Web viewUniversity of Utah. College of Social Work. Bachelor of Social Work Program. Social Work 4782: Practicum Seminar. Instructor: Dr. Ruth Gerritsen-McKane, LCSW

University of UtahCollege of Social Work

Bachelor of Social Work Program

Social Work 4782: Practicum Seminar

Instructor: Dr. Ruth Gerritsen-McKane, LCSW Telephone #: 801-585-3162

E-Mail: [email protected] Office: SW 327

Office Hours: By Appointment

Required Materials

National Association of Social Workers (2008). NASW Code of Ethics, Washington, DC: NASW Press https://www.socialworkers.org/pubs/code/default.asp

Additional Readings provided by faculty

Course Description

Assists students to integrate practicum experiences with classroom work. Allows opportunity for collective problem solving and consultation.

Course Outcomes

Successfully complete practicum seminar in order to receive a Bachelor of Social Work (BSW) degree

Prerequisites

SW 3102, SW 4100, SW 4201, SW 4301, SW 4302, and SW 4401. ONE of the following may be taken (although not recommended due to the time constraints of practicum) as a co-requisite: SW 4301 or SW 4401.

Co-requisite

SW4702 Practicum

Council on Social Work Education (CSWE)

CSWE is the accrediting body for undergraduate and graduate social work programs in the United States. They developed the Educational Policy Accreditation Standards (EPAS) by which curriculum and programs are assessed and accredited (See Appendix A).

ADA Statement

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services (CDS), 162 Olpin Union Building, (801) 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification from the Center for Disability Services.

Wellness Statement

Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the University Counseling Center (801) 581-6826 and/or Center for Student Wellness (801) 581-7776.

Violence and Harassment

Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kind of accountability and the same kinds of support applied to offenses against other protected categories such has race, national origin, color, religion, age, status as a person with a disability, veteran’s status, or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office Equal Opportunity and Affirmative Action, 135 Park Building, (801) 581-8365, or the Office of the Dean of Students, 270 Union Building, (801) 581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, (801) 581-7776. To report to the police, contact the Department of Public Safety, (801) 585-2677 (COPS).

Gender Pronoun and Name Preferences

Class rosters are provided to the instructor with the student’s legal name as well as “Preferred first name” (if previously entered by you in the Student Profile section of your CIS account). While CIS refers to this as merely a preference, I will honor you by referring to you with the name and pronoun that feels best for you in class, on papers, exams, group projects, etc. Please advise me of any name or pronoun changes (and update CIS) so I can help create a learning environment in which you, your name, and your pronoun will be respected. If you need assistance getting your preferred name on your UIDcard, please visit the LGBT Resource Center Room 409 in the Olpin Union Building, or email [email protected] to schedule a time to drop by. The LGBT Resource Center hours are Monday through Friday 8:00am-5:00pm, and 8:00am-6:00pm on Tuesdays.

Veteran Center

If you are a student veteran, the University of Utah has a Veterans Support Center located in Room 161 in the Olpin Union Building. Hours: Monday through Friday 8:00am-5:00pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/. Please also let me know if you need any additional support in this class for any reason.

Learners of English as an Additional/Second Language

If you are an English language learner, please be aware of several resources on campus that will support you with your language and writing development. These resources include: the Writing Center (http://writingcenter.utah.edu/); the Writing Program (http://writing-program.utah.edu/); the English Language Institute (http://continue.utah.edu/eli/). Please let me know if there is any additional support you would like to discuss for this class. Additionally, you may contact Bachelor of Social Work academic advisor Elizabeth Perez to learn more about resources for English language learners: [email protected]

Academic Integrity Statement

Student Code of Conduct: While scholastic dishonesty is not anticipated, students shall be subject to The University of Utah’s policy on this subject. See Code of Student Rights and Responsibilities Policy at http://www.admin.utah.edu/ppmanual. Students are encouraged to familiarize themselves with this policy and standards. Please note that academic misconduct violates the NASW Code of Ethics, and represents a failure to achieve learning outcomes related to EPAS 2.1.2, social work ethics and professional conduct.

Academic Misconduct

The College of Social Work does not permit or tolerate academic misconduct. The following information is drawn from the University of Utah’s Code of Student Rights and Responsibilities (http://www.regulations.utah.edu/academics/6-400.html):

“Academic misconduct includes, but is not limited to, cheating, misrepresenting one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of information, as defined further below. It also includes facilitating academic misconduct by intentionally helping or attempting to help another to commit an act of academic misconduct.

1. Cheating involves the unauthorized possession or use of information, materials, notes, study aids, or other devices in any academic exercise, or the unauthorized communication with another person during such an exercise. Common examples of cheating include, but are not limited to, copying from another student's examination, submitting work for an in-class exam that has been prepared in advance, violating rules governing the administration of exams, having another person take an exam, altering one's work after the work has been returned and before resubmitting it, or violating any rules relating to academic conduct of a course or program.

2. Misrepresenting one's work includes, but is not limited to, representing material prepared by another as one's own work, or submitting the same work in more than one course without prior permission of both faculty members.

3. Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own,

without attribution, any other individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.

4. Fabrication or falsification includes reporting experiments or measurements or statistical analyses never performed; manipulating or altering data or other manifestations of research to achieve a desired result; falsifying or misrepresenting background information, credentials or other academically relevant information; or selective reporting, including the deliberate suppression of conflicting or unwanted data. It does not include honest error or honest differences in interpretations or judgments of data and/or results.”

Official Drop/Withdrawal

The last day to drop classes is [date]; the last day to withdraw from this class is [date]. Please check the academic calendar for more information pertaining to dropping and withdrawing from a course. Withdrawing from a course and other matters of registration are the student’s responsibility.

Academic Advising

If you struggle in this course, please contact your instructor and set up a time to discuss the situation and receive help. In addition, please know that you are welcome to consult with the Social Work academic advisor, Elizabeth Perez. Depending on your situation, she may recommend campus resources, a change in course schedule, or other forms of assistance. Elizabeth may be reached at [email protected]

Content Accommodation

The content of this course is largely mandated by the requirements of CSWE. In accordance with University of Utah policy, students are encouraged to familiarize themselves with these requirements before requesting substantive content accommodations.

Instruction and Learning Methods

Course Expectations

1. Student Expectations: Students are expected to demonstrate professional behavior, which means: attending class; arriving to and leaving class at the scheduled time; informing the instructor when leaving class early (please do so minimally), turning cell phones to silent, vibrate, or off; not texting, emailing, tweeting, etc. in class; coming to class alone and without children, family, and friends who are not registered in the course; returning to class on-time after breaks; coming prepared to participate in class discussion; asking questions and/or giving feedback; limiting the use of laptop computers (with the exception of taking class notes) and other electronic devices; engaging in courteous communication with instructors and peers inside and outside of the classroom; and showing respect for others’ opinions. If your use of electronic devices is distracting to anyone in the classroom, including the instructor, you will be asked to turn off the device and/or leave the classroom. When communicating with instructors or peers, in person or electronically, please be aware that standards of professional behavior apply. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and sometimes we will not agree with the ideas we encounter in

readings, discussions, or class presentations. However, under all circumstances, we will treat others with respect and act professionally. Students are responsible for their own learning and contributing to a larger learning community in the classroom. It is imperative that students be present in order to learn valuable skills for social work practice. If a student misses three (3) or more classes, he/she risks not passing the course.

2. Instructor Expectations: Instructor is expected to demonstrate professional behavior, which means: attending class; arriving to and leaving class at the scheduled time; informing students of changes to the course syllabus; informing students of changes to the class schedule; providing students with classroom time to work on course assignments; providing clear expectations on course assignments; providing clear and concise feedback on course assignments; returning assignments to students in a timely manner, and replying promptly to e-mail. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and sometimes we will not agree with the ideas we encounter in readings, discussions, or class presentations. However, under all circumstances, we will treat others with respect and act professionally.

3. Course Assignments: All written assignments are due at the beginning of class on the date specified in this syllabus. All written assignments are to be submitted electronically via CANVAS. All written assignments will be checked using anti-plagiarism software. The instructor reserves the right to grant an extension on course assignments. If the student anticipates that an extension is necessary (i.e., medical, personal, and/or familial), the student is strongly expected and encouraged to communicate with the instructor sooner rather than later. No extension requests will be approved on assignments that are due within the next 48 hours.

4. Incompletes: In accordance with University of Utah policies and procedures, Incomplete Grades are strongly discouraged. The University of Utah requires that a student has completed a minimum of 80% of the required course work before the instructor may grant an Incomplete. Please speak with the instructor before assuming an Incomplete will be granted.

5. Safety: As part of professional social work education, students will have assignments that involve working in agency settings and engaging with the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should notify the appropriate authority regarding any safety concerns.

6. Confidentiality: Personal disclosure is not an expectation or requirement of this course. However, it may be appropriate for students to share information during class as it relates to learning about a particular topic. Students are expected to adhere to all professional standards of confidentiality during the semester.

7. E-mail Correspondence: The University of Utah requires that e-mail correspondence to the instructor come from a UMail account (ending in @ utah.edu). E-mail from non-UMail accounts may go to the instructor’s junk mail folder, which will not be reviewed. Senders must also validate that all submitted documents are in readable format (i.e., Microsoft Word). If the instructor receives corrupted documents, the instructor will inform the sender and the sender will be responsible for submitting a readable document. The use of e-mail correspondence has created expectations that the receiver of an e-mail receives and reads every e-mail within seconds of its activation by the sender. Unfortunately, these expectations are unreasonable for most people. The instructor will respond to e-mail

correspondence in a timely manner and expects that students will respond in a similar fashion. “Timely” means within 48 hours. If you do not receive a response within this time frame, please re-send your e-mail and/or contact the instructor by phone.

8. At the end of the semester, students will have the opportunity to evaluate the course and the instructor using the official University of Utah course and instructor evaluation.

Grading

Students receive a grade of credit/no credit. If a student is completing their practicum over two semesters they will receive an “I”. Once all of the required assignments and hours are completed, a change grade of “CR” will be submitted. Additionally, grading is based on the following criteria:

Regular class attendance and participation are important components of this course. All assignments and directly relate to the course objective as detailed in Appendix A, failure

to complete any assignment will result in a grade of no credit. Incomplete grades are given in accordance with University of Utah guidelines All written assignments are to be completed using APA reference format (unless instructed

otherwise) and must be typed, double-spaced, with careful proofreading. Grammar, punctuation, syntax, spelling will be taken into account in grading.

Course Assignments

A. Practicum Learning Plans

The College of Social Work recognizes that students come from diverse backgrounds with varying levels of experience and individual learning needs. Likewise, Practicum experiences vary depending on the setting, field of practice and the mission of the agency. The learning plan identifies and integrates a student’s individual learning needs into the practicum experience. At the beginning of the practicum, and in collaboration with their field instructors, students are required to establish learning plans that help to direct their learning in the field setting. Learning plans include specific goals on each level of practice: micro, mezzo and macro. Additionally, it identifies corresponding activities and the criteria to evaluate the student’s progress. Additionally, the Learning Plan is developed using the Council on Social Work Education (CSWE), to ensure you have satisfactorily addresses the learning competencies required by CSWE. You will be given access to a template by your instructor.

*Learning Plans are due at 100 hours and are to be submitted electronically. Your name and your field instructors name should be a part of the plan and will be accepted as electronic signatures (this will be discussed at the site visit).

B. Field Practicum Logs

Each student will submit field logs (see dates noted in syllabus). In order to receive a grade of credit, the log entries must conform to the outline below. Logs can be sent to the instructor via an email attachment. All students should also keep a copy of their logs.

There are 10 logs, three logs are topic specific and identified below:

(1) a specific population in the State of Utah could include: African American Latina/o, Native American, Pacific Islander, and refugees

Another should address:

(2) an example of using supervision and consultation appropriately to improve practice and enhance services to clients and

Another should address:

(3) an example of evidence-based practice used in an agency setting.

1.) Identify a critical incident in social work practice.

A critical incident may involve a student learning experience in any area of social work knowledge, values and skills. Some suggestion of areas to examine are: confidentiality, diversity, self-determination, assessment tools, administrative decision-making, client eligibility requirements, access to services, policy and program development, impacts of poverty, supervision.

a.) Articulate the significance of the experience in light of social work values and ethics.b.) Assess the implication of the experience for micro, mezzo and macro aspects of generalist practice.c.) Identify the relationship between social policy and human behavior in the social environment, and research. d.) Analyze issues of diversity, oppression and social and economic justice. e.) Evaluate agency policies and practice as it relates to these issues.

2.) Reflection/Personal Reaction

A thoughtful summary of one’s own perceptions, beliefs, and reactions to the field learning experiences: including ethical dilemmas, introspection, and thoughts about professional identity.

3.) Agency Contact Hours

A total of the hours spent during the week in the practicum setting and a running total of hours completed since entering the agency.

4.) Use of Supervision

Identify ideas, questions, concerns and areas to address during the next supervision meeting with the field instructor.

C. Research Project

The intent of this project is for the student to demonstrate a basic knowledge in the development, conducting, and evaluation of research. The research is agency driven, meaning your practicum placement will determine what type of research would be most meaningful to them. This assignment could include:

1. Single Subject Design

2. Assisting in the development of a Grant Proposal within the agency

3. Conduct a “mini-meta analysis”

This assignment will be discussed in more detail at the scheduled site visit with you and your field instructor. The final project will be written up and turned in on CANVAS by 11:59 p.m. on the last day of class.

Weekly Course Outline

Module 1 January 8 - 14 Learning Goals:Overview and Orientation:

Overview of course syllabus and assignments.

Discussion of Practicum Assignments and Evaluation FormsSite visits with field liaison.

MANDATORY ZOOM MEETING JAN 10TH (SEE ANNOUNCEMENTS & MODULE FOR NUMBER)

Module 2 January 15 - 21Learning Goals: Safety and Risk Management - Video

Assessing riskRisk management

Readings:

Blank, B.T. (2005). Safety First: Paying Heed to Preventing Professional Risks

Weinger, S. (2001). Security Risks: Preventing client violence against social workers. Washington DC: NASW Press.

Module 3 January 22 - 28Learning Goals:1st Log DueAgency Orientation:

Introduction to staff/ Space/ScheduleProfessional Appearance, Communication & AppearanceAgency mission statementPolicies and ProceduresPopulations served/programs offeredFunding sources

Module 4 January 29 – February 4Learning Goals:

2nd Log DuePracticum Learning Plans:

Identify goals (micro, mezzo, macro) Corresponding activities Methods of evaluation Use of Supervision

Reading:

Oretade, D. (2011). Understanding the Supervisory Relationship with Social Work Students. The New Social Worker. Fall 2011, Vol. 18, No. 4 pgs 8-10

MANDATORY ZOOM MEETING JAN 31st (SEE ANNOUNCEMENTS & MODULE FOR NUMBER)

Module 5 February 5 – February 11Learning Goals:3rd Log DueWays to integrate Classroom knowledge with the delivery of Social Work Services

The Council on Field Education is a council of the Commission on Educational Policy. The Council on Field Education advances the role of Field Education as the “signature pedagogy” in social work education by promoting, collaborating, recommending, and distributing information to social work field educators and related membership organizations. The council actively participates in discussions regarding the educational policies and accreditation standards to insure and strengthen the integration of theory and practice.Knowledge of communityImpact of social problems upon individuals, families and communities Identifying similarities and differences between social service organizations, e.g. community and faith-based

http://www.cswe.org/About/governance/CommissionsCouncils/15533/15538.aspx

Module 6 February 12 – February 18Learning Goals:4th Log DueEthical DilemmasStudent discussion on ethical dilemmas affecting practice and services to clients

Readings:


Allen, K. (2012 ). What is an Ethical Dilema? THE NEW SOCIAL WORKER, Spring 2012, Vol. 19, No. 2. http://www.socialworker.com/home/Feature_Articles/Ethics/What_Is_an_Ethical_Dilemma?/

Module 7 February 19 – February 25Learning Goals:5th Log Due Processing

Module 8 February 26 – March 4 Learning Goals:6th Log DueTestifying in Court – Video – Post your thoughts on the video on the discussion board on CANVAS under Module 8

Readings:

Greenberg & Schuman (2007). When Worlds Collide: Therapeutic & Forensic Roles. Professional Psychology, Research & Practice

Hamlett, (2007). The Art of Testifying in Court. Alamance County Deparment of Social Services

Sarnoff (2004). Social Workers and the Witness Role: Ethics, Laws, and Roles

County of Los Angeles: Tips for Testifying in Courtand the communities they serve.

MANDATORY ZOOM MEETING FEB 28TH (SEE ANNOUNCEMENTS & MODULE FOR NUMBER)

Module 9 March 5 – March 11Learning Goals:7th Log DueEvidence-Based Practice

Why evaluate Practice?Examples: Student discussion of examples of evidence-based practice used in practicum agencies.Evaluation of practice

Readings:

Gibbs, L. E. & Gambrill, E.D. (1999). Critical Thinking for Social Workers, Exercise 24 Evidence Based Practice. Sage Publishing, USA p. 235-242, 252

Gellis, Z., Reid, W.J. (2004) Strengthening Evidence-Based Practice Brief Treatment and Crisis Intervention, Vol. 4, No. 2

Module 10 March 12 - 18Learning Goals:8th Log Due Professional Growth and Development

Become aware of licensure/certification Identify professional organizations

Differentiate graduate school programs, eg. online vs. campus-based

Acknowledge the need for career-long learning Understand the impact of technological developments on the

profession

Reading:

NASW & ASWB Standards for Technology and Social Work Practice (2005). http://www.socialworkers.org/practice/standards/naswtechnologystandards.pdf

Module 11 March 19 – March 25NO LOG DUE

Module 12 March 26 – April 1Learning Goals:9th Log Due Cultural Diversity Experiences:

Student discussion on diversity within their agency settings Reading:

Colvin, A. (2013). Building Culturally Competent Social Work Field Practicum Students through the Integration of Campinha-Bacote’s Cultural Competence Healthcare Model. Field Educator, Vol. 31. Spring 2013. http://fieldeducator.simmons.edu/article/building-culturally-competent-social-work-field-practicum-students-through-the-integration-of-campinha-bacotes-cultural-competence-healthcare-model

MANDATORY ZOOM MEETING March 28TH (SEE ANNOUNCEMENTS & MODULE FOR NUMBER)

Module 13 April 2 – April 8Learning Goals:10th Log Due Processing

Module 14 April 9 – April 15Learning Goals:10th Log Due

Working with HIV/AIDS clients – Video

Post your thoughts on the video on the Discussion Board for Module 14

Rutledge, S.E., Whyte, J., Abell, N., Brown, K.M. & Cesnales, N.I. (2011). Measuring stigma among health care and social service providers: The HIV/AIDS Provider Stigma Inventory. AIDS Patient Care & STDs, 25(11), 673-682. doi:10.1089/apc.2011.0008

Module 15 April 16 – April 22Learning Goals:

Final Presentations – Post by 11:59 p.m. April 22ndMANDATORY ZOOM MEETING April 18TH (SEE ANNOUNCEMENTS & MODULE FOR NUMBER)

Module 16 April 23 – April 30Learning Goals:

SWEAP-EXITFoundation Curriculum Assessment Instrument (FCAI) post –test&Exit SurveyResearch Project Due 11:59 p.m.

Appendix A

Council on Social Work Education (CSWE) - 2015

The EPAS Competencies and Practice Behaviors Relationships to the Instructional Materials and Assessment Methods

Course Objectives, Instructional Materials, and Assessment Methods

THE EPAS COMPETENCIES TO THE INSTRUCTIONAL MATERIALS AND ASSESSMENT METHODS

Course Objective/ Competency

Instructional Materials Assessment Methods

Competency 1: Demonstrate Ethical and Professional Behavior - Social workers understand the value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro, mezzo, and macro levels. Social workers understand frameworks of ethical decision-making and how to apply principles of critical thinking to those frameworks in practice, research, and policy arenas. Social workers recognize personal values and the distinction between personal and professional values. They also understand how their personal experiences and affective reactions influence their professional judgment and behavior. Social workers understand the profession’s history, its mission, and the roles and responsibilities of the profession. Social Workers also understand the role of other professions when engaged in inter-professional teams. Social workers recognize the importance of life-long learning and are committed to continually updating their skills to ensure they are relevant and effective. Social workers also understand emerging forms of technology and the ethical use of technology in social work practice. Social workers:make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context;

Class Discussion/ProcessingNASW Code of EthicsAssigned additional readings

Learning PlanLogsSW4702 Evaluations

use reflection and self-regulation to manage personal values and maintain professionalism in practice situations;



demonstrate professional demeanor in behavior; appearance; and oral, written,

Class Discussion/ProcessingNASW Code of Ethics Assigned additional readings


and electronic communication;use technology ethically and appropriately to facilitate practice outcomes; and


Learning PlanSW4702 Evaluations

use supervision and consultation to guide professional judgment and behavior.


Learning PlanLog (Supervision)SW4702 Evaluations

Competency 2: Engage Diversity and Difference in Practice - Social workers understand how diversity and difference characterize and shape the human experience and are critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including but not limited to age, class, color, culture, disability and ability, ethnicity, gender, gender identity and expression, immigration status, marital status, political ideology, race, religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers understand that, as a consequence of difference, a person’s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers also understand the forms and mechanisms of oppression and discrimination and recognize the extent to which a culture’s structures and values, including social, economic, political, and cultural exclusions, may oppress, marginalize, alienate, or create privilege and power. Social workers:apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels;



present themselves as learners and engage clients and constituencies as experts of their own experiences; and



apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies



Competency 3: Advance Human rights and Social, Economic, and Environmental Justice - Social workers understand that every person regardless of position in society has fundamental human rights such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers understand the global interconnections of oppression and human rights violations, and are knowledgeable about theories of human need and social justice and strategies to promote social and economic justice and human rights. Social workers understand strategies designed to eliminate oppressive structural barriers to ensure that social goods, rights, and responsibilities are distributed equitably and that civil, political, environmental, economic, social, and cultural human rights are protected. Social workers:apply their understanding of social, economic, and environmental justice to advocate for human rights at the



individual and system levels; andengage in practices that advance social, economic, and environmental justice.



Competency 4: Engage in Practice-informed Research and Research-informed Practice - Social workers understand quantitative and qualitative research methods and their respective roles in advancing a science of social work and in evaluating their practice. Social workers know the principles of logic, scientific inquiry, and culturally informed and ethical approaches to building knowledge. Social workers understand that evidence that informs practice derives from multi-disciplinary sources and multiple ways of knowing. They also understand the processes for translating research findings into effective practice. Social workers:use practice experience and theory to inform scientific inquiry and research;


Learning PlanLog (Evidence Base Practice)SW4702 Evaluations

apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings; and



use and translate research evidence to inform and improve practice, policy, and service delivery



Competency 5: Engage in Policy Practice Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation. Social workers:Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services;



assess how social welfare and economic policies impact the delivery of and access to social services;



apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and



environmental justice.Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Social workers understand that engagement is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers value the importance of human relationships. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to facilitate engagement with clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand strategies to engage diverse clients and constituencies to advance practice effectiveness. apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies; and


Learning PlanLog (Evidence Base Practice)Research ProjectSW 4702 Evaluations

use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.



Competency 7: Assess Individuals, Families, Gropus, Organizations, and Communities - Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in the assessment of diverse clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand methods of assessment with diverse clients and constituencies to advance practice effectiveness. Social workers recognize the implications of the larger practice context in the assessment process and value the importance of inter-professional collaboration in this process. Social workers understand how their personal experiences and affective reactions may affect their assessment and decision-making. Social workers:collect and organize data, and apply critical thinking to interpret information from clients and constituencies;



apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and constituencies;



develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and



challenges within clients and constituencies; andselect appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients and constituencies.



Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers understand that intervention is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. Social workers are knowledgeable about evidence-informed interventions to achieve the goals of clients and constituencies, including individuals, families, groups, organizations, and communities. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge to effectively intervene with clients and constituencies. Social workers understand methods of identifying, analyzing and implementing evidence-informed interventions to achieve client and constituency goals. Social workers value the importance of interprofessional teamwork and communication in interventions, recognizing that beneficial outcomes may require interdisciplinary, interprofessional, and inter-organizational collaboration. Social workers:critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies;


Learning PlanLogsSW 4702 Evaluations

apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies;



use inter-professional collaboration as appropriate to achieve beneficial practice outcomes;



negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies; and



facilitate effective transitions and endings that advance mutually agreed-on goals.



Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities - Social workers understand that evaluation is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations and communities. Social workers recognize the importance of evaluating processes and outcomes to advance practice, policy, and service delivery effectiveness. Social workers understand theories of human behavior and the social environment, and critically evaluate and apply this knowledge in evaluating outcomes. Social workers understand qualitative and

quantitative methods for evaluating outcomes and practice effectiveness. Social workers:select and use appropriate methods for evaluation of outcomes;



apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in the evaluation of outcomes;



critically analyze, monitor, and evaluate intervention and program processes and outcomes; and



apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels.



Appendix B

Bibliography & Optional Readings

The following bibliography contains articles and readings that may be used either to complete the assignments in this course or to extend your knowledge in a specific area of social work. The bibliography is not intended to provide an exhaustive list on any particular topic but only to familiarize you with some of the literature in our field. Every year, students find and recommend articles or readings they believe should be added to the bibliography. Please feel free to do the same. Several of the readings are older, but incredibly informative and give a historical context.

Allen, K. (2012 ). What is an Ethical Dilema? The New Social Worker, 2012, Vol. 19, No. 2. http://www.socialworker.com/home/Feature_Articles/Ethics/What_Is_an_Ethical_Dilemma?/

Bargal, D., & Schmid, H. (1992). Organizational change and development in human service organizations: a prefactory essay. Administration in Social Work, 16(3-4), 1-13.

Betten, N., & Austin, M. J. (1990). The roots of community organizing, 1917-1939. Philadelphia: Temple University Press.

Boyte, H. C. (1990). The Growth of citizen politics. Dissent, pp513-518.

Bramson, R. (1994). Coping with difficult bosses. NY: Fireside.

Brill, J. E. (1992). Not enough hours: making the most of the time we have. ABA

Journal, 78, 98.

Colvin, A. (2013). Building Culturally Competent Social Work Field Practicum Students through the Integration of Campinha-Bacote’s Cultural Competence Healthcare Model. Field Educator, Vol. 31. Spring 2013. http://fieldeducator.simmons.edu/article/building-culturally-competent-social-work-field-practicum-students-through-the-integration-of-campinha-bacotes-cultural-competence-healthcare-model

Fong, R. & Furonto, S. (2001). Culturally competent practice. Boston: Allyn & Bacon.

Geber, B. (1990). Managing diversity. Training Magazine, 27(1), 23-30.Gibelman, M., & Schervish, P. H. (1995). The glass ceiling in Social Work: Is it shatterproof. Affilia, 8(4), 442-455.

Gronbjerg, K. A. (1990). Poverty and nonprofit organizations. Social Services Review, 64(2), 208-243.

Gummer, B. (1991). The management careers of men and women: Mommy tracks, daddy tracks, and new age leadership. Administration in Social Work, 15(4), 111-128.

Gutierrez, L. M. (1992). Empowering ethnic minorities in the twenty-first century: the role of human service organizations. in Y. Hasenfeld (Ed.), Human services as complex organizations. Newbury Park, CA: Sage.

Harris, L. (1994). Find your own time zone. Working woman, 19(11), 51-53.

Harris, L. (1994). Organize your day. Working woman, 19(11), 54-56.

Jackson, K. (2014) Social Worker Self-Care – The Overlooked Core Competency, Social Work Today Vol. 14 No. 3. p. 14. Retrieved from: http://www.socialworktoday.com/archive/051214p14.shtml

Kadushin, A. (1992). Supervision in social work. NY: Columbia University Press.

Kaplan, S. J. (1991). Consequences of sexual harassment in the workplace. Affilia, 6(3), 23-43.

Kirst-Ashman & Hull (1998). Understanding Generalist Practice, Nelson-Hall Publishing Co

Lam, D. (2004). Problem-based learning: An integration of theory and field. Journal of Social Work Education, 40(3), 371-390.

Mathieu, F. (2007). Transforming Compassion Fatigue into Compassion Satisfaction: Top 12 Self-Care Tips for Helpers. Retrieved: http://www.compassionfatigue.org/pages/Top12SelfCareTips.pdf

Moore, L. Dettlaff, A. & Dietz, T. (2004). Using the Myers-Briggs type indicator in field education supervision. Journal of Social Work Education, 40(2), 337-350.

NASW & ASWB Standards for Technology and Social Work Practice (2005). http://www.socialworkers.org/practice/standards/naswtechnologystandards.pdf


Oretade, D. (2011). Understanding the Supervisory Relationship with Social Work Students. The New Social Worker. Fall 2011, Vol. 18, No. 4 pgs 8-10

http://socialwork.ou.edu/Websites/socialwork/images/field_education/Instructor_Articles/Oretade_Article.pdf

Poulin, J., Sliver, P., & Kauffman, S., (2006) Serving the community and training social workers: Service outputs and student outcomes. Journal of Social Work Education, 42(1), 171-186.

Rutledge, S.E., Whyte, J., Abell, N., Brown, K.M. & Cesnales, N.I. (2011). Measuring stigma among health care and social service providers: The HIV/AIDS Provider Stigma Inventory. AIDS Patient Care & STDs, 25(11), 673-682. doi:10.1089/apc.2011.0008

Smullens, S. (2013). What I Wish I Had Known: Burnout and Self-Care in Our Social Work Profession, The New Social Worker. Retrieved: http://www.socialworker.com/feature-articles/field-placement/What_I_Wish_I_Had_Known_Burnout_and_Self-Care_in_Our_Social_Work_Profession/

Tannen, D. (1994). Talking from 9 to 5: How women's and men's conversational styles affect who gets heard, who gets credit, and what gets done at work. NY: William Morrow.

Thomas, J.Jr., R. R. (1991). Beyond race and gender: Unleashing the power of your total work force by managing diversity. NY: ANACOM.

Weinger, S. ( 2001) Security Risk: Preventing client violence against social workers. Washington, D C: NASW Press.

Documents

Web viewUniversity of Utah. College of Social Work. Bachelor of Social Work Program. Social Work 4782: Practicum Seminar. Instructor: Dr. Ruth Gerritsen-McKane, LCSW