Social Work Department
SWO 401Methods of Social Work Practice II- Fall 2000
Instructor: Tara Healy, ACSW, Ph.D.
Wednesdays: Section 1- 1:00 - 3:45 PM - Wednesdays
Section 2 - 1:00 - 3:45 PM - Mondays
Office Tel.:(207) 780-4493 - Voice mail receives messages any time
E-mail:thealy@usm.maine.edu
Office Hours: Mon. & Wed. 12:00 - 1:00 PM & 3:45 - 4:45 PM
Office:324 Masterton Hall
Prerequisites: This course is a continuation of Methods of Social Work Practice I (SWO301). Students enrolled in 401 must have satisfactorily completed C or better SWO301, and currently be enrolled in SWO 411. If, for any reason, students withdraw from field placement, they will not be allowed to continue in SWO 401.
Course Description: Methods of Social Work Practice II (SWO 401) explores the contextual nature of generalist social work practice within a strengths perspective. The course focuses on the processes of engagement, assessment, intervention, evaluation of micro practice, and endings in social work practice with individuals, families and groups. Crisis intervention, a short-term model of intervention with individuals, families, and/or groups will be presented.
COURSE OBJECTIVES
When a student has completed the requirements for the social work major, faculty expects that the student will have the following professional knowledge and will be able to demonstrate the following competencies:
1.Understand the importance of the dynamics of power, oppression and difference in the context of social work practice.
2.Develop a plan for a social work group that will address the needs of a specific client population served by the student’s field placement agency.
3.Be able to identify the characteristics of state of crisis and describe strategies for helping people in crisis.
4.Understand the special skills required to competently serve involuntary clients in social work practice.
5.Participate in role plays to demonstrate social work practice skills with individuals, families, and groups.
6.Demonstrate the ability to utilize critical incident process recording as a tool for practice evaluation.
7.Demonstrate the ability to critique one’s own social work practice through completion of a well written, coherent presentation of one’s own work in field placement that includes the identification social work practice techniques used.
Course Requirements:
1.Regular class attendance.
2.Active involvement and participation in class discussions and activities.
3.Preparation for class: study of assigned readings and completion of written homework assignments.
4.Acceptable performance on formal written papers.
Grading:
1. Class preparation, class participation, and attendance10%
2.Group Formation Paper20%
3.Assessment and Process Recording30%
4.Critique of Your Own Practice40%
Requires Texts:
Gitterman, A. & Shulman, L. (1994). Mutual Aid Groups, Vulnerable Populations and the Life Cycle. New York: Columbia University Press.
Miley, K. K.,O’Melia, M. & Dubois, B.L. (1998). Generalist Social Work Practice, An Empowering Approach. Boston: Allyn and Bacon.
Murphy, B.C. & Dillon, C. (1998). Interviewing in Action, Process and Practice. Boston: Brooks/Cole.
Articles in Course Pack:
Ackerson, B.J. & Harrison, D. (2000). Practitioners’ perceptions of empowerment. Families in Society: The Journal of Contemporary Human Services, 81 (3), 238-
Anderson, D.L., Nickles, K. & O’Kane, N. (2000). BSW students work with families: Who benefits? Journal of Family Social Work. 4 (2), 93-
Beder, J. (1998). The home visit, revisited. Families in Society: The Journal of Contemporary Human Services, 79 (5), 514-
Bell, J.L. (1995). Traumatic even debriefing: Service delivery designs and the role of social work. Social Work, 40 (1), 36-43.
Cohen, M. B. (1998). Perceptions of power in client/worker relationships. Families in Society: The Journal of Contemporary Human Services, 79(4), 433-442.
Freeman, M.L. (2000). Incorporating gender issues in practice with the Satir growth model. Families in Society: The Journal of Contemporary Human Services, 81 (3), 256-
Greene, G.J., Lee, M., Mentzer, R.A., Pinnell, S.R. & Niles, D. (1998). Miracles, dreams, and empowerment: A brief therapy practice note. Families in Society: The Journal of Contemporary Human Services, 79(4), 395-399.
Hoff, L.A. (1995). People in Crisis: Understanding and Helping (4th Edition). San Francisco: Josey-Bass Publishers, Chapter 2 & 4.
Laird, J. (1996). Family-centered practice with lesbian and gay families. Families in Society, The Journal of Contemporary Human Services, 77 (9), 559-572.
Oriti, B., Bibb, A. & Mahboubi, J. (1996). Family-centered practice with racially/ethnically mixed families.Families in Society, The Journal of Contemporary Human Services, 77 (9), 573-582.
Parsons, R.J. & Cox, E.O. (1989). Family mediation in elder caregiving decisions: An empowerment intervention. Social Work, 34 (2), 122-126.
Reiter, M.D. (2000). Structuring home-based therapy: Four phases to effective treatment. Journal of Family Social Work, 4 (2), 21-
Rooney, R. (1992). Strategies for Work with Involuntary Clients. New York: Columbia University Press., Chapters 2, 7 & 9
Shamai, M. & Sharlin, S. (1996). Who writes the "Therapeutic Story" of families in extreme distress: Overcoming the coalition of despair. Journal of Family Social Work, 1 (4), 65-82.
Todd, R. (2000). An essay for practitioners: Solution focused strategic parenting of challenging teens: A class for parents. Family Relations. 49 (2), 165-168.
Review Readings from SWO 301:
Cowger, C.D. (1994). Assessing client strengths: Clinical assessment for client empowerment. Social Work, 39 (3), 262-267.
Middleman & Wood, Chapters 7 - 9, (96-134) -- Group Skills.
Additional Texts on reserve at the USM Library (P):
Berg, I.K. (1994). Family-based services: A solution-focused approach. New York: W.W. Norton.
Middleman, R.R. & Wood, G.G. (1990). Skills for Direct Practice in Social Work. New York: Columbia University Press (Chapters, 7-9).
Saleebey, D. (Ed.). (1997). The Strengths Perspective in Social Work Practice. New York: Longman.
Shulman, L. (1992). The Skills of Helping Individuals, Families and Groups. Itasca, Ill.: F.E. Peacock Publishers.
Recommended References:
Publication manual of the American Psychological Association (4th Edition).Washington:American Psychological Association, 1994.
Any of the grammar texts by Diane Hacker available at the USM bookstore.
PLEASENOTE:This course outline is subject to change.
Activities may be altered or supplemented and additional readings may be added as the course proceeds.
Class 1W Sept. 6 / M Sept. 11Course overview and Introductions
Class 2W Sept. 13 / M Sept 18Social Work with Groups
Class 3W Sept. 20 / M Sept. 25Social Work with Groups
Class 4W Sept. 27 / M Oct.2Social Work with Groups
Class 5W Oct. 4 / M Oct 16Group Formation Paper Due
Crisis Intervention
Vacation from Oct. 7 - Oct 10
Class 6W Oct. 11 / M Oct. 23Facilitating Change
Class 7W Oct.18 / M Oct. 30Recognizing Success
Class 8W Oct. 25 / M Nov. 6Social Work with Families
Class 9W. Nov. 1 / M Nov. 13Process Recording and Assessment Due
Social Work with Families
Class 10W. Nov. 8/ M Nov. 20Facilitating Change – Solution Focused Methods
Vacation Nov. 22 - Nov. 26
Class 11W Nov. 15 / M Nov.27Nonvoluntary & Involuntary Clients
Class 12W Nov. 29 / M Dec. 4Nonvoluntary & Involuntary Clients
Class 13W Dec 6 / M Dec.11Critique of Your Own Practice Due
Facilitating Change
Class 14W Dec 13 / M Dec 18Integrating Gains
Course Outline
Class 1W Sept. 6 / M Sept. 11Course overview and Introductions
Objective:To become familiar with each other and the learning objectives for this course. To be able to articulate how the dynamics of difference and power affect social work practice. To be able to articulate the potential influence of discrimination and oppression on persons receiving social work services.
Activity: TBA
Class 2W Sept. 13 / M Sept 18Social Work with Groups: Group formation
& purpose
Objective:Be able to identify factors related to agency organization and mission that influence the development of group services.
Reading:Gitterman & Shulman: Chapters 1 & 2(pp. 3-58).
Class Preparation:Write a list of persons at your agency who would have an interest in the development of group services. Refer to readings for today to guide your selection.
Activity:Video: mutual aide group.
Class 3W Sept. 20 / M Sept. 25Social Work with Groups: Group formation
& purpose
Objective:Identify the purposes of social work groups. Begin planning for the formation of a social work group.
Reading:Gitterman & Shulman: Chap. 3 & 4
Class Preparation:Prepare a rough outline for your group formation paper. Come prepared to discuss obstacles to group formation & how you will go about overcoming them.
Activity:Small group work on group formation proposals.
Class 4W Sept. 27 / M Oct.2Social Work with Groups
Objective:To learn how to apply social work techniques to group work through the use of role plays.
.
Reading:Gitterman & Shulman, Chapters7 & 9
Review:Middleman & Wood, Chapters 7 - 9, (96-134) -- Group Skills.
Class Preparation:Group Formation Paper
Identify how you might integrate group methods into actually leading the social work group you have proposed doing at your placement.
Activity:Participate in a role play based on your readings in Gitterman & Shulman
Class 5 W Oct. 4 / M Oct 16Group Formation Paper DUE
Social Work with Clients in Crisis Situations
Objective:To demonstrate through a professionally written essay an understanding of how to form a social work group taking into consideration factors concerning the population served and the agency sponsoring the group. To learn basic characteristics of crises and basic strategies for helping in crisis situations.
Reading:Hoff, L.A. (1995). People in Crisis: Understanding and Helping (4th Edition). San Francisco: Josey-Bass Publishers, Chapter 2 & 4
Bell, J.L. (1995). Traumatic event debriefing: Service delivery designs and the role of social work. Social Work, 40 (1), 36-43.
Reveiw: Miley,O’Melia, & Dubois (Generalist S.W. Practice), Chapter 8 (179-199)
Class Preparation:Identify three ways you might integrate ideas about crises into the work at your field placement.
Class 6W Oct. 11/ M Oct. 2Facilitating Change
Objective:Learn techniques for assessment & facilitating change with social work clients.
Reading:Miley,O’Melia, & Dubois (Generalist S.W. Practice), Chap.12
Murphy. & Dillon ( Interviewing in Action, Process and Practice)Chap.7 & 8
Review:Miley,O’Melia, & Dubois (Generalist S.W. Practice), Chap 9-11
Class Preparation:List 9 important points from your readings about facilitating change how these are useful at your present field placement.
Activity:Group discussion focusing on identifying key elements involved in facilitating change in social work practice.
Class 7W Oct.18 / M Oct. 30Recognizing Success
Objective: To learn how to write a reflective process recording. To be able to articulate methods social workers use to evaluate practice and identify skills used to integrate gains.
Readings:Miley,O’Melia, & Dubois (Generalist S.W. Practice), Chapters 15
Class Preparation: Design a tentative plan for evaluating your own practice at your field placement. Bring the outline of your plan to class for discussion.
Class Activity: Small group discussions
Class 8W Oct. 25 / M Nov. 6Social Work with Families
Objective: To learn techniques for facilitating change with families.
Reading:
Beder, J. (1998). The home visit, revisited. Families in Society: The Journal of Contemporary Human Services, 79 (5), 514-
Freeman, M.L. (2000). Incorporating gender issues in practice with the Satir growth model. Families in Society: The Journal of Contemporary Human Services, 81 (3), 256-
Parsons, R.J. & Cox, E.O. (1989). Family mediation in elder caregiving decisions: An empowerment intervention. Social Work, 34 (2), 122-126.
Reiter, M.D. (2000). Structuring home-based therapy: Four phases to effective treatment. Journal of Family Social Work, 4 (2)
Class Preparation: Prepare role descriptions for use in role plays of home visits.
Activity: Role playmediation applications and home visiting methods for facilitating family
Class 9 W Nov. 1 / M Nov. 13Social Work with Families
Process Recording and Assessment Paper Due
Objective:Objective: To demonstrate the ability to organize and clearly present an assessment through a professional written paper. To learn how to write a reflective process recording. To be able to articulate methods social workers use to evaluate practice and identify skills used to integrate gains. To learn techniques for facilitating change with families
Reading:
Anderson, D.L., Nickles, K. & O’Kane, N. (2000). BSW students work with families: Who benefits? Journal of Family Social Work. 4 (2)
Laird, J. (1996). Family-centered practice with lesbian and gay families. Families in Society, The Journal of Contemporary Human Services, 77 (9), 559-572.
Oriti, B., Bibb, A. & Mahboubi, J. (1996). Family-centered practice with racially/ethnically mixed families.Families in Society, The Journal of Contemporary Human Services, 77 (9), 573-582.
Class Preparation:Process recording paper due
Objective:To learn techniques for facilitating change using solution-focused methods
Readings:
Ackerson, B.J. & Harrison, D. (2000). Practitioners’ perceptions of empowerment. Families in Society: The Journal of Contemporary Human Services, 81 (3), 238-
Greene, G.J., Lee, M., Mentzer, R.A., Pinnell, S.R. & Niles, D. (1998). Miracles, dreams, and empowerment: A brief therapy practice note. Families in Society: The Journal of Contemporary Human Services, 79(4), 395-399.
Todd, R. (2000). An essay for practitioners: Solution focused strategic parenting of challenging teens: A class for parents. Family Relations. 49 (2), 165-168.
Optional supplemental reading:Berg, I.K. (1994). Family-based services: A solution-focused approach. New York: W.W. Norton.(Review exception question, coping questions, & scaling).
NO CLASSNov. 24Thanksgiving Vacation
Objective:To gain an understanding of the dynamics of working with involuntary and nonvoluntary clients
Reading:Rooney, Chap 2 & 7
Class Preparation:Write a brief paragraph identifying how concepts of oppression and voluntary, involuntary, and nonvoluntary client status relate to the client population served at your field placement.
Activity:Small Group Discussions
Class 12W Nov. 29 / M Dec. 4Nonvoluntary and Involuntary Clients
Objective:To be able to articulate the key elements of assessment of involuntary clients and to be able to identify methods of facilitating change in nonvoluntary situations.
Reading:Rooney, Chap9
Cohen, M. B. (1998). Perceptions of power in client/worker relationships. Families in Society: The Journal of Contemporary Human Services, 79(4), 433-442.
Shamai, M. & Sharlin, S. (1996). Who writes the "Therapeutic Story" of families in extreme distress: Overcoming the coalition of despair. Journal of Family Social Work, 1 (4), 65-82.
Class Preparation:List 3 techniques for working with clients mandated to receive services and 3 for working with clients who did not initiate the referral themselves.
Activity:Role play initial contacts with involuntary and nonvoluntary clients (e.g. families reported to protective services, hospitalized persons, children in school setting).
Class 13W Dec 6 / M Dec.11Critique of Your Own Practice Due
Facilitating Change
Objective:To learn techniques for facilitating change
Readings:Miley,O’Melia, & Dubois (Generalist S.W. Practice), Chapters 13 & 14
Class Preparation:Major paper due
Class 14W Dec. 13/ M Dec. 18 Integrating Gains
Objective: To articulate ten of the most important learning achievements of the semester.To identify areas for course improvement and strengths of the course.
Reading:Miley,O’Melia, & Dubois, Chapter 16
Murphy,& Dillon, Chapter 11
Class Preparation:Of all your learning achievements for this semester, list the ten that are most important to you. (Bring 2 copies to class: one to hand in and one for yourself to keep.)
Activity:Review, Evaluation and Celebration
Policies:
1.Attendance: Students are expected to attend all classes. If class attendance will result in extreme hardship, please contact me in advance (780-4493). Because this is a required course in the professional sequence, any student who is excessively absent from class will be asked to drop this course and repeat it at a future date. Three absences will result in failing grade, which also requires withdrawal from field placement.
2.Active Participation in the Learning and Teaching Process: It is assumed that every member of the class has a unique perspective which, when shared, can enhance the learning of classmates. Because everyone’s learning experiences and views are valuable to the whole class, all are encouraged to share their ideas with others during class time.Respect for our differences in perspective and experience is expected in class in accordance with the NASW Code of Ethics. Those of you who speak easily in groups are expected to monitor the amount of "air time" you take and to actively encourage others to share equally.
3.Due Dates: All papers and readings must be completed by the beginning of class onthe date due. An extension must be negotiated in advance. The only acceptable reason for applying for an extension is a serious medical or personal emergency.
4.Writing Quality: The quality of your writing will be taken into consideration in the grading of all written work. Follow APA guidelines and cite sources accordingly. Professional writing is an important skill to refine during this course.Though allowing time for rewriting and polishing your written work may be difficult, the quality of your work may be greatly improved if you do so.
5.Incomplete: An incomplete must be negotiated in advance. The only acceptable reason for applying for an incomplete is a serious medical or personal emergency that arises within the last three weeks of the semester. Students taking SWO 401 are advised that receipt of an incomplete grade in SWO 401 would result in termination of your field placement.
6.Support Services: Note that there are services available to assist you regarding writing and organizing your work in addition to other academic skills that will be valuable to you as a professional social worker. Students are strongly urged to consider use of the support services provided by USM as appropriate to their needs:
Learning Center, 253 Luther Bonney
Help with a variety of academic skills: e.g. writing skills, study skills, word processing.
Student Counseling Center, 100 Payson Smith,(780-4050)
Office of Academic Support for Students with Disabilities,
237 Luther Bonney, (780-4706)
Please consult with me early and often if you are encountering difficulties with this course, if you believe you could be performing at a higher level, or that you could learn more than you are currently learning.
7.Adaptations or accommodations:
The Americans with Disabilities Act of 1992 mandates the elimination of discrimination against persons with a variety of disabilities. If you need course adaptations or accommodations because of a disability please inform me as soon as possible.