Illinois State University School of Social Work

ILLINOIS STATE UNIVERSITY SCHOOL OF SOCIAL WORK Instructor: Dr. Karen Flint Stipp Office: RC 307 Semester: Fall, 2015 Office Hours: By Appointment Course: SWK 394 Office Phone: 309-438-3241 Day: Mondays Email: [email protected] Time: 4:00 – 6:50 Location: FH 206

FIELD INSTRUCTION SEMINAR I CATALOG DESCRIPTION Integrates coursework with generalist social work practice in an approved agency. Concurrent registration required in SWK 398.10 and SWK 345. 2 semester hours. Prerequisites: Completion of all BSW courses with the exception of those taken concurrently; senior standing and formal admission to the social work major. COURSE DESCRIPTION SWK 394 (Field Instruction Seminar I) is required for all students taking SWK 398.10 (Field Instruction I). The weekly seminar is the university-based complement to the agency-based field course. The field practicum and the integrating seminar jointly enable students to integrate knowledge acquired across the social work curriculum with practice in an agency. Through analysis of their field experiences in the seminar, students' understanding of previously learned material is deepened and further knowledge acquired. Required readings provide additional content on specific practice topics addressed in the seminar. RELATIONSHIP TO OTHER COURSES SWK 394 (Field Instruction Seminar I) has a unique position in the social work curriculum. The seminar provides both academic instruction and peer support to senior social work majors who must translate academic understanding into beginning professional practice competence. COURSE GOALS: The goals for this course are to: 1. Facilitate integration of coursework with field education. 2. Enhance the professional knowledge base for generalist social work practice. 3. Promote development of professional behavior. 4. Increase identification as a social work professional. 5. Introduce peer and self evaluation of practice. 6. Enhance perception of the values and ethical principles underlying practice. 7. Promote professional development through learning contracts, evaluation, supervision, and self care. 8. Promote understanding of agency mission and services. 9. Develop skills for establishing effective helping and professional relationships. 10. Increase knowledge of human behavior and practice theory. 11. Develop awareness of the factors that place specific populations at risk or pose barriers to equitable access to services. 12. Develop awareness of one’s responses to diverse clients.

SWK 394 STUDENT LEARNING OBJECTIVES 1. Articulate the values, ethical principles, and legal mandates for practice. 2. Evaluate the fit between personal and professional values. 3. Use self-reflection to evaluate professional behavior (e.g., confidentiality, professional boundaries, professional presentation of self, collegiality, reliability and diligence, giving and receiving constructive feedback). 4. Cite the professional literature relevant to agency cases. 5. Identify one’s biases revealed in response to clients. 6. Articulate principles governing professional case recording and documentation. 7. Use APA guidelines for professional writing. 8. Describe the field agency’s mission, client population, funding, programs and services. 9. Describe the casework/problem solving process with client cases. 10. Describe the use of human behavior theory with client cases. 11. Identify clients’ experiences oppression and discrimination. 12. Use seminar and field instructors’ feedback for self-reflection. 13. Contribute to peers’ professional development. REQUIRED READING(S) AND TEXTBOOK BSW Program Field Manual (2015). ISU School of Social Work. http://www.socialwork.ilstu.edu/programs/bsw/field/manual/index.html Berg-Weger, M. & Birkenmaier, J. (2011) The practicum companion for integrating class and field work (3rd ed.). Boston: Allyn and Bacon. Cummins, L., Sevel, J. & Pedrick, L. (2012) Social work skills for beginning direct practice. Boston: Pearson. Gladwell, M. (2011). The outliers: The story of success. New York City: Back Bay Books. Schulte, B. (2015, June 29). Do these exercises for two minutes a day and you’ll immediately feel happier, researchers say. The Washington Post. Retrieved from http://www.washingtonpost.com/news/inspired-life/wp/2015/06/29/do-these-exercises-for-two-minutes-a-day-and- youll-immediately-feel-happier-researchers-say/ Additional readings will be assigned by the field instructor and faculty liaison, or may identified by the student. Students are expected to read in the field agency’s field of practice. (See “BIBLIOGRAPHYAND FURTHER READINGS” below.) The Social Work Reference Librarian, Vanette Schwartz, is available at Milner Library to help students locate resources. Specific readings for each class session are listed in the “COURSE SCHEDULE” below.

SWK 394 School of Social Work Rev. 7.15 Page 2 of 20 EXPECTATIONS OF STUDENTS Attendance and Participation: Students are expected to attend and participate in all class sessions. A student should not be enrolled in a course if other obligations will interfere with getting to class regularly and punctually. Two absences in a sixteen-week course may result in a final grade lowered by 1/3 of a letter grade (e.g. A- to B+) and may result in a departmental referral. More than two absences in a sixteen-week course will result in a final grade lowered by a letter grade (e.g. A- to B-) and may result in a departmental referral. More than three absences will result in a departmental referral. Repeatedly arriving late or leaving class early, and “tech absences” (being present but texting, emailing, face booking, web surfing unrelated to the course) will accrue toward one absence, and may result in a departmental referral. (“Tech absences” when a guest speaker or classmate is presenting will count double!) Attendance Exception for Bereavement: In the event of a death of a spouse, domestic partner, parent, child, grandparents, grandchild or sibling, uncle, aunt, niece, nephew, first cousin, in-law, or step-relative, students are eligible for up to five (5) consecutive days (not including weekends or holidays) of excused absence for funeral leave, subsequent bereavement, and/or travel. The student is responsible for notifying the Dean of Students (DOS) office prior to their absence. Upon receiving proper documentation the DOS will provide this documentation to each of the course instructors, if requested. The faculty member will excuse the student from class and provide an opportunity to complete missed exams, quizzes, and other required work. The student is responsible for all material covered in class and must work with the professor as soon as they return to complete any required work. For more information on the ISU bereavement policy, see http://policy.illinoisstate.edu/students/2-1-27.shtml Class Preparation: You are expected to have prepared thoroughly for each session. Preparation may include reading and/or watching the assigned materials prior to class (see “COURSE SCHEDULE”), summarizing the content and being prepared to dialogue with classmates about it; writing questions or reactions to the material; and making connections between concepts in current readings and earlier readings. Students are strongly encouraged to read other related materials, make notes on readings and visual material, prepare study questions based on readings, case material, and instructor presentation/lecture materials; dialogue with classmates about readings and class materials; form study groups; explain concepts to others; and schedule consultation time with the instructor as needed. Assignments: All assignments are due on the date assigned (See “ASSIGNMENTS” and “COURSE SCHEDULE”). Promptness in completing class assignments and required readings is a requirement. When an extenuating circumstance occurs, appropriate arrangements must be made in advance. Missed or late work: All assignments are due on the date assigned. Late assignments may be accepted at the discretion of the instructor. Late work such as papers will not be

SWK 394 School of Social Work Rev. 7.15 Page 3 of 20 accepted except in extraordinary circumstances, and when arrangements are made with the professor in advance. Missed in-class work such as examinations and presentations cannot be made up except in extraordinary circumstances, and when arrangements are made with the professor in advance. If accepted, late work will be given a reduction of one letter grade, which is 10% of the earned grade, and an additional grade reduction of one letter grade (10%) for each week the assignment is late. No assignments will be accepted after the last day of the semester. A grade of Incomplete (I) will be given in rare circumstances. A student who has received a grade of “I” is not in academic good standing and cannot enter practicum until the “I” has been successfully cleared. Special Needs: Students with special needs should notify the instructor immediately so that available accommodations can be made. Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TTY). Student Counseling Services: As a student you may experience a range of issues that can cause barriers to learning such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance or reduce your ability to participate in daily activities. Campus resources such as Student Counseling Services, help many students resolve these issues. All of the services through SCS are free and confidential. More information is available at Counseling.IllinoisState.edu. Contacting the Professor: Email is the best way to reach me, [email protected] I make every effort to respond to email within 24 hours on weekdays; it may be longer on weekends. If you have not heard from me within 36 hours on weekdays, please assume your email was lost and send a second, perhaps without attachments. Someone recently attached a Prezi, for instance, that went to junk mail. My office number is 309-438-3241, but I check that much less regularly than email. I am also available for appointments in my office, 307 Rachel Cooper. ReggieNet: ReggieNet is the Learning Management System for Illinois State University. You will use ReggieNet for accessing material, submitting work, and for the Gradebook feature. You can access ReggieNet through the Community tab in iCampus or at http://reggienet.illinoisstate.edu For technical assistance with ReggieNet, contact the ISU Help Desk, at helpdesk.ilstu.edu Missed or Late Work: If you miss a class, you will be responsible for any missed class content. Missed in-class work generally cannot be made up. Only in extraordinary circumstances will such work be accepted. The Julia N. Visor Academic Center, a division of University College, provides free one-on-one writing assistance for any course. Students can receive help with brainstorming, outlining, drafting, revising, APA format, and grammar. Vrooman Room 012 (between Manchester and Hewett dorms), 309-438-7100. Mon-Thurs, 8:00 a.m.-9:00 p.m., Fri, 8:00 a.m.-4:30 p.m., Sun, 4:00 p.m.-8:00 p.m. www.ucollege.IllinoisState.edu/tutoring/writing

SWK 394 School of Social Work Rev. 7.15 Page 4 of 20 Written Work: Written work should be thorough and accurate. Language should be clear and professional. Professional writing requires first writing, review, editing and rewriting. 1. Include citations following the style requirements of the Publication Manual of the American Psychological Association (APA1) (2001). The APA1 manual also provides excellent information on organizing and writing papers. A resource for APA1 format is the Purdue University on-line writing laboratory at www.owl.english.purdue.edu 2. Assessments will be typed, single-spaced between lines, double-spaced between paragraphs, and before and after headings. Paragraphs will be indented. 3. All work should be carefully proofread and corrected. Papers should be free of errors in spelling, grammar, and punctuation. Following are helps for avoiding common writing errors. a. APA1 wants numerals < 10 written out as words, e.g. fifth grade, 16, seven percent, 23%. Also write out a numeral if it’s the first word in a sentence. b. APA1 wants Black and White capitalized when referring to race (use no other colors to identify race). c. APA1 wants us to single space after a period. d. APA1 wants a complete sentence after a semi-colon. So what’s the point? It’s usually just better to use a colon. e. Use standard margins. The Microsoft Word default setting for margins is 1” top, 1” bottom, and 1.25” each left and right. The header and footer default setting is 0.5” from the edge. f. Use standard fonts. The department standard is Times New Roman 12 point, but Calibri and Arial 12 point are also fine. Indent paragraphs no more than 5 points. g. Names of disorders aren’t capitalized unless they include a proper noun. So, bipolar disorder and Asperger's syndrome. h. Don't use abbreviations, except acronyms you've identified. So, Chicago, or Chicago, Illinois, not Chicago, IL. i. Write out words: Don’t use contractions. j. A person’s title isn’t capitalized, unless it's part of their name or used in place of their name. So, "Professor Stipp said", "Professor said", and "the professor said" k. Begin each paragraph with a topic sentence. Fill in detail following. Be sure each sentence has a subject and verb, and that the verbs agree. l. I like active voice rather than passive voice. The preceding sentence was written in active voice. Passive voice is characterized by helping verbs, e.g. "The client ate lunch at noon" instead of "The client had eaten lunch at noon". 4. Papers and reports should have a title and headings, using APA1 format for headings, as follows. (Do not use enumeration in your headings.) APA1 Headings: Up to Five Heading Levels 1 Centered, Boldface, Uppercase and Lowercase Headings 2 Left-aligned, Boldface, Uppercase and Lowercase Heading 3 Indented, boldface, lowercase heading with a period. Begin body text after the period. 4 Indented, boldface, italicized, lowercase heading with a period. Begin body text after the period.

SWK 394 School of Social Work Rev. 7.15 Page 5 of 20 5 Indented, italicized, lowercase heading with a period. Begin body text after the period. Nondiscriminatory Language: Oral presentations and written work should use non-sexist, non- racist, and non-stigmatizing language. Faculty may return papers for revisions in language prior to grading. Be sensitive to your use of language. Special Needs: Students with special needs should notify the instructor immediately so that available accommodations can be made. Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TTY) or http://www.disabilityconcerns.ilstu.edu/. Academic Misconduct: Plagiarism, cheating, and all other forms of academic misconduct are not only considered a violation of university regulations, but are also a serious breach of the ethical code of conduct for the social work profession. Students are expected to abide by the ethical standards of the profession. The National Association of Social Workers (NASW) Code of Ethics is available on the Internet: http://www.naswdc.org/. ASSIGNMENTS: The following three assignments are designed to measure progress on the learning objectives for this course. Please see the BSW Program Field Manual regarding all assignments. Assignment #1: Field Journal (30%). Due weekly, 5 points each (14 weeks X 5 points each = 70 points) This a professional journal, not a diary). It is a record of your reflections on the practicum experience, a chart of your professional development, and a means of weekly communication with Dr. Stipp. Journal information about yourself is confidential and should be treated as such, but identities should be altered to protect any clients, and in some cases your colleagues. Further information about log topics will be provided in class.  There is one Topic of the Week (TTW) log assignment each week, listed in the Course Schedule below. (The entire TTW list is listed following the Course Schedule.)  There are also two Weekly Journal Entries (WJE) for you to reflect on each week, listed following the Course Schedule.  In weeks 3 – 5, one of the two WJEs will be a reflection on Outliers.  Submit your weekly logs on Reggienet by 8:00 PM on the SUNDAY following the close of your week. I will make every effort to review your weekly journal before Monday’s class, and provide feedback to inform the week’s classroom dialogue.  Check my feedback prior to class, to inform the week’s classroom dialogue. Grading Scale for Field Journal 5 = very thorough discussion of all questions and application to agency setting 4 = good coverage of all questions, thorough discussion provided 3 = average coverage of all questions, but more thorough discussion needed 2 = minimal coverage of all questions, and not much insight provided 1 = No Credit (NC)

SWK 394 School of Social Work Rev. 7.15 Page 6 of 20 Assignment # 2: Seminar contribution (30%) Due weekly, 5 points each (14 weeks X 5 points each = 70 points) Each student will lead two class dialogues this semester, one about the week’s topics, and the other about about world events. I call the latter becoming Citizens of the World, because social workers have an interest in macro happenings. Assessment will be qualitative feedback from classmates about big ideas the dialogue opened up for them. In addition to leading two seminar dialogues, you and your classmates will let me know about any needs for assistance, dialogue about learning experiences from the previous week in the agency, and about the big ideas of social work, about experiences from which you gained insight into social work practice, about readings that help with your practicum experiences, positive experiences in the field, negative experiences in the field, unresolved concerns, your strengths, areas you are developing, the implications of your field experience for your choice of social work practice, personal insights, and need for ideas. Whew! No one person will do any of that in a week, but you’ll do all of it at some point. Full participation assists yourself and classmates in gaining knowledge of many agency settings. Before coming to seminar, use the assigned readings and other readings that meet your learning needs, to increase your knowledge of social work practice. Give some thought to the important events of your week, to the week’s topic in the syllabus, and to Dr. Stipp’s responses to your weekly journal. Seminar is a forum for you to learn about generalist social work practice in different settings. You have greater responsibility for guiding your own learning and developing your own skills in field seminar, than in any of your previous social work classes. As such, some weeks you will self-assess your participation. I have an instrument with 3 domains, Preparation, Participation, and Engagement, though we may change individual items along the way. If the current week's contribution is not satisfactory, you will develop a plan for future weeks' participation. I will use your self-assessment, and my observation, to assign a weekly grade, and provide feedback if there is discrepancy. Preparation On time to class, materials ready, phone stowed 1 2 3 4 5 Current with course & agency readings 1 2 3 4 5 Current with national/world events (e.g. read a newspaper) 1 2 3 4 5 Participation: Found your voice by responding to your classmates, or providing a relevant opinion or example 2 4 6 8 10 Engagement: Dialogued with classmates about the week’s topics or field experience 2 4 6 8 10 SELF-ASSESSMENT TOTAL: ______For students self-assessing raw score < 24 please provide a participation goal for next week:

SWK 394 School of Social Work Rev. 7.15 Page 7 of 20 Assignment #3: Integrative Thesis I (HBSE/Practice) (40%) Outline/Draft Due: October 12, 2015 = 10 points Final Paper Due: No later than December 11, 2015 = 125 points Integrative Thesis, Part I is designed to assess whether students are able at the conclusion of the BSW program to integrate content from the human behavior and practice courses, and apply that knowledge in practice settings. The outline for this assignment is available in the BSW Program Field Manual. Individual appointments with faculty will be arranged as needed for assistance in developing the paper. For future reference, Integrative Thesis II (research and policy) and an agency-based case /mezzo/macro assessment presentation will be combined in a final project at the conclusion of SWK 395 2nd semester (Field Instruction Seminar II) and SWK 398.11 (Professional Practice: Field Instruction II). Grading Scale for Integrative Thesis, Part I content: (up to 5 points per question) 5 = Very well covered/demonstrated, student thoroughly addressed each question and provided relevant information. Depth and breadth of paper indicated the student fully understands the topics presented and covered throughout the paper. 4 = Good coverage of material/demonstrated, student covered most questions and provided depth and breadth in each topical area. 3 = Average coverage/demonstrated, but student did not provided much depth or breadth. More detail about topical areas was needed. 2 = Poorly covered/demonstrated, student did not cover material, many unanswered questions, minimal insight in to topics covered throughout the paper. 1 = NC Grading Scale for Integrative Thesis, Part I Mechanics: 45-50 = Well organized, no typographical/spelling errors, ideas are well thought out and presented and good flow and transitions from one section to the next. 40-44 = Well organized, few typographical/spelling errors, ideas flow from one section to the next. 35-39 = Evidence of organizational structure, some typographical/spelling errors, some unifying ideas, some awkward transitions. 30-34 = Poorly organized, many typographical/spelling errors, very few unifying ideas, poor transitional statements. 29 = NC

SWK 394 School of Social Work Rev. 7.15 Page 8 of 20 GRADING Grades will be assigned in accord with the following scale. Students must achieve the full value of the lower end of each subscale to be awarded the corresponding letter grade. A 248-275 = 90-100% B 220-247 = 80-89% C 193-219 = 70-79% D 165-192 = 60-69% F 164 = 59% and below Grades for the course will be assigned using the following formula: ─ Field Logs 70 ─ Seminar Contribution 70 ─ Draft: Integrative Thesis Part I 10 ─ Integrative Thesis Part I 125 (50 points = mechanics) ─ Total 275 The Criteria for the Grading Rubric for each assignment is in the BSW Program Field Manual. Additional instructor information regarding grades: General criteria for grading are given below. Additional criteria may be provided by the instructor for specific assignments. ─ Following directions in completing the assignment. ─ Turning in assignments regularly and on time. ─ Mastery of interviewing and other professional skills demonstrated. ─ Thoroughness and depth of self-evaluations. ─ Completeness, accuracy, organization, and clarity of written work. ─ Use of practice principles, terms, and theories. ─ Evidence of growth in knowledge and skill.

SWK 394 School of Social Work Rev. 7.15 Page 9 of 20 COURSE SCHEDULE Session1: General topic: General overview of field learning and course assignments. Day and Date: Monday, August 17, 2015 4:00 - 5:00: DeGarmo 206 - Field orientation (mandatory) 5:15 – 6:50: FH 206 Required Course texts: Readings: BSW Program Field Manual, Chapters 1, 2 & 3; forms F, G, H, I, J, K, L, O, R-A

Berg-Weger & Birkenmaier (2011), Preface and Chapter 1, Getting Started on Your Social Work Practice Career, pages 1-27. Class Student letters Assignment/ Course schedule and assignments Activity Big ideas in Berg-Weger & Birkenmaier

Session 2: General topic: Discussion of student's and the ISU faculty liaison's expectations regarding field learning and the process of skill development, building self-confidence and assertiveness. Establishing personal and professional learning goals and identify learning opportunities within your agency setting. Day and Date: Monday, August 24, 2015 Required Course texts: Readings: BSW Program Field Manual. Review all forms and assignments.

Berg-Weger & Birkenmaier (2011), Chapter 2, Socialization into the Social Work Profession, pages 28-50. Class Respond to the TTW (see below). Assignment/ WJEs: Respond to two questions from 1-15 (see below). Activity

Session 3: General topic: Professional values and ethics in generalist practice; confidentiality practices in your agencies; overview of professional recording; agency policies, organizational structure and philosophy. Safety issues in the field. Day and Date: Monday, August 31, 2015 Required Course text: Readings: Berg-Weger & Birkenmaier (2011), Chapter 3, Safety in Social Work Settings, pages 51-67. Class Respond to the TTW. Assignment/ WJEs: Respond to two questions from 1-15. Activity

SWK 394 School of Social Work Rev. 7.15 Page 10 of 20 September 7, No class. Take time to honor the men and women who labor in our behalf!

Assignment Respond to the TTW. WJEs: Respond to two questions from 1-15.

Session 4: General topic continued: Professional values and ethics in generalist practice. Confidentiality practices in your agency, overview of professional documentation and practices. Review agency policies, organizational structure and philosophy. Day and Date: Monday, September 14, 2015 Required Course text: Readings: Review NASW Code of Ethics on NASW web site, www.NASWdc.org

Berg-Weger & Birkenmaier (2011), Chapter 5, Organizational Context, pages 87-106. Class Respond to the TTW. Assignment/ WJEs: Respond to two questions from 1-15. Activity Draft version for Fall, 2015 Integrated Practicum Learning Contract and Evaluation (Form G)

Session 5: General topic: Professional Writing Day and Date: Monday, September 21, 2015 Required Course text: Readings: Cummins, Sevel and Pedrick (2012) Social Work Skills for Beginning Direct Practice, Appendix A. Schulte, B. Exercises for self-care. (Available in the Resources tab on R/N.) Gladwell Introduction (pp. 1 – 14) Class No WJE this week. Respond to two TTWs (5a and 5b), and to this question Assignment/ related to the Gladwell Introduction: Activity  Gladwell conceives of health as a community issue more than a personal issue. What does he mean by that? What do you think, is your health a personal issue or a community issue? Why?

SWK 394 School of Social Work Rev. 7.15 Page 11 of 20 Session 6: General topic: The role of theory in social work practice, survey of interventive approaches, models, and techniques, behavioral interventions and social work practice. Day and Date: Monday, September 28, 2015 Required Course text: Readings: Berg-Weger & Birkenmaier (2011), Chapter 6, Working with Individuals and Families, pages 107-137. Cummins, Sevel and Pedrick (2012) Social Work Skills for Beginning Direct Practice, Chapter 3, pages 36-54. Class Respond to the TTW. Assignment/ WJEs: Respond to two questions from 1-15. Activity Final Version, with signatures, for Fall, 2015 Integrated Practicum Learning Contract and Evaluation (Form G)

Session 7: General topic: Review the problem solving model: Intake and Engagement, Assessment, Treatment Planning and Contracting Day and Date: Monday, October 5, 2015 Required Course text: Readings: Gladwell chapters One & Two Class Respond to the TTW. Assignment/ WJEs: Respond to one from 1-15 and one from Gladwell that will be assigned. Activity

Session 8: General topic: Review the basic interviewing skills and assessment.

Day and Date: Monday, October 12, 2015 Required Course text: Readings: Cummins, Sevel, and Pedrick (2012) Social Work Skills for Beginning Direct Practice:  Chapter 5, pages 79-98.  Chapter 6, pages 100-117.  Chapter 9, pages 179-211. Class Respond to the TTW. Assignment/ WJEs: Respond to two questions from 1-15. Activity Draft/Outline for Part I of Integrative Thesis due

SWK 394 School of Social Work Rev. 7.15 Page 12 of 20 Session 9: General topic: Managing barriers to change, such as strategies for working with involuntary clients; mandated problems; social justice issues; ethical use of self and authority in practice; empowerment strategies; advocacy, and maximizing client self-determination. Day and Date: Monday, October 19, 2015 Required Course text: Readings: Gladwell chapter Three Class Respond to the TTW. Assignment/ WJEs: Respond to one from 1-15 and one from Gladwell that will be assigned. Activity

Session 10: General topic: Understanding the needs of vulnerable/special populations. Day and Date: Monday, October 26, 2015 Required Course text: Readings: Gladwell chapter Four Class Respond to the TTW. Assignment/ WJEs: Respond to one from 1-15 and one from Gladwell that will be assigned. Activity

Session 11: General topic: The impact of trauma and loss on the clients, understanding loss and grief issues.

Day and Date: Monday, November 2, 2015 Required Course text: Readings: Gladwell chapter Five Class Respond to the TTW. Assignment/ WJEs: Respond to one from 1-15 and one from Gladwell that will be assigned. Activity

SWK 394 School of Social Work Rev. 7.15 Page 13 of 20 Session 12: General topic: Cultural diversity and cultural competence, racial/ethnic issues in generalist practice, practice approaches sensitive to minority groups and ethnic differences, natural helping networks within cultural groups and cultural patterns in seeking help, impact of institutional discrimination on minorities, women, the disabled, the elderly, and other oppressed groups; legal protections against discrimination and mechanisms for their enforcement. Practice issues related to gender and sexual orientation, exploration of personal and societal attitudes to gender roles and homosexuality, and practice issues in working with gay and lesbian youth and adults. Develop student’s awareness of his or her attitudes towards and comfort with clients from culturally diverse backgrounds. Day and Date: Monday, November 9, 2015 Required Course text: Readings: Cummins, Sevel and Pedrick (2012) Social Work Skills for Beginning Direct Practice, Chapter 4 pages 56-76. Class Respond to the TTW. Assignment/ WJEs: Respond to two questions from 1-15. Activity

Session 13: General topic continued: Cultural diversity and cultural competence, racial/ethnic issues in generalist practice, practice approaches sensitive to minority groups and ethnic differences, natural helping networks within cultural groups and cultural patterns in seeking help, impact of institutional discrimination on minorities, women, the disabled, the elderly, and other oppressed groups; legal protections against discrimination and mechanisms for their enforcement. Practice issues related to gender and sexual orientation, exploration of personal and societal attitudes to gender roles and homosexuality, and practice issues in working with gay and lesbian youth and adults. Develop student’s awareness of his or her attitudes towards and comfort with clients from culturally diverse backgrounds. Day and Date: Monday, November 16, 2015 Required Course text: Readings: Cummins, Sevel and Pedrick (2012) Social Work Skills for Beginning Direct Practice, Chapter 4, pages 56-76. Class Respond to the TTW. Assignment/ WJEs: Respond to two questions from 1-15. Activity Complete the Promoting Cultural Diversity and Cultural Competence Tool http://nccc.georgetown.edu/documents/ChecklistBehavioralHealth.pdf

SWK 394 School of Social Work Rev. 7.15 Page 14 of 20 November 23 Enjoy the break! Be thankful!

Session 14: General topic continued: Cultural diversity and cultural competence, racial/ethnic issues in generalist practice, practice approaches sensitive to minority groups and ethnic differences, natural helping networks within cultural groups and cultural patterns in seeking help, impact of institutional discrimination on minorities, women, the disabled, the elderly, and other oppressed groups; legal protections against discrimination and mechanisms for their enforcement. Practice issues related to gender and sexual orientation, exploration of personal and societal attitudes to gender roles and homosexuality, and practice issues in working with gay and lesbian youth and adults. Location: TBA Day and Date: Monday, November 30, 2015 Class No WJE this week. Respond to two TTWs (14a and 14b). Assignment/ Come to class with the following documents to turn in: Activity  1 – 3 Interviewing Skills Checklist and Critique/Narrative Summaries, FORM L (total of 3 for the year; at least 1 first semester)  Signed time sheets, FORM O  Student Mid-term Evaluation of Placement. FORM R-A

December4, 2015. No class. Final date to submit:  Integrative Thesis Part I, FORM K, on Reggienet  Integrated Practicum Learning Contract & Evaluation, FORM G, via email from your agency supervisor

WEEKLY JOURNAL ENTRIES (WJEs). Answer 2 of the following 15 questions each week, unless otherwise indicated. Select different questions each week.

SWK 394 School of Social Work Rev. 7.15 Page 15 of 20 1. What did you learn this week from your readings, classroom discussion or internship experience that has stimulated your interests? Be specific. 2. How do external forces, such as policies, programs, and politics affect the way that clients are served? 3. Discuss your awareness of ethical considerations pertaining to clients/case situations, colleagues, practice settings, the social work profession and/or professionals. Describe possible solutions to these dilemmas. 4. Discuss cultural issues and awareness pertaining to your case work, program, personal/professional or internship site dynamics. Cultural issues may include race, ethnicity, sexual orientation, religion, ageism, gender issues etc. 5. What are you learning about the supervisory process and supervisory dynamics? What topics did you discuss in supervision? What social work values or knowledge may be in conflict/or in accord as you approach your supervisor? (ie: allied profession? ) 6. What stands out as most important/significant this week and why? Focus on micro, mezzo and macro practice. What social work principles or values are relevant? 7. As you reflect on the past week, what did you learn that you were able to apply to either class work or your work directly with clients? What theory of human behavior, problem, or intervention does this situation represent? 8. What skills, or what did you learn, that you used which connect class content with what you are doing in the field? What strategies did you try and how did you select the one (s) you did? 9. What personal growth issues (i.e.: awareness, insights, struggles etc.) emerged recently and how did you cope with them? How do they impact your professional development? 10. What aspects of your personal views, experience, etc. might be influencing your perceptions related my growth as a professional? 11. What are your plans for the next week? What else do you need to know to effectively intervene in situations such as these? Be specific and elaborate. 12. Discuss the progress you are making on your learning goals. Be specific and elaborate. 13. What did you do this week to manage any stress related issues in your personal and/or professional life? What skills have been applied or could be applied in situations such as these? 14. What research related questions are you or your agency asking about best practices for your setting? What data do you have, and what data do you need, to answer those questions? 15. OTHER

TOPICs OF THE WEEK (TTW) – Answer one TTW each week, identified below.

SWK 394 School of Social Work Rev. 7.15 Page 16 of 20 Session 2. Write a short summary describing your agency and your field placement. Include the mission statement, what services are provided, client population served. Make enough copies to distribute to each seminar member. Due August 23, by 8 PM. Session 3. What safety precautions are used in your agency? Have there been any situations that have caused reason for concern among your coworkers? If so, provide a short summary of what happened and how it was handled. Due August 30, by 8 PM. Labor Day. Discuss your level of confidence in your abilities at this point. What anxieties/concerns do you have as you start your internship? What is your overall impression of your agency, coworkers and supervisor so far? Are there any areas of concern related to the policies, practices that you have observed up to this point? Due September 6, by 8 PM. Session 4. Prior to class, discuss with your field instructor/task supervisor and other staff the agency’s guidelines regarding confidentiality (release of information, case records, client access to records, electronic files etc.). Discuss how the reality of confidentiality may differ from the “ideal”. What are some red flags that you have observed? What did you do? What should you have done? Due September 13, by 8 PM. Session 5 a & b due September 20, by 8 PM. 5a. What does professionalism mean to you? How do you present yourself in a professional manner? What steps can you take to become more professional in the eyes of your coworkers, supervisors and clients? Due September 13, by 8 PM. 5b. What does self-care mean to you? What was useful to you from the Schulte article? Provide at least three specific examples of how you plan to take manage the stress of your internship, school work, outside employment, and life. Session 6. What theories, models and interventions are the foundation of practice in your agency? (ie: crisis intervention, systems theory, behavioral theory, CBT, problem solving intervention, case management.) Describe how the primary theory, model or intervention is used with clients. Due September 27, by 8 PM. Session 7. Discuss the problem solving strategies that your clients use in their daily life by focusing on the strength perspective? What skills do your clients use in resolving issues and situations? What type of coping skills do your client’s regularly utilize? Due October 4, by 8 PM. Session 8. Put yourself in your client’s position. Write down your feelings and thoughts from your client’s perspective. How are things going in your life? Address major issues from the client’s point of view. What steps are needed to resolve these issues? Due October 11, by 8 PM. Session 9. Who holds the power in your agency? What is the basis of this power? What type of control does a person without power yield? What have you done or observed that has left the client feeling stripped of their power. What skills can you use to empower your clients? How do agency practices and policies serve to empower or disempower clients? Coworkers? Due October 18, by 8 PM. Session 10. Address a time in your life when you would have benefited from social work intervention. What could you have been done at the time to make the situation better? Who did you turn to for help? What did you learn? How do you manage stressful situations now as they relate to your internship? Due October 25, by 8 PM. Session 11. Describe a time in your life when you interacted with a person who you considered to be at “high risk”. This can include a person living in poverty, an elderly person, a person with mental illness etc. What was the experience like for you? If you were uncomfortable during the interaction, how did you manage your feelings, thoughts and behaviors? Looking back, what

SWK 394 School of Social Work Rev. 7.15 Page 17 of 20 would you have done differently? Due November 1, by 8 PM. Session 12. Discuss a client related situation where the issues of grief and loss have been addressed or needs to be addressed. Consider that issues of loss and grief encompass more than death, such as a child being removed from a foster home or an elderly person being moved to a nursing home. How might unresolved grief “play out” in the client-worker relationship? Due November 8, by 8 PM. Session 13. Discuss a client from an ecological perspective. Consider the client’s work/school and home environments. Describe their neighborhood. What are some barriers to services? What are some ways that you can address these barriers either from a case or class advocacy perspective? Due November 15, by 8 PM. Session 14 a & b due November 29, by 8 PM. 14a. Discuss ways in which you can take better care of yourself during the highly stressful times in an internship. Who do you turn to? How do you manage stress? Can others tell when you are stressed? How do you react to others when you are feeling stressed? Comment on the balance between class work and the demands of your internship. Due November 22, by 8 PM. 14b. Comment on the mid-term evaluation process between you, your field instructor/task supervisor and ISU faculty liaison. Discuss your role in the process. What are some of your plans for next semester’s internship?

BIBLIOGRAPHY AND FURTHER READINGS General Boyle, S., Hull, G., Mather, J., Smith, L., Farley, O.W. (2006). Direct social work practice. Boston: Pearson Education. Cassuto-Rothman, J. (2005). From the front lines: Student cases in social work ethics (2nd ed.).

SWK 394 School of Social Work Rev. 7.15 Page 18 of 20 Needham, MA: Allyn & Bacon. Dustin, D., & Montgomery, M. (2010). The use of social theory in reflecting on anti-oppressive practice with final year BSc social work students. Social Work Education, 29(4), 386-401. doi:10.1080/02615470902988805 Gibbs, L., & Gambrill, E. (2004). Critical thinking for social workers: A workbook. Thousand Oaks, CA: Pine Forge Press. Hepworth, D., Rooney, R., Dewberry Rooney, G., Strom-Gottfried, K &. Larsen, J. (2006). Direct social work practice: Theory and skills (7th ed.). Pacific Grove CA: Brooks/Cole. Kagle, J.D. (2007). Social work records. Prospect Heights, IL: Waveland Press. Levy, D. L. (2009). Gay and lesbian identity development: An overview for social workers. Journal of Human Behavior In The Social Environment, 19(8), 978-993. doi:10.1080/10911350903126866 Lieberman, A.F., & Lester, C. (2004). Social work practice with a difference: Stories, essays, cases and commentaries. New York: McGraw-Hill. National Association of Social Workers (2008). NASW code of ethics. Washington, DC: NASW Press. Palmer, N., & Kaufman, M. (2003). The ethics of informed consent: Implications for multicultural practice. Journal of Ethnic and Cultural Diversity in Social Work, 12(1), 1-26. Retrieved from www.tandfonline.com Rogers, G., Collins, D., Barlow, C.A., & Grinnell, R.M. (2007). Guide to the social work practicum: A team approach. Itasca, IL: F.E. Peacock. Child Welfare; Criminal Justice Bowen, E. A. (2015). AIDS at 30: Implications for social work education. Journal of Social Work Education, 49(2), 265-276. doi:10.1080/10437797.2015.768116 Day, A., Hardcastle, L., & Birgden, A. (2012). Case management in community corrections: Current status and future directions. Journal of Offender Rehabilitation, 51(7), 484-495. doi:10.1080/10509674.2012.706245 Eriksson, M. (2012). Participation for children exposed to domestic violence? Social workers' approaches and children's strategies. European Journal Of Social Work, 15(2), 205-221. doi:10.1080/13691457.2010.513963 Furman, R., Ackerman, A., Loya, M., Jones, S. & Negi, N. (2012). The criminalization of immigration: Value conflicts for the social work profession. Journal of Sociology & Social Welfare, 39 (1), 169-185. Retrieved from http://www.wmich.edu/hhs/newsletters %5Fjournals/jssw/index.htm John, J. (2005). Black baby, White hands: A view from the crib. Silver Spring, MD: Soul Water Rising. Oliver, C. (2012). What does strengths-based practice mean for relationships between child protection workers and their mandated adult clients. Relational Child & Youth Care Practice, 25(4), 5-12. Retrieved from http://www.cyc-net.org/journals/journals- index.html Smith, S.L., & Howard, J.A. (2006). (2nd ed.) Promoting successful adoptions: Practice with troubled families. Thousand Oaks, CA: Sage Publications.

SWK 394 School of Social Work Rev. 7.15 Page 19 of 20 Data Utilization Bradt, L., Roose, R. Bouverne-DeBie, M. & DeSchryver, M. (2011). Data recording and social work: From the relational to the social. British Journal of Social Work, 41(7), 1372-1382. doi:10.1093/bjsw/bcr131 Van der Zee, K.I. & Brinkmann, U. (2004). Construct validity evidence for the intercultural readiness check against the multicultural personality questionnaire. International Journal of Selection and Assessment, 12(3), 285-290. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1468-2389 Health Care; Elder Care; Domestic Violence Bonifas, R. P., & Gray, A. K. (2015). Preparing social work students for interprofessional practice in geriatric health care: Insights from two approaches. Educational Gerontology, 39(7), 476-490. doi:10.1080/03601277.2012.701137 Bowen, 2015 (criminal justice) Husso, M., Virkki, T., Notko, M., Holma, J., Laitila, A., & Mäntysaari, M. (2012). Making sense of domestic violence intervention in professional health care. Health & Social Care In The Community, 20(4), 347-355. doi:10.1111/j.1365-2524.2011.01034.x Smith, J.R. (2015). Students' role confusion when working with older adults: The voices of foundation students. Journal of Social Work Education, 49(2), 250. doi:10.1080/10437797.2015.770346 Human Trafficking Jordan, J., Patel, B., & Rapp, L. (2015). Domestic minor sex trafficking: A social work perspective on misidentification, victims, buyers, traffickers, treatment, and reform of current practice. Journal Of Human Behavior In The Social Environment, 23(3), 356-369. doi:10.1080/10911359.2015.764198 Mental Health; Substance Abuse; Homelessness Carlson, B. E., Stromwall, L. K., & Lietz, C. A. (2015). Mental health issues in recently returning women veterans: Implications for practice. Social Work, 58(2), 105-114. doi:10.1093/sw/swt001 Cheng, T. C., & Robinson, M. A. (2015). Factors leading African Americans and Black Caribbeans to use social work services for treating mental and substance use disorders. Health & Social Work, 38(2), 99-109. doi: 10.1093/hsw/hlt005 Parsell, C. (2011). Responding to people sleeping rough: Dilemmas and opportunities for social work. Australian Social Work, 64(3), 330-345. doi:10.1080/0312407X.2010.538705

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