C alifornia S tate U niversity | ... D ivision of S ocial W ork | ...

Transcription

California State University | Sacramento
Division of Social Work | College of Health & Human Services
SWRK 204 C / D (06): Advanced Integrative Social Work Practice
with Vulnerable Life Conditions
Autumn 2014 / Spring 2015
Tyler Argüello, Ph.D., DCSW, LCSW, ACSW
Assistant Professor
Dates of Instruction:
Class Sessions:
Class Location:
Co-requisite:
9/2/2014 – 12/12/14, and 1/26/15 – 5/15/15
Thursdays, 6:30 – 9:20pm (both semesters)
EUR (Eureka), 309
SWRK 295 C/D
Office Hours:
Office Location:
Contact:
Wednesdays, 9am – 12pm, or by appointment
Mariposa Hall (MRP), 5045
206.353.8607 (mobile); Please do not text.
[email protected]
Surname is pronounced “Arg-eh-way-yo”
Phonetics:
“Knowledge rooted in experience shapes what we value and as a consequence
how we know what we know as well as how we use what we know.”
bell hooks, Teaching critical thinking: Practical wisdom
‘Speaking nearby’ (versus ‘speaking for’) is one that “…does not objectify, does not point to an
object as if it is distant from the speaking subject or absent from a speaking place.
A speaking that reflects on itself and comes very close to a subject without, however, seizing or
claiming it. A speaking in brief, whose closures are only moments of transition opening up to
other possible moments of transition… It is an attitude in life,
a way of positioning oneself in relation to the world.”
Trinh T. Minh-ha (in Chen & Trinh, 1994, Visualizing theory)
COURSE DESCRIPTION (204 & 295)
SWRK 204 C/D represents the third and fourth semester practice courses in the social work
curriculum. The course demands that the students engage in synthesis and integration of the
divergent, yet related, content areas across the foundation (first) year courses in practice, HBSE,
diversity, policy, and research. SWRK 204 C/D builds upon and expands SWRK 204 A/B in
substantial ways. 204 A/B provided an opportunity to increase generalist awareness and
knowledge (shaped by first year placement) as well as achieve foundational competence in the
provision of in-/direct services within an agency setting. Now, 204 C/D requires the ‘becoming’
social work practitioner to synthesize and integrate knowledge and skills (in all six areas of the
foundation curriculum) into the skillful, independent application of evidenced-based intervention
strategies with individuals, systems, and groups.
Concurrent with 204 C/D, the second year of practicum (295 C/D) is taken. In order to
facilitate integration of practice and field, practice professors serve as Field Liaisons for their
students. As part of practicum, students continue writing journals of their field experience,
integrating class material and demonstrating self-awareness and self-reflection. Students, in
consultation with their field instructors, choose appropriate measures for determining client or
project progress and outcomes. 204 C/D projects and papers include questions that require
application of knowledge and theory to practice situations from the field. Field instructors receive
a copy of the course syllabus and may be involved in required assignments.
Argüello – SWRK 204 C/D
Page 1 of 43
COURSE OBJECTIVES and MEASURED COMPETENCIES
Integration of Curriculum
The Council on Social Work Education’s (CSWE) Educational Policy and Accreditation Standards
requires that all social work students develop ten competencies and recommends teaching and
assessing 41 related practice behaviors listed in Educational Policy (EP) 2.1.1 to 2.1.10.
Throughout the course outline you will notice “EP”, this indicates the CSWE EPAS Educational
Policy “core competencies” that are addressed in the content and assessed in assignments. The
principal CSWE EPAS competencies are:
!
!
!
!
!
!
!
!
!
!
Self-Reflexivity and Professional Identity in Practice (EP 2.1.1)
Social Work Values and Ethics (EP 2.1.2)
Critical Thinking (EP 2.1.3)
Diversity (EP 2.1.4)
Promotion of Social and Economic Justice (EP2.1.5)
Research (EP 2.1.6)
Human Behavior in the Social Environment (EP 2.1.7)
Social Welfare Policies and Services (EP 2.1.8)
Practice in Context (EP 2.1.9)
Multi-Level Social Work Practice (EP 2.1.10)
The advanced practice sequence (204 C/D) deploys these core competencies through four
modules and related coursework:
Module One: The Mental Health-Recovery Module
Using predominately a Postmodern-Constructivist philosophical and theoretical base, the mental
health module focuses on the shift in mental health policy and practice in the United States, and
particularly in California to a recovery-based model of practice. The practice in this module is
based on the strengths based model of social support for persons in recovery from chronic and
persistent mental illnesses. The socio-political construction of mental illness is explored as well as
the realization that differential diagnosis is essential in today’s clinical practice context. The role of
the social worker as advocate, coach, mediator, family educator, and political activist are explored
in this module. The Recovery Model is the overarching model for this module. The Constructivist
Cognitive Behavioral Model, the Interpersonal Model, and the Psycho-Educational model are
presented as methods of best practice and evidenced based strategies.
! EP 2.1.2; EP 2.1.3; EP 2.1.4; EP 2.1.5; EP2.1.9; EP 2.1.10
Module Two: Children, Adolescents, and Families
This module provides a multi-level and interdisciplinary perspective on intervention with children
and adolescents based on best practices and theory on interventions that promote healthy
development of children and adolescents as well as environments that support human
development. The model used in the module on children and families is based on the practice
literature that incorporates risk and protective factors, including the construct of resilience. The
Multi-Contextual Model is used to assess race, ethnicity, gender, orientation, power, and culture.
In this module the “language of trauma” is interpreted as an adaptational coping response to
violence. The student becomes an interpreter of the language of what “maladaptive behavior” is
trying to tell us, and how a more humanistic response to the child and adolescent using
biological-psychological-and social interventions is synchronous with social work ethics and
values. Attachment, Cognitive Behavioral, Family Systems, Narrative, Solution Focused, EcoBehavioral, Psycho-Educational and Strength based models of intervention are covered in this
module. Collaborative practice strategies with schools, foster families, courts, and social service
agencies provide contexts for multi-level practice in this module.
! EP 2.1.2; EP 2.1.3; EP 2.1.4; EP 2.1.5; EP2.1.9; EP 2.1.10
Page 2 of 43
Module Three: Trauma and Recovery Model
The interplay between the social context that serves as an antecedent to violence and trauma,
and the psychobiological responses of the victimized are considered in this module. The specific
traumas of child physical and sexual abuse as well as the power of the neglectful invalidating
environments are fully explored. Domestic Violence (including violence against Gay, Lesbian,
Bisexual and Transgender, the Disabled, and the Aged) is considered from the structural and
institutionalized antecedents to the neuro-biological base of trauma. The socio-political, structural
and contextual factors are explored as antecedents to institutionalized trauma, and then the
synthesis of biological, affective, cognitive, and behavioral modalities are considered from
assessment to treatment. Concepts like resiliency, protective factors, vulnerability, and even
predisposition to traumatic responses and experiences are fully explored in this module within a
life cycle framework with consideration to social and cultural adaptations. Beyond empowerment
of the victimized, this module also demands that the student fully synthesize and integrate
knowledge of trauma transference, vicarious trauma, and compassion fatigue into their practice.
Self care and spirituality are also woven throughout this module.
! EP 2.1.2; EP 2.1.3; EP 2.1.4; EP 2.1.5; EP2.1.9; EP 2.1.10
Module Four: Health and Wellness
The ecological model incorporates the “person in the environment and serves as the overarching
model for this module. This module allows the faculty and students to focus on a range of
vulnerable populations including a concentrated training in gerontology, persons living with
HIV/AIDS, adolescent health (eating disorders, pregnancy, suicide), or with areas of practice like
drug use/abuse/dependence. The practitioner’s own health, wellness, and presence receive
special attention in this module.
! EP 2.1.2; EP 2.1.3; EP 2.1.4; EP 2.1.5; EP2.1.9; EP 2.1.10
Course Objectives for 204 C/D
Advanced practice builds on the theoretical frameworks of the foundation curriculum (generalist,
ecosystem, strengths, and empowerment perspectives):
1. Apply and provide a rationale for the use of multiple theoretical models and
intervention skills to individuals, families and small groups. (EP 2.1.7)
2. Fully develop, articulate and apply an integrated practice approach that is informed by
empirical support (EP 2.1.6; EP 2.1.10).
3. Demonstrate a heightened sense of self as it relates to the dynamics of difference and
commitment to social justice (EP 2.1.1; EP 2.1.3; EP 2.1.5).
4. Apply skills for culturally competent practice with and on behalf of individuals, families
and small groups (EP 2.1.4).
5. Demonstrate an increased sense of self: awareness of strengths and limitations,
development of professional boundaries, and awareness of transference and counter
transference (EP 2.1.1; EP 2.1.2).
6. Apply ethical decision-making models to legal and ethical dilemmas in practice (EP
2.1.2).
7. Select evaluation strategies that are appropriate to the needs of the situation and are
grounded in social work theory and research (both qualitative and quantitative methods)
as evidenced by in class assignments and class discussions (EP 2.1.6).
8. Apply leadership skills in practice contexts (e.g., small group facilitation, case
conferencing, multidisciplinary teams, interagency collaboration, advocacy, and program
development). (EP 2.1.1)
9. Develop differential assessment, diagnosis and intervention plans based upon relevant
theoretical models and the social work perspective. (EP 2.1.10)
10. Develop the conscious use of relationship as a principle skill in social work practice with
and behalf individuals, families and small groups (EP 2.1.1; EP 2.1.2; EP 2.1.10).
11. Apply the core aspects of advanced practice to specific practice situations (e.g., field
placement, client populations, agencies, programs, and services) (EP 2.1.10).
Page 3 of 43
Competencies
Competencies (behaviors, skills) that are to be demonstrated by the completion of 204 are:
1. Initiate and complete accurate, in depth multi-modal, crisis intervention assessments,
addressing at least two levels of concurrent areas of intervention (e.g., micro, mezzo)
a. Method of Assessment: Case consults (CC); Individualized Treatment Care plan
(ITC); Biopsychosocial Assessment (BPSA); Field journal (FJ); Field Visitations
(FV); (EP 2.1.10)
2. Gather, utilize, evaluate data on client systems and problems as a basis for
understanding their complex characteristics (e.g., assess individual, family, or small
group within the context of neighborhood environment)
a. Method of Assessment: CC; Fall term paper; BPSA; Engaged reading (ER); FJ;
(EP 2.1.6)
3. Develop in collaboration with client’s system(s) realistic goals, objectives, and techniques
designed to prevent problems, promote change, and improve the quality of the
transactions within/between the client’s system and ecology in which it exists (e.g.,
develop collaborative linkages to address and support micro change efforts)
a. Method of Assessment: In-class lab, practice; ITC; FJ; Portfolio; (EP 2.1.5, 2.1.7,
2.1.10)
4. Advocate, broker, mediate with mezzo systems to address and facilitate supportive
commitments on behalf of the micro client
a. Method of Assessment: ITC; FJ; (EP 2.1.5)
5. Demonstrate skillful application of intervention(s) in client systems and complex problem
situations in consistent and deliberate ways that will improve, modify, or prevent
maladaptive coping (e.g., apply a trauma specific intervention with a foster child while
simultaneously training the foster parent to understand the etiological sources of trauma
and intervene in reliable and supportive as in the natural environment, as well as how to
advocate for the child in the mental / health system for adequate clinical services);
a. Method of Assessment: Self-assessments; BPSA; ITC; labs; Portfolio; FJ; ER;
(EP 2.1.10)
6. Determine and use the most appropriate strategies and tools for evaluating the
effectiveness of intervention in relation to those problems identified across two of the
micro/mezzo/macro levels concurrently
a. Method of Assessment: In-class labs; ITC; FJ; Portfolio; (EP 2.1.6)
Values Objectives
Students are expected to have internalized, and display in their practice, as well as written probed
assignments, the following values upon completion of this advanced generalist course:
1. Respect for the inherent worth and dignity of the individual, group, family, community,
organization; (EP 2.1.2)
2. Acceptance of client’s right to self-determination, direction, autonomy; (EP 2.1.2; EP 2.1.5)
3. Acceptance of the legitimacy of efforts to improve existing social conditions, institutions,
systems, and policies for the welfare of the individual or group served; (EP 2.1.5)
4. Respect for the differences in culture, gender, race, age, ethnicity, and class and an
acceptance of their inherent value in practice. (EP 2.1.4)
TEACHING METHODS and CLASS FORMAT
In order to achieve the objectives and competencies, 204 includes lectures, discussions,
experiential exercises, as well as readings and homework assignments. This graduate course is
structured much like a professional workshop (i.e., clinical consultation group). Clinical practice
(inclusive of case formulation, assessment, differential diagnosis, treatment planning, service
provision, case management, evidenced-based treatment, and evaluation) is a very serious
cluster of skills with major legal, ethical, and social implications and consequence, positively and
negatively. I have a responsibility to teach you to appreciate, respect, and use this process. This
course is a great deal of work; yet, you will find there is no other way to learn the skills needed to
conduct (independent) clinical social work practice.
Page 4 of 43
Additionally, there are no guaranteed lecture notes or handouts. Social scientists have
demonstrated that people learn best when using as many of their senses as possible (e.g., sight,
sound, touch). It is also through repetition that we are able to memorize things better. So, by
listening in lectures, keeping your own notes, re/reading and taking notes on assigned texts, and
discussing things in seminars, you will keep increasing your recall ability and capacity to
remember the material at hand. This will be crucial for your knowledge and understanding.
Periodically, there may be email communication sent via Sac State emails and/or class
listserv; hence, it is your responsibility to periodically check your Sac State email account.
OFFICE HOURS
Most importantly, you may always make an appointment for office hours, or attend the regularly
scheduled hours each week. Common reasons to attend office hours are: clarification on the
readings, need/want help with the assignments, or you wish to discuss anything else related to
the course. Appointments can be helpful to achieve the maximum attention and assistance your
situation requires. Finally, my office is a “safe zone” wherein you may talk about whatever you
may need to, and wherein confidentiality is maintained.
COURSE RESPONSIBILITIES
You are adult learners who voluntarily have entered a professional program. This is a graduatelevel course and we are all adult learners in this education process. Responsibilities of students
taking this course are: completion of required readings before each class session, attendance
each week, participation in discussions, empirical engagement in class sessions, and completion
of assignments. If you are having difficulty acclimating to graduate school and/or balancing your
(personal and professional) workload, I am more than prepared to speak with you about your
situation and direct you to appropriate resources. Sac State has academic advisors, licensed
counselors, and other services, which are available to you to increase your success and mastery.
Note on homework: As a guideline for organizing your workload, note that it is standard
educational expectation that students spend 2 to 3 hours outside of class time each week, for
every hour spent in class. Homework is an expected part of class and is counted as part of your
classroom participation. This includes reading, taking notes, prepping for class, and assignments.
Course and Instructor Evaluations: You will have the opportunity to formally evaluate this
course and me, using standard CSU procedures at the end of the semester. In addition, note
cards typically are provided at various times for more immediate feedback and evaluation
purposes. You may also email or visit the instructor in office hours for feedback.
Standards for and Evaluation of Student Learning: Successful learning in this class is
predicated on active in-class participation, staying up-to-date with the required reading, and a
commitment to peer teaching your fellow students. The final letter grade for this course will be
based on the activities listed under the “Assignments” header below (toward the end of this
syllabus). Each activity (line item) is 100 points, but weighted differentially (percentage); row
totals are summed and converted to your final grade.
Grading Scale: The grading scale used in this course derives from CSU academic
policies, as outlined below.
As a graduate level course, grades in the “D” range (and below) are considered unsatisfactory.
Grades in the “C” range are considered just meeting standard or average, to just above average.
Grades in the “B” range indicate satisfactory to very good performance. Grades in the “A” range
indicate excellent to outstanding work. Note: Academic misconduct will result in a failing grade.
Letter
Grade
A
AB+
B
Percentage
/ Points
93 - 100
90 - 92
87 - 89
83 - 86
Performance
Excellent work
Nearly excellent work
Very good work
Good work
Letter
Grade
C
CD+
D
Percentage
/ Points
73 - 76
70 - 72
67-69
60-66
Performance
Average work
Mostly average work
Below average work
Poor work
Page 5 of 43
BC+
80 - 82
77 - 79
Mostly good work
Above average work
F
59 or less
Failing work
Grading Rubrics: Rubrics specific to each assignment will be provided. Generally, grades for
written work will be based on the following:
!
!
!
!
!
•
Effective use of knowledge: The integration of concepts, theories, models, and
information from readings, lectures, and class discussions is used in a way that
demonstrates internalization.
Organization: Clear, obvious overall structure, including thesis, smooth relationship
between ideas and between paragraphs, and an integrative concluding section.
Clarity: Appropriate syntax, grammar, punctuation, and spelling. Sentences and
paragraphs are clear, unified, and coherent.
Voice and standpoint: The inclusion of peer-reviewed journal articles, other
academic/scholarly texts, and personal point of view (as appropriate for a graduate-level
paper) along with rationale, logic, and examples, including generalization of ideas,
observations, concepts, and experiences are carefully supported with empirical data,
conceptual work generated by authors, practitioners, or researchers, or original thoughts.
Style (under no exceptions): References, style, formatting always in APA style that is
typed, double-spaced, has 1” (one-inch) margins, and uses (preferably) Arial font, size
10-point. Please number your pages.
Note: Please retain a duplicate copy of all written assignments prior to submitting
them for grading in the event of accidental loss or destruction.
Writing Support: There are writing tutors (i.e., Reading Resource Specialists) in the Division
of Social Work; appointments can be made in-person at the Social Work office or by calling
916.278.6943. The CSUS also offers a writing consultant during the academic year; to connect
with this resource, go to Calaveras Hall 128, or email: [email protected]. In the case that a
re-write is offered by the instructor, you must show proof that you have accessed the writing
center’s services.
Late Work and Make-Up Policy: A full-credit make-up assignment will only be allowed for: a)
University-sanctioned events (i.e., verification required); or, b) extraordinary or special
circumstances (i.e., verification required such as a physician’s note). Assignments that are late
without permission will affect your grade accordingly: one grade down immediately, and a third
grade down each subsequent day (e.g., A+ to B+, then to B, then B-, then C+, etc.). Please be
advised that vacations, outside employment, care work, or other personal commitments do not
constitute adequate grounds for requesting a make-up assignment or exam. You will not be able
to make-up in-class tasks.
Incompletes: Incompletes are not given automatically, and are assigned only in cases of
illness, accident, or other extenuating circumstances. It is the student’s responsibility to fulfill the
University’s and/or Division’s policies and procedures for obtaining an “incomplete” for a course
grade. Students who fail this policy will automatically be assigned a grade of “F” for the course.
Grade Appeals: Grades will be made available as soon as possible following the submission
deadline. If you have any questions about your grades, please see the instructor during office
hours. If you want to appeal your grades, you must do so in writing. I cannot accept any grade
appeals submitted more than one week after the final grades have been posted.
Religious Accommodations: Please inform me ahead of time if you expect to miss class or
assignments as a consequence of your religious observance, or if you need accommodations.
You will be provided with a reasonable alternative opportunity to complete your academic
responsibilities. Pre-arranged absences for religious observances will not be counted against
class participation.
Page 6 of 43
Other Considerations for Evaluation: As for “participation”, I would like to be clear. All conduct
in the classroom will be collegial and professional, with an emphasis on maintaining an
environment that is mutually respectful and one that supports the educational process (see also
“Classroom Environment” policy below). You are responsible for and accountable to your own
learning and that of everyone else in this course. As with most social work courses, learning is
enhanced through the provision of opportunities for students to share ideas and experiences, and
to discuss and debate current issues. Therefore, students are expected to attend each class
session and participate actively in an informed manner in discussions and activities. Note:
“actively engaging” does not mean speaking often or a lot: silence, reflection, self-moderation,
and critical thinking are qualities that promote successful participation and a rich learning milieu.
Along these lines, as participants in this class we have the right to:
! receive meaningful but respectful feedback from other participants;
! have our opinions and experiences listened to and respected;
! feel like our points have been considered by having them responded to by others;
! admit when we don’t know something; and,
! take risks, make mistakes, and make amends.
Also, we have the responsibility to:
! give meaningful but respectful feedback to other participants;
! be open to others’ possible disagreements with our opinions and lack of immediate
resonance with our experiences;
! contribute to others’ feeling heard by actively responding to the points they raise; and,
! ask questions about class issues of which we’re unsure.
Completion of the reading assignments for each class session is critical to students’ abilities to
fulfill this course requirement. Seminar and small group formats will be used frequently to provide
open fora for discussing the readings and integrating them with the theoretical information
presented in the texts. Therefore, be sure to have all reading assignments completed by the
indicated day and come to class prepared to be a part of the activities planned for that day. At the
end of the semester, full attendance and participation points will be awarded to students whom, in
addition to attending all classes and remaining until the end of each session, demonstrate their
skills and knowledge by voluntarily engaging themselves in all phases of classroom activities and
discussions. Again, “engagement” does not necessarily mean speaking often, a lot, or at all.
Maximizing Learning
The following are common, effective strategies to maximize engagement and learning:
! Be mindful of getting proper nutrition, exercise, rest and sleep!
! Come to class. Be prepared. Ask questions. Participate.
! BEFORE class, complete required readings and assignments, review the materials from
the previous Unit AND the current Unit, AND skim topics to be covered in the next Unit.
! AFTER you leave class, review materials assigned for the week, along with your notes.
POLICY ON ACADEMIC INTEGRITY AND DIS/HONESTY
While I am flexible and supportive of creativity, I will NOT tolerate for ANY reason plagiarism or
cheating. Do not: 1) purchase papers on the internets; 2) use someone else’s words as your own
or without proper acknowledgment; or, 3) submit a paper that another student or friend wrote. As
you know, plagiarism (i.e., copying other people’s work without proper citation) and cheating are
very serious violations of academic integrity and honesty. It is assumed in every course that you
will follow Sac State’s policies in this regard:
http://www.csus.edu/umanual/AcademicHonestyPolicyandProcedures.htm
As required, I will report you to the Division of Social Work and the Graduate School. At best, this
will be really embarrassing; at worst, this can result in academic probation, a notation on your
transcript (devastating your chances of acceptance into other academic programs), and even
Page 7 of 43
dismissal from the CSU. Instead of resorting to plagiarism, please talk to me about the difficulties
you may be having in this course. If you have any doubts about whether a specific use of material
constitutes plagiarism, please do not hesitate to talk to me about it. An email or a visit during
office hours is a good way to ask, if you are concerned about privacy. If you have not before, you
may want to consult the APA publication manual.
For helpful information about avoiding plagiarism and correctly drawing from others' work, see:
http://library.csus.edu/content2.asp?pageID=353.
SERVICES FOR STUDENTS
Services for Disabilities
Please let the professor know right away if you will need any learning accommodations for this
class. If you would like to request academic accommodations due to a disability, please contact
the Office of Services to Students with Disabilities (SSWD), Lassen Hall, Room 1008 (first floor),
916.278.6955 (phone), 916.278.7239 (TTY), [email protected], http://www.csus.edu/SSWD/. If
you have a letter from SSWD indicating you have a disability that requires academic
accommodations, please present the letter to me so we can discuss the accommodations you
require for this course. These matters are kept confidential at your discretion.
Student Association
Social Work Student Association (SWSA) is a student run organization comprised of Bachelors
and Master’s social work students, dedicated to making a difference in the lives of others and our
members. The SWSA is committed to bringing together peers, professors, and community
members to promote awareness, health, and wellness. SWSA works to manifest the core values,
ethics, and principles of the social work profession as well as embraces full diversity. To become
a member or stay informed, you may visit the SWSA resource room located at Mariposa 5030.
OTHER CONCERNS and DISRUPTIVE BEHAVIORS
If you have any other concerns about this course, your ability to achieve the learning objectives
for this semester, or about my role as your instructor, please come see or email me as soon as
possible. These matters are always kept confidential unless you request otherwise. If you feel you
cannot discuss it with the instructor, or you receive an unsatisfactory response or solution, please
contact your academic advisor, the Division of Social Work, the Office of Student Conduct, or the
Office of Student Affairs. In order for us to work together in creating a productive learning
community, anyone who disrupts class and who prevents others from learning will be asked to
leave and/or removed by campus security. Arriving late and leaving early are considered
discourteous and disruptive behaviors.
Cell/Smart phones, tablets, laptops, and social media
While in class, please turn off or silence your cell/smart phone, and refrain from using your smart
phone and mobile computers for personal purposes (e.g., any and all emailing and instant
messaging during class sessions) or non-/academic purposes (e.g., web and literature searches
at length during class). These devices and their personal usage during class sessions interfere
with learning for you and everyone, instruction, the instructor, the classroom dynamic and safety,
and the implicit academic rights of every student. Unless used for class, your cell phone should
be in the off or silent position during class time. It is inappropriate to answer phone calls during
class time. It is recognized that in certain (emergency) instances cell phone use is necessary. In
most cases, however, the use of cell phones during class time is prohibited. If this mandate
impedes your comprehension and/or learning style, please come talk to me.
Page 8 of 43
CLASS ENVIRONMENT & COMMITMENTS: PLACE AND SPACE
I am committed to fostering an atmosphere in which the uniqueness of each individual is valued,
and ideas can be exchanged freely, without fear of harassment, intimidation, or exploitation. I
recognize also that the vigorous exchange of ideas in a multi-cultural classroom community such
as Sac State’s can occasionally lead to disagreement and conflict. Conflict that reflects a
constructive and thoughtful exchange of ideas is welcomed. Alternatively, conflict is unacceptable
that is predicated upon racism, ableism, ageism, hetero/sexism, homophobia, religious or other
intolerance, as well as verbally denigrating or violent behavior. Together, we will commit to
working through conflicts constructively.
This course demands students’ active participation. Taking risks, no matter how
uncomfortable, is encouraged. In order to enhance feelings of safety, and to create a positive
learning environment, the following must apply:
!
Behavior: As in any academic setting, appropriate behavior is expected at all times.
o Students get their needs met by interacting with classmates and by raising their
concerns and criticisms with the instructor.
o We assume that dissent, debate, and disagreement are part of how we learn.
o Students resolve issues directly with one another. If students are not sure how to
accomplish this task, students and instructor can discuss possible strategies.
o It is not acceptable to miss class in order to avoid the group.
o Students are committed to personal and professional growth and self-exploration.
o Cross talk: It is inappropriate to conduct side conversations during class.
!
Language: Academic discourse that is respectful is encouraged at all times, whether
through speech, chat room, or e-mail.
o Students do not ridicule each other.
o We own our intended or unwitting expressions of bigotry, ignorance, power/privilege.
To say, rather than attribute a negative characteristic to a social group or individual,
students can effectively begin their verbal communication with phrases such as,
! “This is how I have been taught to believe,” or
! “ I don’t like to admit it but I do have the belief that…”
!
Safe Space and Place
o Students feel as if they have a voice, as well as utilize their voice.
o Students feel that when they speak, people listen with open minds, open hearts and
open ears. We all expect to learn from each other and change in the process.
o We realize that each one of us has partial knowledge and therefore need one
another to develop a fuller understanding.
o We recognize, understand, and assume that who we are is a critical part of our
collective and individual capacities to learn.
o Everyone realizes that the class is one forum to express one's ignorance,
misinformation, incomplete knowledge, and that voicing such ideas is one way of
expanding learning.
o We recognize that there are many ways of knowing and knowledge-building, and the
personal and the experiential are two important sources.
!
Timeliness
o Students attend class promptly, prepared, and having read the assigned material.
You have the syllabus, session dates, and due dates. These are now your
responsibility to integrate into your life. You are adult learners.
o Students should be on time for class as well as remain in class during the designated
time. Students should not attempt to leave early unless the instructor is notified or an
emergency has taken place.
Page 9 of 43
!
Substances: The following items are not allowed and will not be tolerated in the
classroom: alcohol, smoking, other drugs (unless otherwise prescribed).
!
Technology, Interwebs, and Social Networking: It is inappropriate to use social /
media during class, unless otherwise directed by the instructor.
o If you are unable to take notes by-hand, laptops may be used for note-taking.
! Computers must be closed until break or at the conclusion of class, unless
being used in an exercise.
o To be clear: What’s said in here stays in here.
! While in class and outside of class, do not post to any social media about
what is said or done in class. This infringes on the privacy and safety of
everyone in the class. Furthermore, it is disruptive.
!
Special Requirement: Confidentiality (EP 2.1.1; EP 2.1.2): The NASW Code of Ethics
is embraced as a framework for this course and our discussions of practice with persons
experiencing vulnerable life conditions. Issues related to discussions of ethnicity,
diversity, class, and even spirituality of course will come up in an advanced clinical
practice course. We all come from personal experiences, with emotional histories and
legacies that influence our current “projections” in the classroom. We must commit to
these “projections” being safe, empathetic, respectful, and neutral in tone. This is
demanded in the NASW Code of Ethics. We will be requesting that the persons
participating in this class respect an oath of confidentiality. Anything shared within the
class shall remain in the class, unless otherwise publicly acknowledged beforehand by
the individual and the group. "Victim making" resulting from put downs or "slugs" will
require the professor to intervene upon derogatory comments in order to insure "safety"
in the classroom. A repeated pattern of this type of unethical behavior will result in a
request to leave the class, and an administrative drop will be initiated.
N.B.: The syllabus and course assignments are subject to change. The instructor adheres to
CSU policies regarding privacy, grading, plagiarism, and other academic misconduct, and
students' evaluation of the course.
Page 10 of 43
REQUIRED TEXTS
1. Blackboard / SacCT docs (arranged by week)
2. Boone, M. S. (Ed.). (2014). Mindfulness & acceptance in social work: Evidenced-based
interventions & emerging applications. Oakland, CA: New Harbinger. (~$58)
3. Briere, J., & Scott, C. (2014). Principles of trauma therapy: A guide to symptoms,
nd
evaluation, and treatment (2 Ed.). Los Angeles: Sage. (~$50)
4. Cooper, M., & Lesser, J. G. (2015). Clinical social work practice: An integrated approach
th
(5 Ed.). Upper Saddle River, NJ: Pearson. (~$55, ebook only); go to:
http://www.mypearsonstore.com/bookstore/clinical-social-work-practice-an-integratedapproach-0205956491
5. Sands, R. G., & Gellis, Z. D. (2012). Clinical social work practice in behavioral mental
rd
health: Toward evidenced-based practice (3 Ed.). Boston: Allyn & Bacon. (~$50)
6. Vandiver, V. L. (Ed.). (2013). Best practices in community mental health: A pocket guide.
Chicago: Lyceum. (~$46)
Strongly Suggested Readings
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders
th
(5 Ed.) [DSM-5]. Washington, DC: American Psychiatric Publishing.
American Psychiatric Association. DSM-5.
Fact Sheets, Videos, Etc.:
http://www.psychiatry.org/practice/dsm/dsm5
Online assessment measures:
http://www.psych.org/practice/dsm/dsm5/online-assessment-measures
American Psychological Association (2009). Publication manual of the American Psychological
th
Association (6 ed.). Washington, DC: APA.
APA formatting and style guide. (1995-2013). The OWL at Purdue. Retrieved from
http://owl.english.purdue.edu/owl/resource/560/01/
Corcoran, J. (2006). Cognitive-behavioral methods for social workers: A workbook. New York:
Pearson. (~$56)
th
Morrison, J. (2014). The first interview (4 Ed.). New York: Guilford.
Note: This is an essential must-read text if you have not had much or any experience with
people living with (un/diagnosed) major mental illnesses or other functionally impairing
psychosocial conditions, or you have not conducted initial clinical interviews, or you have not
done mental status examinations, or, consequently, you are unsure of what you are looking
for clinically and how to ask questions that elicit vital information in order to conduct valid
and reliable psychodiagnosis.
Morrison, J. (2014). DSM-5 made easy: The clinician’s guide to diagnosis. New York: Guilford.
Preston, J. D., O’Neal, J. H., Talaga, M. C. (2013). Handbook of clinical psychopharmacology for
th
therapists (7 Ed.). Oakland, CA: New Harbinger Publications. (~$34)
Suggested References for Professional Growth
nd
Beck, J. S. (2011). Cognitive behavior therapy: Basics and beyond (2 Ed.). New York:
Guildford Press.
th
Bourne, E. J. (2011). The anxiety & phobia workbook (5 Ed.). Oakland, CA: New Harbinger
Publications, Inc.
Burness, E. M., & Fine, B. D. (Eds.). (1995). Psychoanalysis: The major concepts. New Haven:
Yale University Press.
Dimeff, L.A., & Koerner, K. (Eds.). (2007). Dialectical behavior therapy in clinical practice:
Applications across disorders and settings. New York: Guilford.
Duran, E. (2006). Healing the soul wound: Counseling with American Indians and other Native
peoples. New York: Teachers College Press.
Herman, J. (1997). Trauma and recovery: The aftermath of violence – from domestic abuse to
political terror. New York: BasicBooks.
Hick, S. (2009). Mindfulness and social work. Chicago: Lyceum.
Page 11 of 43
LeCroy, C.W., & Holschuh, J. (2012). First person accounts of mental illness and recovery.
Hoboken, NJ: Wiley.
McKay, M., Wood, J. C., & Brantley, J. (2007). The dialectical behavior therapy skills workbook.
Oakland, CA: New Harbinger Publications, Inc.
rd
Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3 Ed.).
New York: Guilford Press.
nd
Payne, M. (1997). Modern social work theory (2 Ed.). Chicago: Lyceum.
Pomeroy, E., & Wambach, K. (2003). The clinical assessment workbook: Balancing strengths and
differential diagnosis. Belmont, CA: Brooks/Cole.
Reamer, F. G. (2009). The social work ethics casebook: Cases and commentary. Washington, D.
C.: NASW Press.
Roth, A., & Fonagy, P. (2005). What works for whom?: A critical review of psychotherapy
nd
research (2 Ed.). New York: Guilford.
Saddock, B.J., & Saddock, V.A. (2007). Synopsis of psychiatry: Behavioral sciences / clinical
th
psychiatry (10 ed.). Baltimore, MD: Williams & Wilkins.
Suggested Web Resources and Online Training Opportunities
Centre for Clinical Interventions
http://www.cci.health.wa.gov.au/resources/mhp.cfm
Includes numerous tips, strategies, EBPs regarding major mental health presentations in clinical
practice. It is beneficial to have some background knowledge of CBT before using the manuals,
information sheets, or worksheets so that you are best able to use them in practice.
Critical and postmodern practice via poststructuralism
https://www.youtube.com/watch?v=rJaeF0uXWGg
The Icarus Project
http://www.theicarusproject.net/radical-mental-health
[From the website:] The Icarus Project envisions a new culture and language that resonates with
our actual experiences of 'mental illness' rather than trying to fit our lives into a conventional
framework. We are a network of people living with and/or affected by experiences that are
commonly diagnosed and labeled as psychiatric conditions. […] Icarus Project is a collaborative,
participatory adventure fueled by inspiration and mutual aid.
Motivational Interviewing
http://www.motivationalinterview.org/quick_links/about_mi.html
and
http://www.motivationalinterview.org/clinicians/Side_bar/skills_maintenence.html
In sum, this website includes videos and PDFs of background, development, and applications, as
well as skills, tips, worksheets, and practice tools.
Local, State, Federal Resources
California Evidence-Based Clearinghouse for Child Welfare at http://www.cebc4cw.org/
NAMI (National Alliance on Mental Illness) at www.nami.org
NIH (National Institutes of Health), Fact Sheets at http://report.nih.gov/NIHfactsheets/
Sacramento Area Behavioral Health Resources at http://www.sacpros.org
SAMHSA TIP Series (Substance Abuse and Mental Health Services Administration)
http://162.99.3.213/products/manuals/tips/index.htm
The Treatment Improvement Protocol (TIP) Series are best-practice guidelines for the treatment
of substance abuse.
Seeking Safety implementation (PSTD and SUD)
http://www.seekingsafety.org/3-03-06/articles.html
Page 12 of 43
DBT and dialectics (overview)
http://psychcentral.com/lib/an-overview-of-dialectical-behavior-therapy/0001096
Recovery, Dual Diagnosis, Health Promotion
Boston University, Center for Psychiatric Rehabiliation at http://cpr.bu.edu/resources/webcast
Addictions resources at http://www.cnsproductions.com/resources-listing/links/
Consumer-driven AOD resource at http://www.addictionrecoveryguide.org/
Trauma and feminist practice via Dr. Laura Brown
http://www.drlaurabrown.com/written/
Online Training (CEU) Opportunities
Trauma-Focused CBT (TF-CBT)
Go to www.musc.edu/tfcbt to register and complete the training. “TF-CBT Web” was developed to
complement other methods of clinical learning, such as reading a book or manual, or attending a
workshop or learning course. But, unlike most workshops and manuals, this site includes specific,
step-by-step instructions for each component of therapy, printable scripts for introducing
techniques to clients, and streaming video demonstrations of the therapy procedures. The
website is also designed so that you can proceed at your own pace and use the learning
experiences when it's convenient for you.
Domestic Violence training via Simmons SSW
Go to http://www.simmons.edu/ssw/academics/professional/online/domestic-violencetraining/index.php. This is a self-paced domestic violence training program geared to social
workers at all levels of experience. The training is organized into short chapters, each followed
by a quiz. A final quiz on all the chapters can be submitted for social work CEU's. The goal is
enough knowledge for you to be helpful in the moment and to make optimal use of your local
resources. It is intended to increase access to important information, but it does not replace live
training, which may be available in your community.
COURSE SCHEDULE
FALL SEMESTER 2014
WEEK
Week 1 – 9/4/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
CONTENT
Introduction, Overview, Theory (Pt.1)
None
1. Introduce and overview SWRK 204 C / D, including review syllabus.
3. Review 295 C / D, practicum placements, evaluation methods
4. Pre-assessment
5. Conceptual & theoretical frameworks, the role of theories
Sands – Chapters 1 and 2
Krieger, N. (2001). A glossary for social epidemiology. Journal of Epidemiology
and Community Health, 55, 693-700.
Pinderhuges, E. (1995). Direct practice overview. In R. L. Edwards, & J. G.
th
Hopps (Eds.), Encyclopedia of social work, Vol. 1, (19 Ed.), 740-751.
Washington, D. C.: NASW Press.
Sweitzer, H. F., & King, M. A. (2004). Framing the experience: The
developmental stages of an internship. In ibid., Transformation and
empowerment in experiential learning, 26-36. Belmont: Brooks/Cole.
Page 13 of 43
Week 2 – 9/11/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 3 – 9/18/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 4 – 9/25/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Theory (Pt.2), Biopsychosocial Assessments
None
1. Continue discussion on theory, praxis
2. Introduce biopsychosocial framework
3. Review frameworks for assessments
Cooper – Chapters 3 and 4
Graybeal, C. T. (2007). Evidence for the art of social work. Families in Society:
The Journal of Contemporary Social Services, 88(4), 513-523.
Payne, M. (1997). Using social work theory in practice. In M. Payne, Modern
nd
social work theory (2 Ed.), 26-71. Chicago: Lyceum.
Deepening
Corcoran, J., & Walsh, J. (2015). Biopsychosocial risk and resilience and
strengths assessment. In ibid., Mental health in social work, 8-22. Boston:
Pearson.
Hardcastle, D. A., Wenocur, S., & Powers, P. R. (1997). Using assessment in
community practice. In ibid., Community practice: Theories and skills for
rd
social workers (3 Ed.), 152-195. New York: Oxford.
Ethics, Mandates, Counter / Transference, Use of Self
Due: Turn in “Project Sketch” form for Term Paper
1. Review principal ethical issues and mandates
2. Discuss typical defenses, use of self, working with difference
3. Engage in practice case vignettes
Sands – Chapter 5
Cooper – Chapter 2
Gambrill, E. (1997). Critical thinking. In ibid., Social work practice: A critical
thinker’s guide, 125-150. New York: Oxford.
Niolon, R. (2010). What is HIPPA? Retrieved from
http://www.psychpage.com/ethics/ethics.html
Reupert, A. (2007). Social worker’s use of self. Clinical Social Work Journal, 35,
107-116.
Deepening
Glassgold, E., & Dilley, J. W. (1998). Making difficult decisions. In J. W. Dilley,
& R. Marks (Eds.), The UCSF AIDS Project guide to counseling, 372-388.
San Francisco: Jossey-Bass.
Pulver, S. E. (1995). The psychoanalytic process and mechanisms of
therapeutic change. In B. E. Moore, & B. D. Fine (Eds.), Psychoanalysis:
The major concepts, 81-94. New Haven: Yale University Press.
Stone, L. (1995). Transference. In B. E. Moore, & B. D. Fine (Eds.),
Psychoanalysis: The major concepts, 110-120. New Haven: Yale University
Press.
Blume, H. P., & Goodman, W. H. (1995). Countertransference. In B. E. Moore,
& B. D. Fine (Eds.), Psychoanalysis: The major concepts, 121-129. New
Haven: Yale University Press.
DSM-5 (Overview) and Mental State Exam
Due: 295 Journal
1. Review the major tenents, components, and elements of
psychodiagnostics, differential diagnosis, and the DSM-5
2. Review and begin use of mental state exam in differential diagnosis
MSE materials (in subfolder)
Corcoran, J., & Walsh, J. (2010). Social work and the DSM: Person-inEnvironment versus the medical model. In ibid., Clinical assessment and
diagnosis in social work practice, 11-36. New York: Oxford.
Cowger, C. D. (1994). Assessing client strengths: Clinical assessment for client
empowerment. Social Work, 39(3), 262-268.
Gómez, M. F., & O’Dowd, M. A. (2006). Psychiatric assessment. In F.
Fernandez, & P. Ruiz (Eds.), Psychiatric aspects of HIV/AIDS, 39-47.
Philadelphia: Lippincott, Williams, & Wilkins.
Page 14 of 43
Graybeal, C. (2001). Strengths-based social work assessment: Transforming
the dominant paradigm. Families in Society: The Journal of Contemporary
Human Services, 82(3), 233-242.
Probst, B. (2013). “Walking the tightrope”: Clinical social workers’ use of
diagnostic and environmental perspectives. Clinical Social Work, 41, 184191.
Deepening
APA – 2013 – Highlights of changes from 4tr to 5
APA – 2013 – Insurance implications of DSM5
Angell – 2011 – Epidemic of mental illness: Why? The New York Review of
Books. Retrieved from
http://www.nybooks.com/articles/archives/2011/jun/23/epidemic-mentalillness-why
Wakefield, J. C. (2013). DSM-5 and clinical social work: Mental disorder and
psychological justice as goals of clinical intervention. Clinical Social Work
Journal, 41, 131-138.
Washburn, M. (2013). Five things social workers should know about the DSM-5.
Social work, 58(4), 373-376.
Insel – 2013 – Transforming Diagnosis. Retrieved from
http://www.nimh.nih.gov/about/director/2013/transforming-diagnosis
Week 5 – 10/2/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 6 – 10/9/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Recovery and SPMI (Severe and Persistent Mental Illness)
Due by 10/6/14: 295 Learning Agreement
1. Introduce a recovery framework for direct clinical practice
2. Consider assessment and continuum of care for SPMI
Sands – Chapter 10
Vandiver – Chapter 3 – Illness Management and Recovery
Mallow, A., & Steiker, L. K. H. (2010). Recovery: Personal, professional, and
research reflections by an anonymous recovering woman, Alissa Mallow,
and Lori K. Holleran Steiker. Journal of Social Work Practice in the
Addictions, 10, 102-108.
Mendenhall, A. N., & Frauenholtz, S. (2013). Mental health literacy: Social
work’s role in improving public mental health. Social work, 58(4), 365-368.
Sparks, E. (2002). Depression and schizophrenia in women: The intersection of
gender, race/ethnicity, and class. In Ballou, M., & Brown, L. S. (Eds.),
Rethinking mental health and disorder, 279-305. New York: Guilford.
Deepening
Brekke, J. S., Hoe, M., & Green, M. F. (2009). Neurocognitive change,
functional change and service intensity during community-based
psychosocial rehabilitation for schizophrenia. Psychological
Medicine, 39(10), 1637-1647.
Slade, M. (2009). 100 ways to support recovery: A guide for mental health
professionals [Rethink recovery series: Vol. 1). London: Rethink.
SPMI (Pt.2), Community, Case Management
None
1. Continue framework for direct practice with people living with SPMI
2. Review foundational tenets of EBP in clinical case management,
especially Assertive Community Treatment (ACT)
Vandiver – Chapter 7 – ACT and Recovery
Vandiver – Chapter 14 – Caregivers of People with SPMI
Rapp, C. A. (1998). Supportive case management: Creating the conditions for
effectiveness. In ibid., The strengths model: Case management with people
suffering from severe and persistent mental illness, 163-193. New York:
Oxford.
Deepening
Hotlzman, C. W., et al. (2013). Stress and neurodevelopmental processes in
the emergence of psychosis. Neuroscience, 249, 172-191.
Vandiver 18 – Early intervention for youth psychosis: The Australian model.
Page 15 of 43
Week 7 – 10/16/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 8 – 10/23/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 9 – 10/30/14
Assignments
Objectives
Readings
Depression
None
1. Review major tenents in differential diagnosis and BPSA for mood
disorders, principally depression
2. Discuss EBPs for depression and related mood disorders
Sands – Chapter 8
Hammack, P. L. (2003). Toward a unified theory of depression among urban
African American youth: Integrating socioecologic, cognitive, family stress,
and biopsychosocial perspectives. Journal of Black Psychology, 29(2),
187-209.
Leung, P., LaChapelle, A. R., Scinta, A., & Olvera, N. (2014). Factors
contributing to depression symptoms among Mexican Americans and
Latinos. Social work, 59(1), 42-51.
Yip, K. (2005). A strengths perspective in working with an adolescent with
depression. Psychiatric Rehabilitation Journal, 28(4), 362-369.
Deepening
Stepping up. (2003). Patient Health Questionnaire (PHQ-9). University of
Washington. Retrieved from
http://steppingup.washington.edu/keys/documents/phq-9.pdf
Suicide, Safety
None
1. Consider assessment and diagnostic elements related to safety
2. Discuss ethics and care of self around safety and suicidality
3. Review EBPs
Granello, D. H. (2010). A suicide crisis intervention model with 25 practical
strategies for implementation. Journal of Mental Health Counseling, 32(3),
218-235.
Jacobs, D. G., et al. (2003). Practice guideline for the assessment and
treatment of patients with suicidal behaviors. Washington, DC: American
Psychological Association.
Osteen, P. J., Jacobson, J. M., & Sharpe, T. L. (2014). Suicide prevention in
social work education: How prepared are social work students? Journal of
Social Work Education, 50(2), 349-364.
Rob, M. (2004). Malpractice and the suicidal client. Washington, DC: NASW.
Roberts, A. R., Monferrari, I., & Yeager, K. R. (2008). Avoiding malpractice
lawsuits by following risk assessment and suicide prevention guidelines.
SAMHSA – 2009 – SAFE-T
Ting, L., Jacobson, J. M., & Sanders, S. (2011). Current levels of perceived
stress among mental health social workers who work with suicidal clients.
Social Work, 56(4), 327-336.
Deepening
Applied Suicide Intervention Skills Training (ASIST) http://livingworks.net/page/Applied%20Suicide%20Intervention%20Skills%
20Training%20(ASIST)
Woodward, E. N., Pantalone, D., & Bradford, J. (2013). Differential reports of
suicidal ideation and attempts of questioning adults compared to
heterosexual, lesbian, gay, and bisexual individuals. Journal of gay &
lesbian mental health, 17(3), 278-293.
Anxieties, CBT (Intro.)
Due: 295 Journal
Due: 295 Progress report
1. Review major tenents in differential diagnosis and BPSA for anxietyrelated disorders
2. Discuss EBPs for anxiety-related disorders, especially major
cognitive-behavior based interventions
Sands – Chapter 9
Page 16 of 43
(Done prior to
arriving in class)
Week 10 – 11/06/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 11 – 11/13/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 12 – 11/20/14
Assignments
Objectives
Readings
(Done prior to
Frost, R. O., Steketee, G., & Greene, K. A. I. (2003). Cognitive and behavior
treatment of compulsive hoarding. Brief Treatment and Crisis Intervention,
3(3), 323.
Randall, E. (2001). Existential therapy for panic disorder: A single system study.
Clinical Social Work Journal, 29(3), 259-267.
Zilber, C. (2006). Psychotherapeutic strategies. In F. Fernandez, & P. Ruiz
(Eds.), Psychiatric aspects of HIV/AIDS, 355-364. Philadelphia: Lippincott,
Williams, & Wilkins.
Deepening
Katz, I., et al. (1998). HIV disease as an agent of transformation: A survey of
therapeutic approaches. In J. W. Dilley, & R. Marks (Eds.), The UCSF
AIDS Project guide to counseling, 139-172. San Francisco: Jossey-Bass.
Substance Use Disorders (SUD), Stages of Change, Motivational
Interviewing (Intro.)
None
1. Consider a framework for co-occurring SPMI and SUD, including
harm reduction
2. Review major tenents in differential diagnosis and BPSA for SUD
3. Discuss EBPs for SUD, especially integrated treatment and
motivational interviewing
Sands – Chapter 13
Vandiver – Chapter 1 – Integrated Tx for Co-Occurring
Vandiver – Chapter 5 – Harm Reduction
Vandiver – Chapter 12 – Recovery-oriented services
Vandiver – Chapter 13 – MI
MI Resources (subfolder)
Deepening
Garfinkel, M. (1998). Substance use case management, harm reduction, and
HIV prevention. In J. W. Dilley, & R. Marks (Eds.), The UCSF AIDS Project
guide to counseling, 120-136. San Francisco: Jossey-Bass.
Zweben, J. E. (1998). Addressing substance abuse in clients with psychiatric
disorders and HIV disease. In J. W. Dilley, & R. Marks (Eds.), The UCSF
AIDS Project guide to counseling, 312-332. San Francisco: Jossey-Bass.
Major Approaches in Direct Practice (Practice Theories)
None
1. Further discussion of praxis (theory in practice)
2. Review fundamental tenents of major approaches to direct clinical
work, in particular psychodynamic-based, cognitive / behavior-based,
Narrative, and Solution-Focused
Cooper – Chapters 6, 7, 9, 10, 11, 12
Deepening
Strong, T., Lysack, M., & Sutherland, O. (2008). Dialogic cognitive therapy? In
R. House & Loewenthal, D. Against and for CBT: Towards a constructive
dialogue?, 156-168. Herefordshire, UK: PCCS Books.
Thomas, L. (2002). Poststructuralism and therapy – what’s it all about?. The
International Journal of Narrative Therapy and Community Work, 2, 85-89.
Case Consultation
Due: Case consultation write-up
1. Practice professional case consultation, including BPSA
2. Further and use critical frameworks, including anti-oppressive, in
case formulation, assessment and diagnosis
3. Consider treatment planning and recording
Carey, M., & Foster, V. (2011). Social work, ideology, discourse and the limits
of post-hegemony. Journal of Social Work, 13(3), 248-266.
Greene, G. J., Lee, M. Y., Hoffpauir, S. (2005). The languages of empowerment
and strengths in clinical social work: A constructivist perspective. Families
Page 17 of 43
arriving in class)
Week 13 – 11/27/14
Week 14 – 12/4/14
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 15 – 12/11/14
Assignments
Objectives
Readings
in Society: The Journal of Contemporary Social Services, 86(2), 267-277.
Sakamoto, I., & Pitner, R. O. (2005). Use of critical consciousness in antioppressive social work practice: Disentangling power dynamics at personal
and structural levels. British Journal of Social Work, 35, 435-452.
Tebb, S. (1991, September). Client-focused recording: Linking theory and
practice. Families in society, 425-432.
Tew, J. (2006). Understanding power and powerlessness: Towards a
framework for emancipatory practice in social work. Journal of Social Work,
6(1), 33-51.
Deepening
Berlin, S. B., & Marsh, J. C. (1993). Deciding what to do. In ibid., Informing
practice decisions, 205-225. New York: MacMillan.
Fullilove, M. T. (1998). Beyond stereotypes: Stigma and the counseling
process. In J. W. Dilley, & R. Marks (Eds.), The UCSF AIDS Project guide
to counseling, 209-224. San Francisco: Jossey-Bass.
Holiday (No Class)
Cultural Competence, Feminist Praxis
Due: 295 Journal
1. Consider frameworks that foreground feminist and relational
frameworks to further anti-oppressive clinical practice
2. Review culturally competent differential diagnosis and BPSA
Sands – Chapter 6 and 7
American Psychiatric Association. (2013). Cultural Formulation Interview.
Washington, DC: APA.
Generation Five. (2007). Toward transformative justice: A liberatory approach
to child sexual abuse and other forms of intimate and community violence.
San Francisco: Generation Five.
Parton, N. (2003). Rethinking professional practice: The contributions of social
constructionism and the feminist ‘ethics of care’. British Journal of Social
Work, 33, 1-16.
Deepening
Franklin, Klinker, J., & Todd, R. H. (2007). Two autoethnographies: A search for
understanding of gender and age. The Qualitative Report, 12(2), 166-183.
Jordan-Marsh, M., Cody, M., Silverstein, M., Chin, S., & Garcia, R. (2008).
Assessing a self- report health measure for non-English-speaking elders:
Issues in using the SF-36 health survey. Research on Social Work
Practice, 18(1), 55-65.
Lincoln, K. D., Taylor, R. J., & Jackson, J. S. (2008). Romantic relationships
among unmarried African Americans and Caribbean blacks: Findings from
the national survey of American life. Family Relations, 57(2), 254-266.
U.S. Department of Health and Human Services. (2001). Mental Health:
Culture, Race, and Ethnicity—A Supplement to Mental Health: A Report of
the Surgeon General. Rockville, MD: U.S. Department of Health and
Human Services, Substance Abuse and Mental Health Services
Administration, Center for Mental Health Services.
Valentine, G. (2007). Theorizing and researching intersectionality: A challenge
for feminist geography. The Professional Geographer, 59(1), 10-21.
Systems and CYF (Children, Youth, Family)
Due: 295 final evaluation for fall semester
1. Consider framework for direct work with systems, in particular
children, youth, and families
2. Review major tenents in differential diagnosis and BPSA
3. Discuss EBPs for diverse CYF systems work
Abelsohn, K. A., Epstein, R., & Ross, L. E. (2013). Celebrating the “other”
parent: Mental health and wellness of expecting lesbian, bisexual, and
Page 18 of 43
(Done prior to
arriving in class)
Week 16 – 12/18/14
Assignments
Objectives
Readings
queer non-birth parents. Journal of gay & lesbian mental health, 17(4), 387405.
Contratto, S. (2002). A feminist critique of attachment theory and evolutionary
psychology. In Ballou, M., & Brown, L. S. (Eds.), Rethinking mental health
and disorder, 29-47. New York: Guilford.
Gustavsson, N. & MacEachron, A. (2014). Gay divorce. Social work, 59(3), 283285.
Konrad, S. C. (2013). Learning how to love. In ibid., Child and family practice: A
relational perspective, 40-62. Chicago: Lyceum.
Lee, C. M., Horvath, C., & Hunsley, J. (2013). Does it work in the real world?
The effectiveness of treatments for psychological problems in children and
adolescents. Professional Psychology: Research and Practice, 44(2), 8188.
Walker, S. (2003). Social work and child mental health: Psychosocial principles
in community practice. British Journal of Social Work, 33, 673-687.
Deepening
Alexander, B. K. (2008). Gendered labor: The entanglements of culture,
community and commerce. International review of qualitative research,
1(2), 145-172
Hurlburt, M. S., Leslie, L. K., & Landsverk, J. (2004). Contextual predictors of
mental health service use among a cohort of children open to child welfare.
Archives of General Psychiatry, 61, 1217-1224.
Main, M. B. (n.d.). Adult Attachment Interview Protocol. Theory & Research at
Stony Brook, SUNY Stony Brook. Retrieved from
http://www.psychology.sunysb.edu/attachment/measures/content/aai_inter
view.pdf
Vandiver 19 – EBPs in children’s mental health
Whitsett, D. (2006). The psychobiology of trauma and child maltreatment. Cultic
Studies Review, 5(3), 351.
http://www.icsahome.com/culticstudiesreview/idx_articles.asp
Finals Week (No Class)
Due: Term paper due by 12pm PST on 12/18/14.
[Note: Grades due 1/2/15]
1. Evidence learning throughout 204 C
None
SPRING SEMESTER 2015
Note: To be updated and revised, then to be reviewed at the start of spring semester.
WEEK
Week 1 – 1/29/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
CONTENT
Overview spring semester, and Termination in practice
None
1. Review expectations, requirements, evaluation for 204 D; update
syllabus, readings, and other changes as needed.
2. Discuss framework and interventions for termination in direct
practice.
Covarrubias, I., & Han, M. (2011). Mental health stigma about serious mental
illness among MSW students: Social contact and attitude. Social Work,
56(4), 317-325.
Gambrill, E. (1997). Maintaining skills and staying happy in your work. In ibid.,
Social work practice: A critical thinker’s guide, 617-624. New York: Oxford.
Pooler, D. K., Wolfer, T., & Freeman, M. (2014). Finding joy in social work II:
Intrapersonal sources. Social work, 59(3), 213-221.
Walsh, J. (2007). Practitioner reactions to endings. In ibid., Endings in clinical
practice, 191-215. Chicago: Lyceum.
Walsh, J. (2007). Additional ending activities. In ibid., Endings in clinical
practice, 217-228. Chicago: Lyceum.
Page 19 of 43
Week 2 – 2/5/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 3 – 2/12/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 4 – 2/19/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 5 – 2/26/15
Assignments
Objectives
Spirituality, Spiritual Leanings, and Disparities
None.
1. Consider spirituality, religiosity, and mental / health disparities
2. Discuss assessment and treatment planning EBPs
Vandiver – Chapter 11 – Spirituality and Mental Health
Cohen, B. J. (2011). Design-based practice: A new perspective for social work.
Social Work, 56(4), 337-346.
Dybicz, P. (2012). The ethic of care: Recapturing social work’s first voice.
Social Work, 57(3), 271-280.
Hodge, D. R. (2013). Implicit spiritual assessment: An alternative approach for
assessing client spirituality. Social Work, 58(3), 223-230.
Hodge, D. R., & Horvath, V. E. (2011). Spiritual needs in health care settings:
A qualitative meta-synthesis of client’s perspectives. Social Work, 56(4),
306-316.
Lukoff, D. (2007). Spirituality in the recovery from persistent mental disorders.
Southern Medical Journal, 100(6), 642-646.
Jasper, C. (2007). Queer lives and spiritual leanings. The International Journal
of Narrative Therapy and Community Work, 1, 40-46.
Crisis Interventions in Community Mental Health
None
1. Discuss strategies for assessment, brief interventions, and recovery
when conducting crisis work
2. Continue review of ethics
James, R. K., & Gilliand, B. E. (2013). The intervention and assessment
th
models. In ibid., Crisis intervention strategies (7 Ed.)., 50-74.
Buckley, E., & Decter, P. (2006). From isolation to community: Collaborating
with children and families in times of crisis. The International Journal of
Narrative Therapy and Community Work, 2, 3-12.
Psychopharmacology, Adherence
Due: 295 Journal
Note / Due: Amendments to Learning Agreement, as needed
1. Consider psychopharmacology in differential diagnosis, assessment,
and treatment planning
2. Discuss EBPs around adherence and allied work with integrated
treatment teams
Vandiver 2 – Nonmedical roles in psychopharm
Vandiver 4 – EBPs with comorbid SMPI and physical health conditions
Vandiver 15 – Psychiatric rehabilitation
Sawyer, A. (2011). Let’s talk: A narrative of mental illness, recovery, and the
psychotherapist’s personal treatment. Journal of Clinical Psychology: In
Session, 67(8), 776-788.
Deepening
Vandiver 16 – Supported education
Vandiver 17 - Psychoeducation
Eack, S. M. (2012). Cognitive remediation: A new generation of psychosocial
interventions for people with schizophrenia. Social Work, 57(3), 235-246.
Hyman, S. (2013, April). Psychiatric drug development: Diagnosing a crisis.
Cerebrum, 1-11.
Drugs, Ab/Use, Addictions, Treatments, and Recovery
None.
1. Further knowledge regarding non-/prescription drugs of ab/use and
dependency
2. Consider multi-level approaches to treatments and recovery,
including furthering use of MI and Stages of Change framework
Page 20 of 43
Readings
(Done prior to
arriving in class)
Week 6 – 3/5/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 7 – 3/12/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
“Upper/Downers” materials (TBD and placed in sub/folder)
Center for Substance Abuse Treatment. (1999). Treatment improvement
protocol (TIP) series 34: Brief interventions and brief therapies for
substance abuse [HHS Publication No. (SMA) 09-3952]. Rockville, MD:
Substance Abuse and Mental Health Services Administration.
James, R. K., & Gilliand, B. E. (2013). Chemical dependency: The crisis of
th
addiction. In ibid., Crisis intervention strategies (7 Ed.), 349-413.
Deepening
Konopik, D. A., & Cheung, M. (2013). Psychodrama as a social work modality.
Social Work, 58(1), 9-20.
Robinson, J. (2008). “Trying my hardest”: The hidden social costs of protecting
children from environmental tobacco smoke. International Review of
Qualitative Research, 1(2), 173-194.
Wenzel, S. L., Green, H. D., Tucker, J. S., Golinelli, D., Kennedy, D. P., Ryan,
G., & Zhou, A. (2009). The social context of homeless women's alcohol and
drug use. Drug and Alcohol Dependence, 105(1-2), 16-23.
Trauma (Overview)
None.
1. Consider multi-dimensional and –level framework for understanding
and assessing trauma, post-trauma reactions, and related mental /
health disparities
2. Review best practices in conducting BPSA
Briere – Chapters 1, 2, 3 (overview, effect, assessment)
Tseris, E. J. (2013). Trauma theory without feminism? Evaluating contemporary
understandings of traumatized women. Affilia, 28(2), 153-164.
Zerubavel, N., & Wright, M. O. (2012). The dilemma of the wounded healer.
Psychotherapy, 49(4), 482-491.
Deepening
Allen, K. (n.d.) How a violent environment can cause permanent physiological
and anatomical changes in the brain. Personal Collection of K. Allen,
CSU Sacramento, Sacramento, CA.
Thielman, K., & Cacciatore, J. (2014). Witness to suffering: Mindfulness and
compassion fatigue among traumatic bereavement volunteers and
professionals. Social work, 59(1), 34-41.
Trauma (Historical, Intergenerational)
None.
1. Review critical theory and anti-oppressive approaches regarding
historical and intergenerational trauma
2. Consider models for assessment and increasing cultural
competence
Estrada, A. L. (2009). Mexican Americans and historical trauma theory: A
theoretical perspective. Journal of Ethnicity in Substance Abuse, 8, 330340.
Evans-Campbell, T. (2008). Historical trauma in American Indian / Native
Alaska communities: A multilevel framework for exploring impacts on
individuals, families, and communities. Journal of Interpersonal Violence,
23(3), 316-338.
Walters, K. L., & Simoni, J. M. (2002). Reconceptualizing Native women’s
health: An “indigenist” stress-coping model. American Journal of Public
Health, 92(4), 520-524.
Nagata, D. K. (1991). Transgenerational impact of the Japanese-American
internment: Clinical issues in working with children of former internees.
Sotero, M. M. (2006). A conceptual model of historical trauma: Implications for
public health practice and research. Journal of Health Disparities Research
and Practice, 1(1), 93-108.
Coyle, S. (2014, May/June). Intergenerational trauma: Legacies of loss. Social
Page 21 of 43
work today, 18-21.
Vandiver 6 – Tribal EBPs – program for youth
Deepening
Denborough, D., Koolmatrie, C., Mununggirrtj, D., Marika, D., Dhurrkey, W., &
Yunupingu, M. (2006). Linking stories and initiatives: A narrative approach
to working with the skills and knowledge of communities. The International
Journal of Narrative Therapy and Community Work, 2, 19-51.
Fanon, F. (1963). Concerning violence. In ibid., The wretched of the earth. New
York: Grove Press.
Nuru-Jeter, A., Dominguez, T. P., Hammond, W. P., Leu, J., Skaff, M., Egerter,
S., Jones, C. P., & Braveman, P. (2009). It's the skin you're in: AfricanAmerican women talk about their experiences of racism. An exploratory
study to develop measures of racism for birth outcome studies. Maternal
and Child Health Journal, 13(1), 29-39.
Week 8 – 3/19/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Trauma (Interventions)
Due: 295 Journal
1. Continue consideration of EBPs in BPSA, differential diagnosis, and
treatment when working with clinical effects and disparities due to
trauma in marginalized populations
2. Review EPBs for brief/longterm clinical interventions, especially
those based in (thirdwave) cognitive-behavior approaches
Briere - Chapters 4 through 12
Berthold, S. M., & Fischman, Y. (2014). Social work with trauma survivors:
Collaboration with interpreters. Social work, 59(2), 103-110.
Schmidt, I. D. (2014). Addressing PTSD in low-income victims of intimate
partner violence: Moving toward a comprehensive intervention. Social work,
59(3), 253-260.
Deepening
Anderson, S. M., & Gedo, P. M. (2013). Relational trauma: Using play therapy
to treat a disrupted attachment. Bulletin of the Menninger Clinic, 77(3), 250268.
Bardick, A. D., & Bernes, K. B. (2008). A framework for assessing violent
behavior in elementary school-aged children. Children & Schools, 30(2), 8391.
Nicolaidis, C., Timmons, V., Thomas, M. J., Waters, A. S. Wahab, S., Mejia, A.,
& Mitchell, S. R. (2010). You don't go tell white people nothing: African
American women's perspectives on the influence of violence and race on
depression and depression care. American Journal of Public Health, 100(8),
1470-1476.
Edwards, K. E. (2009). Effectiveness of a social change approach to sexual
assault prevention. College Student Affairs Journal, 28(1), 22-37.
Taylor, B., Stein, N., & Burden, F. (2010). The effects of gender
violence/harassment prevention programming in middle schools: A
randomized experimental evaluation. Violence and Victims, 25(2), 202-223.
Week 9 – 3/26/15
Spring Recess
Week 10 – 4/2/15
Assignments
Case Consultation
Due: Case Consultation write-up
1. Practice professional case consultation, including BPSA
2. Further and use critical frameworks in case formulation, assessment
and diagnosis around trauma and its effects
3. Consider treatment planning and recording
Objectives
Readings
(Done prior to
arriving in class)
Carlson, L. (2003). Rethinking normalcy, normalization, and cognitive disability.
In S. Harding, & R. Figueroa (Eds.), Science and other cultures: Issues in
the philosophy of science and technology, 154-171. New York: Routledge.
Ford, J. D., Russo, E. M., & Mallon, S. D. (2007, Fall). Integrating treatment of
posttraumatic stress disorder and substance use disorder. Journal of
Counseling & Development, 85, 475-490.
Page 22 of 43
Kondrat, M. E. (2002). Actor-centered social work: Re-visioning “person-inenvironment” through a critical theory lens. Social Work, 47(4), 435-448.
Najavits, L. M. (2009). Seeking safety: An implementation guide. In A. Rubin &
D. W. Springer, The clinician’s guide to evidence-based practice, 311-347.
New Jersey: John Wiley.
Deepening
Jongsma – Treatment Planners (TBD and made available)
Week 11 – 4/9/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 12 – 4/16/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Personalities and Dialectical Behavior Therapy (DBT)
None.
1. Consider medicalized, critical, and anti-oppressive approaches to
understanding personality and mental / health disparities
2. Review tenents and elements of thirdwave CBT-based treatements,
in particular DBT
Boone – Intro and Chapters 1, 2, 3, 10,
Gray, J. (2011). The chasm within: My battle with personality disorder.
Philosophy, Psychiatry, & Psychology, 18(3), 185-190.
Koerner, K., & Dimeff, L. A. (2007). Overview of dialectical behavior therapy. In
L. A. Dimeff & K. Koerner (Eds.), Dialectical behavior therapy in clinical
practice, 1-18. New York: Guilford.
Suyemoto, K. L. (2002). Constructing identities: A feminist, culturally
contextualized alternative to “personality”. In Ballou, M., & Brown, L. S.
(Eds.), Rethinking mental health and disorder, 71-98. New York: Guilford.
Deepening
Callaghan, G. M., Summers, C. J., & Weidman, M. (2003). The treatment of
histrionic and narcissistic personality disorder behaviors: A single-subject
demonstration of clinical improvement using functional analytic
psychotherapy. Journal of Contemporary Psychotherapy, 33(4), 321-339.
Christenson, P., & Ivancin, M. (2006). The “Reality” of health: Reality television
and the public health. A Discussion Paper prepared for the Kaiser Family
Foundation. Retrieved from http://www.kff.org/entmedia/upload/7567.pdf
Kirby, J. S., & Baucom, D. H. (2007). Treating emotion dysregulation in a
couples context: A pilot study of a couples' skills group intervention. Journal
of Marital and Family Therapy, 33(3), 375-391.
Muehlenkamp, J. J. (2006). Empirically supported treatments and general
therapy guidelines for non-suicidal self-injury. Journal of Mental Health
Counseling, 28(2), 166-185.
Reynolds, S. K., Wolbert, R., Abney-Cunningham, G., & Patterson, K. (2007).
Dialectical behavior therapy for assertive community treatment teams. In
L. A. Dimeff & K. Koerner (Eds.), Dialectical behavior therapy in clinical
practice, 298-325. New York: Guilford.
Rizvi, S. L., Steffel, L. M., & Carson-Wong, A. (2012). Overivew of dialectical
behavior therapy for professional psychologists. Professional Psychology:
Research and Practice, 4492), 73-80.
Trippany, R. L., Helm, H. M., & Simpson, L. (2006). Trauma reenactment:
Rethinking borderline personality disorder when diagnosing sexual abuse
survivors. Journal of Mental Health Counseling, 28(2), 95-110.
Personalities and Acceptance and Commitment Therapy (ACT)
Due: ITC Plan
1. Continue consideration of personality and mental / health disparities
2. Further identify tenents and elements of thirdwave CBT-based
treatements, in particular ACT
Boone – Chapters 1, 7, 9, 11
Harris, R. (2006). Embracing your demons: An overview of Acceptance and
Commitment Therapy. Psychotherapy in Australia, 12(4), 2-8.
Thompson, B. L., Luoma, J. B., & LeJeune, J. T. (2013). Using acceptance and
commitment therapy to guide exposure-based interventions for
posttraumatic stress disorder. Journal of Contemporary
Page 23 of 43
Peay, J. (2011). Personality disorder and the law: Some awkward questions.
Philosophy, Psychiatry, & Psychology, 18(3), 231-244.
Week 13 – 4/23/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 14 – 4/30/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 15 – 5/7/15
Assignments
Objectives
Readings
(Done prior to
arriving in class)
Week 16 – 5/14/15
Assignments
Objectives
Readings
HIV/AIDS, Dis/Abilities, and Insurance Systems
Due: 295 Journal
1. Consider critical clinical approaches to health disparities, integrated
care, and multi-level systems, in particular in HIV care and prevention
2. Review brokering and advocacy with insurance systems
TBD
ACA (subfolder)
Queer/LGBT Populations, Sexuality, and Health Disparities
None.
1. Consider critical and anti-oppressive frameworks for understanding
genders and sex/ualities when conducting clinical practice, including
case formulation, BPSA, differential diagnosis, and treatment planning
2. Review mental / health disparities of gender and sexual orientation
justice-seeking populations
TBD
Alessi, E. J. (2014). A framework for incorporating minority stress theory into
treatment with sexual minority clients. Journal of gay & lesbian mental
health, 18(1), 47-66.
Arguello, T. M. (2015). Queering social work methods in health disparities and
health promotion in the United States. In J. Fish & K. Karban (Eds.), Social
Work and Lesbian, Gay, Bisexual, and Trans Health Inequalities:
International Perspectives. The Policy Press: London, UK.
Craigs, S. L., & McInroy, L. (2014). You can form a part of yourself online: The
influence of new media on identity development and coming out for LGBTQ
youth. Journal of gay & lesbian mental health, 18(1), 95-109.
Follins, L. D., Walker, J. J., & Lewis, M. K. (2014). Resilience in Black lesbian,
gay, bisexual, and transgender individuals: A critical review of the literature.
Journal of gay & lesbian mental health, 18(2), 190-212.
Gender Health Center materials
Tilsen, J., & Nylund, D. (2010). Resisting normativity: Queer musings on
politics, identity, and the performance of therapy. The International Journal
of Narrative Therapy and Community Work, 3, 64-69.
Deepening
GLMA. (2008). Same-sex marriage and health. Washington, DC: Gay and
Lesbian Medical Association.
Heath, M. (2007). Up the steep side of the queer learning curve: Some things
I’ve learned about sex, gender and sexuality. The International Journal of
Narrative Therapy and Community Work, 2, 41-49.
Health / Disparities and Place / Space
To-Do: 204 Post-Assessment
1. Consider mental / health disparities and wellbeing in relation to
place and space
2. Review critical, anti-oppressive approaches in clinical practice
Vandiver – Chapters 8, 9, 10
TBD
Licensure, Accreditations, Wrap-Up
Due: 295 Final Evaluation
Identify
Baran, M., Lindland, E., Kendall-Taylor, N., & Kohut, M. (2013). “Handed to
them on a plate”: Mapping the gaps between expert and public
Page 24 of 43
(Done prior to
arriving in class)
Week 17 – 5/21/15
Assignments
Objectives
Readings
understandings of human services. Washington, DC: FrameWorks
Institute.
Donaldson, L. P., Hill, K., Ferguson, S., Fogel, S., & Erickson, C. (2014).
Contemporary social work licensure: Implications for macro social work
practice and education. Social work, 59(1), 52-61.
Kimball, E., & Kim, J. (2013). Virtual boundaries: Ethical considerations for use
of social media in social work. Social Work, 58(2), 185-188.
Parton, N. (2000). Some thoughts on the relationship between theory and
practice in and for social work. British Journal of Social Work, 30, 449-463.
Reamer, F. G. (2013). Social work in the digital age: Ethical and risk
management challenges. Social Work, 58(2), 163-172.
Finals Week (No Class)
Final due via email by 12pm PST.
[Note: Grades due 5/27/15]
1. Evidence competencies over 204 D.
2. Provide a self-reflexive critique of knowledge, skills, and growth over
204 C/D and 295 C/D.
None.
ASSIGNMENTS
Fall Semester (Combined 204 & 295)
% of Final
Grade
Assignments
Attendance and Participation
10%
Engaged Reading (2x’s/semester)
20%
295 Journals (3x’s/semester)
25%
[295 Co-Req.: Learning Agreement]
[C/NC]
[295 Co-Req.: Progress Report]
[C/NC]
[295 Co-Req.: Field Evaluation]
[C/NC]
Case Consultation
15%
Foundations Term Paper (due: Finals Week, by 12/18/14, 12pm)
30%
Total for 204 (%’s only)
100%
Total for 295 (C/NC’s only)
C/NC
Page 25 of 43
Spring Semester (Combined 204 & 295)
% of Final
Grade
Assignments
Attendance and Participation
10%
Engaged Reading (2x’s/semester)
10%
295 Journals (3x’s/semester)
15%
[295 Co-Req.: Field Evaluation]
[C/NC]
Case Consultation
10%
Individualized and Tailored Care Plan (ITC)
30%
Portfolio: (due: Finals Week, by 5/20/14, 12pm)
25%
Total for 204 (%’s only)
100%
Total for 295 (C/NC’s only)
C/NC
Page 26 of 43

C alifornia S tate U niversity | ... D ivision of S ocial W ork | ...

Transcription

Similar documents

Prof. Winnie CHENG, Department of English

World Lit I Syllabus - Meridian School District

Decibal Loudness Comparison Chart

San Diego State University Spring 2014 Schedule #20721, section 4

OptionC Guide - St. Nicholas of Tolentine Catholic Academy

4th Grade 9/9/16 - Porta CUSD #202

COMPASS LEARNING ODYSSEY - Maranatha Christian Schools

ENES 460: Fundamentals of Technology Startup Ventures C D

ASSIGNMENT COVER SHEET School of Architecture The University of Queensland

Sample of ASU History and Geography Course Requirements