Syllabus
Master of Social Work
SSW 553 – Advanced Clinical Practice with Families – Spring 2016
Credits - 3
Description
This second semester advanced practice course critically analyzes how contemporary clinical theories explain the inner dynamics and external experiences of family systems. Practical applications of family theory are explored through case examples, role play and reflective writing that includes both self analysis and critique of how sociocultural factors influence how we assess and work with families. Students are exposed to a range of family structures and caregiving systems and also to the larger social contexts of race, social class, gender, age, ability, sexual orientation, gender identification, spirituality and culture, which influence the distribution of resources made available to these families. The role of the clinician as activist is explored as students reflect upon what their professional roles will be as community practitioners.
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:
- Demonstrates ethical and professional behavior.
- Advance human rights and social, racial, economic, and environmental justice.
- Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
- Engage in practice-informed research and research-informed practice.
- Engage in policy practice.
- Engage with individuals, families, groups, organizations, and communities.
- Assess individuals, families, groups, organizations, and communities.
- Intervene with individuals, families, groups, organizations, and communities.
- Evaluate practice with individuals, families, groups, organizations, and communities.
Course Objectives
This course will:
- Introduce students to a range of approaches utilized in social work practice with families.
- Explore and critically examine the underpinnings and assumptions of theoretical models for the degree to which they embrace social work ethics and values as well as operationalize respect for human dignity, self-determination, human diversity and social justice.
- Prepare students to integrate and utilize knowledge, skills and abilities in practice that serve individuals, partnerships, and families from a compassionate, respectful and empowering standpoint.
- Prepare students to be active learners in the field through investigation of the practice literature.
- Explore components of collaborative and interdisciplinary social work practice.
- Strengthen confidence and a sense of identity as a social work professional.
- Encourage and strengthen the concept of strengths-based practice with a mindfulness to the ways class, race, ethnicity, gender, sexual orientation, culture, age, belief systems and ability influence the worker-client relationship and affect the larger systems’ responsiveness to diverse individuals and populations.
Educational Outcomes
Upon successful completion of Advanced Clinical Practice with Families students will:
- Demonstrate through class discussion and written work the ability to identify and critically analyze the theoretical underpinnings and assumptions of selected approaches to social work practice with individuals, families, and groups.
- Demonstrate through class exercises, peer consultation, discussion of field experiences and written work the ability to apply advanced knowledge and skills including engagement, strengths-based and co-constructed assessment, intervention selection, implementation, outcome evaluation and termination.
- Demonstrate knowledge of the concepts of interdisciplinary collaboration, community building and clinical practice for social justice.
- Understand and demonstrate through discussion and written work the ongoing process of self in relation to social work practice and the awareness of the knowledge and experiences that both worker and client bring to the therapeutic relationship.
- Demonstrate in advanced practice with individuals, families and groups the abilities to work effectively and compassionately with clients from all walks of life and across the life course including those from unfamiliar backgrounds or cultures, and those who experience oppression and discrimination as a consequence of class, race, gender, age, sexual orientation, ability or belief system.
Assignments
Writing Assignments, Projects and Assessments
Description: Students will have one writing assignment (a reflective journal entry) with each module. You will submit your weekly Journal Entry via the “Reflection Journal” link in the main menu of the course. In Module 1, Week 3, you will complete a paper comparing the approaches of Bowenian and structural family therapy, using a case provided to you. In Modules 5 and 6, you will analyze a case provided you using the case study method. You will also review and complete a final revision of your personal practice philosophy that you originally created in SSW 552. Students are expected to integrate the learning materials of the course modules into writing assignments as a method of demonstrating achievement of module objectives.
Grading and Feedback Method: Grading and feedback methods are listed with each assignment. Please refer to the Learning Modules for more information.
Due Dates: Due dates for all learning activities are provided in the Course Schedule.
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 Participation in All Discussions | 320 points (40 points * 8 weeks) | 32% |
| Reflective Journal Entries | 180 points (30 points * 6 modules) | 18% |
| Comparison of Family Therapy Approaches Paper | 200 points | 20% |
| Complex Practice Case Assignment (Nancy Troy Case) | 200 points | 20% |
| Personal Practice Philosophy Statement - Final Revision | 100 points | 10% |
| Total | 1,000 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 |
Schedule
Course Dates: 03/02/16 – 04/24/16
All assignments are to be submitted by 11:59PM EST on the dates listed below.
Unless otherwise specified below, all module discussions and assignments are due the last day of the module or unit week. Initial discussion posts are due by 11:59PM Saturday; and responses to classmates are due by the end of the week; except for the early discussion due-dates noted in Module Six.
Please review “Getting Started” and “Course Information” prior to starting Module 1.
MODULE 1 (Please Note: This module spans Weeks 1, 2, and 3)
Family Systems Approaches – Theory and Application | Dates: 03/02/16 – 03/22/16
Week 1 | Dates: 03/02/16 – 03/08/16
Opening Remarks: Module 1: Introductory Comments Podcast
Readings:
- Journal articles
- Textbook: Goldenberg, I. & Goldenberg, H. (2013). Family therapy in practice: An overview (8th ed.), pp. 1-15, 77-88, and 90-102.
Multimedia:
- Families Lecture from Dr. Martha Wilson and supporting documents.
- Discussions: Culture and Social/Economic Class Discussion; Resilience Discussion
- Assignments Introduced: Comparison Paper and Complex Case Paper
Week 2 | Dates: 03/09/16 – 03/15/16
Opening Remarks: Module 1: Family Therapy Podcast
Readings:
- Journal articles as assigned
- Textbook: Walsh, J. (2013). Theories for Direct Social Work Practice (3rd ed.). Belmont, CA:Thomson Brooks/Cole. 113-145 and 202-231 (Chapters 6 and 9).
- Textbook: Goldenberg, I. & Goldenberg, H. (2013). Family therapy in practice: An overview (8th ed.), pp. 15-28, 221-232, and 285-301.
- Document: The Case of Janelle
Multimedia:
- Watch: Bowenian Therapy with Dr. Phil Guerin [Family Therapy with the Experts series], Allyn and Bacon, produced by Governors State University
- Watch: Family Therapy
Discussions:
- Family Therapy Discussion
Assignments:
- Begin work on Comparison of Family Therapy Approaches Paper (This is to provide an early start on this paper – this assignment is due by the end of Week 3)
Week 3 | Dates: 03/16/16 – 03/22/16
Opening Remarks: Module 1: Additional Comments on Case Study Model Podcast
Readings:
- Journal articles as assigned
- Textbook: Goldenberg, I. & Goldenberg, H. (2013). Family therapy in practice: An overview (8th ed.), pp. 358-361 and 400-407.
- Documents: The Oliver Family; The Case of Laura and Denise
Discussions:
- Critical Inquiry Discussion
Assignments:
- Learning Resources and Readings Reflection Journal; Comparison of Family Therapy Approaches Paper Submission
MODULE 2: Framing Challenges of Life Cycle Transitions
Week 4 | Dates: 03/23/16 – 03/29/16
Opening Remarks: Module 2: Introductory Comments Podcast
Readings:
- Journal articles as assigned
- Textbook: Goldenberg, I. & Goldenberg, H. (2013). Family therapy in practice: An overview (8th ed.), pp. 29-48.
- Document: Case of Janelle
Multimedia:
- Watch: Adolescents and Grief – Part I
- Watch: Adolescents and Grief – Part II
Discussions:
- Impact of Chronic Illness and Loss and Death Discussion; Case Study Method Discussion
Assignments:
- Learning Resources and Readings Reflection Journal
MODULE 3: Framing Challenges to the Family Structure
Week 5 | Dates: 03/30/16 – 04/05/16
Opening Remarks: Module 3: Introductory Comments Podcast
Readings:
- Journal articles as assigned
- Textbook: Goldenberg, I. & Goldenberg, H. (2013). Family therapy in practice: An overview (8th ed.), pp. 48-61 and 62-70.
- Document: The Case of Laura and Denise
Multimedia:
- Watch: ACLU Freedom Files: Lesbian & Gay Parents/Florida
- Watch: Gay and Lesbian Adoption Overview
Discussions:
- Family Restructuring and Individual and Family Life Cycles Discussion; Applicationof Case Study Discussion
Assignments:
- Learning Resources and Readings Reflection Journal
MODULE 4: Framing Challenges of Violence and Trauma
Week 6 | Dates: 04/06/16 – 04/12/16
Opening Remarks: Module 4: Introductory Comments Podcast
Readings:
- Journal articles as assigned
- Textbook: Goldenberg, I. & Goldenberg, H. (2013). Family therapy in practice: An overview (8th ed.), pp. 70-77 including Box 3.4 Case Study on Domestic Violence.
- Document: Case of Pamela
Multimedia:
- Watch: Patrick Stewart Talks About Domestic Violence
- Watch: Trauma, Violence, and Human Dignity
Discussions:
- Trauma and Culture Across the Family Life Cycle Discussion; Application of Case Study Discussion
Assignments:
- Learning Resources and Readings Reflection Journal; Complex Case Paper reintroduced
MODULE 5 Framing Challenges of Addictions and Mental Illness
Week 7 | Dates: 04/13/16 – 04/19/16
Opening Remarks: Module 5: Introductory Comments Podcast
Readings:
- Journal articles as assigned
- Document: Case of Veronica
- Document: Case of Nancy Troy
Discussions:
- Addictions and Mental Illness Across the Family Life Cycle Discussion
- Complex Practice Case Discussion (draft due in small group discussion board by Thursday of Week 7, feedback to small group members due Saturday of Week 7)
Assignments:
- Complex Practice Case Assignment Submission (Draft due to group by Thursday; Paper and Conclusion Due Tuesday of Week 7)
- Learning Resources and Readings Reflection Journal
MODULE 6 Reflections on Advanced Practice
(Please note the early assignment and discussion due dates the final week)
Week 8 | Dates: 04/20/16 – 04/24/16
Opening Remarks: Module 6: Introductory Comments Podcast
Readings:
- Journal articles as assigned
- Textbook: Goldenberg, I. & Goldenberg, H. (2013). Family therapy in practice: An overview (8th ed.), pp. 415-421 and 476-492.
Discussions:
- Life Cycle Interplay Within the Therapeutic Relationship Discussion
- Reflexive Practice Within One’s Own Practice Discussion
Assignments:
- Personal Practice Philosophy Statement Final Revision; and Learning Resources and Readings Reflection Journal (Both Due: Saturday of Week 8)
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Social Work page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Social Work Databases: https://library.une.edu/library-materials/find/research-by-subject/social-work/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
Information Technology Services (ITS)
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Policies
Discussion Participation:
Postings to the discussion board must add substantively to the discussion by building upon classmates’ ideas or posing critical questions to further the discussion. For example, a posting of “I agree with what people are saying” is not sufficient. Your course facilitator will be monitoring participation throughout each week and is available by course message or “Ask the Class” if you have any questions. Keep in mind that weekly postings make up a significant percentage of the final grade. All postings must be respectful. If at any time you are concerned with a posting, please notify your course facilitator immediately. Please refer to the Participation Rubric to see how your weekly participation will be evaluated.
Each discussion board requires students post an initial response to the discussion question(s) by Saturday (unless instructed otherwise in the module instructions) and then post subsequent responses to classmates over three different days of the class-week. Please note these are the MINIMUM requirements.
All posts to the discussion boards should be completed by 11:59 p.m. E.T. of the last day of the module as indicated in the “Course Schedule.” Any discussions that extend beyond that date and time will not be considered a part of the grade and/or assignment, but rather optional reading.
Writing Policy:
All written work should be typed and double-spaced. Papers should include appropriate citations and bibliography (APA format) as appropriate. Students who are not clear about proper format are encouraged to consult the UNE Student Academic Success Center or various library, online, and other resources to get this information. Material obtained from the Internet should be referenced and limited to recognized scholarly, academic, or client/consumer-oriented sources (such as online journals and information from advocacy-oriented organizations). Wikipedia does not fall into this category. Gender-neutral language should be used throughout all written assignments.
Extensions and incompletes: Under normal circumstances, there will be no extensions for papers or other assignments, or incompletes for the course. If you have concerns about an assignment, please discuss with the instructor will in advance of the due date. If you have reason to believe that you will be unable to complete the work, contact the Course Instructor immediately.
All work that is handed in for credit in this course is expected to be original and for the purpose of this course alone. It is unacceptable to use assignments from other course requirements. Instructor feedback on written assignments will be provided within 72 hours of the due date of each assignment.
Late Policy:
Ten percent of the total points allocated to a given assignment will be deducted for each day an assignment is late if the instructor has not approved an extension in advance of the due date.
Essential Academic and Technical Standards
Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Confidentiality Statement
Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.