THE COLLEGE OF ST. CATHERINE AND



“If there is radiance in the spirit, it will abound in the family.

If there is radiance in the family, it will abound in the community.

If there is radiance in the community, it will grow in the nation.

If there is radiance in the nation, the universe will flourish.” (Tao Te Ching)

St. Catherine University and the University of St. Thomas

School of Social Work

BSW Program

I. Course Title: SOWK4010 Generalist Practice I: Small Client Systems

Fall Term 2011

Saturday 8:30-12:00

102 Mendel Hall

St. Catherine University

Course Credit: 4 Semester Credits

Instructor: Felicia Washington Sy, Ph.D., LICSW

Office: Summit Avenue Classroom Building 316 (UST)

Phone: 651-962-5813 Fax: 651-690-8821

Email: sy009214@stthomas.edu

Office Hours: R 11:00-1:00; Saturday 12:00-1:00,

And by appointment

Mailing address:

University of St. Thomas

2115 Summit Ave, SCB #201

St. Paul, MN 55105

II. Required Texts/Readings:

Sheafor, B.W. & Horejsi, C.R. (2008). Techniques and Guidelines for Social Work Practice Belmont, (8th ed.). CA: Brooks/Cole.

Collins, D., Jordan, C. & Coleman, H (2010). An Introduction to Family Social Work (3rd ed.). Belmont, CA: Brooks/Cole.

III. Course Description:

This is the third course in the four-part practice sequence. This course prepares you for generalist social work practice with individuals, families and groups in the context of their social environments with emphasis on aspects of diversity. A primary focus is the application of social work knowledge through increased development of skills. The overall goal of the course is integration and application of the stages of the generalist social work method. Prerequisites: SOWK 385; senior major status. Co-requisite: SOWK 405

IV. Course Objectives:

The purpose of the senior-level practice classes is to continue to further develop knowledge, values, and skills of generalist practice, whereby students use a planned change process of engagement, assessment, prevention/intervention, evaluation and ending with client systems of all sizes (individuals, groups, families, organizations, and communities). Senior practice classes are open only to students who have been accepted into the social work major.

Upon completion of the class activities, assigned reading, and written assignments in SOWK 401: Generalist Practice I: Small Client Systems, the students will have achieved the practice behaviors and competencies reflected in the following course objectives.

1. Demonstrate professional demeanor in behavior, appearance, and communication. C2.1.1.4

2. Practice self-reflection, self-correction, and maintain professional boundaries. C2.1.1.2, C2.1.1.3

3. Tolerate ambiguity in resolving ethical conflicts while applying strategies of ethical reasoning to arrive at principles decisions. C2.1.2.3, C2.1.2.4

4. Use critical thinking to continually analyze models for planned change. C2.1.3.2

5. Engage small client systems in planned change. C2.1.10 a-e

a. Use interpersonal skills to engage small client systems in the planned change process.C2.1.10 a.1, C2.1.10 a.2, C2.1.10 a.3, C2.1.10 b.1, C2.1.10 b.2, C2.1.10 b.3, C2.1.10 b.4, C21.10 a.4

b. Collect, organize, and interpret small client system data to assess their strengths and challenges. C2.1.10 b .1, C2.1.10 b.2

c. Develop mutually agreed-on intervention/prevention goals and select appropriate strategies. C2.1.10 b.3, C2.1.10 b.4, C2.1.10 a.4

d. Initiate action to implement prevention/intervention strategies to enhance small client systems’ capacities that are consistent with organizational goals. C2.1.10 c.1. C2.1.10 c.4

e. Continuously analyze, monitor, and evaluate interventions with small client systems’ progress toward goals using multiple sources of data. C2.1.6, C2.1.10d.1, C2.1.10d.2, C2.1.10d.3

f. Facilitate transitions and endings by planning for, integrating, and promoting sustainable and transferable small client systems change. C2.1.10 e.1, C2.1.10 e.2

6. Demonstrate effective oral and written communication. C2.1.3.3, C2.1.3.4

7. Understand the relationship between culture and family dynamics. C2.1.4.2, C2.1.4.4

8. Apply practice strategies to engage in diversity and difference in working with individuals and families. C2.1.4.1, C2.1.4.3, C2.1.4.5

9. Understand and apply evidence-based prevention/intervention strategies with small client systems. C2.1.6.1, C2.1.6.2

V. Course Policies:

Attendance:

Professional education involves experiential and collaborative learning and the development of high standards of personal responsibility. Each student is a valuable resource in the learning experience of the class as a whole. Therefore, students are expected to attend class regularly, arrive on time, be prepared, and participate at their level of comfort in order to enhance activities and discussions for all.

Religious Observances

Christian religious holydays are reflected in the academic calendar of the University. If you are a member of another religious tradition and you wish to be excused from a class or wish to reschedule an assignment due date in order to observe a religious holyday, please discuss with me during the first two weeks of the course so that we can plan ahead together.

Incompletes

A grade of incomplete will be granted only when the student has met the majority of the course material. Please see University catalogue for greater details.

Classroom Accommodation Policy

Classroom accommodations will be provided for qualified students with documented disabilities. Students are required to contact the Enhancement Program at the University of St. Thomas and Resources for Disabilities at St. Catherine University about accommodations for their courses within the first two weeks of the term. Appointments can be made at the Enhancement Program by calling 651-962-6315 or the Resources for Disabilities office at 651-690-6563. For further information you can locate the Enhancement Program on the web at Resources for Disabilities at .

Pandemic Policy

Since St. Catherine University and the University of St. Thomas are committed to the healthy well-being of our communities, we support The Centers for Disease Control¹s following recommendation: students, faculty, or staff with influenza like illnesses (temperature of 100.0 or greater, plus a cough or sore throat) are directed to self isolate (or stay home) for at least 24 hours after their fever is gone without the use of fever-reducing medicine. In the event that students are unable to attend classes due to this self-isolation recommendation, they should notify their professors of their absence. Faculty will provide opportunities for these students to participate in alternative delivery of class material due to illness. It will be the responsibility of the instructor, to create appropriate course-specific accommodations for students with illnesses.

Additionally, it is the expectation that students conduct themselves ethically and that illness-related accommodations are not abused.

Writing Intensive Requirement

This course is part of the writing intensive requirement for the major. The social work program is committed to assisting students in developing the writing skills needed for social work practice at all levels: with individuals, with groups and communities and with social institutions. On each of these levels, social workers must communicate their professional knowledge purposefully, clearly, thoughtfully and ethically. In addition, the program recognizes the potential of writing as a tool to enhance the self-awareness, reflections, and critical thinking skills which nurture personal and professional development. Social work majors meet the writing intensive requirement in this course through several written assignments. These papers are formal. Spelling, punctuation and grammar need to be correct and your thoughts need to be well organized.

VI. Learning Environment:

Participation and Teaching Methods

This course uses a combination of lecture, discussion (both large and small group), classroom exercises, readings, and written assignments. Your thoughtful participation is essential both for your own learning and that of your class peers. I am particularly interested in your ability to integrate the material from other social work classes and your field placements into the content of this class. Obviously, if you miss a class, your contributions will be missed as well. Being on time and coming fully prepared are extremely important aspects of social work professionalism. Furthermore, it would be difficult, if not impossible, to learn social work practice from the reading alone.

Late Assignments

Papers and assignments are due in class on the date assigned. Papers handed in 1 to 7 days late will be marked down one letter grade (e.g., from an A- to a B-). Anything handed in 8-14 days late will be marked down two letter grades, and so on. There are several reasons for this policy. First, the class moves along quickly. You don’t want to get behind as you may not be able to catch up. Second, to be fair, people need to take the same amount of time on each assignment. If you take a week or two extra, your work should be of higher quality than others. To compensate, I need to lower your grade.

Evaluation of Course

Evaluation of courses and instructors by students constitutes an important aspect of our program's quality review process. Students will have an opportunity to give their feedback and assessments of instructional effectiveness, the relevance of course content, reading assignments, texts, evaluation methodologies, and quality of learning experiences using the universities’ format for evaluation. Ongoing feedback to the school and me will be requested regarding class content, learning process and required readings/texts. At times, third party assessment may be included. Any evaluations will be treated as anonymous communication unless students voluntarily elect to identify themselves.

VII. Student Evaluation and Grading:

Final grades will be calculated according to the following formula:

Practice Framework Paper 40

10 points: draft & peer review, 30: final paper

Family Interview/Assessment Paper 30

Evaluation and Ending Paper 30

Midterm Exam 25

Final Exam 25

Reflective Responses 30

10 point per entry

Attendance & Participation 20

Total Points 200

Type papers, double-spaced. Use spell and grammar check and edit your papers carefully.

Grading will include consideration of the following criteria:

1. Completeness in fulfilling the requirements as specified in the assignment outline (at a minimum). A paper that merely fulfills the assignment is a C paper (average). Obviously, a paper that does not fulfill the assignment or leaves out parts of the assignment, it is not a C paper.

2. If your paper is either, well-written and edited or goes beyond minimum standards, it is a B (or above average) paper.

3. If your paper is both well written and edited and goes beyond minimum standards, it is an A paper (outstanding).

Ethics, Integrity, and Professional Behavior:

Please use high professional and ethical standards both in your interactions with colleagues and in your written work. Papers in this class are to be original work rather than a recycled version of work from another class. Handing in work other than your own or recycled personal work will result in an automatic failing grade.

VIII. Course Requirements & Assignments:

1.

Practice Framework Paper (Draft Due to Peer Review Group: September 28th ; Final Draft Due to me October 21st).

1. Purpose: To increase your knowledge about practice theory.

2. Structure/Process:

a. This paper (30 points) should be approximately 5-6 pages and include:

1. Cover page

2. APA-style reference section that includes at least three articles from professional journals

b.Email a draft to your Peer Review Group by September 28th. You will read drafts of each members’ paper and provide feedback on a form to be distributed in class. You do not need to edit others’ papers. It is more important to help them formulate ideas clearly and see logic and arguments that are not clear to the reader. You will spend time in class on October 1st giving each other feedback. Hand in these drafts along with your final paper on October 21th . (10 points)

1. Choose any of the practice theories or models described on pp. 95-112 (do not select a practice perspective). It would be a good idea to begin with the Encyclopedia of Social Work as a source to gain an overview of the theory.

2. Do a literature search to find several articles (minimum 3), from professional journals describing the theory or model. The journal article can focus on any practice issue. The important piece is to find articles that use the theory/model you have selected.

3. Write a summary, in APA style, of the theory/model (5-6 pages).

4. Address the following points in your summary:

a. an opening paragraph (introduce the model, summarize the content of your paper/the map)

b. target population

c. target problem

d. desired outcomes

e. background/history

f. values and principles

g. techniques and methods of intervention

h. compatible practice perspectives and/or theoretical orientation

i. research on the theory/model relating to outcomes and goal attainment

j. critique of the model/theory

k. summary or closing section

B. B. Family Interview/Assessment (Due: November 12th, 5-7 pages)

C.

D. 1. Purpose: To practice interviewing, engagement, assessment, and writing skills.

E.

F. 2. Process:

a.Interview (spend 40-60 minutes) a family with all members present. Choose a family that differs substantially from your own in several ways (i.e. race, ethnicity, religion, class, sexual orientation, etc). The family does not need to be “troubled.”

b.Map: Develop an assessment “map”(use Sheafor & Horejsi, pp. 270-275 and/or Collins, pp128-130). Choose 8-10 questions that you will ask the family members.

G. Consider questions you may ask as follow-up.

H.

I. c. Ask the family members to complete the consent form.

J. 3. Planning: How will you articulate the purpose, your role, family members’ roles? Think of how you will phrase the questions to the family members. How will you take case notes and how will you explain why you are taking notes? Where will you meet? How will you begin and end the meeting?

K.

L. 4. Structure of the paper:

M. a. Description of the family member (race, ethnicity, membership).

N. b. Include a genogram and ecomap to illustrate the family system.

O. c. Identify each question asked during the interview and summarize the responses you received from family members for each of the assessment questions.

P. d. Summarize areas of family strength and resiliency.

Q. e. Describe how this family is different than your own.

R. f. Discuss what you learned about Family Social Work.

C. Evaluation and Ending Paper (Due: November 19th)

1.Purpose: To integrate theory and practice regarding the evaluation and ending phases of the planned change process, using work you are currently doing at your internship.

2.Process: Write a 4-5 page paper describing the evaluation and ending process with one of your client systems. Use several quotes (reference these quotes) from your textbooks throughout the paper to demonstrate your ability to link theory to practice.

Evaluation

a.Describe the client system situation.

b. Identify three goals for your client system.

c. Identify a monitoring strategy for each goal.

d.Identify and describe methods you would use to evaluate the outcome of the interventions

b. Identify how you will assess the final outcome for each of the goals. Be specific as to the methods you will use and state exactly how you will measure each goal. At least one of these monitoring strategies must be a single-system design.

Ending

a.Identify and describe how you would address each of the 5 steps in the ending phase of the planned change process (Collins, chapter 14) with the client system.

D. Exams

There will be two take-home exams.

Midterm Exam is due on October 15h.

Final Exam is due on December 10th.

E. Reflective Responses

1.Purpose: is to assist you in reading the texts as critical thinkers, articulating key concepts, and raising issues to discuss during class or with field work instructors. This thinking will model the kind of professional development you will be engaged in as you move into practice, identifying questions and seeking ideas from colleagues, supervisors, professional journals, as well as attending professional development opportunities.

2.Structure:

a. Reflective Responses are due 3 times during the term (10 points per journal entry): September 10, September 17 and October 29. Your entries should contain responses to EACH of the following questions:

• Additional questions for each Reflective Responses will be distributed during class sessions.

• Reflect on the reading materials for the week. What interested you, attracted you, surprised you or irritated you about them? Cite pieces from the readings.

• What do you still want to know about the topic? What are you confused about? Cite pieces from the readings.

• How does the reading relate to your field placement or your future practice of social work? Cite pieces from the readings.

• In what ways do you disagree with the readings? Cite pieces from the readings.

I am not looking for writing skills so much as I want to see what you are thinking and how you are processing course topics and integrating them into your practice. Therefore a different standard will be used for grading your responses than for other papers. (i.e. are you writing a full three or more pages during the reflection? Are you using the journal to add depth to your thinking? Are you citing the textbooks?)

V. Course Schedule

|Date |Topic |Assignment |

|Saturday |Introductions |Collins, Chapters 1 & 2 |

|September 10 |Professional Behavior in the Classroom/Learning | |

| |Culture, Syllabus |Sheafor & Horejsi, Chapters 6 & 7 |

| |Values and Principles of Family Social Work | |

| |Diverse Family Structures |Reflective Response I |

| |Generalist Social Work | |

| |Planned Change Process | |

| |Theoretical Foundation: | |

| |Practice Frameworks, Models and Perspectives | |

|Saturday |Engagement Phase |Collins, Chapters 3, 4 & 5; pp.264-267 |

|September 17 |Core Skills to Build Relationships | |

| |Intakes |Sheafor & Horejsi: Chapter 10, pp. |

| |Beginnings/First Meetings |190-194 |

| |Goals and Contracts | |

| |Recording Tools |Reflective Response II |

| |Organizing and Writing a Paper | |

| | |Email Practice Framework paper to |

| | |members of your Peer Review Group & to |

| | |me by September 28th |

|Saturday |Assessment Phase |Collins: Chapters 6, 7 |

|October 1 |Qualitative Methods | |

| |Family Strengths and Resilience |Sheafor & Horejsi, Chapter 5, 12 |

| |Developmental Perspective |and pp.168-173 |

| |Ethical Decision Making | |

| |Strategies |Review Power Point: Grandparents |

| |Peer Review Group Meetings |Raising Grandchildren |

| | | |

| | |Minnesota Board of Social |

| | |Work Code of Ethics |

| | |NASW Code of Ethics |

| | | |

| | |Drafts & Feedback Forms of Peers’ |

| | |papers |

| | | |

|Saturday, |Assessment Phase |Sheafor & Horejsi, Chapter 11 |

|October 15 |Purpose | |

| |Quantitative Methods |Collins: Chapters 8, 9 |

| |40 Developmental Assets | |

| |Cultural Sensitivity | |

| | |NASW Standards for Cultural Competence |

| | | |

| | |Mid Term Exam |

| | | |

| |MIDTERM WEEK | |

| |OCTOBER 17-23: | |

| | | |

| |Practice Framework Paper | |

| |Due on Friday October 21st | |

|Saturday |Assessment Phase |Collins: Chapter 10, 11 |

|October 29 |Selecting Appropriate Prevention/Intervention | |

| |Strategies |Sheafor & Horejsi: Chapter 13 & p.103 |

| |Practice Frameworks/Techniques | |

| |Mutual Goal Setting |Review Power Point – Crisis |

| |Contract for Prevention/Intervention |Intervention |

| | | |

| | |Reflective Response III |

|Saturday |Prevention/Intervention Phase |Collins: Chapter 12, 13 |

|November 12 |Prevention/Intervention Models | |

| |Facilitating Change: Evidence- Based Practice |Family Interview/Assessment Paper |

| | | |

| | |Review Power Point: Trauma |

|Saturday |Monitoring/Evaluation Phase |Sheafor & Horejsi: Chapter 14 |

|November 19 |Analyzing & Evaluating Strategies | |

| |Monitor Progress Toward Goals |Evaluation and Ending Paper |

| |Evaluate Outcomes | |

| | |Review Power Point: Living with |

| | |Disabilities |

|Saturday, |Ending Phase |Sheafor & Horejsi: Chapters 15, 16 |

|December 3 |Facilitating Transitions | |

| |Ending the Family’s Work |Collins: Chapter 14 |

| |Sustaining Change | |

| |Family Social Work Group Role Play – Fishbowl |Review Power Point: Grief & Loss |

| |Course endings | |

| |Final Exam Week: | |

| |December 5-12 | |

| |Final Exam Due on: | |

| |Friday December 10th | |

IX. Supplemental Reference List: (Optional)

X. Bibliography: The bibliography for this course is posted on line.

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