Field Resource Guide Master

Total Page:16

File Type:pdf, Size:1020Kb

Field Resource Guide Master County Agency Address Description Website 319 N. Graham Hopedale Child protective services, foster care, case planning/case management, foster home Alamance County Rd. #C licensing, adoption, CPS intake, adult protective services intake, evaluations, http://www.alamance- Alamance DSS Burlington, NC 27217 guardianships nc.com/dss/ All male prison facility with up to 1,000 inmates. Inpatient mental health and medical units. The prison operates under the management concept. Unit management is a method for managing inmates that emphasizes decentralization and delegates decision- https://www2.ncdps.gov/index Alexander 633 Old Landfill Road making authority to a unit team. Inmates are assigned to one of four units based on their 2.cfm?a=000003%2C002391 Alexander Correctional Institution Taylorsville, NC 28681 work, program, or control assignment. %2C002934 Child protective services, foster care, case planning/case management, foster home Alexander County 604 7th Street SW licensing, adoption, CPS intake, adult protective services intake, evaluations, http://alexandercountync.gov/ Alexander DSS Taylorsville, NC 28681 guardianships dss/ School social work: community collaboration, home visits, one on one with students, Alexander County 223 School Drive parent conferences, educational planning, planning for community education (i.e. http://www.alexander.k12.nc.u Alexander Schools Taylorsville, NC 28681 juvenile services) s/alexander The Department partners with Juvenile Crime Prevention Councils in each county to https://www.ncdps.gov/Juvenil galvanize community leaders (locally and statewide), to reduce and prevent juvenile e-Justice/Juvenile-Facility- Alexander Juvenile 928 NC 16 crime. Juvenile detention centers are secure, temporary facilities where a juvenile will Operations/Juvenile-Detention- Alexander Detention Center Taylorsville, NC 28681 stay while waiting to go to court or until a placement can be arranged. Centers Outpatient mental health clinic providing evaluations, individual, group and family counseling to clients with mental health, substance abuse, or dually diagnosed issues. RHA Behavioral 397 3rd Avenue SW Students will also network with community agencies including DSS, probation, and Alexander Health Services Taylorsville, NC 28681 other community collaboratives. Emergency shelter home for domestic violence and sexual abuse. Provides victim Domestic Violence PO Box 652 support services, support groups, victim advocacy, coordination of services, and court Alexander Resource Center Taylorsville, NC 28681 advocacy http://dvrc.wordpress.com/ 182 Doctor Street Child protective services, foster care, case planning/case management, foster home Alleghany County PO Box 247 licensing, adoption, CPS intake, adult protective services intake, evaluations, http://www.alleghanycounty- Alleghany DSS Sparta, NC 28675 guardianships nc.gov/social_services.php 157 Health Services Rd Alleghany Health P.O. Box 309 High quality clinical care, nutrition services, Women Infants and Children (WIC), http://www.apphealthcare.com Alleghany Department Sparta NC 28675 community health services and environmental health services / School social work: community collaboration, home visits, one on one with students, Alleghany County 85 Peachtree St. parent conferences, educational planning, planning for community education (i.e. http://www.alleghany.k12.nc.u Alleghany Schools Sparta, NC 28675 juvenile services) s/ Outpatient mental health clinic providing evaluations, individual, group and family counseling to clients with mental health, substance abuse, or dually diagnosed issues. Students will also network with community agencies including DSS, probation, and other community collaboratives. Services at this location include: substance abuse outpatient treatment, mental health outpatient treatment, substance abuse intensive outpatient program, psychiatric treatment, emergency services, mobile crisis management services, intensive in-home, assertive community treatment team, Daymark Recovery 1650 Hwy 18 South psychosocial rehabilitation, DWI/DWLR services, psychiatric medication clinic, walk-in http://www.daymarkrecovery.o Alleghany Services Sparta, NC 28675 clinic. rg/locations/alleghany-center County Agency Address Description Website ASHE provides services and support for victims of domestic violence and sexual assault 626 Ashe Central School to help them escape and recover from abusive environments. They aim to create ASHE, A Safe Home Road Unit 1 greater awareness of domestic violence prevention through community outreach and https://ashechildren.org/a-s-h- Ashe For Everyone Jefferson, NC 28640 training. e/ 150 Government Circle, Child protective services, foster care, case planning/case management, foster home Suite 1100 licensing, adoption, CPS intake, adult protective services intake, evaluations, http://www.ncdhhs.gov/divisio Ashe Ashe County DSS Jefferson, NC 28640 guardianships ns/dss Ashe County 626 Ashe Central School Crisis intervention, case management, counseling referrals, emergency financial Partnership for Road, Unit 1 assistance, court advocacy, medical advocacy, emergency domestic violence shelter, Ashe Children Jefferson, NC 28640 survivor support group, safety planning http://www.ashechildren.org/ School social work: community collaboration, home visits, one on one with students, 320 South Street parent conferences, educational planning, planning for community education (i.e. Ashe Ashe County Schools Jefferson ,NC 28640 juvenile services) http://www.ashe.k12.nc.us/ Ashe County Services 180 Chatty Rob Lane This independent, non-profit agency provides support services for the aging population Ashe for the Aging West Jefferson, NC including in-home care, senior center, home delivered meals, and adult daycare http://asheaging.com/ Ashe Assisted Living 182 ChattyRob Lane This independent, non-profit agency provides support services for the aging population http://www.asheassistedliving. Ashe & Memory Care West Jefferson NC 28694 including in-home care, senior center, home delivered meals, and adult daycare com Outpatient mental health clinic providing evaluations, individual, group and family counseling to clients with mental health, substance abuse, or dually diagnosed issues. Students will also network with community agencies including DSS, probation, and other community collaboratives. Services at this location include: substance abuse outpatient treatment, DWI/DWLR treatment, mental health outpatient treatment, assertive community treatment team, intensive in-home services for children and Ashe Daymark 101 Colvard Street adolescents, psychiatric medication clinic, walk-in clinic, and psychosocial rehabilitation http://www.daymarkrecovery.o Ashe Recovery Services Jefferson, NC 28640 services rg/ Medical social work to include skilled nursing and domiciliary level of care criteria. Referrals to local agencies including Daymark, Adult and Child Protective Services, ACADA, Hospice, and local transportation methods. Student will have exposure to Medicaid eligibility criteria and other financial assistance programs as necessary, discharge planning, home health, durable medical equipment, hospice, CAP program, Ashe Memorial 200 Hospital Avenue senior center services, voluntary/involuntary commitments, grief counseling, Ashe Hospital Jefferson, NC 28640 alcohol/drug rehab services http://www.ashememorial.org/ http://www.msa- 405 S Jefferson Ave, W. corp.com/companies/mediho Ashe Medihome Hospice Jefferson, NC 28694 Hospice care mehospice.aspx Serves adults with intellectual/developmental disabilities by providing a comprehensive range of culturally appropriate opportunities and resources that encourages the Summit Support 514 McConnell St. intellectual, social, emotional, vocational, physical, and spiritual growth necessary for http://summitsupportservices. Ashe Services Jefferson, NC 28640 each individual to reach his/her fullest potential org/ Medical social work to include skilled nursing and domiciliary level of care criteria. Referrals to local agencies including Daymark, Adult and Child Protective Services, ACADA, Hospice, and local transportation methods. Student will have exposure to Medicaid eligibility criteria and other financial assistance programs as necessary, Appalachian Regional discharge planning, home health, durable medical equipment, hospice, CAP program, Healthcare Cannon 434 Hospital Drive senior center services, voluntary/involuntary commitments, grief counseling, http://www.cannonhospital.org Avery Memorial Hospital Linville, NC 28646 alcohol/drug rehab services / County Agency Address Description Website 175 Linville Street Child protective services, foster care, case planning/case management, foster home PO Box 309 licensing, adoption, CPS intake, adult protective services intake, evaluations, http://www.ncdhhs.gov/divisio Avery Avery County DSS Newland, NC 28657 guardianships ns/dss School Social Work: Community collaboration, home visits, one on one with students, 775 Cranberry St parent conferences, educational plan, planning for community education (i.e. juvenile Avery Avery County Schools Newland, NC 28657 services) http://www.averyschools.net Outpatient mental health clinic providing evaluations, individual, group and family counseling to clients with mental health, substance abuse, or dually diagnosed issues. Students will also network with community agencies including DSS, probation, and other community collaboratives. Services at this location include substance abuse outpatient treatment, day
Recommended publications
  • The Stages of Group Development
    Know! The Stages of Group Development The Search Institute has identified 40 Developmental Assets for Adolescents; Talking regularly positive qualities that influence youth development, helping them become caring, with kids about the responsible and productive adults. The more developmental assets a youth reports dangers of alcohol, having, the less likely he/she is to engage in risky behaviors, like drinking, smoking tobacco and other and using other drugs. Social Competencies (meaning personal choices & drugs reduces their risk of using. interpersonal skills) is one of eight asset categories that make up the 40 Developmental Assets. Research proves that the more personal skills youth have when interacting with Know! urges you to others and making decisions, the more likely they are to grow up healthy and drug-free. encourage other With the start of a new school year, chances are, your middle and high school students parents to join will be assigned group projects with peers they may not know, providing them excellent Know!. opportunities to practice and enhance their social skills. Sounds like fun to some, but challenges may quickly arise when bringing together students with different academic Click here for the styles and personalities. Know! Parent Tip Sign-Up Page. Teachers facilitating team work and parents wanting to encourage and support their children can benefit from knowing the stages of group development. In 1965, Know! is a psychologist Bruce Tuckman, created a model on group dynamics that still applies program of: today. Tuckman's Stages of Group Development are: Forming, Storming, Norming and Performing. It is believed that regardless of a group's members, purpose, goal, culture, location, demographics, etc., these four stages are universal.
    [Show full text]
  • Child Welfare Social Work and the Promotion of Client Self- Determination
    University of Pennsylvania ScholarlyCommons Doctorate in Social Work (DSW) Dissertations School of Social Policy and Practice Spring 5-16-2011 Child Welfare Social Work and the Promotion of Client Self- Determination Ginneh L. Akbar University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations_sp2 Part of the Social Work Commons Recommended Citation Akbar, Ginneh L., "Child Welfare Social Work and the Promotion of Client Self-Determination" (2011). Doctorate in Social Work (DSW) Dissertations. 28. https://repository.upenn.edu/edissertations_sp2/28 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations_sp2/28 For more information, please contact [email protected]. Child Welfare Social Work and the Promotion of Client Self-Determination Abstract Self-determination, the concept that individuals are qualified ot make their own decisions about their lives, is a central concept in the social work profession. It is described in the NASW Code of Ethics as one of a social worker’s primary ethical responsibilities, and it provides a framework for practitioners working with the many populations that social workers serve. Despite the NASW’s professional mandate, self- determination has been the subject of decades of discipline-wide debate. Proponents argue that self- determination is empowering and acknowledges that clients are the best resource on their own needs. Critics argue that one can never fully be self-determined and that social workers face an impossible dilemma: they must promote client self-determination while upholding societal and agency conventions, oftentimes, in contradiction with each other. Informed by the historical development of self-determination described in the professional social work literature, eleven, seasoned MSW level child welfare social workers were interviewed in a qualitative study.
    [Show full text]
  • Department of Psychology 1
    Department of Psychology 1 DEPARTMENT OF Psychology (PSY) PSY 126 – First Year Seminar 1 credit hour PSYCHOLOGY The First-Year Seminar provides students with a multidisciplinary experience in which they approach an issue or problem from the perspective of three different academic differences. The First-Year Department Objectives Seminar will consist of three 1-credit hour courses taken as co-requisites • To provide a general foundation in the various content areas of the in a single semester. The successful completion of all three courses field of Psychology; satisfies the General Studies LOPER 1 course requirement. Students may • to provide suitable preparation in methodology for students planning take the First-Year Seminar in any discipline, irrespective of their major or to attend graduate school; minor. Students admitted as readmit students or transfer students who • to provide a sound basis for enhanced understanding of self and transfer 18 or more hours of General Studies credit to UNK are exempt others; from taking a LOPER 1 course. • to prepare students for careers in human service areas and high PSY 188 – GS Portal 3 credit hours school teaching; Students analyze critical issues confronting individuals and society • to support other departments by offering courses applicable to other in a global context as they pertain to the discipline in which the Portal majors and minors. course is taught. The Portal is intended to help students succeed in their university education by being mentored in process of thinking critically For departmental assessment purposes, all students will be required to about important ideas and articulating their own conclusions.
    [Show full text]
  • Chicago the School of Social Service Administration 2005 – 2006 the UNIVERSITY of CHICAGO
    The University of Chicago School Social Service Administration T HE U NIVERSITY OF C HICAGO T HE S CHOOL of S OCIAL S ERVICE A DMINISTRATION 2005 – 2006 A NNOUNCEMENTS 2005-2006 THE UNIVERSITY OF CHICAGO THE SCHOOL of SOCIAL SERVICE ADMINISTRATION ANNOUNCEMENTS Fall 2005 For information and application materials: Office of Admissions The School of Social Service Administration 969 E. 60th St. Chicago, IL 60637-2940 Telephone: 773-702-1492 [email protected] For information regarding Field Instruction: Office of Field Instruction Telephone: 773-702-9418 E-mail: [email protected] For University Residences information: Neighborhood Student Apartments The University of Chicago 5316 S. Dorchester Ave. Chicago, IL 60615 Telephone: 773-753-2218 International House 1414 E. 58th St. Chicago, IL 60637 Telephone: 773-753-2270 Callers who cannot get through on these numbers may leave a message with the School’s switchboard at 773-702-1250. www.ssa.uchicago.edu 2005-2006 VOLUME XXV The statements in these Annoucements are subject to change without notice. TABLE of CONTENTS 1OFFICERS 1 Officers of the University 1 Administration of the School 1 Officers of Instruction 2 Faculty Emeriti 3 Visiting Committee 5THE FIELD AND THE SCHOOL 5 The Field of Social Welfare 5 The School of Social Service Administration 6 The Mission of the School 7 The Educational Program 8 Professional Careers 8 The Broader Context 8 The University 9 The City 11 EDUCATIONAL PROGRAMS 11 The Master of Arts Program 11 Student Educational Outcomes 12 The Core Curriculum 14 Field Placement 15 The Concentration Curriculum 24 Special Programs 28 Joint Degree Programs 30 Extended Evening Program 30 Doctoral Degree Program 31 Curriculum 31 Supports for Students 32 Requirements for the Ph.D.
    [Show full text]
  • Connecting Chelford Newsletter April 2021
    NEWSLETTER APRIL 2021 We are a FREE non-profit making Befriending Service across Chelford and the immediate area. Our aim is to support people who may benefit from additional contact from local community befriending volunteers. Connecting Chelford was set up in April 2018 to deliver a volunteer befriending service which could support people who may feel isolated, lonely, vulnerable or in need of help. We are a formally constituted group of volunteers, with a committee supported by Chelford Surgery, St John’s Church and Chelford Together. Our volunteers helping with the The Reverend Fiona Robinson explains “During the last 12 months we have been living COVID Vaccine. in extremely unusual times and the friendships and support links, which are a core part of the Connecting Chelford ethos, have had to evolve to meet the strict Corona Virus restrictions and to keep our Befrienders and Befriendees safe. We have been proud that alternative ways have been found, such as outdoor visits, walks, regular phone calls, supporting appointments, shopping, collecting prescriptions and helping celebrate events. All of this has enabled us to continue to regularly support our friends. Our volunteers have also helped the professionals in delivering the flu vaccine and more recently the COVID vaccine. You may recognise a few faces. Card making when we We are extremely pleased to see the neighbourhood spirit that has blossomed to could all sit together. provide additional support within the community. As Chair of Connecting Chelford, I would like to thank all those involved within this network and especially our Coordinators, Barbara Wilson and Patsy Howlett who ensure that our friendships are well managed, well matched and activities delivered in a safe and happy environment.
    [Show full text]
  • Medical Social Workers' Perspectives on Using Interpreters
    St. Catherine University SOPHIA Master of Social Work Clinical Research Papers School of Social Work 5-2017 “Lost in Translation”: Medical Social Workers’ Perspectives on Using Interpreters Amalia Mongiat St. Catherine University, [email protected] Follow this and additional works at: https://sophia.stkate.edu/msw_papers Part of the Social Work Commons Recommended Citation Mongiat, Amalia. (2017). “Lost in Translation”: Medical Social Workers’ Perspectives on Using Interpreters. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/msw_papers/770 This Clinical research paper is brought to you for free and open access by the School of Social Work at SOPHIA. It has been accepted for inclusion in Master of Social Work Clinical Research Papers by an authorized administrator of SOPHIA. For more information, please contact [email protected]. Running head: LOST IN TRANSLATION “Lost in Translation”: Medical Social Workers’ Perspectives on Using Interpreters by Amalia B. Mongiat, B.A. MSW Clinical Research Paper Presented to the Faculty of the School of Social Work St. Catherine University and the University of St. Thomas St. Paul, Minnesota in Partial fulfillment of the Requirements for the Degree of Master of Social Work Committee Members Dr. Melissa Lundquist, Ph.D. (Chair) Susan Piepgras, LICSW Mary Nienow, MSW The Clinical Research Project is a graduation requirement for MSW students at St. Catherine University/University of St. Thomas School of Social Work in St. Paul, Minnesota and is conducted within a nine-month time frame to demonstrate facility with basic social research methods. Students must independently conceptualize a research problem, formulate a research design that is approved by a research committee and the university Institutional Review Board, implement the project, and publicly present the findings of the study.
    [Show full text]
  • Groupwork Practice for Social Workers
    Groupwork Practice for Social Workers 00_Crawford_Price_BAB1407B0153_Prelims.indd 1 11/11/2014 7:36:56 PM 1 INTRODUCING GROUPWORK Chapter summary In this chapter you will learn about • the overall purpose, aims, scope and features of this book • how the book is structured and the brief contents of each chapter • how the book is aligned with a range of national standards and requirements related to professional social work education and practice • the key themes that underpin the whole book • the range of terms, words and phrases used to describe groupwork INTRODUCTION Groups are the basic expressions of human relationships; in them lies the greatest power of man. To try to work with them in a disciplined way is like trying to har- ness the power of the elements and includes the same kind of scientific thinking, as well as serious consideration of ethics. Like atomic power, groups can be harmful and helpful. To work with such power is a humbling and difficult task. (Konopka, 1963: vii–viii) Social work practitioners work with groups of people in many different ways and in many different contexts. Whilst some of the wording in the above quotation may reflect the date it was written, some fifty years ago, it powerfully reflects the com- plexity of challenges and opportunities that may arise in contemporary groupwork practice. This book sets out to help you, the reader, understand and develop the knowledge, skills and values that are required to practise effectively in this complex 01_Crawford_Price_BAB1407B0153_Ch 01 Part I.indd 3 11-Nov-14 4:08:59 PM 4 GROUPWORK PRACTICE FOR SOCIAL WORKERS context.
    [Show full text]
  • Supervising Child Protective Services Caseworkers
    CHILD ABUSE AND NEGLECT USER MANUAL SERIES U.S. Depanment of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families Children's Bureau Office on Child Abuse and Neglect Supervising Child Protective Services Caseworkers Marsha K. Salus 2004 U.S. Department of Health and Human Services Administration for Children and Families Administration on Children, Youth and Families Children’s Bureau Office on Child Abuse and Neglect This page is intentionally left blank Table of Contents PREFACE ......................................................................................................................................1 ACKNOWLEDGMENTS ................................................................................................................3 1. PURPOSE AND OVERVIEW ..................................................................................................5 2. THE NATURE OF CHILD PROTECTIVE SERVICES SUPERVISION ................................7 Building and Maintaining the Foundation for Unit Functioning ..............................................7 Developing and Maintaining Individual Staff Capacity ............................................................8 Developing an Effective Relationship with Upper Management ................................................8 The Components of Supervisory Effectiveness............................................................................8 Supportive Supervisory Practices ..............................................................................................10
    [Show full text]
  • Pilot Randomised Controlled Trial of One to One Befriending by Volunteers, Compared to Usual Care, in Reducing Symptoms of Depre
    Befriending in people with ID (BID study); Version 1, date 27/04/2018; IRAS number 240552 Pilot randomised controlled trial of one to one befriending by volunteers, compared to Usual Care, in reducing symptoms of depression in people with intellectual disability PROTOCOL Long title of the trial A pilot randomised controlled trial of one to one befriending by volunteers, compared to Usual Care, in reducing symptoms of depression in people with intellectual disability (ID) Short title of trial Befriending in people with ID ( BID trial) Version and date of protocol Draft Version 1, [27/04/2018] Sponsor UCL Sponsor protocol number Funder (s) Public Health Research Funding Stream of NIHR Trial registration number EudraCT number Phase of trial Phase II Sites Multi site (2 sites) Chief investigator: Dr Afia Ali [email protected] Sponsor Representative: Jessica Broni-Tabi [email protected]. SIGNATURES The undersigned confirm that the following protocol has been agreed and accepted and that the Chief Investigator agrees to conduct the trial in compliance with the approved protocol and will adhere to the principles of GCP the Sponsor’s SOPs, and other regulatory requirements as amended. I agree to ensure that the confidential information contained in this document will not be used for any other purpose other than the evaluation or conduct of the clinical investigation without the prior written consent of the Sponsor. I also confirm that I will make the findings of the study publically available through publication or other dissemination tools without any unnecessary delay and that an honest accurate and transparent account of the study will be given; and that any discrepancies from the study as planned in this protocol will be explained.
    [Show full text]
  • A Qualitative Study of Job Competencies for Healthcare Social Work Administrators
    UNLV Theses, Dissertations, Professional Papers, and Capstones May 2016 A Qualitative Study of Job Competencies for Healthcare Social Work Administrators: An Application of the Short Competency Model Process Used to Identify the Behaviors and Personal Characteristics of Exemplary Performers Lashonda Jones-Moore University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/thesesdissertations Part of the Health and Medical Administration Commons, and the Social Work Commons Repository Citation Jones-Moore, Lashonda, "A Qualitative Study of Job Competencies for Healthcare Social Work Administrators: An Application of the Short Competency Model Process Used to Identify the Behaviors and Personal Characteristics of Exemplary Performers" (2016). UNLV Theses, Dissertations, Professional Papers, and Capstones. 2687. http://dx.doi.org/10.34917/9112089 This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Theses, Dissertations, Professional Papers, and Capstones by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. A QUALITATIVE STUDY OF JOB COMPETENCIES FOR HEALTHCARE SOCIAL WORK ADMINISTRATORS: AN APPLICATION OF THE SHORT COMPETENCY MODEL PROCESS USED TO IDENTIFY THE BEHAVIORS AND PERSONAL CHARACTERISTICS OF EXEMPLARY PERFORMERS By LaShonda A.
    [Show full text]
  • A Structural Approach to Four Theories of Group Development
    3-7? A STRUCTURAL APPROACH TO FOUR THEORIES OF GROUP DEVELOPMENT DISSERTATION Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By Dennis J. King, B.S., M.L.A., M.Ed. Denton, Texas May, 1997 fin ~ //1 ^Pf- 3-7? A STRUCTURAL APPROACH TO FOUR THEORIES OF GROUP DEVELOPMENT DISSERTATION Presented to the Graduate Council of the University of North Texas in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By Dennis J. King, B.S., M.L.A., M.Ed. Denton, Texas May, 1997 fin ~ //1 ^Pf- King, Dennis J, A structural approach to four theories of group development. Doctor of Philosophy (Counseling and Student Services), May, 1997, 84 pages, 14 figures, references, 72 titles. The goal of this study was to attempt to develop a classification scheme that systematically related individual behavior, interpersonal behavior, and group interactions for the purpose of using the resulting classification scheme to evaluate theories of group development proposed by Bion, Bennis and Shepard, Bales, and Tuckman and Jensen. It was assumed that theorists' presuppositions about the structure of groups might influence their theories. Using a qualitative process of analysis, a structural classification scheme (SCS) was developed based upon transformative and generative rules, utilizing the General System Theory subsystem process of self-regulated boundary operations. The SCS protocol was employed to categorize and compare the theories of group development proposed by Bion, Bennis and Shepard, Bales, and Tuckman and Jensen. The resulting categorization of theories indicated that relationships existed among and between a group's structural properties, the complexity and type of communication connections among and between group members, and the size of the group.
    [Show full text]
  • Social Work in Health Care: a Curriculum Proposal
    SOCIAL WORK IN HEALTH CARE: A CURRICULUM PROPOSAL FOR A HEALTH CARE CONCENTRATION IN THE GRADUATE PROGRAM OF THE DIVISION OF SOCIAL WORK AT CALIFORNIA STATE UNIVERSITY, SACRAMENTO A Project Presented to the faculty of the Division of Social Work California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF SOCIAL WORK by Kassy Mason Jocelyn Merino SPRING 2013 SOCIAL WORK IN HEALTH CARE: A CURRICULUM PROPOSAL FOR A HEALTH CARE CONCENTRATION IN THE GRADUATE PROGRAM OF THE DIVISION OF SOCIAL WORK AT CALIFORNIA STATE UNIVERSITY, SACRAMENTO A Project by Kassy Mason Jocelyn Merino Approved by: __________________________________, Committee Chair Dale Russell, Ed. D., LCSW __________________________________ Date ii Student Name: Kassy Mason Jocelyn Merino I certify that this student has met the requirements for format contained in the University format manual, and that this project is suitable for shelving in the Library, and credit is to be awarded for the project. __________________________, Division Director__________________________ Robin Kennedy, Ph.D. Date Division of Social Work iii Abstract of SOCIAL WORK IN HEALTH CARE: A CURRICULUM PROPOSAL FOR A HEALTH CARE CONCENTRATION IN THE GRADUATE PROGRAM OF THE DIVISION OF SOCIAL WORK AT CALIFORNIA STATE UNIVERSITY, SACRAMENTO by Kassy Mason Jocelyn Merino There is a need for an emphasis in medical social work in graduate programs. Students who have not had this educational training are not adequately prepared to work as medical social workers. 14 current medical social workers at Sutter General Hospital and Sutter Memorial Hospital were evaluated. The survey included questions to assess how effective their Master of Social Work program was in preparing them for medical social work.
    [Show full text]