ILLINOIS STATE UNIVERSITY INSTRUCTOR: N. Hamilton SCHOOL OF SOCIAL WORK OFFICE: Rachel Cooper 322 Semester: Spring 2015 OFFICE HOURS: M 12-1 pm, and by appointment Course: SWK 336 OFFICE PHONE: 309-438-5394 Section: 001 and 002 EMAIL: [email protected] OTHER: Open Sessions Tuesdays 9-Noon RC 327
GENERALIST PRACTICE II: FAMILIES
CATALOG DESCRIPTION Expands the theoretical foundation and practice methodology for social work, focusing on knowledge and skills to effect change in families. 3 semester hours.
Prerequisites: SWK 222, SWK 223, SWK 325, SWK 326, and SWK 310.
COURSE DESCRIPTION The course presents family theory, models and strategies for intervention, practice skills, and ethics necessary for beginning, culturally competent, practice in social service agencies.
Lecture, discussion, demonstration, in-class exercises, papers, and examinations are required. Opportunity is provided to acquire and apply knowledge through experiential learning.
RELATIONSHIP TO OTHER COURSES SWK 336 (Generalist Practice II: Families) is the third course in the undergraduate, generalist practice sequence. This course extends the practice foundation developed in SWK 325 (Generalist Practice I: Individuals) and SWK 326 (Practice Skills Laboratory) to focus on work with families. COURSE GOALS The goals for this course are to:
1. Promote awareness of the diversity of family forms (e.g., single parent, blended, gay and lesbian, grandparent-headed, foster and adoptive). 2. Increase sensitivity to the effects on family dynamics of minority experience (e.g., race, ethnicity, religion, sexual orientation, gender, sex, class, age, ability). 3. Develop understanding of the consequences for families of poverty, mental and physical illness, disability, homelessness and other circumstances that place clients at risk. 4. Acquaint students with family systems theories. 5. Develop skill in assessment and case planning with families of all types. 6. Promote the ethical responsibility of social workers to approach families from a strengths perspective.
STUDENT LEARNING OBJECTIVES Upon completion of the course, students will have achieved the following outcomes. Students will be able to:
1. Apply family systems theories and processes to case material. 2. Identify the variety of family structures and dynamics across families. 3. Articulate a strengths perspective for working with diverse clients. 4. Apply the generalist problem-solving model to work with families. 5. Demonstrate beginning skill in family assessment and case planning. 6. Identify the dynamics of at-risk families affected by social problems such as family violence, mental illness, addictions, poverty, and homelessness. 7. Articulate values and ethics for family social work.
REQUIRED READING(S) AND TEXTBOOK(S) ─ Collins, D., Jordan, C., & Coleman, H. (2013) An introduction to family social work (4th ed.). Belmont, CA: Thomson/Brooks Cole.
Reserve Reading(s) (Available at the Reserve Desk at Milner Library – locate by title): ─ Carter, B., & McGoldrick, M. (2011). The expanded family life cycle (4th ed.). New York: Guilford Press. ─ McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms: Assessment and intervention (3rd ed.). New York: W.W. Norton. ─ Additional readings may be placed on reserve during the semester.
SWK 336 School of Social Work Page 2 of 17 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.
More than two absences usually will result in a lowered grade for the course. Repeated tardiness, leaving class early, and “tech absences” (being present but texting, emailing, facebooking, tweating, web surfing unrelated to the course, etc.) also will result in a lowered grade. Repeated tardiness also may result in a lowered grade for the course.
Class Preparation: Students are expected to have prepared thoroughly for each class. Preparation includes reading the assigned readings prior to class (see “COURSE SCHEDULE” below), 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 strongly encouraged to read other related materials, make notes on readings, prepare study questions based on readings and 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.
Participation: Students are expected to contribute to class discussion. Informed disagreement is both anticipated and welcomed. Students are expected to be respectful of the opinions of others and to show courtesy in interactions with fellow students and the instructor.
Assignments: Promptness in completing class assignments and required readings is a requirement. When an extenuating circumstance occurs, appropriate arrangements must be made in advance.
All assignments are due on the date assigned. Late assignments may be accepted at the discretion of the instructor, but usually 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 unless the instructor-assigned due date occurs later.
SWK 336 School of Social Work Page 3 of 17 Written Work: Your 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 5th or 6th editions of the Publication Manual of the American Psychological Association . This reference text also provides excellent information on the organization and writing of papers. An excellent resource for questions about APA 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, single-spaced, with numbered pages unless the professor instructs otherwise. Each assignment should be titled, dated, annotated with your name, paginated, and stapled. ─ 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. http://www.ucollege.ilstu.edu/ucla/services/offers individual writing assistance and workshops on writing including APA style. Appointments can be made by going to 133 Stevenson Hall or calling (309) 438-7100. UCLA also has a Grammar Hotline, (309) 438- 2345 to answer grammar and usage questions. UCLA services are FREE and could help you improve your writing.
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 circumstances will such work be accepted.
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.
SWK 336 School of Social Work Page 4 of 17 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/.
Electronics: All cell phones, pagers, laptops, and other electronics (unless the student has a documented need for assistive technology) should be turned off during class.
ASSIGNMENTS The following assignments are designed to facilitate and measure progress on the learning objectives for this course. Please see instructor’s handouts for writing guidelines and grading criteria.
Graded assignments: a family autoethnography, a family case assessment and plan, three examinations, and in-class exercises are required. Credit/No Credit assignments: a shared case film worksheet including genogram, ecomap, and timeline, and four in-class worksheets. In addition, students can earn up to 2% extra credit by participating in the open sessions.
All written assignments are due at the beginning of the class on the date assigned, are to be typed, grammatically correct, and checked for spelling. One letter grade will be deducted from your assignment for each week an assignment is late. No papers will be accepted after the last day of class. Students are required to retain copies of all work turned in to the instructor. (See “EXPECTATIONS OF STUDENTS” above for additional information.)
Graded Assignments
Assignment #1: Examination #1 (16%) Due: Monday, February 16, 2015
Examination #1 covers readings, lectures, discussion, and assignments from the first week of class through the week preceding the examination.
SWK 336 School of Social Work Page 5 of 17 Assignment #2: Family Autoethnography (24%) Due: Monday, February 23, 2015
Present an autoethnography that introduces you and your family, elucidates family dynamics and history, and conveys how your family experience has shaped who you are today. An autoethnography is a qualitative study with yourself as the subject. Your life experience provides the data that you then analyze (interpret) to make meaning of the experience and to explain its impact. Your “analysis” should be based on "data" from interviews with family members, family stories, your own recollections, family photos, your genogram, and/or any other sources you choose. You may include letters, poems, pictures, photos, and any other materials that can provide the data for your autoethnograpy and bring it to life. Be sure to support your interpretation of family dynamics by including the events and behaviors that are the raw data of your analysis.
Your autoethnography is a personal and creative document. No two will be the same. It is up to you how you organize and present your story. You may choose any creative format that is pre- approved by the instructor. Potential formats include written narrative, video diary, poem, short story, play (written or filmed), monologue (written or recorded), dance (filmed), with oral or written analysis, original song with lyrics (recorded), rap (written or recorded), stand up comedy routine (written or recorded), photo journal, graphic novel (e.g., comic book, illustrated story). You may also choose another format as long as you get pre-approval from me.
There is no minimum or maximum page or time limit. However, there are some don'ts. Do not use ring binders. Do not make a scrapbook or a collage. Do not do a Prezi. Do not write a family chronology or write bios of family members. And make sure your format is accessible to me.
Be sure also to protect your privacy by deliberately choosing the information you include. The assignment is designed to help you integrate the course concepts and to reflect on your family experience. Extensive self-reflection is required, not extensive self-disclosure.
A rating scale will be distributed for grading the assignment that specifies the criteria used to assess your work. Please use it as an additional guide.
Assignment #3: Examination #2 (16%) Due: Monday, April 6, 2015
Examination #2 covers readings, lectures, discussion, and assignments from the week of examination #1 through the week preceding the examination.
SWK 336 School of Social Work Page 6 of 17 Assignment #4: Family Case Assessment (12%) and Plan (12%) Due: Monday, April 27, 2015
The family case assessment and plan will be completed by two students working together. Based on the information provided in the film shown in class:
Part I: Case Assessment (12%) 1. Assume that you are social workers working with the film family. 2. Complete a genogram, ecomap, and timeline of the family. Follow the formats in the handouts provided by the instructor. Do not use the genogram or ecomap formats in your textbook. 3. Write an assessment report following the template distributed in class. Be sure to include all categories of information.
Part II: Case Plan (12%) 1. Imagine that you are working in the community as a family social worker at a family service center. Use the template distributed in class to develop an outcome-based case plan for 3 major issues to significantly and positively affect the family..
Please note: Grading rubrics will be distributed for Part I and Part II of the assignment that specify the criteria used to assess your work. Please use the rubrics as guides to organize your papers.
Assignment #5: Examination 3 (16%) Due: Finals Week The examination date, time, and place will be released on iCampus later in the semester.
Examination #3 covers readings, lectures, discussion, and assignments from the week of examination #2 through the week preceding the examination.
Credit/No Credit Assignments
Assignment 6: Shared Case Film Worksheet (3% CR/NC) Due: Monday, March 23, 2015
In preparation for discussing and writing Assignment #6: Family Case Assessment and Plan, complete the Shared Case Film Worksheet including an attached genogram, ecomap, and timeline. The templates for the assessment and the case plan will be sent to you by email.
Bring two copies to class including two genograms, ecomaps, and timelines. One set will be turned in to the instructor at the beginning of class, the second will used and revised during class discussion.
SWK 336 School of Social Work Page 7 of 17 Assignment #7: Four In-Class Worksheets (1/4% each CR/NC) Due: Four Mondays during the semester
Extra Credit Assignment: Open Class Attendance and Participation (0-2% CR/NC) Due: Most Tuesdays during the semester.
An open class will be held on most Tuesdays from 9am to noon in RC 327. You are invited to attend all or part of each open session as long you participate for at least 15 minutes between 9am and noon. You can earn extra credit of 1/4 % toward your course grade for each session in which you actively participate for 15 minutes or more for a maximum of 2% extra credit (8 sessions). For example, if you earned a grade of 88 (B) on the course assignments and had participated in 8 open sessions earning 2% extra credit your course grade would be 88 plus 2 = 90 (A). You will receive credit only for your active participation, not for attendance.
The open sessions are not formal classes led by the instructor. The agenda for each session will be set by the students who attend. You can bring questions or comments about class content, drafts of papers for feedback, or any relevant topics of interest to you that you wish to talk about.
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: – Family Autobiography 24% – Examination #1 16% – Examination #2 16% – Examination #3 16% – Family Case Assessment 12% Family Case Plan 12% Shared Case Film Worksheet 03% Four In-Class Worksheets ….01% Total 100%
Extra Credit Option 0-2%
SWK 336 School of Social Work Page 8 of 17 COURSE SCHEDULE Session 1: General topic: Course overview, what is family?
Day and Date: Monday, January 12, 2015
Required Course text: Readings: Collins et al. (2013) Chapter 2, What Is Family?
Session 2: Martin Luther King Jr. Day – No Class
Day and Date: Monday, January 18, 2015
Session 3: General topic: Family systems theory basics.
Day and Date: Monday, January 26, 2015
Required Course text: Readings: Collins et al. (2013) Chapter 3, Family Systems
Session 4: General topic: Structural family theory.
Day and Date: Monday, February 2, 2015
Required Course text: Readings: Collins et al. (20103 Chapter 3, Family Systems continued
SWK 336 School of Social Work Page 9 of 17 Session 5: General topic: Family social work.
Day and Date: Monday, February 9, 2015
Required Course text: Readings: Collins et al. (2013) Chapter 1, The Field of Family Social Work Chapter 6, Practical Aspects of Family Social Work Chapter 7, The Beginning Phase
Session 6: General topic: In-class exam #1; family assessment and tools.
Day and Date: Monday, February 16, 2015
Required Course text: Readings: Collins et al. (2013) Chapter 8, Qualitative Family Assessment Chapter 9, Quantitative Family Assessment, p280-284, p.286
Assignment Examination #1 Due:
Session 7: General topic: Assessment continued; strengths, resilience, and risk; family development and life cycle
Day and Date: Monday, February 23, 2015
Required Collins et al. (2013) Readings: Chapter 4, Family Development and the Life Cycle Chapter 5, Family Strengths and Resilience Instructor Handouts
Assignment Family Autoethnography Due:
SWK 336 School of Social Work Page 10 of 17 Session 8: General topic: Assessment using the genogram; clarifying and reflecting.
Day and Date: Monday, March 2, 2015
Required Instructor Handouts Readings:
Session 9: Spring Break – No Class
Day and Date: Monday, March 9, 2015
Session 10: General topic: Assessment using the ecomap and timeline; non-judgmental questioning.
Day and Date: Monday, March 16, 2015
Required Instructor Handouts Readings:
Session 11: General topic: Shared case film
Day and Date: Monday, March 23, 2015
Required View film before class Readings:
Assignment 2 copies of Shared Case Film Worksheet with genogram, ecomap, and Due: timeline.
Session 12: General topic: Professional writing and the case record; the assessment report Day and Date: Monday, March 30, 2015
Session 13: General topic: In-class examination #2; attachment theory; child
SWK 336 School of Social Work Page 11 of 17 abuse and neglect
Day and Date: Monday, April 6, 2015
Required IDCFS Manual for Mandated Reporters Readings:
Assignment Examination #2 Due:
Session 14: General topic: Case planning; child and family services
Day and Date: Monday, April 13, 2015
Required Course text: Readings: Collins et al. (2013) Chapter 12, Interventions at the Child and Parental Levels
Instructor Handouts
Session 15: General topic: Case planning practice.
Day and Date: Monday, April 20, 2015
Required Instructor Handouts Readings:
Session 16: General topic: Families and mental illness, family psychoeducation.
Day and Date: Monday, April 27, 2015
Required Course text: Readings: Collins et al. (2013) Chapter 12 Intervention at the child and parental levels continued
Assignment Family Assessment and Case Plan Due:
SWK 336 School of Social Work Page 12 of 17 Session 17: General topic: Final Examination Week.
Finals Week: Week of May 4, 2015. Examination date, time, and place will be released on iCampus later in the semester. Assignment Examination 3 Due:
Session 18: General topic: Grades
May 12 Grades due Tuesday, May 12 at noon. Tuesday May 13 Course grades posted online. Wednesday
SWK 336 School of Social Work Page 13 of 17 BIBLIOGRAPHY AND FURTHER READINGS
Aronen, E.T. & Arajarvi, T. (2000). Effects of early intervention on psychiatric symptoms of young adults in low-risk and high-risk families. American Journal of Orthopsychiatry, 70(2), 223-232.
Baer, J. (1999). Family relationships, parenting behavior, and adolescent deviance in three ethnic groups. Families in Society, 80, 279-285.
Beckerman, N.L. (2002). Intimate sexual violence in the United State: Social work and family therapy interventions. Journal of Sexual Aggression, 8(1), 39-50.
Carter, B., & McGoldrick, M. (2005). The expanded family life cycle: Individual, family and social perspectives (3rd ed.). Boston: Allyn & Bacon.
Cavell, T.A. (2000). Parent training for families with aggressive children: A tale of two models. In T.A. Cavell (Ed.), Working with parents of aggressive children: A practitioner's guide (27-47). Washington, DC: American Psychological Association.
Dennison, S.T. (1999). Multiple-family groups: Practice implications for the 21st century. Journal of Family Social Work, 3, 29-51.
Dolbin-MacNab, M.L., & Targ, D.B. (2003). Grandparents raising grandchildren: Guidelines for family life educators and other family professionals. In Bert Hayslip, Jr. (Ed.), Working with custodial grandparents (213-228). New York, NY: Springer Publishing Co.
Donohue, B., & Azrin, N.H. (2002). Family behavior therapy in a conduct-disordered and substance-abusing adolescent: A case example. Clinical Case Studies, 1(4), 299-323.
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SWK 336 School of Social Work Page 14 of 17 Janzen, C., Harris, O., Jordan, C., & Franklin, C. (2006). Family treatment: Evidence-based practice with populations at risk (4th. ed.). Belmont, CA: Brooks/Cole. Krain, A., Hudson, J., Coles, M., & Kendall, P. (2002). The case of Molly L.: Use of a family cognitive-behavioral treatment for childhood anxiety. Clinical Case Studies, 1(4), 271- 298.
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SWK 336 School of Social Work Page 15 of 17 Nakhaima, J.M. (1994). Network family counseling: The overlooked resource. Arete, 19(1), 46-56.
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SWK 336 School of Social Work Page 17 of 17