School of Social Work Syllabus Template Guide s15

Social Work 654 Section #60913R

Social Work Practice with Severely and Persistently Mentally Ill

1 Unit

Hope Opens the Doors to New Realities Belief Makes the Impossible Possible

Fall 2011

Instructor: Micki Gress, PhD, LCSW E-Mail: [email protected] Course Day: Tuesday Telephone: (213) 740-0294 Course Time: 4:10 pm - 6:00 pm Office: Hamovitch 102Q Course Location: SWC 118 Office Hours: By Appointment

I. COURSE PREREQUISITES

CalSWEC students must be enrolled in SOWK 599 (TAY), 618, or 677. They also must be in a field place ment in which they primarily work in settings with voluntary clients who have been diagnosed with severe mental illnesses, SED children and their families, or adolescents at high risk for substance abuse issues a nd mental illness.

SRMI students must be enrolled in SOWK 618 and have a Field Placement in which they primarily work in settings with voluntary or involuntary clients who have been diagnosed with severe mental illnesses, high risk adolescents and/or children with severe emotional disturbance.

II. CATALOGUE DESCRIPTION

Integrates foundation and advanced knowledge and skill for practice with severely and persistently mental ly ill. Graded CR/NC

III. COURSE DESCRIPTION

This integrative seminar is offered to students who are currently in an internship and primarily working wit h persons who have been diagnosed with severe mental illnesses. The seminar will address the following areas: consumer perspectives, diagnosis and strengths based assessment, service plans, models of care, evidence based interventions, family issues, and ethical dilemmas, all within a recovery framework. We w ill deal with cross-cultural, stigma, and gender issues throughout the seminar.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 1 of 14 IV. COURSE OBJECTIVES

The Social Work Practice with Severely and Persistently Mentally Ill course (SOWK 654) will:

Objective # Objectives 1 Help students understand issues of stigma, and resulting ethical issues that are attached to severe mental illness, how these impact consumers and service delivery, and provide opportunity in class to discuss these issues as they relate to recovery based practice. 2 Teach strength based assessment, within a recovery framework, and provide students with opportunities to practice conducting these assessments in class and in field placements. 3 Teach students basic information re: engagement , assessment and treatment with the four target populations: seriously mentally ill adults and older adults, seriously disturbed children and transitional age youth at high risk or mental illness and substance abuse, integrating different cultural perspectives. Provide opportunities for case discussion and role play around work with clients from these four target groups. 4 Teach students specific evidence based interventions including, motivational interviewing and problem solving therapy, and give them opportunity in class and in their field placement experience to practice these interventions. 5 Teach students the consumers’ perspectives on mental health services and mental health policies, providing opportunities to discuss, in class, the issues raised by consumers re: mental health care, and the role of the consumer and the social worker in provision and evaluation of services.

V. COURSE FORMAT / INSTRUCTIONAL METHODS

This integrative seminar is conducted by using lecture, class exercises, role play, and case discussion.

VI. STUDENT LEARNING OUTCOMES

Student learning for this course relates to one or more of the following ten social work core competencies:

Course Social Work Core Competencies SOWK 654 Objective 1 Professional Identity * 1 & 5 2 Ethical Practice * 1 & 4 3 Critical Thinking * 1 & 5 4 Diversity in Practice * 3 5 Human Rights & Justice * 1 & 5 6 Research Based Practice * 3 & 4 7 Human Behavior 8 Policy Practice 9 Practice Contexts 10 Engage, Assess, Intervene, Evaluate * 2, 3, & 4 * Highlighted in this course

The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 2 of 14 Competencies/ Knowledge, Values, Skills Student Learning Outcomes Method of Assessment Professional Identity―Identify as a 1. Advocate for client access to professional social worker and conduct the services of social work. Case Presentations, oneself accordingly. 2. Practice personal reflection Class Exercises, and and self-correction to ensure Social workers competent in Professional Class Discussion Identity: continual professional development. . Serve as representatives of the 3. Attend to professional roles profession, its mission, and its core and boundaries. values. 4. Demonstrate professional Case Presentations, . Know the profession’s history. demeanor in behavior, Class Exercises . Commit themselves to the profession’s appearance, and enhancement and to their own communication. professional conduct and growth. 5. Use supervision and Case Presentations consultation.

Ethical Practice―Apply social work 6. Recognize and manage Case Presentations, ethical principles to guide professional personal values in a way that Class Exercises, and practice. allows professional values to Class Discussion guide practice. Social workers competent in Ethical Practice: 7. Make ethical decisions by Class Discussion applying standards of the . Fulfill their obligation to conduct National Association of themselves ethically and to engage in Social Workers Code of ethical decision-making. Ethics. . Are knowledgeable about the value 8. Tolerate ambiguity in base of the profession, its ethical resolving ethical conflicts. Class Discussion, standards, and relevant law. 9. Apply strategies of ethical Case Presentations reasoning to arrive at principled decisions.

Critical Thinking―Apply critical thinking 10. Distinguish, appraise, and Motivational Interviewing to inform and communicate professional integrate multiple sources of Homework 1 & 2 judgments. knowledge, including research-based knowledge, Social workers competent in Critical and practice wisdom. Thinking: 11. Analyze models of Case Presentation and . Are knowledgeable about the principles assessment, prevention, Class Discussion of logic, scientific inquiry, and reasoned intervention, and evaluation. discernment. 12. Demonstrate effective oral Case Presentations . Use critical thinking augmented by and written communication in creativity and curiosity. working with individuals, . Understand that critical thinking also families, groups, requires the synthesis and organizations, communities, communication of relevant information. and colleagues.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 3 of 14 Diversity in Practice―Engage diversity 13. Recognize the extent to Cultural Identity Interview and difference in practice. which a culture’s structures and Class Discussion and values may oppress, Social workers competent in Diversity in marginalize, alienate, or Practice: create or enhance privilege . Understand how diversity characterizes and power. and shapes the human experience and 14. Gain sufficient self- Class Discussion is critical to the formation of identity. awareness to eliminate the . Recognize that the dimensions of influence of personal biases diversity reflect intersectionality of and values in working with multiple factors including age, class, diverse groups. color, culture, disability, ethnicity, 15. Recognize and communicate Cultural Identity Interview gender, gender identity and expression, understanding of the and Class Discussion immigration status, political ideology, importance of difference in race, religion, sex, and sexual shaping life experiences. orientation. 16. View themselves as learners Motivational Interviewing . Appreciate that, as a consequence of and engage those with and Strength Based difference, a person’s life experiences whom they work as Assessment may include oppression, poverty, informants. marginalization, and alienation as well as privilege, power, and acclaim.

Human Rights & Justice―Advance 17. Understand the forms and human rights and social and economic mechanisms of oppression justice. and discrimination. Class Discussion, Case Presentations Social workers competent in Human Rights 18. Advocate for human rights & Justice: and social and economic justice. . Acknowledge that each person, 19. Engage in practices that Class Discussion, regardless of position in society, has advance social and Strength Based basic human rights, such as freedom, economic justice. Assessment, and Case safety, privacy, an adequate standard of Presentations living, health care, and education. . Recognize the global interconnections of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. . Incorporates social justice practices in organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 4 of 14 Research Based Practice―Engage in 20. Use practice experience to Motivational Interviewing research-informed practice and practice- inform scientific inquiry. Homework 1 & 2 informed research. 21. Use research evidence to Motivational Interviewing Social workers competent in Research inform practice. Homework 1 & 2 Based Practice: Problem Solving Therapy . Use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. . Comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 5 of 14 Engage, Assess, Intervene, 22. Engagement: Cased Presentations and Evaluate―Engage, assess, intervene, and Class Discussion Substantively and affectively evaluate with individuals, families, groups, prepare for action with organizations and communities. individuals, families, groups, Social workers competent in the dynamic organizations, and and interactive processes of Engagement, communities. Assessment, Intervention, and Evaluation Use empathy and other apply the following knowledge and skills to interpersonal skills. practice with individuals, families, groups, organizations, and communities. Develop a mutually agreed- on focus of work and desired . Identifying, analyzing, and implementing outcomes. evidence-based interventions designed to achieve client goals 23. Assessment: Strength Based Assessment, . Using research and technological Collect, organize, and Cultural Identity Interview advances interpret client data. . Evaluating program outcomes and practice effectiveness Assess client strengths and . Developing, analyzing, advocating, and limitations. providing leadership for policies and Develop mutually agreed-on services intervention goals and . Promoting social and economic justice objectives. Select appropriate intervention strategies. 24. Intervention: Case Presentation and Class Discussion Initiate actions to achieve organizational goals. Motivational Interviewing Homework Implement prevention Problem Solving Therapy interventions that enhance client capacities. Help clients resolve problems. Negotiate, mediate, and advocate for clients. Facilitate transitions and endings. 25. Evaluation: Critically Case Presentations, analyze, monitor, and Class Discussion evaluate interventions.

VII. COURSE ASSIGNMENTS, DUE DATES & GRADING

% of Assignment Due Date Final Grade Assignment 1: Culturally Sensitive Interview 9/6/2011 10% Assignment 2: Strengths Based Assessment 10/4/2011 10% Assignment 3: Motivational Interviewing Homework 1 11/1/2011 10% Assignment 4: Motivational Interviewing Homework 2 11/15/2011 20% Class Participation Ongoing 50% Each of the major assignments is described below.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 6 of 14 Assignment 1: Culturally Sensitive Interview

Students are asked to interview a person who identifies with a culture that is different from their own. The y will be given a set of questions and will be asked to reflect on their own experience during the interview.

Due: 9/6/2011 (Unit 3)

This assignment relates to student learning outcomes 2, 13, and 15.

Assignment 2: Strengths Based Assessment

Students will select one of six life domains and work with a partner in completing strengths based assess ment and setting appropriate goals.

Due: 10/4/2011 (Unit 5)

This assignment relates to student learning outcome 5, 16, 19, and 23.

Assignment 3: Motivational Interviewing Homework 1

Students will practice Motivational Interviewing skills and record them. These include open ended questio ns and affirmations.

Due: 11/1/2011 (Unit 7)

This assignment relates to student learning outcome 16, 20, 21, 23, and 24.

Assignment 4: Motivational Interviewing Homework 2

Students will practice Motivational Interviewing skills and record them. These include reflections and a de cisional balance exercise.

Due: 11/15/2011 (Unit 8)

This assignment relates to student learning outcome 16, 20, and 22-24

Class Participation (50% of Course Grade)

Students will be expected to actively participate in class discussions, role play, experiential exercises, and case presentations. Participation includes arriving to class on time and staying for the duration of each se ssion. Students are expected to be engaged with their peers by both expressing their views and listening t o others. The use of all electronics is not allowed as it distracts from the quality of the interactions in class.

Class grades will be based on the following:

Class Grades Final Grade 3.85 – 4 A 93 – 100 A 3.60 – 3.84 A- 90 – 92 A- 3.25 – 3.59 B+ 87 – 89 B+ 2.90 – 3.24 B 83 – 86 B 2.60 – 2.89 B- 80 – 82 B- 2.25 – 2.59 C+ 77 – 79 C+ 1.90 – 2.24 C 73 – 76 C 70 – 72 C- Credit 73-100 points

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 7 of 14 VIII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES

Required Textbooks

Saleebey, D. (2006). The strengths perspective in social work practice (4th ed.). Boston, MA: Pearson.

Nezu, A. M., Nezu, C. M., & D'Zurilla, T. (2007). Solving life’s problems. New York, NY: Springer. (Instructor Note: Available at https://email.usc.edu/attach/www.Amazon.com.)

Recommended Websites

SAMHSA http://www.samhsa.gov/

On Reserve

Mental Health and Evidence Based Intervention Manuals are available to students to borrow from the instructor.

Note: Additional required and recommended readings may be assigned by the instructor throughout the c ourse.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 8 of 14 Course Overview Unit Topics Assignments 1 Values and Person-Centered Practice

2 Engaging the Client: Your Cultural Lens Culturally Sensitive Interview

3 Recovery and Strengths Based Assessment

4 Hearing Voices Exercise

5 Consumer Panel

6 Introduction to Evidence Based Practice Strength Based Assessment

7 Motivational Interviewing Homework 1

8 Motivational Interviewing Homework 2

9 Problem Solving Therapy

10 Engagement with Children and Adults Through Art and Play

11 Working with Transitional Age High Risk Youth: Who are They?

12 Transitional Age Youth: Engagement and Treatment

13 Older Adults with Mental Illnesses: Engagement in Treatment

14 Resume Writing and Preparing to Enter into the Job Market

15 Guest Speaker: LA County Department of Mental Health/Evaluations STUDY DAYS / NO CLASSES FINAL EXAMINATIONS

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 9 of 14 Course Schedule―Detailed Description Unit 1: Values and Person-Centered Practice August 23, 2011 This Unit relates to course objectives 1 and 5.

Required Readings Saleebey, D. (2006). Power in the people. In The strengths perspective in social work practice (4th ed., pp. 1-22). Boston, MA: Pearson. (Instructor Note: Discussion Questions on p. 22 in class.)

Unit 2: Engaging the Client: Your Cultural Lens September 7, 2011 This Unit relates to course objectives 2 and 3.

Required Readings Saleebey, D. (2006). Strengths of indigenous peoples. In The strengths perspective in social work practice (4th ed., pp.46-58). Boston, MA: Pearson.

Unit 3: Recovery and Strengths Based Assessment September 21, 2011 This Unit relates to course objectives 1 and 2.

Required Readings Saleebey, D. (2006). Shifting our habits of mind: learning to practice from a strength’s perspective. In The strengths perspective in social work practice (4th ed., pp. 25-44). Boston, MA: Pearson.

Saleebey, D. (2006). The strength’s approach to practice. In The strengths perspective in social work practice (4th ed., pp. 77-91). Boston, MA: Pearson.

Unit 4: Hearing Voices Exercise October 4, 2011 This Unit relates to course objectives 1 and 5.

Unit 5: Consumer Panel October 18, 2011 This Unit relates to course objectives 1 and 5.

Unit 6: Introduction to Evidence Based Practice November 1, 2011 This Unit relates to course objective 4.

Unit 7: Motivational Interviewing November 15, 2011 This Unit relates to course objectives 3 and 4.

Unit 8: Motivational Interviewing (Continued) November 29, 2011 December 6, 2011 This Unit relates to course objectives 3 and 4.

Unit 9: Problem Solving Therapy January 24, 2012 February 7, 2012 This Unit relates to course objectives 3 and 4.

Required Readings Nezu, A. M., Nezu, C. M., & D'Zurilla, T. (2007). Solving life’s problems. New York, NY: Springer. (Instructor Note: Please read Chapters 2-9, pp.11-103.)

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 10 of 14 Unit 10: Engagement with Children and Adults February 21, 2012 Through Art and Play This Unit relates to course objective 3.

Unit 11: Working with Transitional Age High Risk Youth: March 6, 2012 Who are They? This Unit relates to course objective 3.

Unit 12: Transitional Age Youth: Engagement and Treatment March 20, 2012 This Unit relates to course objectives 3 and 5.

Unit 13: Older Adults with Mental Illnesses: Aprril 3, 2012 Engagement in Treatment This Unit relates to course objective 3.

Unit 14: Resume Writing and Preparing to Enter TBA into the Job Market This Unit relates to course objectives 1-5.

Unit 15: Guest Speaker: LA County Department of TBA Mental Health/Evaluations This Unit relates to course objective 1.

STUDY DAYS / NO CLASSES TBA

FINAL EXAMINATIONS TBA

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 11 of 14 University Policies and Guidelines

IX. ATTENDANCE POLICY

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to a ttend class or arriving late may impact your ability to achieve course objectives which could affect your co urse grade. Students are expected to notify the instructor by email ([email protected]) of any anticipated ab sence or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of r eligious holy days. This policy also covers scheduled final examinations which conflict with students’ obse rvance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

Please refer to Scampus and to the USC School of Social Work Student Handbook for additional informati on on attendance policies.

X. STATEMENT ON ACADEMIC INTEGRITY

USC seeks to maintain an optimal learning environment. General principles of academic honesty include t he concept of respect for the intellectual property of others, the expectation that individual work will be su bmitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expec ted to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: http://www. usc.edu/dept/publications/SCAMPUS/gov/. Students will be referred to the Office of Student Judicial Affair s and Community Standards for further review, should there be any suspicion of academic dishonesty. Th e Review process can be found at: http://www.usc.edu/student-affairs/SJACS/.

Additionally, it should be noted that violations of academic integrity are not only violations of USC principl es and policies, but also violations of the values of the social work profession.

XI. STATEMENT FOR STUDENTS WITH DISABILITIES

Any student requesting academic accommodations based on a disability is required to register with Disabi lity Services and Programs (DSP) each semester. A letter of verification for approved accommodations ca n be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester a s possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday.

Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth, Directo r of the DSP office at 213-740-0776 or [email protected].

XII. EMERGENCY RESPONSE INFORMATION

Note: The following Emergency Response Information pertains to students on campus, but please note it s importance should you be on campus for a temporary or extended period. When not on campus: Call th e 911 listing in your local community for any emergency.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 12 of 14 To receive information, call the main number (213) 740-2711, press #2. “For recorded announcements, e vents, emergency communications or critical incident information.”

To leave a message, call (213) 740-8311 For additional university information, please call (213) 740-9233 Or visit university website: http://emergency.usc.edu If it becomes necessary to evacuate the building, please go to the following locations carefully and using s tairwells only. Never use elevators in an emergency evacuation.

Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications on their cell phone, pager, PDA, or e-mail account. Register at https://trojansalert.usc.edu.

UNIVERSITY PARK CAMPUS ACADEMIC CENTERS City Center Front of Building Orange County Faculty Parking Lot (12th & Olive) MRF Lot B San Diego Building Parking Lot SWC Lot B Skirball Front of Building VKC McCarthy Quad WPH McCarthy Quad

Do not re-enter the building until given the “all clear” by emergency personnel.

XIII. STATEMENT ABOUT INCOMPLETES

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a document ed illness or some other emergency occurring after the 12th week of the semester. Students must NOT a ssume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by th e student and agreed to be the instructor and reported on the official “Incomplete Completion Form.”

XIV. POLICY ON LATE OR MAKE-UP WORK

Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstan ces. If the paper is late without permission, the grade will be affected.

XV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS

It may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing.

XVI. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly [ht tp://www.socialworkers.org/pubs/Code/code.asp]

Preamble

The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vul nerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work i s attention to the environmental forces that create, contribute to, and address problems in living.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 13 of 14 Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inc lusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensit ive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to addres s their own needs. Social workers also seek to promote the responsiveness of organizations, communitie s, and other social institutions to individuals’ needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:

. Service . Social justice . Dignity and worth of the person . Importance of human relationships . Integrity . Competence

This constellation of core values reflects what is unique to the social work profession. Core values, and th e principles that flow from them, must be balanced within the context and complexity of the human experi ence.

XVII. COMPLAINTS

If you have a complaint or concern about the course or the instructor, please discuss it first with the instru ctor. If you feel you cannot discuss it with the instructor, contact your advisor or Dr. Paul Maiden, Vice De an and Professor of Academic and Student Affairs, at [email protected]. Or, if you are a student of the V AC, contact June Wiley, Director of the Virtual Academic Center, at (213) 821-0901 or [email protected] u for further guidance

XVIII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE

 Be mindful of getting proper nutrition, exercise, rest and sleep!  Come to class.  Complete required readings and assignments before coming to class.  Before coming to class, review the materials from the previous Unit and the current Unit, and scan the topics to be covered in the next Unit.  Come to class prepared to ask any questions you might have.  Participate in class discussions.  After you leave class, review the materials assigned for that Unit again, along with your notes from that Unit.  If you don't understand something, ask questions! Ask questions in class, during office hours, and/or through email!  Keep up with the assigned readings. Don’t procrastinate or postpone working on assignments.

MasterVer08-2011 SOWK 654 – Micki Gress, PhD, LCSW Fall 2011 Page 14 of 14