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TEA CH IN G ON LIN E: UNH ON LIN E SYLLA BU S TEM PLA TE
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Course Name: SW 930 ADVANCED GENERALIST PRACTICE III TermYear:August2017
Instructor:JuliaBurnsRiley,PhDPhone:207-329-8900E-mail:Julia.riley@unh.eduOfficeHours:ByappointmentorfollowingZoomclasses August16th7:30-9:00pmEST August30th7:30-9:00pmEST September13th7:30-9:00pmEST September27th7:30-9:00pmEST CourseOverviewAdvancedgeneralistpracticewithindividuals,familiesandgroupsisthefirstofthetworequiredpracticeclasses.Thiscoursebuildsontheknowledgeandskillsintroducedinthefoundationyearcoursework.Thecourseemphasizesadeepenedunderstandingofthedifferentialtreatmentprocessandanexpandedknowledgeofinterventionapproaches.Theaimofthecourseistofurtherdeepenknowledgeandskills,particularlywithaconcentrationonevidencebasedpractices,interdisciplinaryworkandethicalpractice.Thefocusofthiscourseisassessmentandinterventionswithindividuals,families,andgroupsbeingmindfuloftheimpactofandonagency&community.Thiscourseexploresandexaminesclinicaltechniquesandinterventionswithclientsandclientsystemswithaviewtowardseffectivetreatment.Themajorobjectiveoftheadvancedgeneralistpracticecurriculumistoeducatepractitionerstoworktowardsrestorationandenhancementofhumanfunctioningandpreventionofmaladaptivefunctioning.Curriculuminthiscoursedirectspractitionerstoreflectontheirowneffectiveness,butalsoontheinfluencesontheirpracticefromexternalforces.Theemphasisinallinterventionsexaminedincludesclientstrengths,uniquesenseofself,worldview,values,spiritual/religiousview,andwaysthatconceptsofwellnessaswellaspathologyareconsidered.Severaltheoreticalframeworksareexploredfortheassessmentprocessandinterventionsforworkwithindividuals,familiesandgroupsincluding:psychodynamic,cognitive-behavioral,systemic,solutionfocused,crisisinterventionandmotivationalinterviewing.Thisthirdpracticecourseemphasizesconsciousandpurposefuluseofselfasachangeagent.Thisuseofselfisgovernedbyanassessmentprocesswhichinvolvesknowledgeandinformedjudgment.Workingwithinsystemsasbothanadvocateandaleaderareunderscoredparticularlywithanexaminationofethicalmandatesandsocialjusticeconsiderations.Studentsareencouragedthroughdiscussionandwrittenmaterials,tocriticallyevaluatetherangeoftheoreticalperspectivesthatareeffectivewithdiversepopulationsinanever-evolvingpracticeenvironment.Interventionapproacheswillbeexploredthroughbothsynchronousand
TEA CH IN G ON LIN E: UNH ON LIN E SYLLA BU S TEM PLA TE
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Course Name: SW 930 ADVANCED GENERALIST PRACTICE III TermYear:August2017
asynchronousactivitiessuchasdiscussion,casepresentations,videopresentations,theuseofprocessrecordings,roleplaysandexercises.Textbook(required)Corcoran,J.(2014).CollaborativeCognitiveBehavioralInterventioninSocialWorkPractice:AWorkbook.NewYork:OxfordUniversityPress.DeJong,M.&Berg,I.(2012).InterviewingforSolutions.4thEdition.PacificGrove,CA:BrooksCole.Miller,W.&Rollnick,S.(2013).MotivationalInterviewing(3rdEd.).NY,NY:GuilfordPress.AdditionalreadingsavailablethroughCanvas.Textbook(recommended):DSMVGermer,C.,Siegel,R.&Fulton,P.(2013).MindfulnessandPsychotherapy.NY,NY:TheGuilfordPress.CourseDescriptionAdvancedgeneralistpracticewithindividuals,familiesandgroupsisthefirstofthetworequiredadvancedpracticeclasses.Themajorobjectiveoftheadvancedgeneralistpracticecurriculumistoeducatepractitionerstoworktowardstherestorationandenhancementofhumanfunctioningandpreventionofmaladaptivefunctioning.Thiscourseemphasizesadeepenedunderstandingofthedifferentialtreatmentprocessandanexpandedknowledgeofinterventionapproaches.Theaimofthecourseistofurtherdeepenknowledgeandskills,particularlywithaconcentrationonevidencebasedpractices,interdisciplinaryworkandethicalpractice.Prereq:SW831.Co-requisites:SW982LearningObjectivesKnowledge:
1. Studentswillacquireknowledgeofdirectpracticetheories,models&researchandwillbeabletodescribeatleastthreedirectpracticemodels.ThiswillbedemonstratedthroughPaperAssignmentTwoandthroughVideoAssignment.
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Studentswillpresentinwritingthreeexamplesofresearchrelatedtodirectpracticetheories.
2. Studentswilladvancetheirunderstandingofassessmenttoolsforusewithindividuals,groups,&families.
3. Studentswilldemonstrateanunderstandingoftheassessmentprocessinworkwithindividuals,families,groups,andcommunities.ThiswillbedemonstratedthroughPaperAssignment#1andRolePlayExercise#1.
Values:
1. Studentswillgainanappreciationforasocialworker’sleadershiproleinaddressinghumanrightsinlookingat:client-workerprocesses,agencypolicies,andfamily/community/globalneedsandaspirations.
2. Studentswillrecognizetheneedtoattendtothedimensionsofdiversitythatmayaffectthepotentialforchangeinclientsystems.
3. Studentswillsafeguardthesocialworker’sroleinmaintainingboundarieswithclientsandwillstriveforexcellenceinethicalbehavior.
4. Demonstrationofknowledgeofadvancedskillsinresolvingpersonal,professional,andvalueconflictsinacompetentmanner
Skills:
1. Studentswilldemonstratedifferentialassessmentandplanningskillsleadingtoappropriateinterventionswiththetargetedclientsystem.ThiswillbedemonstratedinPaperAssignment#1wherestudentswillcompleteapsychosocialassessmentandtreatmentplandemonstratingunderstandingofhowassessmentislinkedtoplanningforappropriatetreatmentinterventions.
2. Studentswillbeabletoselectinterventionstrategies&applythemdifferentiallywithdiverseclients.Thiswillbedemonstratedthroughclassconsultationexercises,ProcessRecordingExerciseandthroughPaperAssignment#2,
3. Studentswilldemonstrateskillsinethicaldecision-makingandidentificationofethicaldilemmasspecifictodirectpractice.Thiswillbedemonstratedthroughclassconsultationexercises.
4. Studentswilldemonstrateactivedifferentialuseofselfinthetherapeuticintervention
process,includingreferencetotransference/countertransference,inaccordwiththe
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uniquerequirementsofeachclientsystemsituation.ThiswillbedemonstratedthroughProcessRecordingExercisesandthroughPaper#2.
5. StudentswillbeabletoidentifyanduseDirectPracticeevaluationtools&willeffectivelycommunicatetheseevaluativeoutcomeswithappropriateothers.Studentswillfurtherskillstoanalyzetheeffectivenessofinterventionmethodschosenwithdemonstratedrecognitionoftheneedforcontinuousevaluationandevolutionofpractice.
CLASSEXPECTATIONS1. Studentsareexpectedtoreadtheassignedweeklyreadings.Inordertoparticipatefullyin
classathoughtfulandthoroughreadingofthematerialisessential.2. Studentsareexpectedtoparticipateinallclassdiscussionsandactivities.3. StudentsareexpectedtoattendallTBDsynchronousclassmeetings.Ifthereisanunusual
circumstance,studentsmustinformtheinstructorofthereasonfortheabsence.Synchronousclasseswillberecordedandavailableforreview.
CourseStructureCanvasisthelearningmanagementtoolweuseforthiscourse.Thecourseisonlineandasynchronousandorganizedbyweeks.TheoverallcoursenavigationCourseNavigation Description
HomePage Regularclassannouncementsregardingassignments,overallclassprogressormessagesandinformationandremindersaboutupcomingeventsorassignments.
CourseInformation Thesyllabus,coursescheduleandotherkeyclassdocumentsarelocatedhere.
CourseModules ThisareacontainstheweeklyModules.Themajorityofcoursecontent,activities,assignmentsandparticipationislocatedinthisarea.Seebelowforstructure
Resources(optional) SupplementalResources.
GroupAreas GroupAssignmentsarelocatedinthisarea.
TegrityLectures ThiscontainsthelecturesthatyouviewedintheCourseModuleareainlistformat.
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ModuleStructure
Lecture Theprimarylecture(s)ormediaandkeyconcepts.
Resources(orReview) Assignedreadingsormediaforreview.
Participation Everymodulewillhaveaparticipationcomponent.Thiscouldtaketheshapeofadiscussionforum,wiki,blog,collaborateeventetc.
Assignments ActivitiesandassignmentsrelatedtoModule.
CourseScheduleWeek Date TopicsCovered AssignmentsandDueDates
One August14-20 ASSESSMENT
&CRISISINTERVENTION
• Corcoran:Chapter3,“Assessment,Goal-Setting&Evaluation”.
• Corrigan,P.W.(2007).HowClinicalDiagnosisMightExacerbate
theStigmaofMentalIllness.SocialWork,52(1),31-39.
• Tucker,J.&Simpson,C.(2010).TheRecoverySpectrum:FromSelf-ChangetoSeekingTreatment.AlcoholResearch&Health,33(4),371-379.
• Cacciatore,J.&Carlson,B.(2011).CrisisInterventionbySocialWorkersinFireDepartments:AnInnovativeRoleforSocialWorkers.SocialWork;56(1),81-88.
• Gelman,C.R.&Mirabito,D.(2006).PracticingWhatWeTeach:UsingCaseStudiesfrom9/11toTeachCrisisInterventionfromaGeneralistPerspective.
• Granello,D.(2010).Asuicidecrisisinterventionmodelwith25practical
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strategiesforimplementation.JournalofMentalHealthCounseling,32(3),218-235.
• Judd,R.&Sheffield,S.(2010).HospitalSocialWork:ContemporaryRolesandProfessionalActivities.SocialWorkinHealthCare;49(9),856-871.
• Wharff,E.,Ginnis,K.,&Ross,A.(2012).Family-basedcrisisinterventionwithsuicidaladolescentsintheemergencyroom:Apilotstudy.SocialWork,57(2),133-143.
Two August21-27 EVIDENCE-
BASEDPRACTICE
• Corcoran,Ch1&2,“Introduction&Overview”,“ClassicalConditioning”
• Epstein,I.(2009).Promotingharmonywherethereiscommonlyconflict:Evidence-informedpracticeasanintegrativestrategy.SocialWorkinHealthCare,48:216-231.
• McCracken,S.andMarsh,J.(2008).PractitionerExpertiseinEvidence-BasedPracticeDecisionMaking.ResearchonSocialWorkPractice,18(4),301-310.
• Rosen,A.(2003).Evidence-basedsocialworkpractice:challengesandpromises.Social
WorkResearch,27(4),197-208.• Ruffolo,M&Fischer,D.(2009)Using
anevidence-basedCBTgroupinterventionmodelfor
adolescentswithdepressivesymptoms:lessonslearnedfromaschool-basedadaptation. Child&FamilySocialWork,14,189-197.•
Three August28- COGNITIVE- Corcoran:Chapter3,“OperantConditioning”
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September3BiopsychosocAssessmentPaperDueSeptember2ndbymidnightonSaturday
BEHAVIORALAPPROACHESTOSOCIALWORKPRACTICE
Chapter5,“CognitiveRestructuring”Chapter6,“CognitiveCopingChapter7,“BehavioralCopingSkills”Chapter8,“DevelopingCopingPlans”
Chapter9,“CBT&MotivationtoChange”
Piacentini,J.&Langley,A.K.(2004).Cognitive-behavioraltherapyforchildrenwhohaveobsessive-compulsivedisorder.JournalofClinicalPsychology,60(11),1181-1194.
• Four September11-
17MOTIVATIONALINTERVIEWING
Miller&Rolnick:Chapter1,“ConversationsaboutChange”Chapter6,“COREInterviewingSkills:OARSChapter8,“WhyFocus”Chapter12,“Ambivalence:ChangeTalk&SustainTalk”Chapter16,“EvokingHopeandConfidence”Chapter19,“FromEvokingtoPlanning”Sampson,M.,Zayas,L.H.,&Seifert,S.(2013).TreatmentEngagementUsingMotivationalInterviewingforLow-Income,EthnicallyDiverseMotherswithPostpartumDepression.ClinicalSocialWorkJournal,(4),387.
Five September18-24
PSYCHODYNAMICINTERVENTIONS
• Badaracco,M.,McCarthy,M.&Miovic,M.(2006).DomainsofDiscussioninPsychotherapy:WhatDoPatientsReallyWant?AmericanJournalofPsychotherapy,60(1),71-86.
• Goodman,G.(2005).“IFeelStupidandContagious”:CountertransferenceReactionsofFledglingClinicianstoPatientsWhoHaveNegativeTherapeuticReactions.AmericanJournalofPsychotherapy,59,(2),149-168.
• Mirsky,J.(2011).Workingthrough
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countertransferenceblocksincultural-competencetraining.PsychoanalyticSocialWork,18,136-148.
• Norton,C.(2011):Developingempathy:acasestudyexploringtransferenceandcountertransferencewithadolescentfemaleswhoself-injure.JournalofSocialWorkPractice,25(01),95-107.
• Shedler,J.(2010).Theefficacyofpsychodynamicpsychotherapy.AmericanPsychologist,65(2),98-109.
• Walsh,J.(2011).Countertransferencewithclientswhohaveschizophrenia:Asocialworkperspective.FamiliesinSociety:TheJournalofContemporarySocialServices,92(4),377-382.
Six September25-Oct1VideoRoleplaydueSeptember23byMidnightSaturday
SOLUTION-FOCUSEDPRACTICE
• DeJong&Berg:Chapter1,"Fromproblemsolvingtosolutionbuilding"Chapter2,"Solutionbuilding:Thebasics"Chapter3,"Skillsfornotknowing"Chapter4,"Gettingstarted:Howtopayattentiontowhattheclientwants"Chapter5,"Howtoamplifywhatclientswant:Themiraclequestion"DeJong&Berg:Chapter6,"Exploringforexceptions:Buildingonclientstrengths”Chapter7,"Formulatingfeedbackforclients"Chapter8,"Latersessions:Finding,amplifying,andmeasuringprogress"Atkinson,C&Amesu,M(2007).UsingSolution-FocusedApproachesinMotivationalInterviewingwithYoungPeople.PastoralCareinEducation,25(2),31-37.
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• Sun,A.(2012).HelpingHomelessIndividualswithCo-occurringDisorders:TheFourComponents.SocialWork,57(1),23-37.
Seven Oct2-8 SYSTEMS-
BASEDAPPROACHES
• Billstrom,S,Carlberg,G,Odhammar,F,&Thore´n,A.(2009)Children’sexpectationsandexperiencesofpsychodynamicchildpsychotherapy.JournalofChildPsychotherapy,35,(2),175–193.
• Forrester,D.,Westlake,D.,&Glynn,G.(2012).Parentalresistanceandsocialworkerskills:towardsatheoryofmotivationalsocialwork.Child&FamilySocialWork,17(2),118-129.
• McNevin,E.(2011).Stagesofchangetheoryinfamilytherapyforsiblingsexualassault.TheAustralianandNewZealandJournalofFamilyTherapy,32(4),343-356.
• Newsome,W.S.(2005).TheImpactofSolution-FocusedBriefTherapywithAt-RiskJuniorHighSchoolStudents.Children&Schools;27(2),83-90
TERMINATION&TRANSITION
• Fabre,V.,Buffington,A.,Altfeld,S.,Sheir,G.,&Golden,R.(2011).Socialworkandtransitionsofcare:Observationsfromaninterventionforolderadults.JournalofGerontologicalSocialWork,54,615-626.
• Siebold,C.(2007).Everytimewesaygoodbye:ForcedterminationRevisited,acommentary,Clinical
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SocialWork,35,91-95.•
Eight Oct9-15InterventionAnalysisPaperdueOctober14Saturdaybymidnight
FURTHERPRACTICETOPICS
• Bartow, P., Ussher, J., Kusten, L,
Hobbs, K., Smith, K., Wain, G.,Sandoval, M., & Stenlake, A. (2005).Sustaining leaders of cancer supportgroups: The role, needs, anddifficulties of leaders. SocialWork inHealthCare,42(2),39-55.
• Bowland,S.,Edmond,T.,&Fallot,R.(2012).Evaluationofaspirituallyfocusedinterventionwitholdertraumasurvivors.SocialWork,57(1),73-82.
• Cacciatore,J.,Thieleman,K.,Osborn,J.,&Orlowski,K.(2014).OftheSoulandSuffering:Mindfulness-BasedInterventionsandBereavement.ClinicalSocialWorkJournal,42(3),269-281.
• Cunningham,M.(2003).Impactoftraumaonsocialworkclinicians:empiricalfindings.SocialWork,48(4),431-459.
• Germer,Siegel&Fulton,Ch.1,Mindfulness–Whatisit?;Ch.7,Teachingmindfulnessintherapy;Ch.11,Mindfulness,insightandtraumatherapy.
• Knight,C.(2006).Groupsforindividualswithtraumatichistories:PracticeConsiderationsforsocialworkers.SocialWork,51(1),20-30.
• Raney,A.(2014).AgilityinAdversity:IntegratingMindfulnessandPrinciplesofAdaptiveLeadershipintheAdministrationofaCommunityMentalHealthCenter.ClinicalSocialWork
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Journal,42(3),312-320• Roe-Sepowitz,D.,Pate,K.,Bedard,L.&
Greenwald,M.(2009).Atrauma-basedgroupinterventionforincarceratedgirls.SocialWorkwithGroups,32,330-341.
1. CASEMANAGEMENTINSOCIALWORKPRACTICE
• Assertivecommunitytreatment.
(2006).HarvardMentalHealthLetter,23(5),4-5.
• Beder,J.&Postiglione,P.(2013)SocialWorkintheVeteransHealthAdministration(VA)System:Rewards,Challenges,RolesandInterventions.SocialWorkinHealthCare,52(5),421-433.
• Hangan,C.(2006).Introductionofanintensivecasemanagementstyleofdeliveryforanewmentalhealthservice.InternationalJournalofMentalHealthNursing,15(3),157-162.
• Mandel,D.(2008).Power,careandvulnerability:Consideringuseofselfinchildwelfarework.JournalofSocialWorkPractice,22(2),235-248.
2. ADVANCEDGENERALISTPRACTICEWITHDIVERSECLIENTGROUPS;GLOBALSOCIALWORK;PRACTICEINARURALSETTING.CulturalCompetence:Advocacy&Action
• Bourassa,J.(2009).Psychosocial
interventionsandmasspopulations:A
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socialworkperspective.InternationalSocialWork,52(6),743-755.
• Edwards,B.(2011).Socialworkeducationandglobalissues:Implicationsforsocialworkpractice.Education,131(3),580-586
• Hodge,D.(2011).UsingSpiritualInterventionsinPractice:DevelopingSomeGuidelinesfromEvidence-basedPractice.SocialWork,56(2),149-158.
• Jackson,K.&Samuels,G.(2011)MultiracialCompetenceinSocialWork:RecommendationsforCulturallyAttunedWorkwithMultiracialPeople.SocialWork,56(3)235-245.
• Stampley,C.(2008):SocialWorkers'Culture-BasedCountertransferences.JournalofEthnicAndCulturalDiversityinSocialWork,17(1),37-59
• GradesItem %orpoints Requirements
ClassParticipation
10% X
VIDEOROLEPLAY
30% Y
BIO-PSYCHO-SOCIALASSESSMENTPAPER
30% Y
INTERVENTIONANALYSISPAPER
30% X
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ASSIGNMENT#1:ATTENDANCE&CLASSPARTICIPATION.ClassDiscussion:WeeklyDiscussionBoardonCanvasStudentswillbeexpectedtopostregularlyonthecourseDiscussionBoardaccessedthroughCanvas.Thisdiscussionisaplacetocreatecommunityandtodiscussthepracticematerialgainedthroughreadings,Tegritylectures,andmore.Itmayalsobeusedtosharesmallpracticeassignments.Foreachweek,aDiscussionboardquestionwillbepostedbytheinstructoronMondaysandstudentswillbeexpectedtocheckthisforumonaregularbasisthroughouttheweek.Studentsmustanswertheinstructor'squestion,theymustaskafollow-upquestionoftheirownorrespondtoaclassmate'squestion.Finally,theymustvisitathirdtimetorespondtoclassmates’orinstructor’scommentstothemoraddanadditionalcomment.AllthreecommentsneedtobemadebySaturday12:00pm.Theinstructorquestionisintendedtostimulateindividualthinkingabouttheassignedreadingsforthecourseandprovideastartingpointforclassdiscussion.Studentsmayalsoraisetheirownquestionsaboutcoursematerial.ZoomforSynchronousmeetings:Inaddition,regularlyscheduledsynchronousmeetingsusingZoomtechnologywillbeutilizedtoallowforroleplays,morein-depthdiscussion,videos,andotheractivities.StudentsareexpectedtocometoeachZoomclasshavingstudiedassignedreadings,viewedlecturematerialandpreparedforactivein-classparticipation.Studentswillalsobeexpectedtobringindiscussionexamplesandprocessrecordingsfromtheirfieldexperiencestosharewithclassmates&utilizeinZoomclassactivities.Classattendanceisveryimportantandwillaffectastudent'sgrade.AnyunavoidableabsencesonthediscussionboardorinZoomclassesmustbediscussedwiththeinstructorpriortoclass.Emailcommunicationisencouragedandexpected.Smallgroupassignments:Throughoutthecourse,therewillbevarioussmallgrouporpairsassignedtocompletecertaintaskstodeveloppracticeskillsbeingdiscussedinclass.Thisistheresponsibilityofeachstudenttocollaborateduringtheweekasassigned.(10%ofgrade).ASSIGNMENT#2:BIO-PSYCHO-SOCIALASSESSMENTPAPER(30%ofgrade)Complete a bio-psycho-social assessment of a client or client system* with whom you arepresentlyworkinginthefield.Thepapershouldbe8-10pages,typeddouble-spaced.Pleasedisguisefullyallcasematerialandclear itsusewithyourfieldinstructor. Incorporateintothe
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paperaminimumof fourdifferent sourcesbeyond required readingsand includea referencepageofcitationsusingtheAPAPublicationManualstyle.ASSIGNMENT#3:(30%ofgrade-professor/peerevaluated)VIDEOROLEPLAYDuringthecourseofthesemester,studentswillworktogetheringroupsoftwoorthree.Thesesmallgroupswillbeusedtocreatevideoroleplaysthatwillallowstudentstointegratecoursematerialanddemonstrateclinicalskilldevelopment.Groupswillbedevelopedduringthefirsttwoweeksofclassaccordingtostudentneedsandinterests.ASSIGNMENT#4:(30%ofgrade)INTERVENTIONANALYSISPAPERThispaperisdueinWeek8andfocusesoncomparingtwointerventionapproaches.Thepapershouldbe8-10pageslong,typedanddouble-spaced.IncorporateintothepaperaminimumoffourdifferentsourcesbeyondrequiredreadingsandincludeareferencepageofcitationsusingtheAPAPublicationManualstyle.PolicyonLateSubmissionsandQuizzesEXPECTATIONS:1.Papersshouldbewrittenclearly.Inordertodothis,youneedtowrite,thenread,edit,andrewriteyourwork.Ifpossible,useeachothertohelpwithediting.2.Languageusedshouldnotbesexist,racist,orotherwisestigmatizing.Besensitivetoyouruseoflanguageinbothverbalandwrittenform.(Note:TheA.P.A.Manual-4theditionincludesasectiononuseoflanguagewhichyoumaywishtoconsult.)3.UsereferenceswhentheyareappropriatefollowingtheA.P.A.approvedformatforallreferences.4.Allpapersaredueonthescheduleddateunlesspriorarrangementshavebeenmadewithmeatleastoneweekinadvance.AssignmentsshouldbesubmittedthroughAssignmentstabonCanvas.Withoutpriorapproval,onelettergradewillbesubtractedforeachweek(orportionthereof)anassignmentisoverdue.CRITERIAFORGRADINGWRITTENMATERIAL:Ingrading,Iwillconsiderthefollowing:1. Theclarityandorganizationwithwhichyoupresentthematerial
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2. Thecompletenessofresponsetoeachpartoftheassignment.3. Yourintegrationoflearningfromvarioussources:theliterature,classdiscussions,fieldexperiencesandexamples,andpersonalexperiences.4. Thethoughtfulnessandcreativityinapproachingtheassignment.5.Theextentofyourowninvestigationandincorporationofprofessionalliteraturebeyondthecoursereadings.GradingrubricsforbothmajorpapersareavailableonCanvas.Examplevideoprojectswillalsobeavailable.*Ifyouhavespeciallearningneedsorrequirements,pleasemeetwithmetoarrangeappropriateaccommodationsasearlyaspossibleinthesemester.ClassParticipation
• Studentsareexpectedtoreadtheassignedweeklyreadings.Inordertoparticipatefullyinclassathoughtfulandthoroughreadingofthematerialisessential.
• Studentsareexpectedtoparticipateinallclassdiscussionsandactivities.
• StudentsareexpectedtoattendallTBDsynchronousclassmeetings.Ifthereisan
unusualcircumstance,studentsmustinformtheinstructorofthereasonfortheabsence.Synchronousclasseswillberecordedandavailableforreview.
QualityofpostingsBelowaredesiredattributesforaposting.• Abilitytosynthesizethemainconceptsfrominstructor,coursecontent,externalresources
andclasscommunity.• Useofpropergrammar.• Ideasareorganized,persuasiveandelevatetheoveralldialogue.• Opinionsaresubstantiated.• Demonstrationofcriticalorcreativethinking.• Evidenceofpreparation.QuantityofpostingsPerforum,five-sevenpostingsspreadoutoverthedurationoftheweek.Posting5timesinonesittingisnotacceptable.Whenyoucontributeoverseveraldays,youaremoreabletosynthesizeotherperspectivesandcontributetoanevolvingdiscussion.Agoodruleofthumbistopostearlyintheweekafteryouhavereviewedtherelatedmaterialsandreading.Allowotherstorespondandthenpostagainafterthedialoguehasdeveloped.
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XPoint XPoint XPoints
Promptnessandfrequency
Doesnotpost;postsmarginally.
Postingsarelateandrandom.
Postingsareearly,frequentandbetween[5-6]postings.
Grammar Grammarhasnotbeenchecked.
Poorgrammarortyposarefrequentinpostings.
Propergrammarisconsistentlyapplied.
Relevance Postingshavenorelevanceonthetopicorassignment.
Somepostingsarepertinenttotopicandassignment.
Postingsareconsistentlyconnectedtothetopicandassignmentandreflectstudent’spreparation.
Expression&OrganizationofIdeas
Ideasandoropinionsarenotorganized.
Somepostingsconveyclearideasandopinions.Otherpostingsarelackinginorganizationororiginalexpression.
Contributionsareclearlyarticulated;reflectunderstandingoftopic,substantiveinsightsandpersuasivelogic.
BuildingCommunity
Doesnotparticipateinlearningcommunity.
Irregularlydemonstratesinitiativeinaddingtothedialogueandcreatingcommunity.
Demonstratesconsistentinitiativeinbuildingcommunitythroughdiscussion.Demonstrates‘listening’topeersandelevatestheoverallqualityofthediscussion.
Etiquette• Divergentopinions.Academicdebateanddifferencesareembracedinhighereducation
andtheforumsinthiscourse.Bemindfulandrespectfulofhowyouarticulateadifferenceordivergentopinion.
• ‘Iagree’statements.Unsubstantiated‘Iagree’postswillnotcounttofinalparticipationgradewithoutarticulatedrationaletosupportopinion.
• Off-topicpostings.Discussionsoccasionalveeroff-topic.Thisisnormal.Thesepostswillnotcountandstudentsareaskedtostayon-topic.
• Longresponses.Gradeswillbeinfluencedbyanabilitytodemonstrateanunderstandingofthetopicorquestionandonone’sabilitytobeconcise.
StudenttoInstructorCommunicationExpectations
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Course Name: SW 930 ADVANCED GENERALIST PRACTICE III TermYear:August2017
MyScheduleIwillbeactiveintheCanvasclassareadaily,MondaythroughFriday.Iloginearlyinthemorningandonceintheevening.IfyoupostaquestionformeinaForum,anticipatearesponsewithin24-hoursorsooner.AlthoughIpreferyouemailmewithquestions.OnSaturday,Imaynotloginataregulartime.IfyoupostlateonFridayoranytimeSaturday,ImightnotresponduntilSundaymorning.HowtoReachMeQuestionsrelatedtoassignmentsorlearningshouldfirstbeasked,ifpossible,intherespectivediscussionforumsorblog.TheuseofemailisreservedforquestionsofaprivatenatureandorifyouwouldliketoschedulevirtualofficehoursorsendmeanemailandIwillrespondpromptly.Mycontactinformationisasfollows:Instructor:JuliaBurnsRiley,PhDSectionBB2-OnlinePhone:207-329-8900Location:ZoomE-mail:Julia.riley@unh.eduOfficeHours:ByappointmentorfollowingZoomclassesTechnicalRequirementsandTechnicalSupportSeewebsitelistingsforcurrentrecommendationsandrequirementsrelatedtothiscourse-http://unh.edu/eunh/technical-requirementsTechnicalassistancerelatedtoBlackboardisavailableathttp://unh.edu/eunh/student-resourcesUniversityDisabilityAccommodationsTheUniversityiscommittedtoprovidingstudentswithdocumenteddisabilitiesequalaccesstoalluniversityprogramsandfacilities.Ifyouthinkyouhaveadisabilityrequiringaccommodations,youmustregisterwithDisabilityServicesforStudents(DSS).ContactDSSat(603)862-2607ordisability.office@unh.edu.IfyouhavereceivedAccommodationLettersforthiscoursefromDSS,pleaseprovidemewiththatinformationprivatelyinmyofficesothatwecanreviewthoseaccommodations.AcademicHonestyandPlagiarismStudentsarerequiredtoabidebytheUNHAcademicHonestypolicylocatedintheStudentRights,Rules,andResponsibilitiesHandbook.Asyourinstructor,IproactivelymonitoracademicintegritythroughregularuseoftoolslikeSafeAssignandadiversifiedassessmentapproach.AllworksubmittedtoSafeAssignbecomeapartofaUNHproprietarydatabase.Thisisactivelyusedtoidentifyfutureintellectualpropertytheft.Plagiarismofanytypemaybegroundsforreceivingan“F”inanassignmentoran“F”intheoverallcourse.Plagiarismisdefinedas“theunattributeduseoftheideas,evidence,or
TEA CH IN G ON LIN E: UNH ON LIN E SYLLA BU S TEM PLA TE
8/31/17 ©2014UNHITAcademicTechnology 18
Course Name: SW 930 ADVANCED GENERALIST PRACTICE III TermYear:August2017
wordsofanotherperson,ortheconveyingthefalseimpressionthattheargumentsandwritinginapaperareyourown.”(UNHAcademicHonestyPolicy,09.3)Incidentsarereportedtotheschooldeanandmaybegroundsforfurtheraction.Ifyouhavequestionsaboutpropercitationrefertoyourdepartment’swritingguidelines.Youcancontactmeatanytimeonthisissue.Additionalresourcesarelocatedbelow:http://libraryguides.unh.edu/unhmcitingsourceshttp://www.library.unh.edu/reference/citation.shtmlNote:Thissyllabusissubjecttochange.Studentswillbepromptlynotifiedofanychanges.
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