Syllabus
Master of Social Work
SSWO 553 – Advanced Social Work Practice with Families (Summer 2020)
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:
- 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 Outcomes
Upon successful completion of Advanced Clinical Practice with Families students will:
- Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. EPAS 2c (Measured in Week 8’s Discussion)
- Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies. EPAS 6b (Measured in Assignment 1)
- 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)
- Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies. EPAS 8a (Measured in Assignment 2)
- Facilitate effective transitions and endings that advance mutually agreed-on goals. EPAS 8e (Measured in Assignment 2)
Assignments
Weekly Discussions
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 2 classmates in meaningful and substantive ways. This equates to a minimum of 3 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
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
| Assignment | Point Value | Percentage of Grade |
|---|---|---|
| Weekly Participation in All Discussions | 400 points (50 points X 8) | 40% |
| Assignment #1: Comparison of Classic Family Therapy Approaches Paper - Sharon Family Case | 300 points | 30% |
| Assignment #2: Social Constructionist Intervention Paper - Del Sol Family Case | 300 points | 30% |
| 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: Wednesday, June 24 – Sunday, August 16
All assignments are to be submitted by 11:59 PM ET 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 11:59 PM Saturday, and responses to classmates are due by the end of the week; except for the early discussion due-dates noted in Module Seven.
Week 1 | Family Relationship Framework, Family Life-cycle, and Familial Culture
Dates: Wednesday, June 24 – Tuesday, June 30
Readings and Video:
- Week 1 Video Lecture
- Goldenberg: Chapters 1, 2 and 3
- Thomlison: Chapters 1 and 2
Discussions:
- Week 1: Introductions
- Week 1: The Family Relationship Framework and the Family Lifecycle
Week 2 | Systems Theory and Ethics in Family Therapy
Dates: Wednesday, July 1 – Tuesday, July 7
Readings and Video:
- Week 2 Video Lecture
- Goldenberg: Chapters 4 and 6
- Thomlison: Chapter 3
Discussion:
- Week 2: Ramona and Her Family
Week 3 | Transgenerational and Experiential Family Therapy
Dates: Wednesday, July 8 – Tuesday, July 14
Readings and Video:
- Week 3 Video Lecture
- Goldenberg: Chapter 7, pp. 186-187, Chapters 8 and 9
- Thomlison: Chapter 4 and Fernandez family case study, p. 214
Discussions:
- Week 3: Case Study (Fernandez Family)
Week 4 | Structural and Strategic Family Therapy; and Goal Setting in Family Therapy
Dates: Wednesday, July 15 – Tuesday, July 21
Readings and Video:
- Week Video Lecture
- Goldenberg: Chapters 10 and 11
- Thomlison: Chapters 5 and 6 and Fernandez family case study, p. 214
- Suggested Lecture (Not Required): Strategic Therapy with Dr. Diane Gehart (2015) (54:42 minutes): https://www.youtube.com/watch?v=hwv0nmWn-cE
Discussions:
- Week 4: Is “Strengths-based” Present in Structural and Strategic Family Therapy?
Assignments:
- Assignment 1: Comparison of Classic Family Therapy Approaches Paper: Sharon Family Case
Week 5 |Cognitive and Behavioral Family Therapy and Motivation for Change
Dates: Wednesday, July 22 – Tuesday, July 28
Readings and Video:
- Week 5 Video Lecture
- Goldenberg: Chapter. 12
- Thomlison: Chapters 7 and 8 and the Francoise Family Case Study, pp. 238 and 239
- Friedberg, R. D. (2006). A cognitive-behavioral approach to family therapy. Journal of Contemporary Psychotherapy, 36(4), 159-165. doi:http://dx.doi.org.une.idm.oclc.org/10.1007/s10879-006-9020-2
- Functional Family Therapy (A Brief Description): http://fftllc.com/about-fft-training/clinical-model.html
- Video: My Kids Don’t Appreciate Me, Dr. Janet Wolfe, 2010 (57 Minutes) https://unelib.kanopy.com/video/my-kids-dont-appreciate-me-rebt-single-mother
Optional Resources:
- Morgan-Mullane, A. Trauma-Focused Cognitive Behavioral Therapy with Children of Incarcerated Parents. Clin Soc Work J (2017). https://doi.org/10.1007/s10615-017-0642-5
- Functional Family Therapy Quick Facts: http://www.maine.gov/dhhs/ocfs/cbhs/provider/documents/FFT%20Facts.pdf
- The Albert Ellis Institute http://rebt.org/
- Hendricks, A. et al. Your Very Own TF-CBT Workbook. http://www.episcenter.psu.edu/sites/default/files/ebp/Your-Very-Own-TF-CBT-Workbook-Final.pdf
Discussions:
- Week 5: Francoise Family Case Study
Week 6 | Social Constructionist Family Therapy
Dates: Wednesday, July 29 – Tuesday, August 4
Readings and Video:
- Week 6 Video Lecture
- Goldenberg: Chapters 13 and 14
- Thomlison: Chapter 9
- I’d Hear Laughter – Finding Solutions for the Family with Inso Kim Berg (1:11:40, Closed Caption Available).
- Narrative Therapy Excerpt from Dr. Bitter. (17:18, Closed Caption Available). https://youtu.be/gYaDrVp_DyI
- Michael White, Narrative Therapist, Funny Moments (28:25, Transcript): https://www.youtube.com/watch?v=TT73fQVvya8
Discussion:
- Week 6: Viewing Life Stories through a Solution-Oriented and Narrative Lens
Week 7 | Sharing our Social Constructionist Family Interventions with Colleagues
Dates: Wednesday, August 5 – Tuesday, August 11
Reading:
- Read and evaluate four of your classmates’ papers following the instructions in the Whole-Class Discussion forum
Discussion:
- Week 7: Peer Evaluation and Feedback
Assignments:
- Assignment 2: Social Constructionist Intervention Paper
Week 8 |Reflective Thinking and Reflexive Practice with Families
Dates: Wednesday, August 12 – Sunday, August 16 (Please note the early assignment and discussion due dates the final week)
Readings:
- Week 8 Video Lecture
- Thomlison: Chapter 10
- Hepworth, Jeri. (2000). The two-way mirror in my therapy room. Journal of Family Psychotherapy, 10:4, 9-20, DOI: 10.1300/J085v10n04_02 (A Special Message to Students: Although this article was written a number of years ago it has deep touching relevance to this week’s closing conversation on reflexive practice. Please find some quiet time early in the week to slowly read and reflect on this article, written from the heart by a former family practitioner)
Discussion:
- Letters from the Heart
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
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.
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.
Attendance Policy
8 week: 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.
16 week: 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 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.