Syllabus
Master of Social Work
SSWO 510 – Social Work Practice I – Spring A 2024
Credits - 3
Description
Social Work Practice I introduces students to generalist social work practice defined as planned change, at every system level, implemented through collaborative relationships with clients, colleagues, and community partners. The theoretical framework of this course is based on empowering and relational theories for practice and concentrates on the integration and application of health promoting knowledge, values and skills that support and sustain client resiliency informed by the core social work values of self-determination, diversity, human dignity and social justice. Students are encouraged to critically examine knowledge and to develop skills for culturally attuned practice. Students are exposed to tenets of evidence-guided practice. Students learn and apply skills for health-promoting practice with individuals, families, and groups including assessment, engagement, interpersonal relationship building and intervention planning.
This initial social work practice course will introduce students of the beginning skills needed to engage with clients in a therapeutic relationship. In doing so, it incorporates the NASW Code of Ethics to guide one’s practice. Students will also address the elements of oppression and racism that bring complexity to achieving the client’s goals on a micro/mezzo/macro level of their environment.
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:
- Practice social inclusion to enable people, populations, and communities to fully participate in society, enhance human bonds in the context of cultural diversity and ensure improved quality of life and equitable resource distribution. EPAS Competencies 2 & 3
- Engage in culturally-informed relationship building, being respectful of the complexity and diversity of contexts and circumstances. EPAS Competencies 3 & 6
- Utilize theories of human behavior, social systems and social inclusion when offering interventions with people and their environments. EPAS Competency 8
- Promote ethical reflection, critical consciousness and shared decision-making based in social work values and with consideration of the broader contexts of the world in which we live. EPAS Competency 1
- Balance the roles of helpers, activists, and advocates through collaboration with communities to build healthy and sustainable resources. EPAS Competencies 2, 5, & 6
- Engage as critical consumers and producers of research as it relates to assessment, intervention and evaluation of clinical and community practices. EPAS Competencies 4, 7, 8 & 9
- Practice person-centered and collaborative community partnerships across diverse settings. EPAS Competency 6
Student Learning Outcomes
Students will:
- Demonstrate beginning social work practice skills within the context of the NASW Code of Ethics. EPAS 1,2,3
- Reflect on ways to incorporate social and economic justice issues and the core competencies for practice with diverse groups into their social work practice. EPAS 1,2,3
- Begin to use engagement, client assessment, intervention, goal setting, and evaluation/termination techniques that focus on client capabilities, strengths, and resources. EPAS 7,8
- Identify community-based services and partnerships within the service delivery system of their community. EPAS 6
- Evaluate the group development and facilitation process observed in a community organization. EPAS 6.
- Reflect on the concepts of racism and oppression in social work practice. EPAS 3
Assignments
Discussions
Discussions are an important part of the learning process in this course. In typical weeks, students are expected to post an initial response to the weekly discussion questions by Saturday, adhering to the requirements outlined in the prompt and Discussion Rubric. Most discussion activities also require you to respond to a minimum of 2 classmates in meaningful and substantive ways.
Reflective Journals
Four weeks in the course feature a brief reflective journal activity. Each journal requires you to comment on how a key concept from the week applies to your social work practice.
Practice Videos 1 and 2
The two largest assignments in this course are called “Practice Video Assignments.” Their purpose is for you and a partner to implement a specified set of social work practice skills in a mock therapeutic setting. To do so, you and a partner will meet using Zoom. You will take turns portraying a social worker or a client in response to a case scenario. You will record and submit your work.
Group Observation Paper
The goal of this multi-step assignment is for you to describe and evaluate the group process for a group in a community of your choice.
You will 1. Identify a group to attend. 2. Make notes on the group experience using the Group Observation Checklist. 3. Write a 3–4 page paper describing and evaluating the group process.
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
| Assignments | Point Value | Percentage of the Final Grade |
|---|---|---|
| Acknowledgement of Academic Engagement | 1 point | 1% |
| Week 1 Video Introduction | 2 points | 2% |
| Discussions | 39 points (3.25 x 12 discussion forums) | 39% |
| Reflective Journals | 8 points (2 x 4 journals) | 8% |
| Video Practice Assignments 1 and 2 | 40 points (20 x 2 video assignments) | 40% |
| Group Observation Paper | 10 points | 10% |
| 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 |
Schedule
Course Weeks
Week 1: Jan 17 – Jan 23
Week 2: Jan 24 – Jan 30
Week 3: Jan 31 – Feb 6
Week 4: Feb 7 – Feb 13
Week 5: Feb 14 – Feb 20
Week 6: Feb 21 – Feb 27
Week 7: Feb 28 – Mar 5
Week 8: Mar 6 – Mar 10
Unless otherwise specified, all assignments are due by 11:59 p.m. ET on the last day of the module or unit week, as listed.
Discussions: Initial posts are due by 11:59 PM ET on Saturday, except in Week 8 – the initial post is due by 11:59 PM ET on Friday; responses are due by the end of the course week in every week.
ALL TIMES ARE IN THE EASTERN STANDARD TIME ZONE. NO EXCEPTIONS.
Week 1: Becoming a Social Worker and the Helping Process—Exploration of Social Work Values in the Age of Oppression
Required Readings and Multimedia
- Schulman text chapters 1 and 2
- NASW Code of Ethics
- Kim, H. (2021). Care ethics as a challenge to the structural oppression surrounding care. Ethics and Social Welfare, 15(2), 151-166. https://doi.org/10.1080/17496535.2020.1867877
- Buckingham, S. L., Langhout, R. D., Rusch, D., Mehta, T., Rubén Chávez, N., Ferreira van Leer, K., Oberoi, A., Indart, M., Paloma, V., King, V. E., & Olson, B. (2021). The roles of settings in supporting immigrants’ resistance to injustice and oppression: A policy position statement by the society for community research and action. Division 27 of the American Psychological Association. American Journal of Community Psychology, 68(3-4), 269-291. https://doi.org/10.1002/ajcp.12515
Assignments and Discussions
- Week 1 Discussion 1: The Flexibility of a Social Worker [EPAS 7,8]
- Week 1 Discussion 2: Barriers and Challenges [EPAS 2]
- Week 1 Reflective Journal [EPAS 1,2,3]
Week 2: Clinical Relationships and Cultural Diversity and Humility
Required Readings and Multimedia
- Schulman text chapter 3
- Abe, J. (2020). Beyond cultural competence, toward social transformation: Liberation psychologies and the practice of cultural humility. Journal of Social Work Education, 56(4), 696-707.
- Van Tongeren, D. R., Davis, D. E., Hook, J. N., & Witvliet, C. v. (2019). Humility. Current Directions in Psychological Science : A Journal of the American Psychological Society, 28(5), 463-468.
- Comstock, D. L., Hammer, T. R., Strentzsch, J., Cannon, K., Parsons, J., & Salazar, G.,II. (2008). Relational-cultural theory: A framework for bridging relational, multicultural, and social justice competencies. Journal of Counseling and Development : JCD, 86(3), 279-287. doi:http://dx.doi.org/10.1002/j.1556-6678.2008.tb00510.x
- Gregory, V. L., & Clary, K. L. (2021). Addressing anti-black racism: The roles of social work. Smith College Studies in Social Work, , 1-27. https://doi.org/10.1080/00377317.2021.2008287
Assignments and Discussions
- Week 2 Discussion 1: Diversity and the Therapeutic Relationship [EPAS 1,2,3]
- Week 2 Discussion 2— Cultural Humility and Social Work Practice [EPAS 1,2,3]
- Week 2 Reflective Journal [EPAS 2]
Week 3: Communication skills used in engaging with clients. Motivational interviewing.
Required Readings and Multimedia
- Shulman text chapter 5
- Nemec, P. B., Spagnolo, A. C., & Soydan, A. S. (2017). Can you hear me now? Teaching listening skills. Psychiatric Rehabilitation Journal, 40(4), 415–417. https://doi-org.une.idm.oclc.org/10.1037/prj0000287
- DiClemente, C. C., & Velasquez, M. M. (2002). Motivational interviewing and the stages of change. Motivational interviewing: Preparing people for change, 2, 201-216.
- Chapter 34: Applying the stages of change, in the following resource:
- Norcross, J. C., DiClemente, C. C., & Prochaska, J. O. (2013). Applying the stages of change. In Psychologists’ desk reference (pp. 177–181). Oxford University Press. https://doi.org/10.1093/med:psych/9780199845491.001.0001
- Singer, J. (2009, October 2). Prochaska and DiClemente stages of change model for social workers. The Social Work Podcast.
- Weng, S. S., & Gray, L. (2020). Racial microaggressions within social work: Perceptions of providers. Journal of Social Work Practice, 34(1), 67-80. https://doi.org/10.1080/02650533.2018.1553871
Assignments and Discussions
- Week 3 Discussion 1: Active Listening Skills [EPAS 7,8]
- Week 3 Discussion 2: Change talk and Motivational Interviewing [EPAS 7,8]
- Week 3 Reflective Journal [EPAS 2]
Week 4: Self-awareness, biases and setting professional boundaries.
Required Readings and Multimedia
- Shevellar, L., & Barringham, N. (2016). Working in complexity: Ethics and boundaries in community work and mental health. Australian Social Work, 69(2), 181-193. https://doi.org/10.1080/0312407X.2015.1071861
- Gabbard, G. O., Kassaw, K. A., & Perez-Garcia, G. (2014;2011;). Professional boundaries in the era of the internet. Academic Psychiatry, 35(3), 168-174. https://doi.org/10.1176/appi.ap.35.3.168
- National Association of Social Workers. (2017). NASW, ASWB, CSWE, & CSWA Standards for Technology in Social Work Practice: Standard 2.19, “Appropriate boundaries.”
- Students are required to read Standard 2.19 on page 24. For your additional knowledge of these standards, the full document is available and is recommended reading.
- The NASW Code of Ethics
Assignments and Discussions
- Week 4 Discussion: Ethical Dilemmas and Professional Boundaries [EPAS 1,2,3]
- Practice Video Assignment #1 [EPAS 7,8]
Week 5: Assessments and planning for treatment
Required Readings and Multimedia
- Shulman chapter 4
- SMART Goals SMART Goals – Time Management Training From MindTools.com
- Smart Goals Locke’s Goal-Setting Theory – Goal Setting Training From MindTools.com
- Burns, A., Dannecker, E., & Austin, M. J. (2019). Revisiting the biological perspective in the use of biopsychosocial assessments in social work. Journal of Human Behavior in the Social Environment, 29(2), 177-194.
Assignments and Discussions
- Week 5 Discussion 1: Beginning the Assessment Process [EPAS 2, 3]
- Week 5 Discussion 2: SMART Planning [EPAS 2,3]
Week 6: Working with others: Colleagues and agencies. Group types and stages of development.
Required Readings and Multimedia
- Schulman text chapter 10
- Nosowska, G. & Fox, J. (Hosts). (2016, September.) Relationships with colleagues (7a). [Audio Podcast]. In Helpful Social Work.
- Miller, D. L. (2003). The stages of group development: A retrospective study of dynamic team processes: Revue Canadienne des Sciences de l’Administration. Canadian Journal of Administrative Sciences, 20(2), 121.
Assignments and Discussions
- Week 6 Discussion: Networking [EPAS 6]
- Group Observation Paper [EPAS 6]
Week 7: Preparing for the first and last meeting with clients
Required Readings and Multimedia
- Schulman text chapter 4, 6.
- Reimer, E. C. (2017). Leaving the door open for “tune ups”: Challenging notions of ending working relationships in family work . Child & Family Social Work, 22(4), 1357–1364. https://doi-org.une.idm.oclc.org/10.1111/cfs.12353
- Gottlieb, M. (2021). The case for a cultural humility framework in social work practice. Journal of Ethnic & Cultural Diversity in Social Work, 30(6), 463-481. https://doi.org/10.1080/15313204.2020.1753615
Assignments and Discussions
- Discussion Question: The Relationship [EPAS 7,8]
- Practice Video Assignment #2 [EPAS 7,8]
Week 8: Preparing for the first and last meeting with clients
Required Readings and Multimedia
- Gottlieb, M. (2021). The case for a cultural humility framework in social work practice. Journal of Ethnic & Cultural Diversity in Social Work, 30(6), 463-481.
- Nosowska, G. & Fox, J. (Hosts). (n.d.) Critical reflection (4a). [Audio Podcast]. In Helpful Social Work.
- Ferguson, H. (2018). How social workers reflect in action and when and why they don’t: The possibilities and limits to reflective practice in social work. Social Work Education, 37(4), 415-427.
- Maclean, S. (2020, March 20) The journey from reflection towards reflexity. [Video]. YouTube.
Assignments and Discussions
- Discussion Question 1: Cultural Diversity [EPAS 1,2,3]
- Discussion Question 2: Reflection [EPAS 6]
- Reflective Journal [EPAS 1,2,3]
Student Resources
Tips for Success
- The reading assignments present complex content that may be new to you. Please set aside time to have quiet, focused reading. It can also be helpful to outline the key concepts and definitions with the readings.
- The content within the course has been selected to provoke thoughtful, meaningful discussion. At times, this content may also raise personal issues for you – you may meet yourself in the readings or case presentations. This is not unusual in professional education; many chose to become social workers based on past personal experiences. As you become aware of issues, please remember you are a part of a learning community which is educationally focused. Be mindful of what you share with others. If you become overwhelmed personally with course content, please touch base with your instructor or student support if necessary.
- You will be asked in your discussion posts to reflect on particular readings and/or multimedia. Reflection requires that you synthesize the material and place it in the context of your understanding. Dialog with your fellow students will open new avenues or ideas that you may not have explored or thought about. Be open.
- Do not wait until the end of the week to post to the discussion area. By posting early in the week, we as a class or small group have more time to delve deeper into the discussion threads.
- Do not hesitate to ask questions. If you have a question or concern, contact the instructor. There is always the option of scheduling a phone meeting.
- Discussion postings are a reflection of the writer’s professionalism. Carefully proofread your writing before posting it.
- If your writing skills need polishing up, contact the Student Academic Success Center early in the term!
- To create a learning community, we need to be able to take risks within a respectful and safe environment. Please be mindful of how you respond to others. Think about how your words will be received. Always use respectful communication.
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 Blackboard/Brightspace.
- Social Work Databases: https://library.une.edu/library-materials/find/research-by-subject/social-work/
- Library Tutorial: Find an article
- Video Tutorials: https://library.une.edu/research-help/guides-tutorials/video-tutorials/
- 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
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Policies
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/
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.
Attendance Policy
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
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.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.