SOWK-230 Foundations of Social Work Practice

Please note that this syllabus is intended as an example only. It may not exactly match each session of the class offered.

Instructor: Jeff Bryant, MSW, LCSW

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General Course Description

Course examines generalist intervention strategies on a systems perspective. Various Models for problem solving at the levels of individuals, families, groups, organizations, and communities are studied. Fundamental skills in interpersonal communications and interviewing are included. Laboratory experiences include simulations, role-plays, and videotaping.

Prerequisites

1. Satisfactory completion of, or concurrent enrollment in SOWK-110 is highly recommended.
2. This course is required for admission into the social work program.

Academic Course Standards

Criteria from the Council on Social Work Education Curriculum Policy Statement (CSWE C.P.S.) relevant to this course are as follows:

• Social Work Values and Ethics
  • B6.3 Programs of social work education must provide specific knowledge about social work values and their ethical implications and must provide opportunities for students to demonstrate their application in professional practice. Students must be assisted to develop an awareness of their personal values and to clarify conflicting values and ethical dilemmas. Among the values and principles that must be infused throughout every social work curriculum are the following:
    • B6.3.1 Social workers’ professional relationships are built on regard for individual worth and dignity and are furthered by mutual participation, acceptance, confidentiality, honesty, and responsible handling of conflict.
    • B6.3.2 Social workers respect people’s right to make independent decisions and to participate actively in the helping process.
    • B6.3.3 Social workers are committed to assisting client systems to obtain needed resources.
    • B6.3.4 Social workers strive to make social institutions more humane and responsive to human needs.
    • B6.3.5 Social workers demonstrate respect for and acceptance of the unique characteristics of divers populations.
    • B6.3.6 Social workers are responsible for their own ethical conduct, the quality of their practice, and seeking continuous growth in the knowledge and skills of their profession.
• Social Work Practice
  • B6.9 At the baccalaureate level, professional social work education prepares students for generalist practice with systems of all sizes. Practice content emphasizes professional relationships that are characterized by mutuality, collaboration, and respect for the client system. Content on practice ssessment focuses on the examination of client strengths and problems in the interactions among individuals and between people and their environments. Social work practice content must include knowledge, values, and skills to enhance the well-being of people and to help ameliorate the environmental conditions that affect people adversely. Practice content must include the following skills: defining issues; collecting and assessing data; planning and contacting; identifying alternative interventions; selecting and implementing appropriate courses of action; using appropriate research to monitor and evaluate outcomes; applying appropriate research-based knowledge and technological advances; and termination. Practice content also includes approaches and skills for practice with clients form differing social, cultural, racial, religious, spiritual, and class backgrounds and with systems of all sizes.
  • B6.10 Each program must explicate the ways in which students are prepared for generalist practice.

Course Objectives and Measures

1. Apply and use critical thinking skills within the context of professional social work practice at a beginning level. (CSWE C.P.S. B5.71)
2. Engage in practice within the values and ethics of the social work profession (CSWE C.P.S. B5.7.2)
3. Understanding of and beginning development of the professional use of self. (CSWE C.P.S. B5.7.3)
4. Identification and beginning application of the knowledge and skills of generalist social work, in order to practice with systems of al sizes. (CSWE C.P.S. B5.7.6) This final unit comprises over half of the course and is measured by performance on the final exam as well as performance in videotaped interviews.

Resources

Texts

Social Work Practice: A Systems Approach, ed. 2, Benjamin Chethow-Yanoov, DSW.
The Social Work Interview, ed. 4, Alfred Kadushin. Columbia University Press, New York.

Handouts from the Professor

• "Boundary Issues in Social Work: Managing Dual Relationships". Frederic G. Reamer, Social Work, vol. 48, no. 1, January 2003.
• "Managing Manipulative Behavior in the Helping relationship". Hepworth, Social Work, vol. 38, no. 6, Nov. 1993.
• “NASW Code of Ethics”, NASW.

Course Design

The course is divided into 4 units:

1. Systems Theory
   The first unit will explore, through lecture and reading of the Chetkow-Yanoov text, the concepts of systems theory, orking with individuals, groups, and/or communities within their environments. Structural, communication, change, and purpose dimensions will be illustrated via their application to an individual, a family, and a large community. The systems Analysis Paper is designed to assist the student in mastering this content.
2. Client-Worker Relationships
   Students will be introduced to the concept of helping relationships by comparing and contrasting them to personal relationship. The differences and boundaries will be studied, with emphasis upon techniques for their maintenance. This content is foundational to the rest of the course as well as the rest of the social work curriculum. Mastery will be demonstrated by successful completion of the second paper, the relationship paper.
3. Ethics
   Students will learn basic concepts and vocabulary relevant to the NASW Code of Ethics. General components of the document will be studied, with emphasis upon issues of self-determination, primacy of the client, and confidentiality. This unit includes an introduction to the NASW and the grievance procedure for ethical breaches. Coursework will include the application of this content to ethical dilemmas posed in small groups.
4. Interviewing
   This is the single largest unit of the course. It is designed to provide a beginning level of skills for all students in the course. Additionally, for social work majors, this content will provide the foundation for the skills used in the three practice courses later in the curriculum. Students are required to keep their course notes for later use in Practice courses. In this unit, students will learn and practice the skills and tasks relevant to the Initial, Work, and Termination Phases of the interview process.

Course Evaluation

The following evaluative measures will be required of all students for successful completion of this course:

• Examinations – 25% for each exam
  The 2 exams are designed to measure comprehension and the ability for application of the course content. These examinations will be a combination of multiple choice, true/false, fill in the blank and short-answer. Students will receive a comprehensive study guide prior to each exam, which we will go over in class.
• Systems Analysis Paper – 15% of grade
  This paper will allow students to apply knowledge of systems theory to a case, which will be provided in class. Students will receive a handout, which will outline all criteria for the paper as well as the evaluative criteria. Students are strongly advised to utilize the pre-grade for this paper, as this is a difficult assignment and the first paper of this course.
• Relationship Paper – 20% of grade
  The purpose of this assignment is to explore the dynamics involved in client-worker relationships depicted in a film, which will be shown in class. Students will receive a handout outlining all mandatory criteria and evaluative measure prior to viewing the film.
• Class Performance Grade – 15% of grade
  The class performance grade is based upon points for the following tasks: participating as worker in role-plays, making videotapes, reaction logs from videotapes, other small assignments, and overall class attendance and participation.
• Extra Credit
  May be earned, if the student chooses, by brining in current newspaper articles, information off the Internet or magazines related to topics of this class or Social Work Topics in general. You will bring the article to class, give a brief summary of the article and the professor may generate comments from other students. Put your name and date on the article and turn into the professor. There is a maximum of 5 articles for the semester. This could make a difference in a letter grade.

Course Policies

1. Much of the learning in this course is gleaned experientially in conjunction with readings and lecture material. Attendance is important for academic success, but is also mandatory and will be taken each week. If you miss a class either e-mail or call me. If you miss class please get notes from a classmate so you don’t fall behind.
2. Papers and assignments are due on assigned date. Later work will not be accepted without significant penalties, and no make-up examinations will be given.
3. Pre-grading of papers, with opportunities for revision, is available to all students. However, this may only be utilized prior to the pre-grade deadline. All pre-graded papers must be submitted with the final revision. Students are encouraged to utilize the University’s Writing Lab for assistance with grammar, organization, or composition, as they are expected to be proficient in these areas.
4. All University policies regarding academic integrity and misconduct will be strictly followed.
5. The professor is committed to being available to students when needed. Students may use e-mail or voice mail to reach the professor. Office hours are as follows: Tuesday 2:00 to 3:00pm, Wednesday 4:00 to 5:00pm and Thursday 10:00 to 11:00am. Students should feel free to stop by or call outside of formal office hours. Keep in mind that an appointment is helpful in guaranteeing that you will not have to wait.

Class Schedule

Week 1: January 14, 2004
Introduction to Course
Overview of Syllabus
Systems Theory: Overview and Structure

Week 2: January 21, 2004
Application of Systems Theory
Handout: Systems Analysis Paper
Read: Chetkow-Yannov, Ch. 1-4, 5 and 7
Frederic Reamer article: “Boundary Issues in Social Work: Managing
Dual Relationships”

Week 3: January 28, 2004
Dual Relationships
Communication Skills
Read: Kadushin, Ch. 1, 2, 3

Week 4: February 4, 2004
Why Systems in Social Work?
As Social Workers how do we Intervene?
Process Lobby Day (LEAD)
Due: Pre-grade for Systems Paper
Handout: NASW Code of Ethics
Lobby Day: Wednesday 2-4-04 (more information will be given out in class)
Extra credit will be given for involvement.

Week 5: February 11, 2004
NASW Code of Ethics
Definition and Concepts
Film: “What About Bob”
Handout: Relationship Paper
Read: NASW Code of Ethics

Week 6: February 18, 2004
Cross-Cultural Interviewing
Due: Systems Paper
Review: Go over Study Guide in class.
Read: Kadushin, Ch. 12 “Cross-Cultural Interviewing”

Week 7: February 25, 2004
Ethical Dilemmas
Midterm Exam

Week 8: March 3, 2004
Interview Process
Read: Kadushin, Ch. 4 “Introductory Phase”
Kadushin, Ch. 5 “Beginning the Interview”
Kadushin, Ch. 11 “Nonverbal Communication”

Week 9: March 10, 2004
Spring Break: No Class

Week 10: March 17, 2004
Initial Skills
Role-Play
Due: Pre-grade for Relationship Paper
Read: Kadushin, Ch. 6 “Problem Exploration Phase”, Paraphrasing/Reflection
Kadushin, Ch. 9 “Questions and Questioning Techniques”

Week 11: March 24, 2004
Skills for Continued Work
Role-Play
Read: Kadushin, Ch. 7 “Developmental Phase”
Kadushin, Ch. 8 “More Problem Solving Interventions”

Week 12: March 31, 2004
Role-Play
Work Phase and Task
Due: Relationship Paper

Week 13: April 7, 2004
Video-work

Week 14 April 14, 2004
Video-work
Termination Task and Issues
Read: Kadushin, Ch. 10 “Termination and Recording”

Week 15 April 21, 2004
Process and Completion of Course
Review: Go over Study Guide in class.

Week 16 April 28, 2004
Final Exam