Syllabus

Master of Social Work

SSWO 553 – Advanced Social Work Practice with Families – Fall B 2018

Credits - 3

Description

This second semester 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 self-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, age, ability, sexual orientation, gender identification, 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. Must be enrolled in: Master of Social Work. 

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.

Course Outcomes

Upon successful completion of Advanced Clinical Practice with Families students will:

1.    Apply self-awareness and self-regulation to manage the in influence of personal biases and values in working with diverse clients and constituencies. EPAS 2c (Measured in journal entries)
2.    Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. EPAS 6b (Measured in assignment 1)
3.    Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges within clients and constituencies. EPAS 7c (Measured in assignment 2)
4.    Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies. EPAS 8a (Measured in assignment 2)
5.    Facilitate effective transitions and endings that advance mutually agreed-on goals. EPAS 8e (Measured in assignment 2)

Assignments

Weekly Discussions

Discussion Boards:

Discussions are an important part of the learning process in this course. Students are expected to post an initial response to the weekly discussion questions by Saturday, adhering to the requirements outlined in the Discussion Rubric, and to return on at least one additional day of the class week to respond to a minimum of 3 classmates in meaningful and substantive ways. This equates to a minimum of 4 total posts spread over at least two different days. Students are welcome and encouraged to begin posting earlier than Saturday, but Saturday is the latest acceptable day for initial posts.

Writing Assignments, Projects, and Assessments

Family Journal: Each week you will submit a one-page family reflection journal. This reflective writing assignment will relate to one or more of the topics covered in the Thomlinson Family Assessment Handbook. Your weekly journal provides an opportunity for you to think in a reflexive way about important aspects of working with families — reflexive in the sense of how your assumptions, beliefs, and perhaps biases influence the way you experience, interpret, and act with family clients. You are encouraged to push yourself to new realizations and insights in your weekly journal entry. Citations are not required unless you choose to include something from a specific source to enhance your reflective process.

Assignment #1, Comparison of Classic Family Therapy Approaches Paper – Sharon Family Case (Assignment 1): In this 7 to 8-page paper, you will choose one of the classic family therapy models from module 3 (either the transgenerational or the experiential model) and one of the classic family therapy models from module 4 (either the structural or the strategic model) and apply the chosen models to the Case of Sharon and her Family (Thomlison pp. 196-197).

Assignment #2, Social Constructionist Intervention Paper – Del Sol Family Case (Assignment 2): In this 7 to 8-page paper, you will choose either Solution-Oriented (focused) Family Therapy or Narrative Family Therapy and apply the chosen model to the Del Sol Family Case Study (Thomlison pp. 219-222).

Grading and Feedback Method: Grading and feedback methods are provided for 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