Highlighted in this course
The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment.
Competency / Objectives / Behaviors / Dimensions / ContentCompetency 6: Engage with Individuals, Families, Groups, Organizations, and Communities
Child and family social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse children, youth, and, families. They understand the importance of significant relationships and development from an ecological perspective with an understanding of risk and protective factors and how these interact within the larger social environment. Social workers utilize theories of human behavior and the social environment to facilitate engagement with their clients and the groups, organizations, institutions, and communities that impact them. Social workers understand and utilize varied engagement strategies to advance practice effectiveness with diverse children, youth, and families and thus advance social, economic and environmental justice within marginalized communities. Social workers understand that their personal experiences and affective reactions may have an impact on their ability to effectively engage with diverse families and children. Social workers understand the role of relationship-building and inter-professional collaboration in facilitating engagement with children, youth, and families. / Objective 2: Teach about risk and protective factors throughout development with a particular focus on how adverse childhood experiences can impact development.
Objective 3: Provide strategies for engagement with children and families from infancy through adolescence in a culturally and developmentally appropriate way.
Objective 6: Provide opportunities for students to enhance self-awareness by critically evaluating thoughts, feelings, and behaviors when working with children and families.
Objective 8: Provide knowledge on the importance of intervention on micro, mezzo, and macro systems levels and the role of social policy in influencing decisions in working with children and their families. / 6a. Apply knowledge of human behavior and the social environment and development to engage with children, youth, and families in a culturally and developmentally appropriate manner. / Knowledge/Skills / 1. Weeks 1-15: Group and individual participation in class discussions and role-play around specific age group based vignettes.
2. Units 2 and 3: “Engagement and Assessment of Children and their families
3. Quizzes 1-4
4. Assignment 2
Competency / Objective / Behavior / Dimension / Content
Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities
Social workers use their knowledge of theories of human behavior and the social environment to inform ongoing assessment as they work with diverse children, youth, and families, as well as with the groups, organizations, and institutions that play important parts in their lives. Social workers use culturally informed and varied assessment methods to capture the diverse strengths, resources, and needs of children, youth and families, which in turn advances the effectiveness of their practice. Social workers work collaboratively with other service providers involved in the family’s life in order to obtain a comprehensive understanding of the family system to enhance the assessment process. Social workers are mindful of the potential influence of their personal experiences and affective reactions on the processes of assessment with children, youth, and families. / Objective 4: Provide skills on conducting an ecological assessment of families and children and experiences for students to practice assessment.
Objective 7: Provide knowledge on the role of science in guiding assessment and intervention choices of children and their families and the way in which that evidence creates changes in our understanding of children and their families and choices of appropriate intervention / 7a. Create developmentally and culturally appropriate intervention strategies based on an ecological assessment, research knowledge, and values and preferences of children, youth, and families. / Skills/Values / 1. Weeks 1-15 of content, group, and individual participation for each age group.
2. Units 2 and 3 “Engagement and Assessment of Children and their families.”
3. Quizzes 1-4
4. Assignment 2
IV. Course Assignments, Due Dates, and Grading
Assignment / Due Date / % of FinalGrade /Quiz x4 / Week 3, 6, 10, 12 / 40%
Paper / Week 9 (Part 1)
Week 15 (Part 2) / 40%
Group Work / Ongoing / 10%
Class Participation / Ongoing / 10%
Class grades will be based on the following:
Class Grades / FinalGrade /3.85–4 / A / 93–100 / A
3.60–3.84 / A- / 90–92 / A-
3.25–3.59 / B+ / 87–89 / B+
2.90–3.24 / B / 83–86 / B
2.60–2.87 / B- / 80–82 / B-
2.25–2.50 / C+ / 77–79 / C+
1.90–2.24 / C / 73–76 / C
70–72 / C-
Within the School of Social Work, grades are determined in each class based on the following standards, which have been established by the faculty of the School:(1) Grades of A or A- are reserved for student work that not only demonstrates very good mastery of content but that also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have been demonstrated by the student. (2) A grade of B+ will be given to work that is judged to be very good. This grade denotes that a student has demonstrated a more-than-competent understanding of the material being tested in the assignment. (3) A grade of B will be given to student work that meets the basic requirements of the assignment.It denotes that the student has done adequate work on the assignment and meets basic course expectations. (4) A grade of B- will denote that a student’s performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations. (5) A grade of C would reflect a minimal grasp of the assignments, poor organization of ideas, and/or several significant areas requiring improvement. (6) Grades between C- and F will be applied to denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment.
Each of the major assignments is described below
Assignment 1: Quiz. Quiz will include a variation of multiple choice, matching and fill in the blank.
Quiz 1 (Week 3): Covers Weeks 1–2. Quiz is available beginning at the end of class time Week 3 and closes out by the start of class time Week 4.
Quiz 2 (Week 6): Covers Weeks 3–5.
Quiz 3 (Week 10): Covers Weeks 6–9.
Quiz 4 (Week 12): Covers Weeks 10–11.
Quiz will be done on the VAC platform and will cover content only from the Wiley (main) textbook. Quiz must be done independently and will be timed for 30 minutes. Quiz must be completed anytime during the open time period from Friday 8 p.m. to Friday 8 p.m. the week the quiz is due.
This assignment relates to student learning outcomes 6a and 7a.
Assignment 2: Paper: Within this research paper, the student is allowed to cover any developmental period. Choose one stage of development and describe the issues of that stage from a biological, social, cultural, and psychological perspective. Note how the stage the student chooses may be impacted by issues such as gender, socioeconomic status, culture, race/ethnicity, sexual orientation, etc. Choose a problem that could arise in this stage, describe the problem, and discuss possible interventions. Also, describe how you would assess a child and family with this problem and how you would engage them in an intervention process. The student’s paper will be between 13-15 pages. Due Week 15 by the start of class.
Part 1: On Week 9, the 1st 2 pages of the paper is due. This is including the Introduction and the Stage of Development the student is researching. This is to ensure the student will get initial feedback around the topic chosen, writing skills and formatting. The paper will not be graded, but will be given a “credit” or “no credit” score. If this assignment is not turned in or turned on by the Week 9 due date, there will be a half grade reduction on the paper (A- then becomes a B+).
Part 2: The complete paper is due Week 15 by the start of class. Student will take feedback from Part 1 and incorporate it into the complete paper.
This assignment relates to student learning outcomes 6a and 7a.
Assignment 3: Group Work. You will work in groups throughout the semester on exercises presented by the instructor or developed by the group. This material will then be presented to the class as a whole. Your performance will be judged by your willingness to participate, your preparation for the groups by having done the required readings, and your mastery of the material in class exercises.
Assignment 4: Class Participation. It is expected that students will attend class regularly, participate in the class discussions, and submit work promptly. Failure to meet these expectations may result in a reduction in grades.
Your involvement in this class is considered essential to your growth as a practitioner. You will be asked to discuss the material assigned, participate in role-playing, exercises, etc. Knowing the "right" answers is not nearly as important as being willing to risk and explore your ideas, and being open to new information and ideas. Your presence in class along with preparation by having read and considered the assignments, and participation in discussion, is essential. Participation on a course website (message board/chat room), if developed, also constitutes meaningful class participation.
Guidelines for Evaluating Class Participation
10: Outstanding Contributor: Contributions in class reflect exceptional preparation, and participation is substantial. Ideas offered are always substantive, provides one or more major insights, as well as direction for the class. Application to cases held is on target and on topic. Challenges are well substantiated, persuasively presented, and presented with excellent comportment. If this person were not a member of the class, the quality of discussion would be diminished markedly. Exemplary behavior in experiential exercises demonstrating on-target behavior in role-plays, small-group discussions, and other activities.