Syllabus
Master of Social Work
SSWO 510 – Social Work Practice I (Fall 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.
Amended for Fall 2024:
SSWO 510 is the initial practice course for MSW students at UNE. This course is designed to be sequenced with SSWO 511 Practice II. In this course sequence students will gain an in-depth exploration of generalist social work practice with an emphasis on the integration of theory and practice skills. Students will delve into foundational and contemporary theories, ethical principles, and practice methodologies. This course sequence utilizes simulated client engagement experiences that support students learning and mimics real-world scenarios. In SSWO 510 students will cover key topics such as ethical decision-making, cultural considerations, relationship building, client assessment, collaborative community partnerships, generalist practice intervention strategies, and evaluation techniques.
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 Learning Outcomes:
Upon completion of this course students will be able to:
- Develop a comprehensive understanding of generalist social work practice with individuals and the theories that apply to it. (EPAS 1)
- Demonstrate the ability to apply ethical principles of the NASW Code of Ethics to real-world generalist social work scenarios. (EPAS 1)
- Critically evaluate and apply culturally attuned practice methods that respect and promote diversity, equity, and inclusion in social work. (EPAS 3, 6, & 7)
- Utilize effective interpersonal and communication skills to build collaborative relationships with clients and community partners. (EPAS 6)
- Conduct comprehensive assessments and develop intervention plans that promote client resiliency and address psychosocial needs. (EPAS 7)
- Apply learned skills in simulated environments to enhance practical understanding and preparedness for real-world social work challenges. (EPAS 6)
- Describe evidenced-based strategies to evaluate the effectiveness of their social work practice. (EPAS 4)
- Engage in self-reflection to identify strengths and areas of growth. (EPAS 1 & 9)
Assignments
Debriefs
There will be seven debriefs in the course that will guide you in reflecting on the work you do in class and help to apply to your social work practice.
Simucase Videos
Simucase is a software offering a number of situational videos. You will view eighteen videos in a “test my knowledge” mode and upload your completed transcript. These videos will support the information we will be covering in the course.
Simulations and Notes
As well as the situational videos in Simucase you will also perform four simulations where you will be able to practice skills in your social work practice.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignments | Point Value |
|---|---|
| Acknowledgement of Academic Engagement | 1 point |
| Practice Video | 1 point |
| Practice Simulation | 1 point |
| Introduction Discussion | 3 points |
| Debriefs | 21 points (7 x 3 points) |
| Video Assignments | 36 points (18 x 2 video assignments) |
| Simulations | 20 points (4 x 5 points) |
| Contact Note | 8 points (2 x 4 points) |
| Session Note | 4 points |
| School Psychosocial Assessment | 4 points |
| Total | 100 points |
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: Sep 4 – Sep 10
Week 2: Sep 11 – Sep 17
Week 3: Sep 18 – Sep 24
Week 4: Sep 25 – Oct 1
Week 5: Oct 2 – Oct 8
Week 6: Oct 9 – Oct 15
Week 7: Oct 16 – Oct 22
Week 8: Oct 23 – Oct 27
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 and 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: Understanding Social Work Practice
Required Readings and Multimedia
- Tyuse, S. W. & Berg-Weger, M. (2023). The practice of generalist social work. Routledge. Chapter 1 (32 Pg)
Optional Readings and Multimedia
- NASW: Social Work Specialty Occupational Profiles – website
- Psych Hub. (2020, October 5). What is cultural humility? [Video]. YouTube. [Closed Captioned]
Assignments and Discussions
- Week 1 Discussion: Introduction Videos (EPAS 1 &3)
- Week 1 Simucase Video: Documenting as a Case Manager
- Week 1 Simucase Video: Day in the Life – Social Work (Pediatric Outpatient)
- Week 1 Simucase Video: Day in the Life – Social Work (University Setting/Pediatric Outpatient)
- Week 1 Simucase Video: Day in the Life – Social Work (University Setting/Private Practice)
Week 2: Social Work Values & Ethics in Practice
Required Readings and Multimedia
- Tyuse, S. W. & Berg-Weger, M. (2023). The practice of generalist social work. Routledge. Chapter 2 (29 p)
- NASW. (2021). Code of ethics. NASW – website
Optional Readings and Multimedia
- NASW. (2013). NASW standards for social work case management. NASW (about 30 pages)
Optional Simucase Videos
- LGBTQIA+ Terminology 101 opens in new window – This is an hour-long video.
- Barb- Education on Being a Mandated Reporter
- Barb-Assessment of Elder Abuse Assignments and Discussions
Assignments
- Week 2 Simucase Video: Molly – Release of Information
- Week 2 Simucase Video: Tyler – Limits of Confidentiality
- Week 2 Simucase Video: Tyler – Discussion on Child Protective Services Report
- Week 2 Debrief (EPAS 1)
Week 3: Relationship Building
Required Readings and Multimedia
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Tyuse, S. W. & Berg-Weger, M. (2023). The practice of generalist social work. Routledge. Chapter 3 (27 p)
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Comstock, D. L., Hammer, T. R., Strentzsch, J., Cannon, K., Parsons, J., & II, G. S. (2008). Relational-Cultural Theory: A Framework for Bridging Relational, Multicultural, and Social Justice Competencies. Journal of Counseling and Development, 86(3), 279–287. https://doi.org/10.1002/j.1556-6678.2008.tb00510.x
Recommended Readings and Multimedia
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Freedberg, S. (2015). Relational theory for clinical practice (Second edition). Routledge. https://doi.org/10.4324/9780203067123 Chapter 2
Recommended Simucase Videos
-
Tyler- Interviewing Skills: Furthering
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Barb- Interviewing Skills: Reflecting Feelings and Content
Assignments
- Week 3 Simucase Video: Ben – Interviewing Techniques
- Week 3 Simucase Video: Ben – Interviewing Skills: Brainstorming
- Week 3 Simucase Video: Jeff – Interviewing Skills: Reframing
- Week 3 Simucase Video: Jeff – Interviewing Skills: Silence
- Week 3 Simucase Video: Jeff – Eliciting More Information
- Week 3 Simucase Video: Jeff – Social Worker’s Corner: Working Clients with Anxiety
- Week 3 Debrief
Week 4: Social Work Practice With Individuals – Assessment & Planning
Required Readings and Multimedia
- Tyuse, S. W. & Berg-Weger, M. (2023). The practice of generalist social work. Routledge. Chapter 4 (pp. 76)
- Maglalang, D. D., & Rao, S. (2021). Theory’s cool, but theory with no practice Ain’t shit: Critical theories and frameworks to dismantle racism in social work education and practice. Advances in Social Work, 21(2/3), 672-689. https://doi.org/10.18060/24145 (pp. 17) – This article gives a succinct overview of Breath of Life Theory, Kapwa, Compa Love Theory, and Racial Triangulation Theory. If you are interested you can read more in-depth from the articles below.
- S.M.A.R.T. Goals Template – This will help you to understand proper goal formation.
Recommended Readings and Multimedia
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The following articles are either the original articles related to the theories discussed in Maglalang & Rao (2021) or are continued works on the theory.
- Blackstock, C. (2019). Revisiting the Breath of Life Theory. The British Journal of Social Work, 49(4), 854–859. https://doi.org/10.1093/bjsw/bcz047
- David, E. J. R., Sharma, D. K. B., & Petalio, J. (2017). Losing Kapwa: Colonial Legacies and the Filipino American Family. Asian American Journal of Psychology, 8(1), 43–55. https://doi.org/10.1037/aap0000068
- Enriquez, V. G. (1978). “Kapwa”: A Core Concept in Filipino Social Psychology. Philippine Social Sciences and Humanities Review, 42(1), 100-.
- Enriquez, V. G., & Uy-Tioco, P. A. P. (1994). From colonial to liberation psychology [Review of From colonial to liberation psychology]. Philippine Studies, 42(1), 133–133.
- Hannegan-Martinez, S. (2019/11//). From Punk Love to Compa Love: A Pedagogical Paradigm to Intervene on Trauma. The Urban Review, 51(4), 659-675. https://doi.org/10.1007/s11256-019-00540-3
- HoSang, D. M. (2022). The triangulators and the triangulated: agency and power in Claire Jean Kim’s racial triangulation theory. Politics, Groups & Identities, 10(3), 487–492. https://doi.org/10.1080/21565503.2021.1960174
- Kim, C. J. (1999). The racial triangulation of Asian Americans. opens in new window Politics & Society, 27(1), 105–138. https://doi.org/10.1177/0032329299027001005
- Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
Assignments
- Week 4 Genogram Simucase Simulation (EPAS 1, 3, 6, & 7)
- Week 4 Patty – Genogram Social Work Contact Note
- Week 4 Debrief (EPAS 1, 3, 6, 7, & 9)
Week 5: Social Work Practice With Individuals – Assessment & Planning (Continued)
Recommended Simucase Videos
- Tyler- Social Worker’s Corner: Child Protective Services and Poverty
- Nonverbal Communication Strategies for Telehealth Practices
Assignments
- Week 5 Simucase Video: April – ADEI Takeaways
- Week 5 Simucase Video: April – Social Worker’s Corner: Working with Sexual Assault Clients
- Week 5 Psychococial Interview Simucase Simulation (EPAS 7)
- Week 5 April – Psychosocial Social Work Contact Note
- Week 5 Debrief (EPAS 1, 3, & 9)
Week 6: Social Work Practice With Individuals: Intervention & Evaluation
Required Readings and Multimedia
- Tyuse, S. W. & Berg-Weger, M. (2023). The practice of generalist social work. Routledge. Chapter 5 (pp. 179-220 ) (pp. 41)
- Walk a Mile in My Moccasins: https://minnesotanativenews.org/healing/ Episodes 2 & 3 – This is a wonderful podcast series that in which indigenous folks discuss the impact of ACEs on their lived experience in their own words.
Recommended Readings and Multimedia
- LaBrenz, C. A., O’Gara, J. L., Panisch, L. S., Baiden, P., & Larkin, H. (2020). Adverse childhood experiences and mental and physical health disparities: The moderating effect of race and implications for social work. Social Work in Health Care, 59(8), 588-614.
- LeMay, M. (Producer & Director). (2019). Indigenous health and social inequities: Understanding the role of Adverse Childhood Experiences and Historical Trauma. [Video/DVD] LeMay Media. [Closed Captioned]. (33 minutes) – This discusses historical issues of Canada
- Centers for Disease Control and Prevention. (2023). Adverse Childhood Experiences (ACEs) – Violence Prevention.
Assignments
- Week 6 Simucase Video: Thomas – Interprofessional Collaboration Conversation
- Week 6 Initial Social Work Psychosocial Assessment (EPAS 1, 3, 4, 5, 6, & 7)
- Week 6 Thomas Simucase Simulation (EPAS 1, 3, 4, 5, 6, & 7)
- Week 6 Debrief
Week 7: Crisis Management, Suicide Assessment & Planning
Required Readings and Multimedia
There are numerous readings this week outside of the text, there are helpful descriptions to help you prioritize your time.
- Tyuse, S. W. & Berg-Weger, M. (2023). The practice of generalist social work. Routledge. Chapters 4 (pp 153 – 166) (pp. 13)
- Sommers-Flanagan, J., & Sommers-Flanagan, R. (2021). Suicide assessment and treatment planning : a strengths-based approach. American Counseling Association. Chapters 2 & 3 (pp.66) – These are in-depth chapters on Comptence & Ethics and conducting Suicide Assessments.
- Meza, J. I., & Bath, E. (2021). One Size Does Not Fit All: Making Suicide Prevention and Interventions Equitable for Our Increasingly Diverse Communities. Journal of the American Academy of Child and Adolescent Psychiatry, 60(2), 209–212. https://doi.org/10.1016/j.jaac.2020.09.019 (pp. 3) – This is an important, but brief, look at why culture matters when completing suicide assessments.
- Baker, E. (2021). Psychiatric Emergencies (1st ed.). Oxford University Press. Chapters 3, 4, & 5 (pp.16) – This text is written for medical doctors, but offers real vignettes that can help you understand what you might face in practice.
- Mackway-Jones, K. (Ed.). (2020). Acute psychiatric emergencies : a practical approach. Wiley-Blackwell. Chapters 1 & 2 (pp.12) – This is brief and has good diagrams that help you understand when and how you will make decisions regarding clients in crisis situations.
- Yeager, K., & Roberts, A. R. (Eds.). (2015). Crisis intervention handbook : assessment, treatment, and research (Fourth edition.). Oxford University Press. Chapters 1 & 3 (pp.55) – Chapter 1 is a brief look at types of crisis and crisis intervention theory. Chapter 3 helps you use clients strengths in de-escalation and crisis intervention.
Recommended Readings and Multimedia
- Dunn, N. S., McVittie, J., Ansloos, J., & Peltier, S. (2024). Suicide risk assessment with Indigenous peoples: Exploring providers’ knowledge and experiences. Practice Innovations (Washington, D.C.). https://doi.org/10.1037/pri0000236
- Explore the Suicide Prevention Resource Center’s website page for cultural informed suicide prevention
Assignments
- Week 7 Simucase Video: Jeff – Social Worker Interview
- Week 7 Simucase Video: Jeff – Columbia Suicide Severity Rating Scale
- Week 7 Suicide Screening and Assessment Simucase Simulation
- Week 7 Session Note
- Week 7 Debrief (EPAS 1, 2, & 3)
Week 8: Social Work Practice With Individuals: Termination & Self-Evaluation
Required Readings and Multimedia
- Tyuse, S. W. & Berg-Weger, M. (2023). The practice of generalist social work. Routledge. Chapter 5 (pp. 222-252) (p. 30)
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Lord, S. A. (2024). Learning the Hard Way in Clinical Internships in Social Work and Psychology: Lessons for Safety, Boundary-Setting, and Deepening the Practicum Experience (1st ed.). Routledge. https://doi.org/10.4324/9781003453475 – Chapter 8 (p. 7) – This chapter gives a nice overview and some case examples of what ending in an internship is like.
Recommended Readings and Multimedia
- Curry, A. (2020). Envisioning a reflective, relationship-based approach to termination in child welfare: The importance of thinking, feeling, and doing. Children and Youth Services Review, 117, 105201-. https://doi.org/10.1016/j.childyouth.2020.105201
Assignments
- Week 8 Simucase Video: Preparing for Termination
- Week 8 Debrief
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 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)
Students should notify their student success team member and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week
Phone: Mon-Fri: (207) 602-2487
After Hours/Weekends: 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.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
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/
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.
Graduation Requirements
Students with less than a GPA of 3.0 will be placed on academic probation. Students must successfully complete all courses with a minimum cumulative GPA of 3.0 prior to graduation and fulfill all curriculum requirements.
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
Individual Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction from the total points per day 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% per day grade reduction from the total discussion grade. Any posts submitted after the end of the Discussion Board week will not be graded.
Group or Partner Assignments: Assignments that require partner or group work are expected to be turned in on time. Late group or partner assignments will not be accepted unless prior arrangements have been made with the course faculty. If you are having difficulties connecting with your partner or group members, it is your responsibility to connect with the course faculty for support. If a group member or partner does not complete their section of the project by the deadline, they will receive a 0. This will not impact the other group members/partner’s grade.
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.
Attendance Policy
6- to 8-week courses: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.
10+ -week courses: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your Enrollment and Retention Counselor if you are considering dropping or withdrawing from a course. Tuition charges may still apply. Students are strongly urged to consult with Student Financial Services, as course withdrawals may affect financial aid or Veterans benefits.
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.