Syllabus

Master of Social Work

SSW 582 Block – Integrating Seminar Practicum IV – Fall 2015

Credits - 4

Description

Integrating Seminar/Practicum III & IV is an accelerated one semester sequenced course designed to provide students with a supervised advanced practice experience in a social service agency/organization. The practicum includes experiential learning in advanced social work skills in a specialized setting.

The United Nations Declaration of Human Rights, the World Health Organization Definition of Health and the International Federation of Social Workers’ Policy Statement on Health will continue to be incorporated into discussions of how resource equity, social justice and universal health and healthcare across the life span impacts work with client systems.

Students in block placement complete 560 hours (35-40 hours per week) in the agency/organization setting in one semester. Each Student receives 1 hour of weekly, individual field instruction from a MSW level social worker. Students are expected to abide by The Code of Ethics of the National Association of Social Workers in their practice with clients and agencies/ organizations. The seminar provides students with an opportunity to discuss and reflect on professional social work issues from their practicum experience regarding assessment, specific interventions with client systems and the application of practice theories at all levels of practice. Students use the seminar to monitor their own learning experience and their progress in attaining their professional goals with respect to people’s membership in groups and communities (urban, regional and rural) distinguished by class, ethnicity, gender, sexual orientation, age, ability, and culture while honoring each person’s individuality.

Materials

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

1. Demonstrates ethical and professional behavior.
2. Advance human rights and social, racial, economic, and environmental justice.
3. Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
4. Engage in practice-informed research and research-informed practice.
5. Engage in policy practice.
6. Engage with individuals, families, groups, organizations, and communities.
7. Assess individuals, families, groups, organizations, and communities.
8. Intervene with individuals, families, groups, organizations, and communities.
9. Evaluate practice with individuals, families, groups, organizations, and communities.

Upon completion of SSW 580/582 students will be able to complete the learning objectives for Competencies 1-9 at the Advanced Year level.

Competency # 1 – Demonstrate Ethical and Professional Behavior

Intern understands the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels.

Learning Objectives

• Makes ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.
• Uses reflection and self-regulation to manage personal values and maintain professionalism in practice situations.
• Demonstrates professional demeanor in behavior; appearance; and oral, written, and electronic communication.
• Uses technology ethically and appropriately to facilitate practice outcomes
• Uses supervision and consultation to guide professional judgment and behavior

Competency #2 – Engage Diversity and Difference in Practice

Intern understands how diversity and difference characterize and shape the human experience and are critical to the formation of identity.

Learning Objectives

• Applies and communicates understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels.
• Presents themselves as learners and engage clients and constituencies as experts of their own experiences.
• Applies self-awareness and self-regulation to manage the influence of personal biases and  values in working with diverse clients and constituencies.

Competency #3 – Advance Human Rights and Social, Economic, and Environmental Justice

Intern understands that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education.

Learning Objectives

• Applies their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels.
• Engages in practices that advance social, economic, and environmental justice

Competency #4 – Engage In Practice-informed Research and Research-informed Practice

Intern understands quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice.

Learning Objectives

• Uses practice experience and theory to inform scientific inquiry and research.
• Applies critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.
• Uses and translates research evidence to inform and improve practice, policy, and service delivery.

Competency #5 – Engage in Policy Practice

Intern understands that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels.

Learning Objectives

• Identifies social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services.
• Assesses how social welfare and economic policies impact the delivery of and access to social services.
• Applies critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice.

Competency #6 – Engage with Individuals, Families, Groups, Organizations, and Communities

Intern understands that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.

Learning Objectives

• Applies knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies.
• Uses empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Competency #7 – Assess Individuals, Families, Groups, Organizations, and Communities

Intern understands that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.

Learning Objectives

• Collects and organizes data, and apply critical thinking to interpret information from clients and constituencies.
• Applies knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies.
• Develops mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies.
• Selects appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.

Competency #8 – Intervene with Individuals, Families, Groups, Organizations, and Communities

Intern understands that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities.

Learning Objectives

• Critically chooses and implements interventions to achieve practice goals and enhance capacities of clients and constituencies.
• Applies knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies.
• Uses inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
• Negotiates, mediates, and advocates with and on behalf of diverse clients and constituencies.
• Facilitates effective transitions and endings that advance mutually agreed-on goals.

Competency #9 – Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities

Intern understands that evaluation is an ongoing component of the dynamic and interactive process of social work practice and communities.

Learning Objectives

• Selects and uses appropriate methods for evaluation of outcomes.
• Applies knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes.
• Critically analyzes, monitors, and evaluates intervention and program processes and outcomes.
• Applies evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.

Assignments

A variety of learning activities are designed to support the course objectives, facilitate different learning styles, and build a community of learners. Learning activities for each module include the following:

Video Assignments and Responses

Each student will post a 5-minute video every week, starting with Week 2. All videos are due by Wednesday at 11:59 pm EST.

Week 1:

All students will post a re-introduction of themselves and their Field placement, placement activities, Field Instructor (and On-site Supervisor if there is one). This does not have to be in video format.

Weeks 2 – 8:

Each student will choose a topic from the list below for each video and have this be the subject/title of the video.

Videos will integrate field experiences and reflections on the individual’s internship with the Course Learning Objectives as spelled out in the Learning Contract.

Criteria for Posting Responses to the Video Assignment:

The Seminar Video: Each student is expected to log into Blackboard Video Discussion Board at least 2 days out of 7. The Video Response assignment is due by Sunday night at 11:59 pm EST of each week.

Each student must view all the videos recorded for that given week. After having viewed the video, each student must respond to every video posted for that module.

Responses should be substantial in nature. The response is as important as the video post, if not more so. In the video assignment post, your colleagues are seeking advice, support and/or feedback. Be sure your response relates to the specific question. All your responses should be interactive, thoughtful, and relevant.

Your response should be tied into one or more of the following:

• A recommendation of resolution and possible consequences.
• The code of Ethics and how your ideas support the particular ethical issue or push the boundary of the Code.
• A website or educational article (from a previous class or something new) that supports your thoughts or ideas relating to the issue.
• A Social Justice consideration or perspective.
• Questions regarding the issue that would further the discussion.

The content of each response must be substantive. “I agree, same here, been there done that” are not acceptable responses. You will be providing each other with support, direction, advice, and encouragement throughout the seminar.

Points are awarded based on active participation, and thoughtful relevant content. Points may be deducted for omission of response to one or more videos, for insubstantial content, for posting on fewer than 2 days, or for late submission. Since there are sometimes technical delays, it is suggested that you plan to post early responses to the videos of the week.

Readings and Multimedia

There are required readings and recommended texts in this course. While there are not prescribed readings from these texts, you are required to read and utilize the readings throughout the course. Your instructor may integrate and suggest additional readings throughout the modules. We recommend that you utilize the Bibliography’s extended readings. Additional readings in the modules will be introduced as the forms and supporting documents are needed for completion. There are a few videos presented as learning material, but the majority of videos in this course are created by students each week.

Discussions

Each week you will engage in weekly video Video Assignments and discuss some of your peers’ field experiences. You will also post one self-care tip that you are employing and discuss amongst your classmates. There are several optional discussion boards in this course that you may utilize to ask questions about a specific assignment. As part of your Video Assignment video, you will have the opportunity to discuss the mandated reporting requirements in your state. We recommend that you utilize the Bibliography’s extended readings to integrate into your discussions and assignments.

Writing Assignments, Projects, and Assessments:

There are several assignments in this course, which are all tailored around strengthening your field internship and experiences. These assignments will be collaborative with your field instructor and field advisor for review, comment, and submission. These will be highlighted throughout the course along with several reminders and prompts to get started. All of your assignments (including all of your forms) must be submitted via the assignment link and not via email. Any assignments (including all of your forms) submitted through Mail or email will not be accepted. They must be through the assignment link.

Grading and Feedback Method

Feedback will be provided within the assignment submission tool and in grading comments.

Due Dates

Due dates for all learning activities are provided in the Course Schedule. In order to pass your field placement, you must complete all activities in this course and score at least 80 out of 100 points. Points are earned for every assignment submitted and discussion forum in which you participate. Each assignment or discussion submitted late will earn half credit. If you do not complete the entire assignment you will only receive half the point value for that assignment.

Grading Policy

The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Point Value	Percentage of Grade
Weekly Video Assignment	21 points (3 points X 7 videos)	21%
Weekly self care	16 points (2 points X 8 weeks)	16%
Weekly response to all videos	14 points (2 points X 7 weeks)	14%
Re-introduce Yourself (Week 1)	4 points	4%
Update learning contract (Week 1)	4 points	4%
Mandatory Reporting Assignment (Video Assignment)	2 points	2%
Field visit scheduled (Week 2)	3 points	3%
Field visit complete (by Week 7)	6 points	6%
1st Process recording (Week 5)	6 points	6%
Endings with Clients (Week 4)	4 points	4%
2nd process recording due (Week 7)	6 points	6%
Self Assessment Due (Week 7)	6 points	6%
Final Evaluation submission (Week 7)	8 points	8%
Total	100 points	100%

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00