DEPARTMENT OF SOCIAL WORK

 

SWK 250-001:  FOUNDATIONS FOR PRACTICE

Spring 2003

                                       Monday, Wednesday, Friday - 1:00 to 1:50 p.m.

                                                                  Henderson 309

                                     _________________________________________

                                    INSTRUCTOR:  Linda Openshaw, D.S.W., A.C.S.W.         

                                    OFFICE:  Henderson 310

OFFICE HOURS:  Monday, Wednesday, & Friday

8:00 a.m. to 10:00 p.m.; Tuesday 9:00 a.m. to 5:00 p.m.

                                    OFFICE PHONE:  (903) 468-6095              

                                    E-MAIL: Linda_Openshaw@tamu-commerce.edu                 

  __________________________________________

 

I.  COURSE DESCRIPTION:

            This course provides an overview of the generalist social work problem-solving process.  Students develop relationship building, problem identification, and data gathering skills, which are used with all levels of client systems.  Interviewing and written documentation skills are developed through in class interviews, role-plays, and written assignments.  Special attention is given to ethical practice and issues of diversity. 

 

II.  GOALS AND OBJECTIVES:

A student who successfully completes this course should be able to:

Apply critical thinking skills within the profession of social work as it relates to generalist practice. 

Understand social work’s value base and ethics as presented in NASW’s Code of Ethics.

Be aware of personal values and how they affect practice, services, and clients in generalist practice. 

Promote understanding, affirmation and respect for diversity in generalist practice.

Understand factors that contribute to placing clients at risk of social and economic injustices.   

Understand and interpret the history of the profession as related to current issues and structures in generalist practice.   

Apply knowledge and skills of generalist social work perspective to practice with systems of all sizes.  

Focus on strengths, capacities and resources of client systems in generalist practice.

Work with micro, mezzo and macro client systems.

Know appropriate helping relationships with client systems, including communication skills.

Know data gathering, assessment, and planning skills.

Identify, analyze, and learn how to implement empirically based interventions in generalist practice.  

Know how to evaluate program outcomes and practice effectiveness in generalist practice. 

 

III.  TEXT:

            Kirst-Ashman, Karen K. and Grafton, H. Hull, Jr.  (2002).  Understanding Generalist Practice (3rd ed.).  Pacific Grove, CA:  Brooks/Cole

           

        Supplemental Text: 

            Hepworth, D. H. & Larsen, J.A. (1997).  Direct Social Work Practice:  Theory and Skills (5th ed.). Pacific Grove, CA:  Brooks/Cole

 

IV.  GRADING:

            Helping Process Paper                                100 points

            Assessment & Treatment Plan                     100 points

            Interview                                                      50 points

            Mid term examination                                 100 points

            Final Examination                                        100 points

            Attendance and class participation                 50 points

                        TOTAL                                          500 points

 

            A = 450-500 points

            B = 400-449 points

            C = 350-399 points

            D = 300-349 points

            F = 299 and below

 

V.  CLASS ATTENDANCE AND PARTICIPATION: 

            Class attendance and participation are mandatory.  Student class attendance is essential to achieving the course goals.  Roll will be taken at the beginning of each class.  It is your responsibility to notify the instructor if you arrive late; however, students who miss more than half of class will not be given credit for attendance.  The University policy on attendance will be followed in this class -- students who miss more than six classes may be dropped from the course. Attendance will be taken and reflected in the grade.  Excused and unexcused absences present the same problems to your success in this class.  Please contact the instructor immediately following an absence to determine if a makeup assignment can be completed to cover missed course material. 

            Class participation has three components:  (1) appropriate verbal and non-verbal interactions with classmates, (2) attentiveness, and (3) active involvement in class activities.  Evaluation of class participation is based on instructor observation.  Students will be given verbal feedback if problems are evident. 

 

VI.  POLICY ON PLAGIARISM AND CHEATING:

            Students at Texas A&M University-Commerce are expected to maintain high standards of integrity and honesty in all their scholastic work.  Faculty are expected to uphold and support student integrity and honesty by maintaining conditions that encourage and enforce academic honesty.  Conduct that violates generally accepted standards of academic honesty is defined as academic dishonesty.  "Academic dishonesty" includes, but is not limited to, cheating on exams or other course assignments, collusion (the unauthorized collaboration with others in preparing course assignments), abuse (destruction, defacing, or removal) of resource material, and plagiarism. 

            Plagiarism is the “[A]ct of appropriating the literary composition of another, or parts of passages of his [or her] writings, or the ideas or language of the same, and passing them off as the product of one’s own mind.”  (Black’s Law Dictionary, Abridged Fifth Edition, 1983).  When a student gives proper credit to the source, it is not plagiarism.

            Some examples of cheating include copying answers from another’s test or assignment, using notes during an exam, giving or receiving help on assignments, and submitting work already submitted or a previous class for credit in another class.  If a student suspects cheating is occurring during an exam, the student must immediately notify the instructor so that the instructor can evaluate the situation while it is occurring. 

            Law, University policy, and ethical standards all require that students refrain from plagiarism or cheating in any form.  Social workers must be honest and trustworthy; therefore, social work students must avoid any behavior that is dishonest or impairs the trust of others.

            Instances of suspected plagiarism and/or cheating will be thoroughly evaluated.  Students found in violation of this policy will be subject to disciplinary action by the Department and University.

 

VII.  OVERVIEW OF ASSIGNMENTS:

Helping Process Paper:  This assignment is designed to encourage students to think about the helping process. Specifically students are to identify in writing, from personal experience, the relationship factors that allow help to take place. 

 

Treatment Plan:  Conduct an intake interview with an individual.  Write a multi-dimensional assessment prioritizing the client's problem based on an outline provided by the instructor.  Write a treatment and intervention plan that includes information about development, community contingencies, family relationships, and other factors that relate to the individual client.  Include a measurement plan for evaluating the effectiveness of the intervention.  Write a termination plan and measurement of success. 

 

Interview - during class time.  The class members will comment on the use of empathy and verbal following skills.   

 

 

VIII.  EXAMINATIONS: 

There will be one mid-term and one final examination.  Each examination will be worth 100 points.

 

IX.  POLICY ON DUE DATES: 

Assignments will not be accepted after the due dates.

 

 

 

SWK 250-001:  FOUNDATIONS FOR PRACTICE

                                                             COURSE OUTLINE

 

I.          Overview of the helping process

            A.        Introduction to the Generalist problem Solving Method

            B.         Define the Social Work Generalist

 

II.         Social Work Values and Ethics

            A.        Commitment to the primary importance of the individual in society

            B.         Commitment to social change, to meet socially recognized needs

            C.        Commitment to social justice and the economic, physical, and mental well being of all in society

            D.        Respect and appreciation for individual and group differences

            E.         Commitment to developing client systems abilities to help themselves

            F.         Willingness to transmit knowledge and skills to others

            G.        Willingness to keep personal feelings and needs separate from professional relationships

            H.        Respect for confidentiality

            I.          Willingness to persist in efforts on behalf of the client system despite frustration

            J.          Commitment to a high standard of personal and professional conduct

 

III.       Communication process

            A.        Verbal channel

            B.         Non-verbal channel

            C.        Differences in communication styles across cultural groups

 

IV.       Relationship building

            A.        The significance of relationship building across voluntary, involuntary, and non-voluntary client systems and across diverse clients groups, including ethnic groups, women, children and the aged, gay and lesbian clients, and persons with severe and persistent mental illness.

            B.         The role of environment/setting on rapport

 

V.        Interviewing skills

            A.        Empathy

            B.         Authenticity

            C.        Attending

            D.        Exploring

            E.         Focusing skills

 

VI.       Cross-cultural interviewing

            A.        The effects of race, class, ethnicity, and gender on relationship building

            B.         The effects of race, class, ethnicity, and gender on the application of interviewing skills

 

VII.      Application of Interviewing skills

            A.        Individuals

            B.         Small groups

            C.        Families

            D.        Organizations

            E.         Communities

 

VIII.     Generalist approaches to data gathering in large systems

            A.        Data gathering in organizations

            B.         Date gathering in communities

 

IX.       Written communication skills

            A.        Report writing, APA style

            B.         Case recording avoiding bias and stereotyping

 

X.        CLASS PROGRAM AND READINGS:

 

Week

Date

Topic

Assignment

1

January 2003

 

 

 

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

 

Class introduction.  Review of course syllabus and assignments.  Overview of class subject matter.  Introduction of class members.  The generalist intervention model. 

Video: What Do Social Workers Do?

Kirst-Ashman,  Ch. 1

In-class paper on professional identity

2

January 2003

 

 

 

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

 

No Class Monday, January 20th – Martin Luther King Day

Micro practice skills. 

No class Friday, January 24th

 

 

 

Kirst-Ashman, Ch. 2

 

 

3

January 2003

 

 

 

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

 

Mezzo practice skills.  

Shulman video on group first sessions

Helping Process Paper due Friday, January 31st

 

Kirst-Ashman, Ch. 3

 

 

 

 

4

February 2003

 

 

 

 

 

 

1

2

3

4

5

6

 7

  8

 9

 10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

 

No class Monday, February 3rd

 

Macro practice skills. 

 

 

 

Kirst-Ashman, Ch. 4

 

 

 

 

 

 

Week

Date

Topic

Assignment

5

February 2003

 

 

 

 

 

 

1

2

3

4

5

6

 7

  8

 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

 

Engagement and assessment in generalist practice. 

Video - Assessment

 

 

 

Kirst-Ashman, Ch. 5

 

 

 

6

February 2003

 

 

 

 

 

 

1

2

3

4

5

6

 7

  8

 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

 

Planning in generalist practice

 

 

 

 

 

 

Kirst-Ashman, Ch. 6

 

 

 

7

February 2003

 

 

 

 

 

 

1

2

3

4

5

6

 7

  8

 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

 

Implementation applications.

           

 

 

 

 

Kirst-Ashman, Ch. 7

8

March 2003

 

 

 

 

 

 

1

2

3

4

5

6

 7

  8

 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

 

 

 

 

 

Evaluation, termination, and follow-up in generalist practice. 

 

Treatment Plan due Friday, March 7th

 

 

 

 

 

Kirst-Ashman, Ch. 8

 

Week

Date

Topic

Assignment

9

March 2003

 

 

 

 

 

 

1

2

3

4

5

6

 7

  8

 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

 

 

 

 

 

Understanding families.  Working with families. 

Midterm Friday, March 14th

 

 

 

 

Kirst-Ashman, Chs. 9 and 10

10

March 2003

 

 

 

 

 

 

1

2

3

4

5

6

 7

  8

 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

 

 

 

 

 

 

Spring Break

 

 

 

 

 

 

 

 

 

11

March 2003

 

 

 

 

 

 

1

2

3

4

5

6

 7

  8

 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

 

 

 

 

 

Values, ethics, and the resolution of ethical dilemmas. 

NASW video - Ethics

Class interviews/role plays

 

 

 

Kirst-Ashman, Ch. 11

12

 

March/April 2003

30

31

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

17

17

18

19

20

21

22

23

24

25

26

27

28

29

30

 

 

 

Ethically and racially sensitive social work practice

Monday, March 31st –Focus Groups

Video - Diversity

Kirst-Ashman, Ch. 12

 

Week

Date

 

Topic

Assignment

13

April 2003

 

 

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

17

17

18

19

20

21

22

23

24

25

26

27

28

29

30

 

 

 

Gender-sensitive social work practice

 

 

Kirst-Ashman, Ch. 13

 

 

14

April 2003

 

 

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

17

17

18

19

20

21

22

23

24

25

26

27

28

29

30

 

 

 

Advocacy

 

Class interviews/role plays

 

 

 

 

 

Kirst-Ashman, Ch. 14

15

 

April 2003

 

 

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

17

17

18

19

20

21

22

23

24

25

26

27

28

29

30

 

 

 

Brokering and case management

 

Kirst-Ashman, Ch. 15

16

17

April/May 2003

 

 

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

17

17

18

19

20

21

22

23

24

25

26

27

28

29

30

  1

2 

3 

Recording in generalist social work practice

Final examination, Friday, May 2nd

 

Kirst-Ashman, Ch. 16

XI.               COURSE REQUIREMENTS:

 

Helping Process Paper: – This assignment is designed to encourage students to think about the helping process.  Write about personal examples of giving and receiving help.  Include descriptions of your feelings as both the recipient and the giver of help.  Identify, from personal experience, the relationship factors that allow help to take place.  This paper should draw on your personal experiences and should refer to the concepts and theories learned in class.  Papers will be graded on the following criteria:

            1.         Quality and clarity of the example of giving help (facts and feelings)             25 points.

            2.         Quality and clarity of the example of receiving help (facts and feelings)        25 points.

            3.         Integration of course concepts regarding the helping relationship. 

                        How do the examples above demonstrate the qualities of an

                        effective helping relationship?  Does the analysis of the examples

                        demonstrate an understanding of course concepts?                                     25 points.

            4.         Quality of writing style, including organization, grammar, spelling,

                        and APA style.                                                                                          25 points

                                                            TOTAL                                                               100 points 

The paper should be three to four typed pages, double–spaced, and written in APA style.  Papers may be turned in early for feedback and rewritten for submission on the due date.

 

Intake Interview:  Conduct an intake interview with an individual based on a format provided by the instructor.  Write a multi-dimensional assessment, prioritizing the client's problem based on an outline provided by the instructor.  Write a treatment and intervention plan that includes information about development, community contingencies, family relationships, and other factors that relate to the individual client.  Include a measurement plan for evaluating the effectiveness of the intervention. Write a termination plan and measurement of success.  TOTAL 100 points.

 

Interview:  Each student will conduct an interview during class time.  The class members will comment on the use of empathy and verbal following skills.    TOTAL 50 points

 

 

XII.  EXAMINATIONS: 

 

There will be one mid term examination (TOTAL 100 points) and one final examination (TOTAL 100 points).  The mid-term examination will be held Friday, March 14th, and the final examination will be held Friday, May 2nd.  

 

 

 

 

The Disabled Student

It is the policy of Texas A&M University-Commerce and the Social Work Department to do everything we can to accommodate students with disabilities, pursuant to federal and state law and the University’s commitment to providing equal opportunity.  Any student with a disability who needs an accommodation, for example, inaccessibility, seating placement, or arrangements for an examination, should not hesitate to inform the instructor. If required, large type, Braille, or cassette recordings of assignments or syllabi can be provided. 

Students requesting accommodation for disabilities must go through the Academic Support Committee.  For more information, please contact the Director of Disability Resources and Services, Halladay Student Services Building, Room 303D, (903) 886-5835. 

“All students enrolled at the University shall follow the tenants of common decency and acceptable behavior conducive to a positive learning environment.”  (See Students’ Guide Handbook, Policies and Procedures, Conduct)

 

 

BIBLIOGRAPHY

 

            Brekke, J. D. and Barrio, C. (1997).  Cross-ethnic differences in schizophrenia:  the influence of culture and minority status.  Schizophrenia Bulletin, 23(2), 305-316. 

 

                Combs, A. W. and Gonzales, D. M. (1994).  Helping relationships (4th ed.).  Boston:  Allyn & Bacon.

 

                Castex, G. M. (1994).  Providing services to Hispanic/Latino populations:  Profiles in Diversity.  Social Work, 39(3), 288-296

 

                DeJong, P. and Miller, S.D. (1995).  How to interview for client strengths.  Social Work, 40(6), 729-736.

 

                Hepworth, D. H. & Larsen, J. A. (1997).  Direct Social Work Practice:  Theory and Skills (5th ed.).  Pacific Grove, CA:  Brooks/Cole

 

                Hepworth, D. (1993).  Managing manipulative behavior in the helping relationship.  Social Work, 38(6), 674-682

 

                Kadushin, A. and Kadushin, G. (1997).  –The social work interview (4th ed.).  New York:  Columbia University Press.

 

                Kagle, J. D. (1993).  Record keeping:  directions for the 1990s.  Social Work 38(2), 190-196.

 

                Kagle, J. D. and Giebelhausen, P. N. (1994).  Dual relationship and professional boundaries.  Social Work, 39(2), 213-220.

 

                Lum, D. (1996).  Social work practice and people of color:  a process stage approach.  Pacific Grove, CA:  Brooks/Cole.

 

                O’Donnell, J. and Giovannoni, J. M. (1999).  Ethnic differences in service use preferences, and service delivery aspects among consumers and potential consumers of family resource centers.  Journal of Multicultural Social Work, 7(3,4) 1-18

 

                Pulin, J. and contributors. (2000).  Collaborative social work:  strengths-based generalist practice.  Itasca, IL:  Peacock.  

 

                Proctor, E. K. and Davis, L. E. (1994).  The challenge of racial difference:  skills for clinical practice.  Social Work, 39(3), 314-323.

 

                Sparks-Derman, Louise and the A.B.C. Task Force (1989).  Anti-Bias curriculum, tools for empowerment.  Washington, D.C.:  NAEYC.

 

                Tower, K.D. (1994).  Consumer-centered social work practice:  restoring client self-determination.  Social Work (39(2), 191-196.

 

                Uribe, V. (1995).  Project 10:  A school based outreach to gay and lesbian youth, in G. Unks (Ed.) The gay teen (3-12).  New York:  Routledge.