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B.S.W. ProgramUniversity of Utah

Social Work 3110: Social Work Practice I with IndividualsSpring 2018 – Online Only

Instructor: Scott Boyle, Ph.D.Office: Room 326Office phone: 801-585-7151Email: scott.boyle@socwk.utah.eduOffice hours: By appointment

Required Materials:

Cournoyer, B. (2014). The social work skills workbook (8th ed.). Belmont, CA: Brooks/Cole. (SW Workbook).

Boyle, S.W., Hull, G.H., Mather, J.H., Smith, L.L., & Farley, O.W. (2009) Direct practice in Social Work (2nd ed.). Boston, MA: Allyn & Bacon. (DP Text)

All other material will be made available to students electronically via CANVAS.

Course Description This course introduces students to knowledge, values, and skills for generalist social work practice with individuals. It prepares students to enhance the well-being of people and ameliorate environmental conditions that affect them adversely. A focus is on the planned change or problem-solving process within a strengths perspective. It includes content on evaluation of practice.

Course Objectives At the conclusion of this course, students will be able to:

1. Compare and contrast your personal beliefs and values with those of the social work profession.

2. Appreciate ethical decision making and its impact on social work.3. Understand why empathy, respect, and authenticity are the cornerstones of the social

work profession.4. Demonstrate active listening and other effective oral and written communication skills.5. Recognize the extent one’s culture and values may oppress, marginalize, alienate, or

create privilege and power.6. Analyze models of assessment, prevention, intervention, and evaluation.7. Develop mutually agreed-on intervention goals, and objectives.8. Lean how to work effectively with individuals.9. Use research evidence to inform practice.

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Prerequisites

Admission to the BSW program and has completed or is currently enrolled in SW 2100 HBSE I, having earned a grade of “C” or better.

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

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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 UID card, please visit the LGBT Resource Center Room 409 in the Olpin Union Building, or email bpeacock@sa.utah.edu 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. In addition, please know that you are welcome to consult with Elizabeth Perez, Academic Advisor, BSW Program. Elizabeth may be reached at elizabeth.perez@utah.edu.

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, 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.

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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 Friday, January 19th; the last day to withdraw from this class is Friday, March 2nd. 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.

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. In addition, please know that you are welcome to consult with Elizabeth Perez, Academic Advisor, BSW Program. Depending on your situation, she may recommend campus resources, a change in course schedule, or other forms of assistance. Elizabeth may be reached at elizabeth.perez@utah.edu.

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Instruction and Learning Methods

The primary teaching methods utilized in the course include lectures, small and large group exercises, experiential exercises, group and community meetings, electronic media, guest speakers, and film/media. Students will have numerous opportunities to examine issues of individual interest that support their professional development. Students are responsible for their own learning; as such, students are expected to attend class and participate in a manner that will help them achieve the learning goals, objectives and practice behaviors for the course. This course requires critical thinking, skillful writing composition, and verbal discourse, where knowledge and information is shared with others.

Course Expectations

1. Student Expectations: Students are expected to engage in courteous communication with instructors and peers inside and outside of the classroom; and showing respect for others’ opinions When communicating with instructors or peers 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 stay on schedule 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: The instructor is expected to demonstrate professional behavior, which means: informing students of changes to the course syllabus; informing students of changes to the class schedule; 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 and due dates: Due dates for any written assignments given will be posted on CANVAS and are to be submitted electronically via CANVAS. Written assignments will be checked using anti-plagiarism software. All written assignments that are submitted late will receive a 10% deduction for each day the assignment is late (including weekends). No assignment will be accepted after seven (7) days unless a written exception is granted. Extenuating circumstances will be reviewed on a case by case basis. If you have work or family commitments that take you out of town or away from computer access, please turn in your assignments prior to leaving. The instructor reserves the right to grant an extension on course assignments. If the student anticipates needing an extension (i.e., emergency medical, personal, and/or familial), the student is

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expected to communicate with the instructor as soon as possible. No extension requests will be approved on assignments that are due within 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, at certain points in the curriculum, students will have assignments that involve reaching out and working with agencies and agency personal within 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: It is preferable 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

The University of Utah adheres to the following grading policy, which will be applied in this course:

A = 100-94% B = 86-83% C = 76-74% D = 66-64%A- = 93-90% B- = 82-80% C- = 73-70% D- = 63-60%B+ = 89-87% C+ = 79-77% D+ = 69-67% E = <60%

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Grading in this course is based upon the following assignments. Since all graded assignments are related directly to course objectives, failure to complete any assignment will result in an unsatisfactory course grade. In accordance with the policy of the BSW Program, students earning a grade at or below 73% (C-) will be subject to dismissal from the program. Please consult with Elizabeth Perez, Academic Advisor, BSW Program and/or review the BSW Student Handbook for more details. Elizabeth may be reached at elizabeth.perez@utah.edu.

The maximum course points allotted for the required assignments are as follows:

Exercises/Assignments 5-10 pts each 425Syllabus Acknowledgement 2 Discussion Board 5-10 points each 90Quizzes (2) 10 Psychosocial history 25 Exam #1 140 Exam #2 125 Videotaped role play 125 Total points possible 952

Course Outline: Weekly Topics

(IN DEPTH ASSIGNMENT DETAILS CAN BE FOUND IN CANVAS. ANY UPDATES, CHANGES, OR ADJUSTMENTS WILL BE POSTED IN CANVAS)

Week 1: January 8 Introduction to the Course

Learning Objectives:

1. Begin to understand the wide range of knowledge, skills, and values in the profession of social work.

2. Understand the relationship between the BSW and MSW core curriculum and begin to plan for graduate education and licensure.

3. Understand the national organizations for social work and how they influence your coursework and your work as a professional.

Readings:

Chapter 1 in SW WorkbookChapter 1 in the DP Text

Assignments:

1. Record your personal introduction video2. After reading Chapter 1 in the SW Workbook, pages 4-6: describe your initial reaction to the

wide range of roles, responsibilities, and functions of social work.

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3 After reading Chapter 1 in the DP Text (specifically pages 20-24), describe your reaction to the values, knowledge, and skills you believe will be the easiest and the most challenging for you to develop.

4. Briefly describe how you will plan your time so that you will be able to stay current with your social work classes.

5. On the discussion board, respond to critical thinking questions #1 and 2 in the DP Text, pg 11.

Week 2: January 15 Introduction to Professionalism

Learning Objectives:

1. Review research on the effectiveness of counseling.2. Realize the impact that your own personal values and beliefs can have on the client.3. Understand and demonstrate those factors that impact client change (what client brings, therapeutic relationship, therapy/techniques, placebo effect).

Readings:

Read chapter 5 in the SW Workbook. Read chapter 2 in the DP Text.Read article by Alexander, Jr., R. (1997). “Social workers and privileged communication in the federal legal system.” Social Work, 42 (4), 387-391. (On electronic reserve at Marriott library and in files on Canvas).

Assignments:

1. Describe the four variables that have been identified as having a positive influence on clients changing/reaching their goal(s). What does the research tell us about the different counseling theories and which ones are best?

2. Post on the discussion board your reaction to the research described in the video that is posted.

3. Write a short paragraph comparing/contrasting your own personal values with each of the values embraced by social work.

4. Submit one paragraph of feedback regarding the role play video depicting the facilitative conditions.

6. Activity Defining Prejudice, Discrimination, Bigotry, Racism, and Privilege.7. Complete a learning activity that will assist you to better understand how your personal

values may be different from those of your clients.8. Genogram and Eco-map Assignment. In the SW workbook, do the genogram (pg. 310-

312) and eco-map (pg. 312-314) and respond to the questions asked: 9. Respond to the Critical Thinking Questions #1 and 2 regarding Mental Illness in the DP

Text, page 28.

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Week 3: January 22nd Critical Thinking and Ethical Decision Making

Learning Objectives:

1. Students will be able to discuss critical thinking and scientific inquiry, and career-long learning and their implications for ethical social work practice.2.Students will be able to identify and discuss the legal duties that apply to helping professionals.3. Students will be able to analyze and determine the relative priority of competing legal and ethical obligations through the development and use of an ethical decision-making process.

Readings:

Read Social Work Workbook (SW) Textbook – Chapter 2Read Direct Practice (DP) Textbook; Chapter 2Read the NASW Code of EthicsRead “Social Workers and Privileged Communication in the Federal Legal System” found on Canvas.

Assignments:

1. Complete the Ethical Decision Case Studies, using Dolgoff’s ethical decision making model.2. Respond to critical thinking questions on ethical decision-making.3. Complete a research activity on DOPL, Licensure & State Laws.4. Complete Ethical Violations assignment.5. Complete Professional Duties assignment.6. Complete Privileged Communication assignment.7. Participate in What is Privileged discussion.8. Complete What is HIPPA and Active Listening assignment.

Weeks 4 & 5: January 29/ February 5Talking and Listening: The Basic Interpersonal Skills

Learning Objectives:

1. Ability to define "active listening".2. Identify and describe five things you want to improve upon to become more culturally competent.3. Recognize behavior that discourages rapport building.4. Evaluate rapport building by using the Miller's Session Rating Scale (SRS).5. Demonstrate beginning skill development for dealing with criticism.

Readings: Read Chapter 6 in SW WorkbookRead chapter 4 in DP Text

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Assignments:

1. Video Role-play common errors we make when talking and listening. 2. Complete Do's and Don’ts of Professional Behavior assignment.3. Complete Accepting Others and improving cultural competence.4. Complete Active Listening Part 1 and 2 assignments.5. Video Role-play Active Listening 6. Complete Miller's Rating Scale assignment.7. Complete Techniques for Handling Criticism assignment.8. Complete assignment on Empathy, Inquiry, “I Feel”, and Stroking.9. Complete assignment on Paraphrasing.

Week 6: February 12 Preparing

Learning Objectives:

1. The student will learn ways to be prepared in multiple areas of their professional life.2. Understand the importance of consultation with supervisors.

Readings:

Read Chapter 7 in SW Workbook

Assignments:

1. Complete the exercises on Preparatory Exploring, Consultation, Empathy, Centering, Planning and Recording found in chapter 7 of the SW Workbook.

Week 7: February 19 Beginning

Learning Objectives:1. Demonstrate how to meet with a client for the first time (exchange introductions, describe policies and ethical principles, establish a purpose, discuss roles and expectations, and ask if the client has any questions)2. Demonstrate knowledge and skills in using empathic responses3. Demonstrate appropriate use of positive regard

Readings:

Read chapter 8 in SW Workbook

Assignments:

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1. Complete exercises in SW Workbook Chapter 8 regarding introductions and beginning the relationship.2. Video Role-play: “Meeting a client for the first time.”3. Complete “Demonstrating Empathy” and “Positive Regard” assignments.4. Exam #1 Review

Week 8 February 26 Review of Counseling Theory

Learning Objectives:1. Become familiar with a variety of counseling theories.2. Be able to identify the primary target of each counseling theory (thoughts, feelings, behavior, or environment).3. Be able to list three key components of each theory.

Readings:

Read chapter 3 in DP Text

Assignments:

1. Identify and discuss 3 key components of each theoretical perspective.

Exam #1 Open March 2-March 5

Week 9: March 5 Exploring

Learning Objectives:

1. Be able to explore the problem (frequency, intensity, and duration)2. Be able to explore the person (thinking, feeling, and doing)3. Be able to explore the situation (social, economic, family, work, and cultural)4. Be able to assess for client strengths (competencies and social supports)

Readings:

Read DP Textbook – Chapter 5 "Knowledge and Skills for Assessment"Optional: Read SW Workbook – Chapter 10 "Assessing"

Assignment:

1. Complete exercises in the SW workbook on asking questions, seeking clarification, and reflecting feelings.2. Participate in a video role-play “Exploring.”

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Week 10: March 12 Assessing

Learning Objectives:

1. To understand the purpose of the psychosocial history as it relates to assessment.2. Complete a social history by appropriately addressing the subheadings and use of professional language3. Recognize the difference between problem talk and solution talk4. Compare and contrast the difference between a strengths-based assessment and a psychosocial history

Readings:

Read Direct Practice (DP) Textbook – Chapter 5Read Direct Practice (DP) Textbook - Chapter 9 (pages 303-313 including case examples and figures) Read article “Assessing Client Strengths” found on Canvas – short quiz will be givenOptional: Read Social Work Workbook (SW) – Chapter 10

Assignment:1. Complete psychosocial history assignment.2. Complete “Compare/Contrast Problem Solving Model with Strengths Based Model” assignment.3. Complete “Empowerment-Based Statements” assignment.4. Practice responding to a variety of statements from a "client."5. Quiz on the article “Assessing Client Strengths”.6. Begin Planning for your Video Role Play Assignment which is due April 12th.

Week 11: March 19-23 SPRING BREAK

Week 12 March 26 Contracting

Learning Objectives:

1. Develop a behavioral definition of how problems manifest themselves.2. Establish a long-range goal and accompanying short-term objectives.3. Understand the importance of behaviorally defined goals (refer to SMART goals and Egan's definition of goals).4. Develop a treatment plan with both long-term goals and short-term objectives.

Readings:

Read SW Workbook – Chapter 11

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Assignments:1. Complete Workbook Exercises Chapter11on Establishing Goals.2. Complete a Treatment Plan for the Case - Describing the problem in behavioral terms assignment.3. Complete Treatment Plan for the Case - Establishing a long term goal assignment.4. Complete Treatment Plan for the Case - Establishing 2 - 3 short term goals assignment.

Week 13: April 2 Working and Evaluation

Learning Objectives:

1. Incorporate the skill of rehearsing an Action Step when meeting with a client.2. Demonstrate how “reviewing” action steps may assist a client in achieving one’s goals.3. Demonstrate how to use the skill of evaluating when reviewing client progress toward goal attainment.4. Demonstrate when using the skill of focusing may help both client and social worker to be as productive as possible toward goal attainment.

Readings:

Read SW Textbook – Chapter 12Read DP Text pg. 230-265

Assignments:

1. Complete exercises in the SW Workbook regarding evaluating, focusing, advising, responding, and reframing.2. Read Rehearsing Action Steps, Focusing, Educating, Responding, Reframing, and Confronting as Methods of Evaluating Client Progress.3. Watch lecture on the different methods and instruments used in evaluating client progress.

Week 14: April 9 Counseling Interventions

Learning Objectives:

1. Be able to identify key components/techniques from various counseling theories (ego psychology, cognitive therapy, behavioral therapy, person-centered, , strengths-based/solution focused, and multicultural).2. Be able to articulate what various counseling theories are targeting for change (behavior, feelings, thoughts, or environment).3. Understand how counseling theories and accompanying techniques may be utilized as interventions towards the accomplishment of short-term objectives.4. Demonstrate the use of generic techniques/interventions (rehearsing action steps, evaluating client's progress, focusing, educating, responding with immediacy, reframing, and confronting).

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Readings:

Read Social Work Workbook – Chapter 12 "Working and Evaluating"Read DP Textbook – Chapter 7 "Knowledge and Skills for Intervention"

Assignments:

1. Identify 5 techniques or key components from each counseling theory (ego, cognitive, and behavioral) that you could use with clients.2. Identify 5 techniques or key components from each counseling theory (person-centered, strengths/solution focused, systems/structural, and multicultural) that you could use with clients.3. Complete homework in SW chapter 12 on generic techniques/interventions.4. Video Role-Play Assignment Due April 12th.

Week 15: April 16 Ending

Learning Objectives:

1. Understand the most common types of ending relationships with clients (transferal, referral, termination, and client discontinuation).2. Be able to record a closing summary statement including any continuing goals.

Readings:

Read Chapter 13 in SW Workbook.

Assignments:1. Complete assignment in SW Workbook chapter 13, “Recording the Closing Summary”.2. List and briefly describe the four most common forms of concluding a relationship with a client.3. Review Study Guide for Exam #2.

Week 16: April 26-30 EXAM #2