Preparation for Professional Practice

SWK 329 Spring 2015

ILLINOIS STATE UNIVERSITY INSTRUCTOR: Christopher Gjesfjeld, Ph.D., MSW SCHOOL OF SOCIAL WORK OFFICE: Rachel Cooper Building, Room 302D Semester: Spring 2015 OFFICE By Appointment HOURS: Course: SWK 329 OFFICE: 309-438-2943 Section: 02 EMAIL: [email protected] Day: Thursday OTHER: Time: 3:00 PM-5:50 PM

PREPARATION FOR PROFESSIONAL PRACTICE

CATALOG DESCRIPTION An educationally focused community service experience and seminar that emphasizes socialization into the profession of social work.

Prerequisites: SWK 223 Human Behavior in the Social Environment I, SWK; SWK 310 Practice with Diverse Populations; 325 Generalist Practice I: Individuals; and SWK 326 Practice Skills Laboratory.

COURSE DESCRIPTION The course combines a weekly 2 hour seminar with agency-based volunteer work in a helping role. A minimum of 50 hours of volunteer work must be completed to receive credit for the course.* The seminar assists students in exploring their “goodness of fit” with a social work career and in developing an understanding of their own capacities in relation to professional social work competencies.

RELATIONSHIP TO OTHER COURSES Both the classroom and agency experiences of this course build on the knowledge, values, and skills learned in SWK 223 Human Behavior in the Social Environment I, SWK 325 Generalist Practice I: Individuals, and SWK 326 Practice Skills Laboratory. In addition, the course prepares students for their senior field courses, SWK 398.10 and SWK 398.11, by providing exposure to social work roles and further development of basic social work competencies. Students must pass SWK 329 with a C or better in order to move into SWK 394 and SWK 398.01

COURSE GOALS The goals for the course are to: 1. Foster commitment to professional ethics, use of supervision, and accountability to client systems. 2. Enhance students’ awareness of their personal characteristics that facilitate or pose barriers to performing social work roles. 3. Promote development of professional behaviors and identification with the social work profession. STUDENT LEARNING OBJECTIVES 1. Demonstrate preparedness for field through application of professional behaviors. 2. Identify value conflicts and apply social work ethics to attain a resolution. 3. Apply social work ethics to functioning in a helping role. 4. Articulate the impact of human diversity on helping relationships. 5. Demonstrate skills for working with a variety of clients. 6. Use professional boundaries in helping relationships. 7. Use writing skills for appropriate documentation in practice. 8. Demonstrate appropriate professional behaviors. 9. Examine roles of social work in a variety of fields of practice.

REQUIRED READING(S) AND TEXTBOOK(S)

Grobman, L. M. (2012). Days in the Lives of Social Workers. Harrisburg, PA: Pearson/Allyn & Bacon.

Summers, N. (2003). Fundamentals for Practice with High-Risk Populations. Belmont, CA: Brooks/Cole.

NASW Code of Ethics at http://www.socialworkers.org/pubs/code/code.asp

Modification of Syllabus: The instructor reserves the right to make announced changes in course requirements, schedule and assignments. Changes will be discussed with students in class or via the course site in ReggieNet. Students are responsible for monitoring the course site for information regarding the course.

EXPECTATIONS OF STUDENTS

Attendance and Participation: Students are expected to arrive for class on time and 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 sessions regularly and punctually. In the rare event you are unable to attend or will be late, you are expected to inform the instructor in advance whenever possible.

More than two absences in a sixteen-week course will result in a lowered grade for the course. Repeated tardiness or leaving class early also will result in a lowered grade.

Classroom Behavior: You are expected to have prepared thoroughly for each class. Preparation includes reading the assigned readings prior to class, summarizing the content and being prepared to discuss it; listing questions or reactions to the material; and making connections between concepts in current reading and earlier readings.

Students are expected to contribute to class discussion and are encouraged to voice their opinions. Informed disagreement is both anticipated and welcomed. Alternative points of view should be offered and received with respect and courtesy. As social workers, we

2 must be able to accept diversity of ideas and differences of opinion. You are expected to be respectful of the opinions of others, and to show courtesy in interactions with fellow students and the instructor. Side conversations, rather than participating in class discussions, are disruptive to the class and should not occur.

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; discuss readings and class lecture material with other students, form study groups, explain concepts to others, and schedule consultation time with the instructor as needed.

Electronics: All cell phones, pagers, and laptops, and other electronics (unless the student has a documented need for assistive technology) should be turned off during the class. Use of electronic devices during class will result in a lower grade for the class.

Assignments: Promptness in completing class assignments and required readings is a requirement. When an extenuating circumstance occurs, appropriate arrangements must be made with the professor in advance.

All assignments are due on the date assigned (See “ASSIGNMENTS” and “COURSE SCHEDULE”). Assignments will not be accepted via electronic submission unless specific arrangements have been made by the instructor prior to the assignment due date. Late assignments may be accepted at the discretion of the instructor, but will be given a reduced grade. One letter grade (10% of the earned grade) may be deducted for each week the assignment is late unless prior arrangements have been made with the instructor. No assignments will be accepted after the last day of class.

Missed or late work: If a student misses a class, he or she will be responsible for any missed class content. Missed in-class work generally cannot be made up. Make-up tests, quizzes, and examinations, as a rule, will not be permitted. Only in extraordinary, documented circumstances will such work be accepted.

A grade of incomplete (I) will be given only in rare circumstances. A student who has received a grade of incomplete is not in academic good standing and cannot enter practicum until the incomplete has been successfully cleared.

Written Work: Written work should show thoroughness, accuracy, clarity and professionalism. Such writing generally requires first writing, then review, then editing and rewriting. ─ All work should be carefully proofread and corrected. Papers should be free of errors in spelling, grammar, and punctuation. ─ All papers written from sources must include citations following the style requirements of the Publication Manual of the American Psychological Association, 6th ed. (2010). This reference text also provides excellent information on the organization and writing of papers. An excellent resource for questions about APA

3 format and other paper writing skills is the Purdue University on-line writing laboratory at www.owl.english.purdue.edu ─ All work must be typed, double-spaced, with numbered pages unless the professor instructs otherwise. Each assignment should be titled, dated, annotated with your name, and stapled or placed in a binder. ─ Papers should use standard margins unless the professor instructs otherwise. 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. ─ Papers should use standard fonts. The department standard is Times New Roman 12 point. ─ Students should retain copies of all work turned in to the instructor.

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:

 Watch for hidden bias. For example: “Five people were killed in the drive-by shooting yesterday, including two girls.”

 If a quotation is discriminatory you can paraphrase, replace sexist, racist or stigmatizing words with bracketed substitutes, use [sic] to call attention to the biased word, use only part of the quotation, or omit the quotation. For example: “All men (people) are created equal.”

 Identify women by their own names, not only their connections to husband, child, or father. For example: “The foster parent, Doris Jones [not Mrs. Jones], told the caseworker about the bruises on Robert’s back.”

 Replace vague, gender-linked descriptors with thoughtful words that describe a person instead of a member of a set. If one states, “I found her feminine charm appealing,” what precisely was appealing? Was she polite, warm, welcoming, quiet, and gracious?

 Avoid feminine suffixes such as “–ess”, “-ette”, and “–trix”. If the person’s gender is critical to your material, use the adjectives, “male” and “female”, or the nouns, “woman” and “man”.

 Letter salutations such as “Dear Sir” should be altered to be inclusive of women. For example: “Dear Madame or Sir”, “Greetings”, “To whom it may concern”, “Dear Friend”, “Dear Editor Jones”.

 Use “fellow”, “king”, “lord and master” only when the narrowest, male-defined term applies. For example: “landlord”, “master’s degree”.

4  Words used for name-calling (e.g., “bitch”, “bastard”) are generally sex-linked or race/ethnic linked in some way, and should, therefore, be avoided.

 Avoid using the generic “he”. Rewrite the sentence in the plural or second person, use the passive voice, omit the pronoun, or replace the masculine pronoun with an article or noun. For example, “He turned in his paper with uncorrected discriminatory language” may be changed to, “The student turned in the paper with uncorrected discriminatory language”.

 Academic Misconduct: Plagiarism, cheating, and all other forms of academic misconduct are not only considered a violation of university regulations, but are also considered a serious breach of the ethical code of conduct for the social work profession. Students are expected to remember that they are in the process of becoming professional social workers. As such, they are expected to abide by the ethical standards of the profession. The National Association of Social Workers (NASW) Code of Ethics is available to students on the Internet at www.naswdc.org .

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).

ASSIGNMENTS

The following assignments are designed to measure progress on the learning objectives for this course.

Assignment #1: Pre-Field Experience (30%)

Due: Agency must be determined prior to the first class session. Fifty (50) volunteer hours to be completed by the end of the spring semester. Fifty hours of social agency-based volunteer work must be completed to receive credit for the course. The 50 hours must be spread out over the course of thirteen/fourteen weeks. The volunteer work must involve you in a helping role, such as serving as an advocate for a teen, working on a crisis-call line, or providing support for a child. The instructor of this course must approve the volunteer work to be done as a part of this course. In addition, the work must be supervised by an agency staff member who is available to provide guidance and feedback on your work. The supervisor must agree to submit a mid-term and final evaluation of your work (a form will be provided) which will be submitted to the course instructor at the middle and end of the semester.

Each student must complete the Weekly Summary Sheet at the end of each shift he/she worked. A supervisor (or designee) must sign off on the earned hours every week. Students are responsible for completing the required hours and provide documentation of the hours through submission of the Weekly Summary Sheet due by Final Exam Day.

5 Midterm and Final Evaluation Forms from Volunteer Agency*

Due: Midterm: Due no later than March 19, 2015 Final: Due no later than Final Exam Day

Assignment #2: Group Meeting Journals (15%)

Due: 1 journal by midterm, all 3 by Final Exam Day

Three brief journals (between 500 and 700 words) of your volunteer experiences must be submitted to your instructor during the semester. Each journal should include a description of events of interest to you and analysis of significant events occurring during your volunteer experience. On your journal you will note the individuals present when your group met and include any realizations you had from interacting with your peers. Meetings must be a minimum of 40 minutes! You must hand in one of these journals by Midterm.

Students will be expected to converse about these issues in your group: 1. Identify the population served by your agency. 2. Describe in detail the source(s) of funding for the agency. 3. Discuss the social problems and stigma involved in the client’s life as a result of the problems they face. 4. Describe the ways that services are delivered to client within the agency. 5. Describe in detail the role of the social worker within the agency. 6. Discuss how community resources or lack of resources affect the services to the clients served by your agency. 7. What are some of the barriers to services? 8. How might these barriers be addressed? 9. Discuss how culturally sensitive practices are demonstrated in the agency. 10. Discuss how the agency can be more attentive to clients’ needs. 11. Describe an ethical dilemma that you have noted in your agency? What may be a possible remedy to this situation? 12. Describe in detail some of the pros and cons for you in working with this population? 13. How do you see yourself fitting in such an agency?

Each student will take turns in facilitating this group.

Assignment #3: 5 Chapters in Grobman (15%)

You will select 5 chapters that have been assigned in-class and write 500 words addressing the questions at the end of the chapter.

Due date: 2 by Midterm, the remaining 3 by Final Exam Day

6 Assignment #4: Final Exam (15%)

In-Class April 30th, 2015 (before Finals week)

Assignment #5: Reflective Paper (10%) All students must submit a reflective paper (three pages, typed and double-spaced) on either a field trip or a guest speaker’s presentation. Your task is to reflect analytically on a presentation by our guest practitioners. In your paper you should address the following topics.

1. Basic information on the presenter’s agency setting, client population, and treatment approach. 2. A short summary of the visit/guest speaker’s presentation. 3. How does the setting offer interventions at the micro, mezzo, or macro levels. 4. The fundamental assumptions the social worker brought to his/her practice (e.g., etiology of the problem, theory/practice model, personal values). 5. Skills used, especially in engaging clients. 6. Definition and indicators of success. 7. Any special aspects of diversity sensitivity needed for this setting. 8. Rewards and drawbacks to this type of social work. 9. Personal characteristics that particularly suit one for this type of work.

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 90-100% B 80-89% C 70-79% D 60-69% F 59% and below

Grade Allocation: Grades for the course will be assigned using the following formula: . Pre-Field - 50 hours Evaluation by Agency 30%

. Attendance/Participation 15% . 3 Journals/Group Meetings 15% . 5 Chapters from Grobman (500 words) 15% . 1 Final 15% . 1 Reflective Paper 10% Total 100%

* BSW Pre-Internship Improvement Plan- this form is to be used when a student is not meeting the expectations of the Volunteer Hour component of the course. (See form below)

COURSE OUTLINE AND SCHEDULE

7 Topics covered and class outline may be subject to change with notification from the instructor. Week 1: Overview of practice; orientation to the course and your pre-placement field experience…what’s ahead.

Day and January 15, 2015 Date: Week 2: Ethics and social work practice

Day and January 22, 2015 Date:

Required Review NASW code of ethics: http://www.socialworkers.org/pubs/code/code.asp Readings:

Week 3: Social work, the law, and professional documentation

Day and January 29, 2015 Date: Required Review: http://www.socialworker.com/jswve/content/view/10/30/ Readings:

Week 4: Safety and Self-Care

Day and February 5, 2015 Date: Required BSW Field Manual, Chapter 2, pages 18-20 Readings: Review: http://www.socialworkers.org/nasw/memberlink/2009/supportfiles/ProfesionalSelf- Care.pdf

Week 5: Military Social Work

Day and February 12, 2015 Date: Required Grobman Chapters 47 & 48 Readings:

8 Class Ryan Woolf guest speaker Assignment/ Activity

Week 6: Child Welfare

Day and February 19, 2015 Date: Required Grobman Chapters 14, 16, & 18 Readings: Summers Chapter 3

Class TBA Assignment/ Activity

Week 7: Adolescent Services

Day and February 26, 2015 Date: Required Grobman Chapters 15 & 17 Readings: Summers Chapter 3

Class TBA Assignment/ Activity

Week 8: Social Work and Mental Health

Day and March 5, 2015 Date: Required Grobman Chapters 23, 25, & 26 Readings: Summers Chapter 6

Class TBA Assignment/ Activity

No Class: Spring Break

9 Week 9: Developmental Disabilities

Day and Date: March 19, 2015

Required Grobman Chapters 21 & 22 Readings: Summers Chapter 7

Class TBA Assignment/ Activity

Week 10: Substance Abuse

Day and Date: March 26, 2015

Required Grobman Chapters 28, 29, & 30 Readings: Summers Chapter 5

Class TBA Assignment/ Activity

Week 11: Social Work in Health Care

Day and Date: April 2, 2015

Required Grobman Chapters 1, 5, & 6 Readings:

Class TBA Assignment/ Activity

Week 12: Social Work in a School Setting

Day and Date: April 9, 2015

Required Grobman Chapters 11, 12, & 13 Readings:

10 Class TBA Assignment/ Activity

Week 13: Geriatric Social Work

Day and Date: April 16, 2015

Required Grobman Chapter 39, 41, & 43 Readings: Summers Chapter 8

Class TBA Assignment/ Activity

Week 14: Victim Advocacy and Offenders

Day and Date: April 23, 2015

Required Grobman Chapters 34, 35, & 37 Readings: Summers Chapter 4

Class TBA Assignment/ Activity

Week 15: Evaluation, Exam, and Overview of Experience

Day and Date: April 30, 2015

Required Review all Summers Chapters and Lectures Readings:

Class Final Exam Assignment/ Activity

Week 16: Final Examination Week

Day and Date: TBA

11 Class Journals Due Assignment/ Reflective Paper Activity Final Evaluation from Volunteer Agency (no later than May 1, 2014) Weekly Log Sheet (Verifying hours and experiences)

*SWK 329 Preparation for-Professional Practice BSW PRE-INTERNSHIP IMPROVEMENT PLAN

12 (The boxes will expand as you type)

Student:

Date:

Agency:

Agency Task Supervisor:

The student is currently enrolled in SWK 329 Spring 2014 NARRATIVE OF IDENTIFIED CONCERN:

PREVIOUS ATTEMPTS TO ADDRESS THE CONCERN (check all that apply): Educational feedback Increased supervision Modeling Other: OUTCOME OF ATTEMPTS:

PLAN FOR RESOLUTION (complete the following in concrete, behavioral terms) Student will: by (date)

Agency Task Supervisor will: by (date)

ISU Instructor will:

By (date)

PLAN FOR EVALUATION (include concrete indicators of progress/problem resolution):

I have been provided a copy of the document: Student Signature

SWK 329 Faculty Agency Task Supervisor

WEEKLY SUMMARY SHEET FOR SWK 329

13 STUDENT NAME: ______AGENCY: ______SUPERVISOR: ______

WEEKS DATES SUMMARY OF WHAT I DID THIS WEEK Signed 1-16 and TIME off by: (to –from)

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

14 WEEK 7

WEEK 8

WEEK 9

WEEK 10

WEEK 11

WEEK 12

WEEK 13

15 WEEK 14

WEEK 15

WEEK 16

TOTAL HOURS WORKED: /50

SUPERVISOR SIGNATURE:

DATE:

This form must be turned in with your final evaluation. Both must be signed by the supervisor in your agency.

SWK 329 Community Volunteer Experience – MID TERM*

16 (To be completed by the person most directly supervising the student)

Student: ______Hours complete to date: ______/50 Supervisor: ______Agency: ______Date: ______

Please use the following scale to rate the student volunteer ‘s performance* (slightly revised): 1=Not meeting expectations 2= Acceptable, but needs improvement 3=Acceptable level of performance 4=High level performance 5= Exceptional level of performance

1. Reliability (on time, follows instructions and agency policies) 1 2 3 4 5 Comments:

2. Response to client needs (shows respect and non-judgemental attitude, accepting of others)

1 2 3 4 5 Comments:

3. Professional presentation (dress, grooming, language, use of technology, arrives on time, takes initiative) 1 2 3 4 5 Comments:

4. Ethical Behavior (confidentiality, respect for diversity in the agency setting, maintains appropriate boundaries with staff and clients) 1 2 3 4 5 Comments:

5. Effective use of supervision (asks questions, takes initiative, communicates with supervisor) 1 2 3 4 5 Comments:

17 6. Professional growth and development (student’s maturity, taking initiative, follows through with assignments) 1 2 3 4 5 Comments:

Strengths:

Areas in need of improvement:

Supervisor Signature: ______Student Signature: ______18 STUDENT: Please return this form to either Dr. Gjesfjeld no later than March 19, 2015

SWK 329 Volunteer Experience – FINAL* (To be completed by the person most directly supervising the student)

Student: ______Hours complete to date: ______/50 Supervisor: ______Agency: ______Date: ______

1. Reliability (on time, follows instructions, understands role within the agency) 1 2 3 4 5 Comments:

2. Response to client/agency personnel needs (shows respect toward clients and staff, non-judgemental attitude and accepting of others)

1 2 3 4 5 Comments:

3. Professional presentation (dress, grooming, language, use of technology, takes initiative) 1 2 3 4 5

Comments:

4. Ethical Behavior (maintains confidentiality, respect for diversity of clients and staff in the agency setting, maintains appropriate boundaries with staff and clients) 1 2 3 4 5 Comments:

19 5. Effective use of supervision (asks questions, takes initiative, engages in own learning, communicates with supervisor, understands the communication system within the organization)

1 2 3 4 5 Comments:

6. Professional growth and development (student’s maturity, taking initiative, follow through with assignments) 1 2 3 4 5

Comments:

Strengths:

Areas in need of improvement:

20 Supervisor Signature: ______Student Signature: ______

STUDENT: Please return this form to either Dr. Gjesfjeld no later than May 1, 2015 BIBLIOGRAPHY AND FURTHER READINGS

Generalist Practice

Boyle, S., Hull, G., Mather, J., Smith, L., Farley, O. W. (2011). Direct practice in social work. Boston, MA: Allyn & Bacon.

Brems, C. (2001). Basic skills in psychotherapy and counseling. Pacific Grove, CA: Brooks/Cole.

Cormier, W. & Cormier, S. (1998). Interviewing strategies for helpers (4th ed.) Pacific Grove, CA: Brooks/Cole.

Egan, G. (2007). The skilled helper (8th ed.) Pacific Grove, CA: Brooks/Cole.

Gambrill, E. (1997). Social work practice: A critical thinker’s guide. New York: Oxford.

Cormier, L.S. and Hackney, H.L., (2009). The professional counselor. Boston, MA: Allyn & Bacon.

Cormier, S. Nurius, P. Osborn, C. (2008). Interviewing and change strategies for helpers: Fundamental skills. Florence, KY: Cengage Learning.

Hepworth, D., Rooney, R., & Larsen, J. (2010). Direct social work practice: Theory and skills (8th ed.) Pacific Grove, CA: Brooks/Cole.

Hill, C.E., & O’Brien, K.M. (2004). Helping skills: Facilitating exploration, insight and action ( 2nd ed.) Washington, DC: American Psychological Association.

Ivey, A.E. & Ivey, M.B. (2009). Intentional interviewing and counseling. Pacific Grove, CA: Brooks/Cole.

Kadushin, A. & Kadushin, G. (1997). The social work interview (4th ed.) New York: Columbia University Press.

Kottler, J.A. (2000). Nuts and bolts of helping. Boston, MA: Allyn & Bacon.

21 Miley, K., O’Melia, DuBois, B. (2011) Generalist social work practice, an empowering approach. Boston, MA: Allyn &Bacon.

Murphy, B.C. & Dillon, C. (2011). Interviewing in action: Process and practice. Pacific Grove, CA: Brook/Cole.

Northen, H., (1994) Clinical Social Work. NYC: Columbia University Press

Paniagua, F.A. (1998) Assessing and treating culturally diverse clients: A practical guide. (2nd ed.) Thousand Oaks, CA: Sage Publications.

Ragg, D.M. (2010). Building effective helping skills: The foundation of generalist practice. Boston, MA: Allyn & Bacon.

Shulman, L. (2012). The skills of helping individuals, families, groups and communities, 7th edition. Brooks/Cole.

Sheafor, B.W. & Horejsi, C.R. (2011). Techniques and guidelines for social work practice (8th ed.) Boston, MA: Allyn & Bacon

Shebib, B. (2003). Choices: Counseling skills for social workers and other professionals. Boston, MA: Allyn & Bacon.

Sue, S. & Sue, D. (2003). Counseling the culturally different (4th ed.). New York: John Wiley & Sons.

Specialized Topics American Psychiatric Association. (2002). Diagnostic and statistical manual of mental disorders (4th ed. Text Revision). Washington, DC: Author. Agllias, K. (2004). Women in corrections: A call to social work. Australian Social Work, 57(4), 331-342.

Antle, B. (2004) Factors associated with self-worth in young people with physical disabilities. Health and Social Work, 29 (3), 167-175.

Basham, K. (2004). Weaving a tapestry: Anti-racism and the pedagogy of clinical social work practice. Smith Collage Studies in Social Work, 74(2), 289-314.

Berg-Weger, M., & Birkenmaier, J. (2011). The practicum companion for social work: Integrating class and field (2nd ed.). Boston: Allyn and Bacon.

Devore, W., & Schlesinger, E.G. (1999). Ethnic-sensitive social work practice (5th ed.). Boston: Allyn and Bacon.

22 Dewees, M. (2004. Disability in the family: A case for reworking our commitments. Journal of Social Work in Disability and Rehabilitation, 3(1), 3-20.

DiNitto, D.M. (2002). War and peace: Social work and the state of chemical dependency treatment in the United States. Journal of Social Work Practice in the Addictions, 2(3/4), 7-29. Farone, D.W. (2002). Mental illness: Social construction, and management care: Implications for social work. Social Work in Mental Health, 1(1), 99-113.

Freeman, Edith M. (1991). The addiction process: Effective social work approaches. New York: Longman.

Gibelman, M. (2004). Reflections on boards and board members. Administration in Social Work, 28(2), 49-62.

Goodkind, S. (2005). Gender-specific services in the juvenile justice system: A critical examination. Affilia, 20(1), 52-70

Gothard, S. (1997). Legal issues: Confidentiality and privileged communication. In Encyclopedia of Social Work (19th ed.). Washington, DC: NASW Press.

Hardina, D. (2004). Guidelines for ethical practice in community organization. Social Work, 49(4), 595-604.

Jansson, B. S., & Dodd, S. J. (2002). Ethical activism: Strategies for empowering medical social workers. Social Work in Health Care, 36(1), 11-28.

Jenkins, D., & Johnston, L. B. (2004). Unethical treatment of gay and lesbian people with conversion therapy. Families in Society, 85(4), 557-561.

Kenyon, P. (1999). What would you do? An ethical case workbook for human service professionals. Belmont, CA: Brooks/Cole.

Kersonm, T.S. (2004). Boundary-spanning: An ecological reinterpretation of social work practice in health and mental health systems. Social Work in Mental Health, 2(2/3), 39- 57.

Kiser, P.M. (2000). Getting the most from your human service internship: Learning from experience. Belmont, CA: Wadsworth.

Loewenberg, F., Dolgoff, R., & Harrington (2000). Ethical decisions for social work practice (6th ed.). Itasca, IL: F. E. Peacock Publishers, Inc.

23 Mackelprang, R.W., & Altshuler, S. (2004). A youth perspective on life with a disability. Journal of Social Work in Disability and Rehabilitation, 3(3), 39-52.

Martindale, D. A., & Gould, J. W. (2004). The forensic model: Ethics and scientific methodology applied to custody evaluations. Journal of Child Custody, 1(2), 1-22. Mattison, M. (2000). Ethical decision-making: The person in the process. Social Work, 45(3), 201-212. Mittendorf, S. H., & Schroeder, J. (2004). Boundaries in social work: The ethical dilemma of social worker-client sexual relationships. Journal of Social Work Values and Ethics, 1(1), Online.

Mosqueda, L., Burnight, K., Liao, S., & Kemp, B. (2004). Advancing the field of elder mistreatment: A new model for integration of social and medical services. The Gerontologist, 44(5), 703-708.

Payne, M. (2001). Knowledge bases and knowledge bases in social work. Journal of Social Work, 1(2), 133-146.

Preston, M.S. (2004). Mandatory management training for newly hired child welfare supervisors: A divergence between management research and training practice? Administration in Social Work, 28(2), 81-97.

Reamer, F.G. (2005). Update on confidentiality issues in practice with children: Ethics risk management. Children & Schools, 27(2), 117-120.

Rice, J., Hicks, P.B., & Wiehe, V. (2000). Life care planning: A role for social workers. Social Work in Health Care, 31(1), 85-94.

Rudolph, C.S. (2000). Educational challenges facing health care social workers in the twenty-first century. Professional Development, 3(1), 31-43.

Sarnoff, S. (2004). Social Workers and the witness role: Ethics, laws, and roles. Journal of Social Work Values and Ethics, 1(1), Online.

Spencer & Munch (2003). Client violence toward social workers. Social work, 48(4), 532- 543.

Sykes, R. L. (2004). Ethical attributes and professional skill development. The New Social Worker, 11(2), 4-5.

Williams, C. C. (2003). Discharge planning process on a general psychiatry unit. Social Work in Mental Health, 2(1), 17-31.

Wimpfheimer, S. (2004). Leadership and management competencies defined by

24 practicing social work managers: An overview of standards developed by the National Network for Social Work Managers, Administration in Social Work, 28(1), 45-56.