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University of Minnesota School of Social Work Syllabus

SW 8151-Social Work Practice Methods: Individuals and Systems

Part 1: Course information SW 8151-Social Work Practice Methods: Individuals and Systems 2 credits Faculty contact:

Name: Email: Phone: Office Location:

Course descriptions:

Short Description: Develops foundation knowledge and skills for social workers to work with individuals and systems.

Long Description: The purpose of this course is to prepare students for beginning practice with individuals and systems. The course is designed to develop conceptual understanding and skill in social work process using ecological and problem-solving models as approaches for analysis. Topical focus is on ethics, assessment, interviewing skills, contracting and goal setting. Students learn relationship building skills that equip them to conduct interviews including how to enhance motivation. Students learn how to conduct a multi-systems assessment including crisis, life threatening and abusive situations. Students learn how to apply ethical principles such as facilitating client self-determination in order to pursue equity and social justice, empowerment and services to oppressed groups. Practice occurs within a context of diversity requiring sensitivity to ethnic, racial, cultural, physical and psychological ableness, religion, class, sexual orientation, socio-economic class, gender and age differences.

Pre-requisites: This is a required course for full-program (53-credit) students enrolled in the M.S.W. Program. You must be enrolled as a degree-seeking student in the M.S.W. Program or have permission from the instructor in order to be enrolled in this class.

Clinical Licensure Hours:

2

This course contains some clinical content, as required by the Minnesota Board of Social Work for eligibility for the Licensed Independent Clinical Social Worker (LICSW). The number of hours in each required category is listed below:

Area Differential Diagnosis

Assessment based treatment planning

Clinical Intervention Methods

Evaluation methodologies

SW values and ethics

Culturally specific clinical assessment

Other areas

Hours 7 4 11 2 3 1 2

Part II: Course outcomes Course Objectives Upon satisfactory completion of this course, students will be able to: 1. apply a multiple systems ecological approach to assessment, contracting and

intervention phases with individual clients and systems 2. understand the role of the agency and the setting as influencing social work practice 3. apply values and ethics inherent to social work including commitment to self-

determination and understanding of appropriate use of paternalism 4. employ an empowerment and strength-based approach in the context of historically

and currently oppressed groups 5. conduct systems-sensitive assessments which emphasize strengths and which include

assessment of crises and life-endangering situations 6. demonstrate effective communication skills that are culturally sensitive and

appropriate for work with diverse populations 7. utilize skills in contracting and goal setting with individual clients 8. Understand the essential elements of six theoretical frameworks and assumptions from which

client specific intervention strategies are developed (cognitive behavioral, DBT (dialectical behavioral therapy), psychodynamic, task-centered, solution focused and motivational interviewing).

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9. Apply a critical thinking framework to assessing appropriateness of models for guiding intervention.

Social Work Practice Competencies Successful completion of this foundation course implies that the student has achieved competency in the following practice behaviors:

Competency 2.1.1 Identify as a Professional Social Worker and Conduct One’s Self Accordingly:

Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers:

Practice Behavior Covered in class through

(i.e., activity, reading, content)

Assessed

• Advocate for client access to services

Sessions 2,3 & 4

• Practice self-reflection and self-correction to assure continual professional development

Session 6 Interview assessment assignment

• Attend to professional roles and boundaries

Sessions 2 & 3 Simulation assignment

• Demonstrate professional demeanor in behavior, appearance, and communication

Sessions 5 & 6 Interview assessment assignment

Competency: 2.1.2 – Apply social work ethical principles to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers:

Practice Behavior Covered in class through (i.e.,

activity, reading, content) Assessed

• Recognize and manage personal values

Sessions 1 introduction to role of values in social work,3 review of values,4 simulation

Simulation assignment

• Tolerate ambiguity in resolving ethical conflicts

Session 3 review of values, session 4 simulation

Simulation assignment

• Apply strategies of ethical reasons to arrive at

Session 3 review of values,

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decisions session 4 simulation

Competency: 2.1.3 – Apply critical thinking to inform and communicate professional judgments Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They

use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers:

Practice Behaviors Covered in class through (i.e.,


• Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom

Sessions 5-10 Interview assessment

assignment

• Analyze models of assessment, prevention, intervention and evaluation

Sessions 5-14 Models of practice

assignment

• Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

Sessions 5-14 Interview assessment

assignment & models of practice assignment

EP 2.1.4 Engage diversity and difference in practice Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers:

Practice Behavior Covered in class through (i.e.,


• Recognize the extent to which a culture’s structures and values alienate, create, or enhance privilege and power

Session 2 readings on privilege

Session 3 readings on work with gay lesbian couples

Session 5 readings on spirituality

Simulation assignment; interview assessment

assignment

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Session 6 readings on cultural competence

Session 9 readings on spiritual diversity

Session 12 cbt work with Chinese Americans, with Muslim Americans

• Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups

Sessions 3 & 4

interview assessment assignment

• Recognize and communicate their understanding of the importance of difference in shaping life experiences

See content regarding PB 1

interview assessment assignment

• View themselves as learners and engage those with whom they work as informants;

See content regarding PB 1

EP 2.1.5 – Advance human rights and social and economic justice Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social work incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers:

Practice Behaviors Covered in class through (i.e.,


• Understand the forms and mechanisms of oppression and discrimination

Sessions 1,2,3,4 Simulation assignment

• Advocate for human rights and social and economic justice


• Engage in practices that advance social and economic justice


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2.1.6 Engage in research-informed practice and practice-informed research Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers:

• Use research evidence to inform practice

Sessions 10,11 Model assignment

2.1.7 Apply knowledge of human behavior and the social environment: Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers: • Critique and apply

knowledge to understand person and environment

Sessions 2-4 Simulation assignment

2.1.10 Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities:

Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. • Substantively and

affectively prepare for action with individuals, families, groups, organizations, and communities

Sessions5-14 Interview assessment assignment

• Use empathy and other interpersonal skills

Sessions 5-7 Interview assessment assignment

• Develop a mutually agreed-on focus of work and desired outcomes.


• Collect, organize, and interpret client data


• Assess client strengths and limitations


• Develop mutually agreed-on intervention goals and objectives


• Select appropriate intervention strategies

Sessions 9-14 Model assignment

• Help clients resolve problems


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• Negotiate, mediate, and advocate for clients

Sessions 2-4 Simulation assignment

• Facilitate transitions and endings

Session 9

• Critically analyze, monitor, and evaluate interventions


Part III: Course requirements

REQUIRED TEXTBOOKS AND READINGS Hepworth, D H., Rooney, R. H., Dewberry-Rooney, G. Strom-Gottfried, K. & Larsen, J.A.

(2010). Direct Social Work Practice: Theory and Skills. Pacific Grove, Ca. : Brooks/Cole Publishing Company. 9th edition.

Other required readings are listed by the class session. A packet of two copywrited readings is available from the St. Paul book store. Other articles are available on line through ERESERVE. You can access the password in module 1. . You are required to read the articles though you can choose whether to read them on line or download them and print them.

Course Expectations for Students

Students are expected to contribute to the development of a constructive learning environment in the class by being a prepared and active adult learner through: 1. Attending each session and on time unless you have received prior consent from the instructor.

a. If unavoidably late, join the class with minimal disruption and discuss the circumstances

of your lateness with the instructor over the break.

b. If you receive permission from the instructor to miss a session, you may choose to receive credit for attendance by demonstrating your learning of the content for the missed session by submitting article review related to the session you missed to the instructor within one week of missing the session.

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2. Actively participating in class discussions, drawing on readings, assignments, field

placements, and other life and work experiences. That evidence varies with student learning style and can include informed participation in classroom discussions, active participation in exercises and role-plays as well as participating in on-line learning. Note that for full credit, you are expected to make verbal contributions to discussion and actively participate in activities.

3. Completing required readings before the due date and complete assignments on time within guidelines provided for each.

4. Use the course web site appropriately. You are to check the web-site by Tuesday at 8pm for the following Friday’s class for any notices about that class. Note that there are special expectation for the two on-line weeks described below.

5. Behaving in a respectful manner toward classmates and the instructor. This behavior includes but is not restricted to listening to others and not talking when someone else has the floor.

a. You may choose to take notes with lap top computers as long as such use focuses on course materials and not surfing the web, checking email, and the like.

b. turn off your cell phone and pager while class is in session

c. return quietly and on-time from class breaks

6. Engaging in on-going confidential assessment of the course and the teaching methods used in it. Providing constructive feedback that identifies successful instructional methods, areas for improvement including suggestions that would be designed to improve your learning.

7. Take on-line self-tests to prepare for quizzes. 8. Listening to the ideas and views of others. This will sometimes include learning to

understand and appreciate viewpoints and experiences that are not like your own. 9. Articulating your own viewpoints in a clear and respectful fashion. 10. Maintaining the privacy of personal information shared by others.

Course Expectations for the Instructor

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While instructors develop expectations of re performance for students, instructors also are responsible for clarifying what students can expect from them. The list below details how I will attempt to perform responsibly and ethically as your instructor. You can expect your instructor to:

1. Attempt to facilitate your learning of concepts to undergird your developing practice and to do so in a way that you can use practically.

2. Use a variety of instructional methods including lecture, guided group discussion, role

plays, exercises, handouts, videotapes, PowerPoint slides, simulations and structured debates to accommodate students’ diverse learning styles

3. Provide structure for sessions through clarifying objectives, facilitating discussion while

focusing on critical assessment of issues, providing appropriate summaries and linkages to preceding and subsequent content.

4. Seek to actively draw students into discussion of ideas, concepts and practice

experiences.

5. Post messages to the bulletin board in moodle; monitor and provide support for moodle use.

6. Provide assignments with clear expectations that also enhance student choices.

7. The instructor will be available as a resource person on issues related to class assignments during office hours or by appointment.

8. Regularly gather and respond to feedback designed to improve the course. Feedback will be solicited both in-class and confidentially on-line through vista.

9. Provide constructive feedback to students that identifies strengths and areas for

improvement.

10. Communicate passion for the subject matter and to assist students in finding the most important points in course readings.

11. Facilitate a non-threatening atmosphere in the classroom that is conducive to learning.

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Class Assignments and Expectations

Several methods will be used to determine your progress in the class and your achievement of the course objectives. The assignments are described below. Assignments, expectations and grading criteria will be discussed more thoroughly during the first class session. All written assignments should use references flowing APA format. The criteria for grading assignments include organization, clarity of ideas, ideas supported by concrete examples and citations from relevant literature, creativity, and evidence of ability to apply course learning. Papers must be typed or word processed using correct grammar, punctuation and spelling.

1. A Multi-System Simulation Analysis will count for 20% of your final grade. After observing a simulation of a complex case situation during the 4th week of the semester, you will submit a written analysis of it, applying class readings and concepts of important elements in the simulation and drawing on course content . The paper of no more than ten pages will be at the beginning of the 6th session.

2. Assessment of initial session with client Part I(12-15 pages) will count for 30% of your final grade and is due at the beginning of the 10th session. During the 8th week, you are to simulate an initial session with an individual client with a classmate acting as a role player. This session will be video-taped for your purposes only. You will conduct a simulated introduction and assessment with a classmate role playing a client in your setting. You will have provided a description of the scenario to your classmate who will have time to have prepared the role. This paper will be a self-assessment of the engagement and assessment methods you employed in the role play. he paper will not be graded primarily on the proficiency of your skills in the interview, but rather on the accuracy of your analysis of the session and the appropriate application of concepts from the course and readings. This paper is required to follow APA format.

3. Assessment of initial session with client Part II (10-12 pages) will count for 30% of

your final grade and is due on at the beginning of the 14th session. During the 12th week, you will have an opportunity to role play once again with the classmate who was your client for Part I. In this case, you will be carrying out a follow-up session employing one of the intervention methods presented so far in the course. In your paper, you will assess the potential approaches you might have drawn upon and make a case for the approach you selected. At this point in the semester, you will have received presentations about MI, SFBT and TC. If you choose CBT, DBT or the psychoanalytic approach, you will be provided early access to videos demonstrating appropriate use of the approach. Your selected framework will serve as the foundation for your recommendations regarding how to proceed with this client. You will also be asked to provide a summary of the interview process, including reflections on your role as a social worker with this particular client.

4. OnLine participation during 5th and 9th weeks. On Line participation counts for 10% of your final grade. During these two weeks you will be expected to participate in

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on line forums on moodle and collaborate with your group in assessing videos. Your participation will be assessed according to the quality of your participation as well as evidence that you have viewed video and other on-line materials required for the course.

5. Classroom Participation counts for 10% of the course. You are expected to

demonstrate that you are an active learner. Some students are more fluent in spontaneous discussion in class while others may be more fluent in responding on-line to discussion questions posed by the instructors. You are expected to attempt both but may use your learning style more appropriately in one mode or the other. Appropriate participation was defined above under course expectations.

On-Line Sessions and their contribution to SW 8151

Content during the 5th week and the 9th week will be delivered on-line rather than in-person. The School of Social Work is delivering all content in foundation courses on line during these two weeks. Hence, you will not need to go on campus during these weeks. There are both similarities and differences between the sessions delivered in-person rather than on-line. They are similar in that the learning objectives are governed by competencies to be learned about social work practice. The differences are that with on-line learning, your participation does not occur at one time of the week in person together with classmates but rather at different times over the time culminating in the time you would have been meeting in person with classmates. On-line learning in this course will contain four aspects:

1. You will have access to a powerpoint presentation that includes an accompanying sound track with a lecture. You are expected to watch and listen to this presentation by Monday at 8pm for Friday classes and Tuesday at 8pm for Saturday classes.

2. You will be expected to view a video using a program called videoAnt and make comments on it with members of a permanent learning group.

3. Members of the group are expected to share their observations with each other in a private discussion forum and finally post one summary public posting.

4. You will also use your permanent discussion groups to discuss assigned readings in a private forum and also post publicly your summary or assigned answers to questions.

We intend for the on-line weeks to fit within the goals and methods for the course. So that you are prepared for your on-line participation, we will practice aspects in weeks prior to the first on-line week. We will have an opportunity in the 2nd week to see how you can access and watch the on-line presentation. We will demonstrate videoAnt during the 3rd week as well as discussion forums.

Assignments content percentage When due 1. Simulation paper 20% Beginning of 6th

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session 2. Initial session paper 30% Beginning of 10th

session 3. Initial session part 2 30% Beginning of 14th

session 4. On line participation 10% 5th and 9th sessions 5. Classroom

participation 10%

Grading Scale

A Reflects excellent comprehension of course content; ability to link readings with class discussions and personal experience at high level; includes creative involvement with material

94-100

A- Meets all requirements of the course with high quality 90-93

B+ Meets nearly all requirements of the course with high quality 88-89

B Reflects good comprehension of most course content; consistent linkage of readings, discussion and experience

83-88

B- Reflects good but uneven comprehension of course content; linkage or integration of readings, discussion and experience inconsistent

80-82

C+ Reflects passing but uneven comprehension of course content 78-79

C 73-77

C- 70-72

D+ 68-69

D 63-67

D- 60-62

F 59 and below

Course Policies

There are many University and School of Social Work policies that govern this course. Please go to http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf to see a complete description of all the policies.

http://www.cehd.umn.edu/ssw/Documents/SSWCoursePolicies.pdf

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Part IV: Course content

Session 1 (1st week; 2.5 hours)

Topic Introduction to ecological systems and course

Required readings

There are no required readings for the week

Recommended readings 1. Hartman, A. (1993.). The professional is

political. Social Work. 38(4), 365-366.

2. Wakefield, J.C. (1996). Does social work need the eco-systems perspective? Part 1. Is the perspective clinically useful? Social Service Review, 70, 1,1-31.

3. Wakefield, J.C. (1996). Does social work need the eco-systems perspective? Part 2. Does the perspective save social work from incoherence? Social Service Review, 70, 2, 182-213.

4. Reid, W.J. (2002). Knowledge for direct

social work practice: an analysis of trends. Social Service Review (March). 7-33.

Related Session Activities lecture, introduction of students in pairs, exploring strengths, resources and challenges brought to course

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Session 2 (2nd week; 2.5 hours)

Topic 1. Ecological Systems Model (continued) 2. Overview of the Problem-Solving

Process 3. Contextual factors including work in

host settings 4. Social work roles

Required readings

1. Hepworth, et al (2009). Chapters 1; Chapter 2 (pp.23-32). (pp.3-22) and chapter 3 (pp.33-52)

2. Spencer, M. (2008). A social worker's

reflections on power, privilege, and oppression Social Work 53

3. Dyche, L. & Zayas, L. (2001). Cross-cultural empathy and training the contemporary psychotherapist. Clinical social work journal. 29/3, pp 245-258

4. Bourjolly, J., Sands, R., Solomon, P. ,

Stanhope, V., Pernell-Arnold, A.& Finley, L. (2005). The journey toward intercultural sensitivity: a non- linear process. Journal of ethnic and cultural diversity in social work 14(3/4)): 41-62.

Related Session Activities lectures, video clips, exploration of social work roles and systems applications; examination of situations and identifying social work roles

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Session 3 (3rd week; 2.5 hours)

Topic 1. Ethics and Professional Values in

Social Work 2. Empowerment and the Strengths

Perspective

Required readings

1. Hepworth et al (2009). Chapter 4 (pp. 53-80).

2. McMillen, J.C., Morris, L. &

Sherraden, M. (2004). Ending social work’s grudge match: problems versus strengths. Families in society. 85(3): 317-325.

3. Greene, G. Lee, M. & Hoffpauir,S. (2005). the languages of empowerment and strengths in clinical social work: a constructivist perspective. Families in society 86(2): 267-277.

4. Israel,T., Ketz, K., Detrie, P. Burke, M. and Shulman, J. (2003).. Identifying counselor competencies for working with lesbian, gay and bisexual clients. Journal of gay and lesbian psychotherapy. 7(4) : 3-21

Related Session Activities lectures, video clips, application to particular scenarios; exploration of application of social work values and ethics

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Week 4 (3rd week; 2.5 hours)

Topic Multi-Systems Simulation:

Related Session Activities Multi-Systems Simulation. The simulation will provide a hands-on opportunity to see the values and systems of social work in action. Class members will be asked to take on roles in an interaction of several systems including a public child welfare agency, a private family and children’s' agency, residential care, and a family of color. Interactions occurring in the simulation will form the basis for a written analysis due at the beginning of the 6th session.

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Session 5 (5th week; 2.5 hours) CONTENT IS DELIVERED ON LINE THIS WEEK

Topic

1. Relationship-Building Skills 2. Conducting the First Interview 3. Conscious Use of Self in Social Work

Practice

Required readings

1. Hepworth et al (2009). Chapter 5 (pp. 83-128)

2. Banerjee, M. & Piles, L. (2004).

Spirituality: a source of resilience for African American women in the era of welfare reform. Journal of ethnic and cultural diversity in social work 13(2): 45-70.

3. Moyers, T. & Rollnick, S.(2002). a motivational interviewing perspective on resistance in psychotherapy. JCLP: In-Session Psychotherapy in Practice 58(2):185-193

Related Session Activities lectures, video clips, assessment of video through videoant in small groups on line

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Session 6 (6th week; 2.5 hours) SIMULATION ASSIGNMENT IS DUE

Topic

1. Interviewing Skills (continued) 2. Verbal Following, Exploring, Focusing

Required readings

1. Hepworth et al (2009). Chapter 6 (pp. 129-154). Chapter 7 (pp. 155-170).

2. Dean, R. The myth of cross-cultural

competence. (2001). the myth of cross-cultural competence. Families in society. 82,6, pp 623-630

3. Johnson, Y. & Munch, S. (2009). Fundamental contradictions in cultural competence. Social work 54,3, 220-231

Related Session Activities lectures, video clips from “Hanging with Hailey” video, role play practice utilizing interviewing skills

Session 7 (7th week; 2.5 hours)

Topic

1. Multidimensional Assessment 2. Assessing Intrapersonal and

Environmental Systems 3. Individual and family assessment 4. Assessing for strengths

Required readings

Hepworth et al (2009) Chapter 8 (pp. 171-198).

.

Related Session Activities lectures, video clips, “Reluctant Elder” video; role plays of assessment situations

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Session 8 (2.5 hours)

Topic

• Assessment in crisis, life-endangering and abusive situations

• Practice of crisis and danger assessment utilizing interviewing skills

Related Session Activities Simulation of crisis and danger assessment interviews; assessments are videotaped for analysis for assessment paper

Required readings

Hepworth et al (2009) Chapter 9 (pp.199-226).

Session 9 (9th week; 2.5 hours) 2nd online session

Topic

1. Negotiating Goals and Contracting 2. Addressing and Enhancing Client

Motivation

Required readings

1. Hepworth et al (2009). Chapter 12 (pp. 303-352).

2. Hines-Smith, S. (2004) End of life care

decision making processes of African American families: implications for culturally sensitive social work practice. Journal of ethnic and cultural diversity in social work 13(2): 1-23.

3. Hodge, D. (2003). the challenge of spiritual diversity: can social work facilitate an inclusive environment? Families in society. 84,3, pp348-358

Related Session Activities lectures, video clip of Jane Macy “Task-Centered Case Management}, assessment of role play through videoant in small groups

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Topic

1. Critical thinking as a guide to evaluating practice theories and models

2. Evidence based practice as a guide 3. Case management and work with

elderly clients 4. Introduction to Motivational

Interviewing (MI) approach to social work practice

Required readings

1. Eisenberg, E. (2008). Evidence based practice in mental health care to ethnic minority communities: .has its practice fallen short of its evidence? Social work. 53(4): 297-306.

2. Gibbons, J. & Gray, M. (2004). Critical

thinking as integral to social work practice. Journal of teaching in social work. 24/1/2, p 19-38

3. Miller, W. & Rose, G.(2009). toward a

theory of motivational interviewing. American Psychologist. 64(6):527-537.

4. Wahab, S. (2005) Motivational

interviewing and social work practice. Journal of Social work. 5(1): 45-60.

.

Related Session Activities lectures, video clips, practice of motivational interviewing approach in role plays

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Topic

Introduction to time-limited, brief treatment approaches to social work practice

1. Task centered approach (TCT) 2. Solution-focused treatment (SFBT)

Required readings

1. Hepworth et al (2009). Chapter 13. Planning and implementing change oriented strategies (pp. 363-378)

2. De Jong, P. & Berg, I.K. (2001). Co-

constructing cooperation with mandated clients. Social Work. 46(4): 361-373

3. Naleppa, M.J. & Reid, W.J. (2002).

Integrating case management and brief-treatment strategies: A hospital-based geriatric program. Social Work in Health Care, 31(4), 1-23.

4. Lewis, T. & Osborn, C. (2004). Solution-focused counseling and motivational interviewing: a consideration of confluence. Journal of Counseling and Development 82(1) p38-49.

Related Session Activities role play practice of task-centered and solution focused methods


Topic

1. Cognitive behavioral approaches to practice

2. DBT Dialectical Behavioral treatment

Required readings

1. Berlin, S & Barden, J. (2000. Thinking differently: the cognitive-integrative approach to changing a mind pp 175-196 in Allen-Meares, P. & Garvin, C.(2000)(eds.) the handbook of social

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work direct practice. Thousand Oaks, CA: sage. AVAILABLE IN COPYWRITE PACKET

2. Chen, S.W., & Davenport, D.S. (2005). Cognitive-behavioral therapy with Chinese American clients: Cautions and modifications. Psychotherapy: Theory/Research/Practice/Training. 42(1), 101-110.

3. Hodge, D. and Nadir, A. (2008). Moving toward Culturally Competent Practice with Muslims: Modifying Cognitive Therapy with Islamic Tenets Social Work 53(1): 831-841.

4. Moore, B. (2005). Empirically supported family and peer interventions for dual disorders. Research on social work practice. 15(4):231-245.

Related Session Activities Lectures, videoclips, role play practice of cognitive behavioral and dialectical behavioral methods.

Session 13 ( 2.5 hours)

Topic

Practice skills lab with emphasis on critical thinking, and practice of solution-focused (SFBT), motivational interviewing(MI) and task-centered (TC) skills, (cognitive behavioral) and dialectical behavioral (DBT) approaches for practice.

Related Session Activities Continued simulation rehearsals with same client situation practiced in previous practice lab. Students are now practicing contracting and follow-up session skills with some integration of SFBT, MI, TC, CBT or DBT.

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Topic

1. introduction to psychodynamic approach to social work practice

2. Summary of course

Required readings

1. Brandell, J. & Ringell, S. (2004). Psychodynamic perspectives on relationship: implications of new findings from human attachment and the neurosciences for social work education. Families in society. 85(4): 549-556.

2. Eisenberg, E. (2008). evidence based practice in mental health care to ethnic minority communities: .has its practice fallen short of its evidence? Social work. 53(4): 297-306.

Related Session Activities lectures, video clips, practice of psychodynamic approach

Interview Assignment II is due during the 15th week