ࡱ>  mbjbj $xx7l $P9Plj#4WWW222kkkkkkkmpk922kWW lc"c"c"*WWkc"kc"c"a gW Uxr cHk l0Pl?d(q!p(qtggR(q+h2rc"D\222kk!d222Pl(q222222222 :  Tennessee State University Social Work ProgramSocial Work Interviewing Skills SOWK 2100-01 FALL 2010 Credits: 3Instructor: Delores Butler, LAPSW Email: dbutler@tnstate.edu Office: Elliott Hall 305 Time: 9:40am -11:05am Th Location: Elliott Hall 308 Office Phone: 963-7666 COURSE DESCRIPTION Introduction to Social Work generic interviewing skills, essential facilitative qualities, and professional integrity. Emphasis on working with culturally and psychologically, diverse and oppressed client systems. Prerequisite: SOWK 2010. REQUIRED TEXTS Cournoyer, B. R. (2008). The Social Work Skills Workbook. (5th Edition). Belmont, CA: Thomson Brooks/ Cole. SKILLS & ASSESSMENTS SkillAssessmentDefine the components of the generalist intervention modelExaminationsIntegrate reflection and scholarship in a term paper.Articulate personal and professional values.Who Am I: Communication Style & Values AnalysisDemonstrate basic interviewing skills and critique the implementation of interviewing skills.Practice Video Recording Practice Video Review: Your VideoDistinguish between critical and ancillary information in case information.Scenario Reviews Client Problem Video Script  Who Am I PAPER *EVALUATION: Percentage Basis A term paper describing your communication style and values. This paper is a scholarly discussion of the processes that have shape your prejudice, interactions, and approach to others. Submit a written report including the following: 25% of points 1000 words or less. Examination of Self: the students review of his/her ego defenses, logical fallacies, values, and beliefs in the context of the ideas discussed in class. Self-appraisal in some form must be prominent. Develop a clearly stated question to guide the report. 25% of points 1000 words or less. Examination of the Literature: a review of scholarly literature in reference to the question posed. Develop at least one clearly stated hypothesis in the form: If I change [some aspect] of myself, it would influence the way I interact with [some person or group] positively. 20% of points 850 words or less. Analysis: the students understanding of the origins, supporting factors/experiences for his/her assumptions, environmental context of their development, and how similar characterizations are discussed in scholarly literature. Papers should be no more than 2500 words, include 10 or more scholarly references. No web sources will count toward the required 10. Use scholarly method to add legitimacy to your report and headings to add readability. All reports should be typed, double-spaced, in APA format. PAPERS SUBMITTED AT THE DEADLINE THAT DO NOT FOLLOW THE ABOVE WILL NOT BE READ. 30% of points - * Written Evaluation Rubric Scenario Reviews EVALUATION: Percentage Basis 50% of points 250 word or less analysis of the scenario marked by scholarly references and/or concepts germane to the course. 50% of points Thoughtful critique of the scenario marked by at least 3 alternative interaction comments per scenario. Video Projects Client Problem Video Script LATE PAPERS RECEIVE I LETTER GRADE LOWER *EVALUATION: Percentage Basis 1. 50% of points Following the guidelines provided by the professor for formatting the script. 2. 50% of points Include verifiable citations of concepts addressed at each statement of the script. Practice Video Recording NO MAKEUPs WILL BE SCHEDULED *EVALUATION: COMPLETE/NOT COMPLETE A 10-minute recording of your interviewing skill proficiency. *A RUBRIC WILL BE USED TO EVALUATE THIS PROJECT. A RUBRIC IS AN OBJECTIVE METHOD OF MEASUREMENT. EACH STUDENT WILL RECEIVE THE RUBRIC FOR REVIEW AND REFERENCE. Examinations A total of 2 examinations will be administered over the course of the semester. 60 minutes of class will be allotted for each exam. Students WILL NOT be given make-up quizzes for any exam missed. Exams may cover anything discussed or assigned in reading. MEETING SCHEDULE SKILLSDATELESSON TOPICSLEARNING ACTIVITIES RESOURCESArticulate personal and professional values.Introductions My People ExerciseExplore the course outline. Begin to love the course. Distinguish between prejudices and professional judgment. Respond to your personal prejudices. Course Syllabus Chapter 2 Cournoyer (2008) especially p. 65-67AttractionDistinguish between appropriate and inappropriate thoughts. Explore your standards of visual beauty.Chapter 2 Cournoyer (2008) especially p. 46-48Essential SkillsDefine Empathy, Respect, and Authenticity. Explore your capacity to demonstrate social work essential skills.Chapter 1 Cournoyer (2008)Code of EthicsObtain a copy of the NASW Code of Ethics  HYPERLINK "http://www.socialworkers.org/pubs/code/code.asp" http://www.socialworkers.org/pubs/code/code.asp Read the code of ethics. Explore your feelings concerning social work core values.NASW Code of Ethics Chapter 3 Cournoyer (2008)Parameters of CompetenceIdentify the organizations that impact assessment of competence in social work. Express how you will know when you are ready to practice social work.Chapter 2 Cournoyer (2008) Legal ObligationsIdentify the legal obligations of social workers. Share how you make choices when two good options exist.Chapter 3 Cournoyer (2008) Ego Defenses and Logical FallaciesExamine methods individuals use to defend concepts of self. Explore your values and how you arrived at a concept of truth.Ego Defenses Handout Chapter 2 Cournoyer (2008) especially p. 33-41Jeopardy IExamination IPoint: Know your role. Know your competence. Know your self.Exam covers lecture, notes, and readings. Integrate reflection and scholarship in a term paper.PIE, GIM, and Ecological SystemsExplain the generalist intervention model. Create and reflect on your own eco-map.Chapter 1, 2 Cournoyer (2008) especially p.6, 50-52 Engel, G.L. (1977). GIM HandoutGenerations and ValuesCreate a genogram. Explore the relationships that maintain your values and habits.Chapter 2 Cournoyer (2008) especially p.48-50Reflective WritingList criterion for reflective writing. Reflect on appropriate and inappropriate disclosure.Scholarly Writing with FeelingsOutline a scholarly paper. Reflect on using your own experience as a case study within a scholarly paper.Define the components of the generalist intervention model.EngagementRecall the elements included in an engagement presentation to a client. Support your views on client empowerment.Demonstrate basic interviewing skills and critique the implementation of interviewing skills.Scenario IPoint: Create and deliver an engagement presentation.Course Syllabus Chapter 4,5,6 Cournoyer (2008)Change: the TTM WayOutline a process for client and societal change. Balance the work of preparing persuasive information with the patience required when you encounter disagreement.  Define the components of the generalist intervention model.Assessment I: Process Identify the key techniques in assessment: probing, reflecting, and noting. Balance the value of techniques and intuition based on beliefs, behaviors, feelings, sensations and context of the client.Chapter 7,8 Cournoyer (2008) Assessment II: Practice Contexts Explore various contexts across ecological systems where assessment may be used. Reflect on your favorite ecological level of practice.HandoutsPlanningIdentify key techniques in planning: parsing, prioritizing, translating, strategizing, mapping, and contracting. Debate the usefulness of client primacy.Chapter 9 Cournoyer (2008) especially p. 304, 323-325, 330-333Demonstrate basic interviewing skills and critique the implementation of interviewing skills.Scenario IIPoint: Create a template for developing a client interview script.Define the components of the generalist intervention model.ImplementationIdentify key techniques in implementation: focusing, advising, educating, representing, reframing, confronting, responding with immediacy, and recording progress. Examine your own cultural competence.Chapter 10 Cournoyer (2008)EvaluationIdentify common practice evaluation methods both in session (scaling) and after session (single-subject design). Consider your capacity to contribute to the knowledge base of social work. Consider your capacity to create teaching/training materials based on client interactions.Chapter 10 Cournoyer (2008)TerminationIdentify termination tasks, timing, and reflection. Share how you will deal with emotional attachments to clients.Chapter 11 Cournoyer (2008)Distinguish between critical and ancillary information in case information.Scenario IIIPoint: Recognize GIM elements in practice.Define the components of the generalist intervention model.Practice Video ScriptDUE: Practice Video ScriptDistinguish between critical and ancillary information in case information.Practice Video RecordingRecording TodayPractice Video RecordingRecording TodayReflections on CourseJeopardy II EVALUATION FORMAT ADVANCE \d4Graded Items in this Course ADVANCE \d4% Achieved ADVANCE \d4Points Possible ADVANCE \d4Graded Items in this Course  ADVANCE \d4% Achieved ADVANCE \d4Points PossibleScenario I Review (final exam time )20Comprehensive Final Examination30Scenario II Review ()20Who Am I: Communication Style & Values Analysis (Due 3/31 )60Scenario III Review ()20Client Problem Video Script (Due 10/22/12 )50Examination I ()40 Video Recording (Recording: 12/3 &12/6 )40COLUMN TOTAL100COLUMN TOTAL180COLLABORATION POINTS Student Learning Self-Assessment Sheet to be completed and turned in to the Professor by December 6, 2012 40Final Point Total Used to Calculate Your Final Grade. Calculate your final grade by adding POINTS ACHIEVED + COLLABORATION POINTS and dividing that total by 2.8.280GRADING SCALE A = 90 100 B = 80 89 C = 70 79 D = 60 69 F = 59 and below ExpectationDefinitionIdentify as a professional social workerAs students, you can expect to have your current knowledge, skills, and values challenged as you learn and wrestle with professional social work knowledge, skills, and values in the development of a professional social work identity.Demonstrate a Proactive Commitment to LearningAs a student, you are expected to take time to review the syllabus and workload of the course to make a self-assessment to your abilities to fulfill the course requirements. As needed, you should request additional information about assignments or grading procedures. Faculty may respond to your request individually or as a group, in class or out of class time. If you recognize a conflict between due dates in the course and your personal responsibilities, notify your professor immediately to problem-solve and negotiate a resolution.Utilize Resources and Feedback with EfficacyAs a student, you are expected to identify and communicate concerns you have and to seek out help. Likewise, as a student, you need to be open to feedback by the faculty on your work and professional behaviors and be willing to effectively use and integrate that feedback into future work and your understanding of professional social work behaviors. If you are unable to contact a professor or other support resource, be sure to take note of the time, date, mode of contact to record a concrete timeline of events. This will help us improve the system of support so that it better responds to your needs.Communicate Effectively with respect and cultural competenceStudents are expected to develop communication and language that does not attack individuals for beliefs, but engages in dialogue concerning substantive issues, demonstrates critical thinking, and is supported by a rationale and evidence. Apply Problem Solving and Critical Thinking SkillsStudents are expected to ask questions in a way that demonstrates your knowledge and your thought process. In asking questions, students may adopt the following manner: I understand that this is but I dont see how this relates to that? or May I have a point of clarity?Demonstrate Self-Awareness and Ethical ConductStudents are expected to embrace the idea that you represent the social work profession when you are in the community and working with our partner agencies. You are also expected to take time to become familiar with the NASW Code of Ethics. You will, also, need to set time aside to reflect on, to integrate, and to assess your learning about and understanding of ethical decision making.Manage a Healthy & Balanced Lifestyle effectively Managing Stress Students are expected to take advantage of the multitude of resources available during matriculation. If you feel overwhelmed, talk to someone and see out help. FAILURE TO ADHERE TO THE ABOVE PROFESSIONAL EXPECTATIONS MAY RESULT IN DISCIPLINARY ACTION BY THE INSTRUCTOR, AND THE DEPARTMENT OF SOCIAL WORK  SEQ CHAPTER \h \r 1STUDENT LEARNING SELF-ASSESSMENT Fall 2012 This survey is to be completed and turned in at the end of the semester when this course is completed. Your response on this survey does not impact your grade. The information you provide is used to determine possible social work program improvements. 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