Syllabus
Master of Social Work
SSWO 521 SOS – Integrating Seminar & Practicum I
Credits - 4
Description
Integrating Seminar & Practicum I & II is a two-term sequenced set of courses designed to complement student’s agency supervised generalist social work practice. Students complete their required hours of experiential learning in an approved social service organizational setting in which they learn, practice, and receive feedback on their multi-level generalist social work skills. The seminar provides students with opportunities to practice ethical communication and critical thinking skills as well as discuss and reflect on professional social work practice issues that arise in their practicum experience. Students use seminar class to monitor their own learning experience and progress in attaining educational and professional goals. Through mixed learning methods, students have the opportunity to explore, connect, apply, and discuss classroom learnings into their practicum setting. Students also have the opportunity to develop skills for self-reflection, self-awareness and reflexivity, and to broaden and deepen their understanding of social work’s inherent values such as honoring dignity and worth of each person, clients’ right to self-determination, social justice, equity and inclusion, honor and respect for diversity, and cultural humility. SSWO 521 provides a venue for students to establish, broaden and deepen their generalist social work practice. Students are expected to abide by The Code of Ethics of the National Association of Social Workers
https://www.socialworkers.org/pubs/code/code.asp in their practice with clients and agencies/organizations.
Materials
Required Readings
These readings are provided for you or are otherwise available for free.
- UNE School of Social Work Online: Field Education Manual for Forms and for Policies and Procedures
- NASW Code of Ethics
- United Nations Declaration of Human Rights
- World Health Organization’s definition of Health
- International Federation of Social workers’ (IFSW) Policy statement on Health
- IFSW’s Ethics in Social Work, Statement of Principles
Required Resources
Webcam, Scanner, Youtube Account (already available through your UNE login credentials with Google)
Recommended Resources
The following books are listed as a resource. You are NOT required to buy them and they will NOT be used in this course for any specific assignments. We do feel they will be a helpful resource should you opt to purchase them for our own library.
- Rothman, J. (2011). From the front lines: Student cases in social work ethics. Boston, MA: Allyn & Bacon.
- Royse, D., Dhooper, S. & Rompf, E. (2012). Field instruction: A guide for social work students. Boston: Pearson Education.
- Walsh, J. (2007). Endings in clinical practice: Effective closure in diverse settings. Chicago, Ill: Lyceum Books.
- Ward, K. & Mama, R. (2010). Breaking out of the box: Adventure-based field instruction. Chicago, Ill: Lyceum Books.
- Grobman, L. (2011). The field placement survival guide: What you need to know to get the most from your social work practicum. Harrisburg, Pa: White Hat Communications.
- Constable, R. (2006). School social work: Practice, policy, and research. Chicago, IL: Lyceum Books.
- Dolgoff, R., Harrington, D. & Loewenberg, F. (2012). Ethical decisions for social work practice. Belmont, CA: Thomson Brooks/Cole.
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
Course Objectives:
Upon successful completion of this course, the student will be able to:
- Demonstrate Ethical and Professional Behavior (EPAS 1)
- Advance Human Rights and Social, Racial, Economic, and Environmental Justice (EPAS 2)
- Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice Competency (EPAS 3)
- Engage in Practice-Informed Research and Research-Informed Practice Competency (EPAS 4)
- Engage in Policy Practice (EPAS 5)
- Engage with Individuals, Families, Groups, Organizations, and Communities (EPAS 6)
- Assess Individuals, Families, Groups, Organizations, and Communities (EPAS 7)
- Intervene with Individuals, Families, Groups, Organizations, and Communities (EPAS 8)
- Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities (EPAS 9)
Assignments
In order to pass your field placement, you must complete all activities in this course and earn at least 800 of all 1000 possible points.
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:
Semi-Weekly Live Client Session Recordings
Central to this simulated experience are live role-play sessions where you and designated classmates will simulate the roles of client and social worker in keeping with the 16-week long case scenario presented by the course. In odd-numbered course weeks, beginning in Week 3, you will submit a recording of your live role-play sessions with the client to your field instructor.
Weekly Written Discussions: Live Session Reflections
On odd-numbered weeks of this course (plus week 2) you will post a reflection based on live role-play sessions with the client.
Case Progress Notes
On certain weeks of the course you will receive case updates, such as emails or voice-mail audio recordings from the simulated client. In other weeks, you will role-play live client sessions, as described above. Regardless of the nature of the work case work in a given week, you will write and submit a case progress note to track the progression of the case.
Case Management Documents
True to a field experience with a client, you will complete and submit required forms and reports based on case needs. Forms and reports you wil complete include, but are not limited to:
- An intake assessment
- A service plan and service plan review
- A safety plan
- Case and collateral contact progress notes
- A release of information
- A case closure note
Weekly Self Care Posts
For all 16 weeks of the course, you will post at least one self-care technique you have used that week to care for yourself with a description of why you selected this technique and its benefit.
Weekly Video Discussion Posts and Responses
Each student will post a 5-minute reflective video every-other week, starting with Week 2. All students will respond to peer video posts on a weekly basis. These videos will require students to reflect on on how topics vital to social work practice relate to their experiences with the simulated client and their case management work. Week 1 features an introductory video assignment in place of the normal weekly video posts.
Criteria for Posting Responses to the Video Assignments:
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 ET 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.
Weekly Written Discussions: Researching Community Resources and Interdisciplinary Communication
On even-numbered weeks between Weeks 4 and 14, you will your research community resources relevant to topics and issues arising in the case you are managing. You will discuss your findings in a weekly discussion forum.
NASW Standards for Social Work Case Management Presentation
This presentation is designed to provide you with an opportunity to explore a particular aspect of the NASW Standards for Social Work Case Management that you want to learn more about and how it relates to your social work practice. This project includes multiple submissions and will culminate in the creation of a 20-30 minute PowerPoint slideshow and/or video presentation for your classmates in the seminar. There are several due-dates associated with preparing for and delivering this presentation:
- NASW Standard Presentation Outline Form – due Week 4
- Annotated Bibliography – due Week 5
- Recorded Presentation – due on your assigned Wednesday between weeks 10 and 14.
Safety Webinar Forum Post
In week 9, you will submit a forum post reflecting on a webinar titled “Safety, Ethics, and the Elephant in the Room.”
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.
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 submitted through the assignment link in the course.
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. 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 |
---|
Acknowledgement of Academic Engagement | 10 points |
Weekly Self Care Posts | 4 points x 16 weeks = 64 points |
Reflective Video Posts | 4 points x 8 submissions = 32 points |
Reflective Video Responses | 4 points x 14 weeks = 56 points |
Live Client Session Case Progress Notes | 5 points x 9 submissions = 45 points |
Case Update Progress Notes | 5 points x 5 submissions = 25 |
Written Discussion: Researching Community Resources and Interdisciplinary Communication | 10 points x 6 weeks = 60 points |
Written Discussions: Live Session Reflections | 10 points x 8 submissions = 80 points |
Live Session Video Submissions | 9 points x 7 submissions = 63 points |
NASW Case Management Standards Presentation | 65 points |
Weekly Responses to NASW Case Management Presentations | 10 points x 5 weeks = 50 points |
Scheduling Case Management Presentation | 2 points |
Field Video Confidentiality | 2 points |
Video Introductions | 10 points |
Module 1: Written Discussion: Beginnings and Relationship Building with Clients | 10 points |
Module 1: Written Discussion: Missing Assessment Information | 8 points |
Module 1: Schedule Live Session Times for Weeks 2 & 15 | 5 points |
Module 2: Connect with your partner/small group to schedule live sessions for odd numbered Weeks 3-13 | 4 points |
Module 2: Complete and Submit Assessment | 40 points |
Module 3: Complete and Submit the Service Plan | 40 points |
Module 4: NASW Case Management Standards Presentation Outline | 10 points |
Module 5: Annotated Bibliography for NASW Standards for Social Work Case Management Presentation | 10 points |
Module 7: Schedule Midterm Checkin | 2 points |
Module 7: Service Plan Review | 40 points |
Module 8: Field Time Log | 5 points |
Module 9: Written Discussion: Safety, Ethics, and the Elephant in the Room | 40 Points |
Module 12: Twine Branching Path Scenario Activity - Ethical Decision Making | 20 points |
Module 13: Safety Plan | 40 points |
Module 14: Schedule Final Evaluation Meeting with Seminar Instructor | 2 points |
Module 14: Written Discussion: Interpersonal Violence and Safety Considerations | 40 points |
Module 15: Release of Information | 20 points |
Module 15: Complete and Submit Evaluation | 40 points |
Module 16: Reflections on Seminar I and Looking Ahead to Seminar II | 40 points |
Module 16: Case Closure Note | 20 points
|
Total: | 1,000 points |
Schedule
Course Weeks
All assignments are to be submitted by 11:59 p.m. ET, unless otherwise specified, on the last day of the module or unit.
ALL DEADLINES ARE IN EASTERN TIME ZONE (ET) – NO EXCEPTIONS.
Week 1: Beginnings with Clients: Engagement, Relationship Building, and Case Management Assessment
Websites
- International Federation of Social Workers Code of Ethics
- NASW Code of Ethics
- NASW Standards for Social Work Case Management
- Stress Management: Ten Self-Care Techniques
- Self-Care Tips
- Understanding Stress: Signs, Symptoms, Causes, and Effects
- Job Burnout-Article
- Strategies for Reducing Secondary or Vicarious Trauma: Do They Work?
- Overcoming Compassion Fatigue
- Self-Care Assessment
Documents
- What is Field Instruction
- Online Field Education Policies
- Ethical Dilemmas in Caring
- Ethical Dilemma Handout
- Ethical Decision Making Step by Step
- Ethical Communication
- Self Disclosure Handout
- Tasks for Endings Handout
- Video Assignment Guidelines
- Video Response Guidelines
Articles
- McCauley, M. (2013). Relational-cultural theory: Fostering healthy coexistence through a relational lens. Beyond Intractability.
- Trevitchik, P. (2003). Effective relationship-based practice: A theoretical exploration. Journal of Social Work, 17(2), 163-174.
Discussions
- Video Introductions
- Self-Care
- Beginnings and Relationship Building with Clients
- Missing Assessment Information
Assignments
- Field Video Confidentiality
- Week 1 Case Progress Note
- Log in to Exxat, Review and Sign Learning Contract
Week 2: Prioritizing Client Needs: Continuing to Build Rapport, Finalizing the Assessment, and Beginning the Service Plan
Websites
- NASW Standards for Social Work Case Management
Videos/Audio
- Developing Treatment Plans: The Basics
- Zoom Tutorial VideoVideos and Audio
Articles
- SMART Goals Template
- Maslow’s Hierarchy of Needs
- McCauley, M. (2013). Relational-cultural theory: Fostering healthy coexistence through a relational lens. Beyond Intractability.
- Trevitchik, P. (2003). Effective relationship-based practice: A theoretical exploration. Journal of Social Work, 17(2), 163-174.
- Student Guide for Role Plays
- Instructions for Recording Role Play
- Ethics, Etiquette and Best Practices
- best practices for completing progress notes
Discussions
- Self-Care
- Weekly Video Post and Responses
- Live Session Reflection
Assignments
- Schedule Live Sessions
- Submit Case Progress Note
- Complete Assessment
Week 3: Deepening Rapport: Finalizing the Service Plan and Focus on Safety and Ethics in Social Work Practice
Video/Audio
Articles
- Student Guide for Role Plays
- Instructions for Recording Role Play
- Ethics, Etiquette and Best Practices
- SMART Goals Template
- Maslow’s Hierarchy of Needs
- best practices for completing progress notes
Discussions
- Self Care
- Weekly Video Post and Responses
- Live Session Reflection
Assignments
- Live Session Video Submission
- Service Plan
- Live Session Progress Note
Week 4: Developing Interprofessional Communication Skills and Begin Researching Resources
Website
- NASW Standards for Social Work Case Management
Articles
- Cavanaugh, J. and Cohen Konrad, S. (2010). Fostering the development of effective person-centered healthcare communication skills: An interprofessional shared learning model
Discussions
- Self-Care
- Weekly Video Post and Responses
- Researching Community Resources and Interdisciplinary Communication
Assignments
- Submit Case Progress Note
- NASW Case Management Presentation Outline
Week 5: Focus on Client Care: Expanding support and reflecting on case management skills
Documents
- Student Guide for Role Plays
- Instructions for Recording Role Play
- Ethics, Etiquette and Best Practices
Discussions
- Self-Care
- Video Post and Responses
- Live Session Reflection
Assignments
- Live Sessions Video Submission
- Live Session Case Progress Note
- Annotated Bibliography for NASW Standards for Social Work Case Management Presentation
Week 6: Focus on Case Management Skills: Expanding Research for Resources and Strengthening Interprofessional Communication Skills
Websites
- NASW Standards for Social Work Case Management
- compassionate allowance list
Article/Documents
- Cavanaugh, J. and Cohen Konrad, S. (2010). Fostering the development of effective person-centered healthcare communication skills: An interprofessional shared learning model
- Written Case Update
Discussions
- Self Care
- Weekly Video Post and Responses
- Researching Community Resources and Interdisciplinary Communication
Assignments
- Case Update Progress Note
Week 7: Transitions in Care: Maintaining Client Relationship, Evaluating Practice, Research, and Planning for Future Care
Documents
Discussions
- Self Care
- Weekly Video Post and Responses
- Live Session Reflection
Assignments
- Live Session Video Submission
- Live Session Case Progress Note
- Service Plan Review
Week 8: Evaluate Case Management Skill Attainment: Mid Term Check In and Researching Resources
Website
- NASW Standards for Social Work Case Management
Articles
- Cavanaugh, J. and Cohen Konrad, S. (2010). Fostering the development of effective person-centered healthcare communication skills: An interprofessional shared learning model
Discussions
- Self Care
- Weekly Video Post and Response
- Researching Community Resources and Interdisciplinary Communication
Assignments
Week 9: Client Support: Continuing to Deepen the Therapeutic Rapport
Video
- Safety, Ethics, and The Elephant in the Room
Articles
- Student Guide for Role Plays
- Instructions for Recording Role Play
- Ethics, Etiquette and Best Practices
- best practices for completing progress notes
Discussions
- Self Care
- Weekly Video Post and Response
- Live Session Reflection
- Written Discussion: Safety, Ethics, and the Elephant in the Room
Assignments
- Live Session Video Submission
- Live Session Progress Note
Week 10: Expanding Support: Cultivating Interprofessional Communication Skills and Researching Community and National Resources
Readings
Discussions
- Self Care
- Weekly Video Posts and Responses
- Researching Community Resources and Interdisciplinary Communication
- NASW Standards for Social Work Case Management Presentation and Response
Assignments
- Case Update Progress Note
Week 11: Strengthening Connections: Communicating Available Resources while Practicing Therapeutic Support
Articles
- Student Guide for Role Plays
- Instructions for Recording Role Play
- Ethics, Etiquette and Best Practices
- best practices for completing progress notes
Discussions
- Self Care
- Weekly Video Posts and Responses
- NASW Standards for Social Work Case Management Presentation and Response
- Live Session Reflection
Assignments
- Live Session Video Submission
- Live Session Progress Note
Week 12: Advancing Case Management Skills: Ethical Decision Making, Crisis Response, Interprofessional Collaboration and Confidentiality
Website
- NASW Standards for Social Work Case Management
Articles
- Cavanaugh, J. and Cohen Konrad, S. (2010). Fostering the development of effective person-centered healthcare communication skills: An interprofessional shared learning model
Audio
Discussions
- Self Care
- Weekly Video Posts and Responses
- Researching Community Resources and Interdisciplinary Communication
Assignments
- Case Update Progress Note
- Twine Branching Path Scenario Activity – Ethical Decision Making
Week 13: Advancing Practice Skills: Crisis Support and Safety Planning
Video/Audio
- Zoom Tutorial Video
- Zero Suicide Webinar: Safety Planning and Means Reduction
Articles
- Student Guide for Role Plays
- Instructions for Recording Role Play
- Ethics, Etiquette and Best Practices
- best practices for completing progress notes
- Zero Suicide: Interventions for Suicide Prevention
- Reviewing Suicide Prevention Skills
- Suicide Prevention: 5 Key Clinical Strategies for Engaging At-Risk Individuals in Mental Health Treatment
- Safety Plan Treatment Manual to Reduce Suicide Risk
- Safety Planning Intervention: A Brief Intervention to Mitigate Suicide Risk
Discussions
- Self Care
- Weekly Video Posts and Responses
- Live Session Reflection
- Video and Written Discussion: NASW Standards for Social Work Case Management Presentation and Response
Assignments
- Live Session Video Submission
- Live Case Progress Note
- Safety Plan
Week 14: Premature Ending: Preparing for Transitions in Care and Researching New Resources and Support
Video/Audio
Articles/Documents
- Cavanaugh, J. and Cohen Konrad, S. (2010). Fostering the development of effective person-centered healthcare communication skills: An interprofessional shared learning model
- Davis, J, (2009). Advocacy Beyond Leaving: Helping Battered Women in Contact with Current of Former Partners – A Guide for Domestic Violence AdvocatesSimmons School of Social Work Domestic Violence Training
- Baker et al. (2013). Lessons from Examining Same-Sex Inimate Partner Violence
Discussions
- Self Care
- Weekly Video Posts and Responses
- Researching Community Resources and Interdisciplinary Communication
- Interpersonal Violence and Safety Considerations
- Video and Written Discussion: NASW Standards for Social Work Case Management Presentation and Response
Assignments
- Case Update Progress Note
Week 15: Transitions in Care: Maintaining Client Relationship, Planning for Future Care, and Evaluating Practice
Video/Audio
- Ending Client Relationships
Articles/Documents
- Student Guide for Role Plays
- Instructions for Recording Role Play
- Ethics, Etiquette and Best Practices
- best practices for completing progress notes
- Baum, N. (2006). End-of-Year Treatment Termination: Responses of Social Work Student Trainees. The British Journal of Social Work, 36(4), 639-656.
- NASW Release of Records and Client Privacy
Discussions
- Self Care
- Weekly Video Posts and Responses
- Live Session Reflection
Assignments
- Live Session Video Submission
- Live Session Progress Note
- Release of Information
Week 16: Reflecting on Case Management from Beginnings to Endings and Looking Ahead
Video/Audio
- Ending Client Relationships
- Field Instruction and Supervision
Articles/Documents
- McCauley, M. (2013). Relational-cultural theory: Fostering healthy coexistence through a relational lens. Beyond Intractability.
- Trevitchik, P. (2003). Effective relationship-based practice: A theoretical exploration. Journal of Social Work, 17(2), 163-174.
- Baum, N. (2006). End-of-Year Treatment Termination: Responses of Social Work Student Trainees. The British Journal of Social Work, 36(4), 639-656.
Discussions
- Self Care
- Weekly Video Posts and Responses
Assignments
- Case Closure Note
- Reflections and Looking Ahead Document Submission
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:
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
Late Policy
Late assignments may only earn up to a maximum of half credit (from the total points).
Discussion posts: If the initial post is submitted late, but still within the discussion week, the initial post may earn up to a maximum of half credit of the total points (no points given for timeliness, however points may be earned related to content of post). Any initial posts submitted after the end of the Discussion Board week will receive a “0”.
Response posts: Any response posts submitted after the end of the Discussion Board week will receive a ‘0″.
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.
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.