SW 420 GENERALIST PRACTICE: INDIVIDUALSSchool of Social Work – MSUM

Instructor Information Course InformationInstructor: Tracy Clark Class schedule: Tuesdays/Thursdays

12:00-1:15Office Phone: 477-4002 Meeting place: LO 93Campus e-mail: clarkt@mnstate.edu Credits: 3Office Hours-T-1:30-3:00; W-10:00-12:00 & 1:00-3:30; TH-1:30-4:30, F-12-1

Course Schedule: January 11 to May 3

Mission Statement of the MSUM Social Work Department

Consistent with the mission of this upper Midwest teaching university, and the Education Policy and Accreditation Standards (2008) of the Council on Social Work Education, the MSUM School of Social Work educates competent entry-level social work professionals with the core knowledge, values, and skills necessary to engage in ethical and empowerment-based generalist practice with all people in a dynamic and diverse society. Graduates are prepared to promote planned change and advance social and economic justice, and human rights, locally, nationally, and globally.

I. SCHOOL OF SOCIAL WORK TEACHING PHILOSOPHY

The School of Social Work believes that its faculty members are committed to creating a student-centered class environment that promotes a community of learning and encourages honest dialogue, critical thinking, and respect for diversity in culture, values, and opinions. The School’s faculty members employ a variety of teaching strategies to meet the various learning styles and needs of students which include, but are not limited to: lecture presentations, class discussions, writing assignments, lab experiences, videos, constructive interaction with guest speakers, simulations, role plays, and various additional formal and informal class activities and processes. Synthesis, integration, and application of knowledge and skills garnered from the various readings, lecture, discussions, and interactive exercises constitute significant learning opportunities for students.

It is the School’s belief that cultivating an environment of caring for our students means we will "honor their humanity, hold them in high esteem, expect high performance from them, and use strategies to fulfill their expectations" (Gay, G. (2000).  Culturally responsive teaching:  Theory, Research, and Practice.  New York:  Teachers College Press, p. 46). The School also believes that students come to class with knowledge and experience that, if shared, can enhance the learning process of everyone, including the instructors. To engage and challenge each individual, it is necessary to know students as people, so therefore instructors acknowledge that each individual comes to class with their own set of abilities, motivations, attitudes, goals, and cultural backgrounds. Getting to know these various facets of our students allow us to excel as instructors because we utilize and capitalize on students’ knowledge, skills, talents, and resources to make the classroom more interesting, dynamic, applicable, and personal.

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II. PROGRAM GOALS

With a liberal arts foundation, MSUM SSW graduates are prepared for entry-level professional social work practice. Further, graduates are prepared to continue their formal education in social work or other graduate discipline. Thus, MSUM SSW graduates will be prepared to:

1. Engage in evidence-based, entry-level social work practice with individual, families, groups, organizations, and communities within local, national, and global multicultural societies[EP2.1.1, EP2.1.3, EP2.1.6, EP2.1.8, and EP2.1.10];

2. Practice within the principles, values, and ethics that guide the social work profession[EP2.1.2 and EP2.1.3];

3. Influence social policies in order to alleviate poverty, oppression, and social and economic injustice as well as advocate for human rights[EP2.1.3, EP2.1.4, EP2.1.5, EP2.1.6, and EP2.1.8];

4. Identify and affect the bio-psycho-social, spiritual, and cultural functioning of people[EP2.1.7, and EP2.1.9]; and

5. Evidence practice from a culturally-sensitive perspective that recognizes and appreciates diverse cultures, particularly those that differ from one's own [EP 2.1.4].

III. CURRICULAR CONTEXT OF COURSE

The Minnesota State University Moorhead (MSUM) Social Work program defines generalist practice as the critical application of an eclectic knowledge base, professional values, and a wide range of culturally competent skills to a planned change process at any system level. All of the social work courses utilize the generalist practice intervention model (GIM) as the basis for social work on all the following levels: individuals, families, groups, communities, and organizations. The SW 420: Generalist Practice - Individuals course is the first practice course in the methods sequence in the social work curriculum and provides foundation communication and intervention skills that can be generalized and applied throughout the core practice courses.

SequencingPrerequisite: Admission into MSUM Social Work DepartmentPre- or Co-requisite: SW 400

IV. CATALOG DESCRIPTION

Generalist social work practice utilizing the problem-solving model with focus on the knowledge, values, and skills for working with individuals.

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V. COURSE DESCRIPTION

This course is designed to give students beginning competency in generalist social work practice utilizing the problem-solving model with focus on the knowledge, values, and skills necessary for working with individuals. The individual is viewed as the client system and is the unit of attention. An eco-systems view of practice is used. Basic principles, skills, and techniques for effective interviewing are studied and applied. Students will have the opportunity to practice interviewing skills and the application of the GIM in a video laboratory setting. This course builds on knowledge grounded in a liberal arts foundation, including courses such as: Developmental Psychology, Introduction to Sociology, Social Psychology, and Human Biology.

VI. COURSE COMPETENCIES

It is a goal the social work program that students attain a beginning-level mastery of the following social work competencies: 1. Identify as a professional social worker and conduct oneself accordingly;

2. Apply social work ethical principles to guide professional practice;

3. Apply critical thinking to inform and communicate professional judgments;

4. Engage diversity and difference in practice;

5. Advance human rights and social and economic justice;

6. Engage in research-informed practice and practice-informed research;

7. Apply knowledge of human behavior and the social environment;

8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services;

9. Respond to contexts that shape practice;

10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities;

VI. TEXTBOOKS REQUIRED:

Kirst-Ashman, K.K. & Hull, G. H. (2008). Understanding Generalist Practice. 5th Edition. Brooks/Cole-Thomas Learning.

Evans, D.R., Hearn, M.T., Uhlemann, M. R., & Ivey, A. E. (1998). Essential Interviewing: A Programmed Approach to Effective Communication. 8th Edition. Brooks/Cole Publishing, Pacific Grove, CA.

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Other readings as assigned.

VII. MATERIALS REQUIRED:

Blank audiocassettes and videotapes

IX. COURSE REQUIREMENTS AND GRADING

A. PRACTICE AUDIOTAPE

1. Tape-record a 10-15 minute interview with another classmate or a friend. The interview situation should be related to social work in some capacity and be a “real” situation if at all possible.

2. These practice tapes will be played and discussed in small groups. This is a practice tape and will not be graded. No written work is required.

B. ASSESSMENT PROJECT (This assignment is worth 25% of your grade.)

1. An assessment of a case-study will be done using the Generalist Intervention Model. Students’ will assess the client from multiple perspectives, prioritize problems, provide a thorough analysis and synthesis of how identified problems impact client and influence other systems, identify process of information gathering, and develop a potential intervention.

2. Self-assessment.

Practice Behaviors:1. Practice personal reflection/self-correction (EP 2.1.1.2)2. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based

knowledge, and practice wisdom (EP 2.1.3.1)3. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)4. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)5. Recognize that culture’s structures and values may oppress, marginalize, alienate, or create or

enhance privilege and power (EP 2.1.4.1)6. Gain sufficient self-awareness to eliminate the influence of personal biases and values in

working with diverse groups (EP 2.1.4.2)7. Recognize and communicate their understanding of the importance of difference in shaping

life experiences (EP 2.1.4.3)8. Use research evidence to inform practice (EP 2.1.6.2)9. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)10. Critique and apply knowledge to understand person and environment (EP 2.1.7.2)11. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)12. Collect, organize, and interpret client data (EP 2.1.10.4)13. Assess client strengths and limitations (EP 2.1.10.5)14. Select appropriate intervention opportunities (EP 2.1.10.7)15. Implement prevention interventions that enhance client capacities (EP 2.1.10.9)16. Help clients resolve problems (EP 2.1.10.10)

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C. PRACTICE VIDEOTAPE

1. A practice 15 minute videotape with an assigned classmate must be completed prior to doing the videotape for grade. This videotape will not be viewed in class. There is no written assignment for the practice videotape. Share it with your interviewing partner and get feedback.

D. VIDEOTAPE FOR GRADE (This assignment is worth 25% of your grade)

1. Videotape a 15 minute interview with an assigned classmate. Role-play situations will be handed out. You may use either your practice video or the final video. This tape will be played and celebrated in class.

1. Do an individual process recording, critique, and summary of this videotape recorded interview. The critique must cover the following areas:

a. Assess interview structure/process: the introductory, developmental and termination phase.b. Assess techniques (reflections, interpretations, effective inquiry, etc.) used in each phase.c. Assess skill integration, relationship skills (empathy, warmth, etc.); communications skills

(verbal and non-verbal); listening skills; observation skills.d. Assess your feelings, emotional state, and inside attending which occur during the

interview.e. Assess your reaction to being in the social worker role.f. Assess the non-verbal communication of both yourself and the client/role player in the

critique.

2. Your critique must address positive aspects as well as areas needing improvement. In critiquing areas needing improvement, include an assessment of how it could have been improved. Your critique should be a minimum of 3-5 pages, typed, double-spaced. It will be graded on substance, depth, content and thoroughness, grammar, and technical writing.

3. The process recording is a verbatim account of every word uttered by you and the client during the interview.

Example: SW: Good morning. Client: Hi! SW: I’m glad you could make it today.

4. The interview summary is a brief factual write-up of what took place. Follow the below format for this summary and limit it to one page.

Agency: Social Worker: Client: Date: Interview Summary:

1. Presenting Problem2. Client / Community Strengths3. Purpose/ Goals4. Summary5. Action Plan (recommendations / next steps)

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6. The video-tape will be done in the Social Work lounge or conference room. Times will be scheduled.

7. The video-tape, process recording, critique, and summary are due on the day you present in class.

Practice Behaviors:1. Practice personal reflection/self-correction (EP 2.1.1.2)2. Attend to professional roles and boundaries (EP 2.1.1.3)3. Demonstrates professional demeanor (EP 2.1.1.4)4. Make ethical decisions by applying profession’s standards (EP 2.1.2.2)5. Tolerate ambiguity in resolving ethical conflicts (EP 2.1.2.3)6. Apply strategies of ethical reasoning to arrive at principled decisions (EP 2.1.2.4)7. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)8. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)9. View themselves as learners and engage those with whom they work as informants (EP

2.1.4.4)10. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)11. Use empathy and other interpersonal skills (EP 2.1.10.2)12. Develop a mutually agreed-on focus of work and desired outcomes (EP 2.1.10.3)13. Collect, organize, and interpret client data (EP 2.1.10.4)14. Assess client strengths and limitations (EP 2.1.10.5)15. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10. 6)16. Select appropriate intervention opportunities (EP 2.1.10.7)17. Help clients resolve problems (EP 2.1.10.10)18. Facilitate transitions and endings (EP 2.1.10.12)19. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)

E. EXAM:

There will be a midterm exam covering the reading assignments and the lecture materials. The assessment and videotape assignments are your major projects for the class. There will not be a final exam.

F. CLASS PARTICIPATION

MSUM Attendance Policy:

Students are expected to attend all class meetings unless they are ill or officially excused as the result of participation in a university function. However, faculty members may or may not take roll in their classes, and they may or may not lower the marks of students for the sole reason of unexcused absences.   

As a point of clarification, if a student has an unexcused absence for a class session during which an examination or other graded exercise is scheduled and the student has more unexcused absences than the number of times the class meets each week, this policy permits the faculty member to reduce the student’s grade for the sole reason of the unexcused absences and for failure to complete the graded assignment.

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Class attendance and participation are assumed and expected. Class participation is 25% of your grade. Class participation means coming to class prepared to discuss the readings assigned for that day, being actively involved in class discussions, exercises, and role-plays. In addition, spot quizzes and short, reflective writing exercises may be conducted at the beginning of class to allow you to demonstrate your understanding of key concepts from assigned readings. These quizzes and writing exercises will be included in the computation of your class participation grade.

Beginning on the third class period, students will receive participation points for classes based on participation in class discussions and exercises. Students are expected to engage both the instructor and other students with questions and comments, and to take personal responsibility for the learning with questions and comments, and for the learning process.

Participation points will be assigned based on:

Absent = 0 Points No Participation = 1 PointMinimal Participation = 2 PointsModerate Participation = 3 PointsSubstantial Participation = 4 Points

Two low-point days will be dropped. Mid-term participation points will be provided on the mid-term exam (100 Points Possible)

In accordance with University policy, I reserve the right to drop a student’s grade for unexcused absences and failure to complete graded assignments.  Because Social Work is a professional program, attendance in the practice courses is critical; therefore, more than three absences in will result in your grade being lowered one full letter grade. Four or more unexcused absences will result in a failed grade for the course. An absence in any of the last several weeks of the semester when videotapes are being viewed will count as two absences.

If you have any questions or concerns regarding this course, the assignments, absences, expectations, etc., please visit with me. My office hours, phone number and e-mail address are on the front page of this syllabus.

Flood Statement AddendumSpring flooding in the Red River Valley can be challenging. Often floods require sandbagging and levee building, even temporary evacuation. A spring flood emergency may require us to adjust our class schedule, alter our instructional delivery, work independently, and perhaps make special accommodations for students in extraordinary situations. To be notified of any emergency, I strongly encourage each of you to enroll in the E2Campus emergency notification system (http://web.mnstate.edu/security/ ) which will notify students about class cancellations and other emergency related information. Should a significant flood emergency occur that interrupts university processes, we will proceed with instruction to the extent possible. I will contact you via a class listserv to coordinate coursework; and you can contact me via email about questions. In an emergency, we may temporarily need to work independently.  My goal is to continue our learning of course materials as much as possible and prepare you for licensed generalist social work.

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G. EXPECTATIONS:

Student Responsibility. Students are expected to read all assignments by their due date, attend all classes, and participate fully through dialogue and support of others in class discussions, exercises, and video presentations. Students are ultimately responsible for their own learning so it is expected that students will take initiative with respect to promoting critical thinking and discussion, learning from each other, and ensuring a successful interviewing experience.

Assessment project, process recording, critiques, and summaries must be typewritten and double-spaced. Proofread your written work carefully.

This is the first of the four generalist practice courses. There is a considerable amount of reading and writing assigned in the first half of class. It will be important to keep up with the readings to be prepared for the midterm and for the practice segment. The last half of class will be spent doing role playing for interviewing practice, audiotape and videotape projects, offering feedback to each other, and critiquing your own work.

In addition, students in this class are absolutely expected to adhere to the NASW standards of CONFIDENTIALITY. Violations of this standard will be considered a form of professional misconduct that WILL impact your class grade and may result in a Social Work Departmental formative evaluation process (see student handbook).

The Write Site (LO 95) provides free tutoring to any student needing assistance with writing assignments. Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-5859 (Voice) or 1-800-627-3529 (MRS/TTY), CMU 222 as soon as possible to ensure that accommodations are implemented in a timely fashion.

Instructor Responsibility. It is the responsibility of the instructor to help create a class environment which promotes learning and which encourages honest dialogue, debate, and respect for diversity of culture, values, and opinions. Students come to class with knowledge and experience that, if shared, will enhance the learning process of everyone, including the instructor. The instructor will come to class prepared and will begin and end the class on time. She will be available during office hours for discussion of any questions, concerns, or suggestions for class improvement, and will be open to meet with students outside of office hours if necessary and possible.

H. GRADING:

1. Assessment Project 25%2. Video-taped Interview, Critique, Summary 25%3. Midterm Exam 25%4. Class participation 25% 100%** All late papers will result in a loss of 3 points per day. Papers that are turned in over one

week late will be considered unacceptable and result in a failing project grade.

** Note: All written work will be graded on quality, depth, thoroughness, grammar, and technical writing. Any paper that receives less than 7 of the 10 points allowed for writing will be returned to the student for one opportunity to be rewritten. Each student has the choice to re-write the

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paper or accept a failing grade. You may consider the use of the MSUM Write Site to assist you in this process.

The grading scale for the assessment and video-taped projects for this class is as follows:

98-100 = A+ 73-76 = C95-97 = A 70-72 = C-93-94 = A- 67-69 = D+89-92 = B+ 63-66 = D83-88 = B 60-62 = D-80-82 = B- 00-59 = F77-79 = C+

Final class grades will be based on grading in the following four areas:

1. Assessment Project . . . . . . . . . . . . . . . . . . .………25%(Visual presentation & structure = 5 points, writing and editorial style = 10 points, theoretical and applied content = 65 points (assess client-in-situation = 15 points, prioritize problems = 15 points, information gathering = 10 points, intervention planning = 15 points, assessment tool implementation and application = 10 points), creativity and originality = 20 points)

2. Video-taped Interview, Critique, Summary……….25%(Videotape = 45 points, process recording = 10 points, Critique = 25 points, Summary = 10 points, writing and editorial style = 10 points)

3. Midterm Exam…………………………...………..25%In-class, closed-book examination covering the reading assignments and lecture materials (100 points) – grade on class curve percentages

4. Class Participation………………………………..25%

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X. UNIT SEQUENCING:

UNIT 1 LEARNING OBJECTIVES ASSIGNMENT Objective 1: Students will gain an understanding of how SW 420 is grounded in the liberal arts

foundation curriculum.Objective 2: Students will acquire knowledge and develop understanding of generalist practice as it

is related to individuals.Objective 3: Students will develop an understanding of social work as a profession.Objective 4: Students will examine individuals and the reciprocal influences of systems.Objective 5: Students will understand the Generalist Intervention Model and how to apply it within a

systems/ecological framework when working with individuals.Objective 6: Students will gain an understanding of the importance of professional supervision and

consultation.

1-11 IntroductionsCourse description – liberal arts foundationOverview of syllabusRead through syllabus bibliographyPractice interviewing

1-13 Social Work and Social Work Intervention Ashman Ch 1What is Generalist Practice?What is the Generalist Intervention Model?

Practice Behaviors:1. Practice personal reflection/self-correction (EP 2.1.1.2)2. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)3. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)

UNIT 2 LEARNING OBJECTIVES ASSIGNMENT Objective 1: Students will be able to relate the value base of social work and its ethical standard

and principles to their practice with individuals.Objective 2: Students will gain critical insight into how one’s personality, attitudes, and values affect

the interview process.Objective 3: Students will begin to develop an understanding of social work as a profession.Objective 4: Students will develop and use critical thinking skills to guide their practice with

individuals.Objective 5: Students will begin to develop understanding and sensitivity of diverse populations and

populations at-risk and how these groups influence practice.Objective 6: Students will develop beginning assessment and intervention skills that will help them

serve diverse populations and populations at-risk. Objective 7: Students will examine the dynamics of risk factors impacting at-risk groups and their

access to resources.

1-18 Self-Assessment “Social Worker’s Use of Self”Self-Understanding/Values Exercises

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1-20 Values, Ethics, and Social Work Practice Ashman Ch 11Ethics exercises

1-25 The Client-Worker Relationship Ashman Ch 2Working with IndividualsCritical Thinking

1-27 Cultural Competency Ashman Ch 12

Choose and read an article or portion of a reading from the syllabus bibliography (or from another source) and be prepared to connect it to our discussion of cultural competency.

2-1 & 2-3 Anti-Racist/Oppression Theory and Social Work Practice

Practice Behaviors:1. Practice personal reflection/self-correction (EP 2.1.1.2)2. Attend to professional roles and boundaries (EP 2.1.1.3)3. Engage in career-long learning (EP 2.1.1.5)4. Recognize/manage personal values so professional values guide practice (EP 2.1.2.1)5. Make ethical decisions by applying profession’s standards (EP 2.1.2.2)6. Tolerate ambiguity in resolving ethical conflicts (EP 2.1.2.3)7. Apply strategies of ethical reasoning to arrive at principled decisions (EP 2.1.2.4)8. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based

knowledge, and practice wisdom (EP 2.1.3.1)9. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)10. Recognize that culture’s structures and values may oppress, marginalize, alienate, or create or

enhance privilege and power (EP 2.1.4.1)11. Gain sufficient self-awareness to eliminate the influence of personal biases and values in

working with diverse groups (EP 2.1.4.2)12. Recognize and communicate their understanding of the importance of difference in shaping

life experiences (EP 2.1.4.3)13. Understand the forms and mechanisms of oppression and discrimination (EP 2.1.5.1)14. Advocate for human rights and social and economic justice (EP 2.1.5.2)15. Engage in practices that advance social and economic justice (EP 2.1.5.3)16. Use research evidence to inform practice (EP 2.1.6.2)17. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)18. Critique and apply knowledge to understand person and environment (EP 2.1.7.2)

UNIT 3 LEARNING OBJECTIVES ASSIGNMENT Objective 1: Students will gain critical insight into how one’s personality, attitudes, and values affect

their non-verbal communication during the interview process. Objective 2: Students will acquire knowledge of basic principles, skills, and techniques of effective

interviewing with individuals.

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Objective 3: Students will begin to develop effective communication and professional client-worker relationship skills needed to work with individuals and have the opportunity to practice utilizing them.

2-8 Communication SkillsVideo: Communication: The Non-Verbal Agenda - optionalBody Language Exercises

2-10 Effective Inquiry / Clarification Reflections of Feeling / Content / Summary

A look at feelingsExercises on Skills

2-15 Interpreting Communication of Feelings/Immediacy

Strength Based Interviewing / ReframingExercises on Skills

2-17 Self -Disclosure Confrontation

Enlisting Cooperation / Client Resistance

Practice Behaviors:1. Practice personal reflection/self-correction (EP 2.1.1.2)2. Attend to professional roles and boundaries (EP 2.1.1.3)3. Demonstrates professional demeanor (EP 2.1.1.4)4. Use supervision and consultation (EP 2.1.1.6)5. Recognize and manage personal values so professional values guide practice (2.1.2.1)6. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)7. Gain sufficient self-awareness to eliminate the influence of personal biases and values in

working with diverse groups (EP 2.1.4.2)8. Recognize and communicate their understanding of the importance of difference in shaping

life experiences (EP 2.1.4.3)9. View themselves as learners and engage those with whom they work as informants (EP

2.1.4.4)10. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)11. Use empathy and other interpersonal skills (EP 2.1.10.2)

UNIT 4 LEARNING OBJECTIVES ASSIGNMENT

Objective 1: Students will continue to gain and develop knowledge of effective professional client-worker relationship skills needed to work with individuals.

Objective 2: Students will acquire knowledge of the basic principles of effective interviewing with individuals.

Objective 3: Students will learn to apply the Generalist Intervention Planned Change Model which incorporates the following skills: engagement, assessment, intervention, and evaluation.

Objective 4: Students will continue to develop an understanding of social work as a profession..12

Objective 5: Students will demonstrate their utilization of interviewing skills as professional social workers and the application of the Generalist Intervention Model in a laboratory setting.

Objective 6: Students will continue to develop effective professional client-worker relationship skills needed to work with individuals.

Objective 7: Students will acquire the basic principles, skills, and techniques of effective interviewing with individuals and demonstrate their utilization of interviewing skills as professional social workers.

Objective 8: Students will acquire knowledge of professional documentation and an understanding of the importance of it in social work practice.

2-22 The Generalist Intervention Model Ashman Engagement pp 145-149Assessment pp. 149-166

pp 189-207Discussion of Assessment ProjectRole Plays – (time permitting)

2-24 The Generalist Intervention Model (cont.)Intervention pp 219-239

Evaluation pp 267-293pp 293-305

Role Plays – (time permitting)

3-1 The Interview Ashman Ch 2Introduction Phase

Developmental Phase Termination Phase Role Plays

3-3 Recording Ashman Ch 16Social HistorySOAP

3-8 Review and overflow day

Practice Behaviors:1. Practice personal reflection/self-correction (EP 2.1.1.2)2. Attend to professional roles and boundaries (EP 2.1.1.3)3. Demonstrates professional demeanor (EP 2.1.1.4)4. Use supervision and consultation (EP 2.1.1.6)5. Recognize and manage personal values so professional values guide practice (2.1.2.1)6. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based

knowledge, and practice wisdom (EP 2.1.3.1)7. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)8. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)9. Gain sufficient self-awareness to eliminate the influence of personal biases and values in

working with diverse groups (EP 2.1.4.2)13

10. Recognize and communicate their understanding of the importance of difference in shaping life experiences (EP 2.1.4.3)

11. View themselves as learners and engage those with whom they work as informants (EP 2.1.4.4)

12. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)13. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)14. Use empathy and other interpersonal skills (EP 2.1.10.2)15. Develop a mutually agreed-on focus of work and desired outcomes (EP 2.1.10.3)16. Collect, organize, and interpret client data (EP 2.1.10.4)17. Assess client strengths and limitations (EP 2.1.10.5)18. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10. 6)19. Select appropriate intervention opportunities (EP 2.1.10.7)20. Help clients resolve problems (EP 2.1.10.10)21. Facilitate transitions and endings (EP 2.1.10.12)22. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)

UNIT 5 LEARNING OBJECTIVES ASSIGNMENT

3-10 Midterm Exam – learning assessment measure. The midterm will cover all assigned reading and materials covered in class

UNIT 6 LEARNING OBJECTIVES ASSIGNMENT Objective 1: Students will observe and assess effective communication and professional client-worker

relationship skills when working with individuals.Objective 2: Students will observe and assess the Generalist Intervention Planned Change Model which

incorporates the following skills: engagement, assessment, intervention, and evaluation.Objective 3: Students will observe and assess the basic principles, skills and techniques of effective

interviewing with individuals.Objective 4: Students will develop and assess effective communication and professional client-worker

relationship skills to work with individuals.Objective 5: Students will incorporate and demonstrate the basic principles, skills, and techniques of

effective interviewing with individuals.Objective 6: Students will apply the Generalist Intervention Planned Change Model which incorporates

the following skills: engagement, assessment, planning, implementation, evaluation, andtermination.

Objective 7: Students will demonstrate an understanding of themselves and their utilization of interviewing skills as professional social workers.

Objective 8: Students will demonstrate their utilization of interviewing skills as professional social workers and the application of the Generalist Intervention Model in a laboratory setting.

3-22 Review of Midterm ExamPlay sample audiotapes

3-24 No Class – Work on Assessment Projects

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3-29 Listen to practice audiotapes in small groups Assessment Projects and offer feedback. Due

3-31 View Sample Videotapes and discuss in classReceive Partners and Role PlaysSign up for taping sessions

4-5 Role Plays

Practice Behaviors:1. Practice personal reflection/self-correction (EP 2.1.1.2)2. Attend to professional roles and boundaries (EP 2.1.1.3)3. Demonstrates professional demeanor (EP 2.1.1.4)4. Use supervision and consultation (EP 2.1.1.6)5. Recognize and manage personal values so professional values guide practice (2.1.2.1)6. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based

knowledge, and practice wisdom (EP 2.1.3.1)7. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)8. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)9. Gain sufficient self-awareness to eliminate the influence of personal biases and values in

working with diverse groups (EP 2.1.4.2)10. Recognize and communicate their understanding of the importance of difference in shaping

life experiences (EP 2.1.4.3)11. View themselves as learners and engage those with whom they work as informants (EP

2.1.4.4)12. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)13. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)14. Use empathy and other interpersonal skills (EP 2.1.10.2)15. Develop a mutually agreed-on focus of work and desired outcomes (EP 2.1.10.3)16. Collect, organize, and interpret client data (EP 2.1.10.4)17. Assess client strengths and limitations (EP 2.1.10.5)18. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10. 6)19. Select appropriate intervention opportunities (EP 2.1.10.7)20. Help clients resolve problems (EP 2.1.10.10)21. Facilitate transitions and endings (EP 2.1.10.12)22. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)

UNIT 7 LEARNING OBJECTIVES ASSIGNMENT Objective 1: Students will develop an understanding of how research is used to provide high quality

services, initiate change, and improve and evaluate practice with individuals.Objective 2: Students will learn to build on a bio-psycho-social-cultural-spiritual model of assessment

across the life-span to create multi-dimensional interventions using a strengths-based perspective.

Objective 3: Students will begin to develop understanding and sensitivity of diverse populations and populations at-risk and how these groups influence practice.

Objective 4: Students will develop beginning assessment and intervention skills that will help them serve individuals from diverse populations and populations at-risk.

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Objective 5: Students will examine the dynamics of risk factors impacting at-risk groups and their access to resources.

4-7 Solution Focused Therapy “How to Interview for Client Strengths”

4-12 Rational-Emotive Therapy

4-14 Gender Sensitive Social Work Practice Ashman Ch 13Interviewing children and the elderly

Choose and read an article or portion of a reading from the syllabus bibliography (or from another source) and be prepared to connect it to our discussion.

Discussion of final Paper

Practice Behaviors:1. Use research evidence to inform practice (EP 2.1.6.2)2. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)3. Critique and apply knowledge to understand person and environment (EP 2.1.7.2)

UNIT 8 LEARNING OBJECTIVES ASSIGNMENT Objective 1: Students will continue developing and assessing effective communication and professional

client-worker relationship skills when working with individuals.Objective 2: Students will apply and assess the Generalist Intervention Planned Changed Model which

incorporates the following skills: engagement, assessment, planning, intervention, evaluation, and termination.

Objective 3: Students will demonstrate their understanding of themselves and the utilization of interviewing skills as professional social workers in a laboratory setting.

VIDEOTAPES ARE PLAYED AND CELEBRATED IN CLASS

All written work for videotaped assignments is due the same class period in which you present and process your tape in class.

Each student has 25 minutes to give an overview of his/her video, present their video, and receive feedback and input from colleagues.

Please review the attendance policy regarding these class periods. Each Student’s attendance for these presentations is very important. An absence during these class periods will be equivalent to two absences.

Thursday 4-21

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Tuesday 4-26

Thursday4-28

Tuesday5-3 Class assessments

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