University of Texas at Arlington SOCW 5304 - 001 (21497) Spring 2011

School of Social Work Social Work Generalist Micro-Practice Derrelynn Perryman, MSSW, LCSW, Adjunct FacultyOffice Hours: By appointmentOffice: Arlington Police Department, 620 W. Division, phone 817-459-5711, cell phone 682-552-4799 Class E-Mail dp2004@uta.edu Emergency E-Mail derrelynn.perryman@arlingtontx.gov (use this email address for messages on the day of class only)

Council on Social Work Educational Policy, Section 4.5 Social Work Practice:

Social work practice is anchored in the purposes of the social work profession and focuses on strengths, capacities, and resources of client systems in relation to their broader environments. Students learn practice content that encompasses knowledge and skills to work with individuals, families, groups, organizations, and communities. This content includes engaging clients in an appropriate working relationship, identifying issues, problems, needs, resources, and asset; collecting and assessing information; and planning for service delivery. It includes using communication skills, supervision, and consultation. Practice content also includes identifying, analyzing, and implementing empirically based interventions designed to achieve client goals; applying empirically based interventions designed to achieve client goals; applying empirical knowledge and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.

UTA-School of Social Work Definition of Evidence-Informed Practice:

Evidence-informed practice (EIP) is a guiding principle for the UTA-SSW. This approach is guided by the philosophy espoused by Gambrill (2006) and others who discuss evidence-based practice (EBP). Though many definitions of EIP/EBP saturate the literature, we offer two definitions that most closely define our understanding of the concept and serve to explicate our vision of EIP for the UTA-SSW: the use of the best available scientific knowledge derived from randomized, controlled outcome studies, and meta-analyses of existing outcome studies, as one basis for guiding professional interventions and effective therapies, combined with professional ethical standards, clinical judgment, and practice wisdom (Barker, 2003, p. 149). …..the integration of the best research evidence with our clinical expertise and our patient’s unique values and circumstances (Strauss, et al., 2005).

The UTA SSW vision statement states that the “School’s vision is to promote social and economic justice in a diverse environment.” Empowerment connects with the vision statement because, as Rees (1991) has pointed out, the very objective of empowerment is social justice. Empowerment is a seminal vehicle by which social justice can be realized. It could well be argued that true social justice cannot be realized without empowerment. Empowerment, anchored with a generalist base, directs social workers to address root causes at all levels and in all contexts, not simply “symptoms”. This is not a static process but an ongoing, dynamic process, a process leading to a greater degree of social justice and equality.

UTA-School of Social Work Definition of Empowerment:

UTA-School of Social Work accepts the following Definition of Empowerment:

In social work practice, the process of helping individuals, families, groups, and communities increase their personal, interpersonal, socioeconomic, and political strength and develop influence toward improving their circumstances (Barker, 2003, p. 249).

Graduate Catalog Course Description:

Introduces the basic skills and knowledge needed for direct social work practice including basic strategies and techniques involved with developing rapport, interviewing, assessing, and contracting with clients. History, ethics, and values of the social work profession are also emphasized. Required of all first-year students.

Purpose of the Course

Micro generalist practice is a Direct Practice course, one of the five major content areas in the School of Social Work. All social work graduates will be expected to employ the skills and techniques of social work generalist practice in their professional activities regardless of their area of concentration. Content presented in Direct Practice courses reflects a liberal arts foundation through the infusion of biologic, economic, historical, socio-political, anthropological, and philosophical considerations. Instruction clearly represents a generalist perspective to the delivery of direct social services to clients of all sizes in a complex social-environment. Knowledge of factors influential on the context of service delivery is included in direct practice instruction. Direct Practice courses are arranged on a two year schedule and reflect two levels of content: generalist and advanced. While all students are required to master both micro and macro practice skills in the first year, second year courses are designed for students who elect to concentrate their education either in administration and community practice or in direct practice in mental health or with families and children.

Educational Objectives Addressed:

SOCW 5304 addresses the following MSSW educational objectives:

Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly. [Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers:]

Attend to professional roles and boundaries Use supervision and consultation

Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments. [Social workers are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social workers:]

Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.

Analyze models of assessment, prevention, intervention, and evaluation

Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research. [Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers:]

Use research evidence to inform practice.

Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment. [Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being.

Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers:]

Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.

Educational Policy 2.1.10(a), (b), (c), and (d)—Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. [Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice]

Educational Policy 2.1.10(a)—Engagement: Social workers Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities.

Use empathy and other interpersonal skills; and Develop a mutually agreed-on focus of work and desired outcomes.

Educational Policy 2.1.10(b)—Assessment: Social workers Collect, organize, and interpret client data. Assess client strengths and limitations. Develop mutually agreed-on intervention goals and objectives; and Select appropriate intervention strategies.

Educational Policy 2.1.10(c)—Intervention: Social workers Initiate actions to achieve organizational goals. Implement prevention interventions that enhance client capacities. Help clients resolve problems. Negotiate, mediate, and advocate for clients; and Facilitate transitions and endings.

Educational Policy 2.1.10(d)—Evaluation: Social workers critically analyze, monitor, and evaluate interventions. This course relates to and advances the program objectives by including service based community learning activities such as assessment and interviewing assignments external to the classroom. In these activities students compare and synthesize learning experiences developed in the classroom. Students are afforded the opportunity to develop skills reflecting the social work professional value base along with awareness, sensitivity, and activity to address the mechanisms of oppression and discrimination. The interviewing assignments are designed also to promote the development of critical thinking.

Student Learning Outcomes:

By the end of the semester, students should be able to demonstrate the following knowledge areas in their class assignments, term papers, examinations, and group projects:

1. Demonstrate the foundation skills needed for generalist practice, e.g. collaboration, interviewing, assessment and planning change, evaluation of change objectives.

2. Demonstrate an understanding of the various roles a generalist social worker assumes, e.g. broker, enabler, mediator, educator, evaluator, case manager/coordinator, and advocate.

3. Describe the major components of referral, contracting, and documentation in generalist practice.

4. Discuss the relevance diversity of race, gender, class, gender identity, sexual orientation, religious orientation, and disabilities to generalist social work practice.

5. Acquire a beginning familiarity with the association between generalist practice and the community within organizational, economic and social justice, and socio-political environments.

6. Conceptually and operationally distinguish a range of interventions derived from various change methods. This includes the ability to develop and enhance learning skills, to define concepts in operational terms, to translate them into measurable units of social work interventions and practice skills.

Note: Course Syllabus Changes – The course instructor reserves the option to modify the course syllabus throughout the course by adding guest speakers, audio visual media, or supplemental materials and/or modify assignments or make substitutions so long as course objectives are met and the overall grading criteria are maintained.

Requirements:

Students are expected to participate actively in the teaching/learning process by asking questions, participating in discussions and actively voicing their views and opinions. Methods to be used include lectures, presentation, class exercises, role plays and live interview demonstrations, and exchange of ideas.

Required Textbooks and Other Course Materials:

1. Boyle, S. W., G.H. Hull, Jr., J.H. Mather, L.L. Smith, O.W. Farley, (2008) Direct practice in social work (2nd. Ed), Boston: Allyn & Bacon,.

2. Collins, D., & Jordan, C., Coleman, H. (2009). An Introduction to Family Social Work (3nd Ed). Belmont: Thomson Brooks/Cole.

Important Dates:

Apr 1 - Last day to drop classes

Mar 14 - Spring Vacation

May 2-Final Exam

READINGS/Assignment/Quiz Schedule

Quiz # QUIZ /DUE DATE

My Score

Introduction to Course; Get acquainted; Syllabus Review; Writing skills Web Links:

1. Writing Help and APA Guide Online: http://depts.washington.edu/sswweb/students/writehelp.html2. On-Line Study Skills Improvement Information http://www.sas.calpoly.edu/asc/ssl.html (Student learning outcomes 1,2,3,4,5,&6)

#1 Introduce psychosocial history format and discuss Psychosocial history assignment; Social Work Values; NASW Code of Ethics Boyle, et al., Chapter 1 “Direct Practice in Social Work.” Collins, et al.Chapter 1, “The Field of Family Social Work” Boyle, et al., Chapter 2 “Values, Ethics, and Ethical Dilemmas” NASW Code of Ethics(Student learning outcomes 1 &4)

#2 Theoretical perspectives on Practice/Systems theory Boyle, et al., Chapter 3, “Theoretical Perspectives on Direct Practice: An Overview” Collins, et al. Chapter 2,3, “What is Family”, “Family Systems” (Student learning outcomes 1,2,3,5 &6)

#3 The Helping Process – Engagement Phase Boyle, et al., Chapter 4 “Basic Skills for Engagement” Collins, et al. Chapter 5 “The Beginning Phase” (Student learning outcomes 1,2,4, &6)

#4 The Helping Process–The Assessment Phase, Discuss Genogram assignment Boyle, et al., Chapter 5, “Knowledge and Skills for Assessment” Collins, et al. Chapter 7,8 “Qualitative Family Assessment”, “Quantitative Assessment” (Student learning outcomes 1,3,4 &6)

#5 The Helping Process – Treatment Planning and Theoretical Approaches to Intervention Boyle, et al., Chapter 6,7 “Knowledge and Skills for Planning” “Knowledge and Skills for Intervention” (Student learning outcomes 1,2,3,4,5,&6)

#6 The Helping Process – Intervention and the Family Life Cycle Boyle, et al., Chapter 8, “Developing Client Coping Skills” Collins, et al. Chapter 9 “Family Development and the Life Cycle” (Student learning outcomes 1,2,3,4,&6)

#7 The Helping Process – Strengths Perspective, Discussion of the Strengths Perspective Paper Assignment Boyle, et al., Chapter 9 “Empowerment and Strengths- Based Practice” Collins, et al. Chapter 6 “Family Strengths and Resilience” (Student learning outcomes 1,2,3,4,5,&6)

#8 The Helping Process – Intervention Boyle, et al., Chapter 10 – “Strengthening Family Functioning” Collins, et al. Chapter 10, 11 – “Family Systems Interventions”, “The Intervention Phase” (Student learning outcomes 1,2,3,4,&6)

#9 The Helping Process – Group Work, Exercise, Discussion of Interviewing Skills Presentation Assignment Boyle, et al., Chapter 11 – “Improving Group Functioning” (Student learning outcomes 1,4 &6)

#10 The Helping Process, Boyle, et al., Chapter 12, 13 – “Direct Practice in the Larger Environment”, “Knowledge and Skills for Evaluation” (Student learning outcomes 1,2,3,4,5&6)

#11 The Helping Process – Interventions with Couples and Families, Collins, et al. Chapter 12, 13 – “Interventions at the Child and Parental Levels”, “Interventions with Couples and Gender Sensitive Intervention” (Student learning outcomes 1,3,4&6)

#12 The Helping Process – Termination Boyle, et al Chapter 14 “Knowledge and Skills of Termination” Collins, et al. Chapter 14 “The Termination Phase” (Student learning outcomes 1,2,3,4,&6)

Quiz Total

Psychosocial History/Assessment-

Genogram

Strengths Perspective Paper

Strengths Perspective Group Grade

Final Exam Group Score

My TOTAL Points

GRADING SCALE:

Quiz Points 120 Psychosocial 35Genogram 20Strengths Paper 80Final Exam 80Participation 15

Total Possible 350

350 315 A314 279 B278 243 C242 207 D206 below F

*The instructor reserves the right to add up to five (5) additional points to the final grade for strong attendance and participation if those points would make a difference between letter grades in the final total. If a student has missed more than one class period for any reason, the student will not be eligible for these possible extra points.

Descriptions of major assignments and examinations with due dates:

1. Psychosocial History/Assessment -35 points

Students will complete a psychosocial history on an individual of their choice (who is not a personal contact) using the format provided by the instructor. Assignment will be discussed in class.

2. Genogram -20 points

Students will complete a genogram of their own family utilizing a format presented in class. An example of a genogram may be found on page 358 of the Boyle, et al text. An additional example/description may be found on pages 174-181 of the Collins, et al text. This paper may be submitted as a paper copy.

3. Strengths Perspective Paper 80 points (total points for paper AND group presentation)

Students are expected to write a paper which utilizes a strengths perspective approach to evaluation and intervention with a family. Students will use a fictitious family to be assigned in class. The class will be divided into groups and each group will be assigned a family . This is a “theoretical meets practice” paper. The student will write the paper independently. The paper should be 4-6 pages in length. This assignment will be discussed in class. In addition to the individual written assignment, the student will present their paper to their assigned group, discussing the family in the context of the Strengths Perspective. Each group will collaborate and create a presentation to be given to the entire class. Students will be prepared to answer questions about their presentations in class.

Note: All written assignments will be graded for content as well as grammar, spelling, punctuation, etc.

4. Comprehensive Course Examination 80 points (60 points group score, 20 points individual contribution)

Students will demonstrate their knowledge attainment and understanding of material covered in course readings, class lectures, and class exercises through performance on a comprehensive exam. The exam will be an oral, group final, the format will be discussed in class prior to the exam.

5. Reading Quizzes- 10 points each (120 points total)

There will be short, multiple choice/true false quizzes given over each reading assignment. Students need to bring 3 x 5 cards to class to record their answers to the quiz questions, which will be presented orally and in PowerPoint slides. There are no make ups for quizzes. Students may complete extra credit assignments to make up quiz points missed.

6. Class Participation -15 points

In social work, we are participants within our environment, not just simply consumers. We believe in our own potential to grow through our interaction with others and to positively impact the growth of others through our presence. With this in mind, attendance and participation in class are seen as essential. Attendance is the most important factor in your class participation grade. If you miss class repeatedly, expect to see it reflected in your class participation grade. Punctuality is important, as well. Participation in class can come in several forms, including verbal participation;, attentive listening to others; interest in class activities; interest in, respect for, and encouragement of the opinions of others, especially when they are dissimilar to your own;, demonstrating the willingness to speak up when you have a point to make, a question or a disagreement; being prepared to give and accept feedback; and willingness to work with your colleagues. Students will fill out a self assessment of participation to be turned in on the last day of class. The form for this assessment can be found at the end of the syllabus.

Attendance Policy:

1. Students are expected to attend all class sessions, be on time, and stay until the completion of the class.

2. Students are to complete reading assignments and be prepared to participate in class discussions and small group activities.

4. Assignments are to be completed correctly at the time of submission. No papers or assignments may be resubmitted once a grade is given.

5. Any disruption of the classroom learning environment (through actions in or out of class) will result in the identified student(s) being required to leave the class, without possibility of being readmitted, and cancellation of class work scores for the disrupted class session(s), with a recorded failing semester grade.

6. All graduate students have ascribed to the NASW code of ethics at admission and are responsible for adhering to standards of professional conduct with colleagues/faculty and elsewhere in the graduate program.

7. Please turn off all electronic devices during class time as a courtesy to both the professor and fellow students. This includes but is not limited to cell phones, ipods, text messaging devices. Laptop computers may not be used for taking notes or for any other reason during class, unless approved by the instructor. Failure to comply with this expectation will result in dismissal from the course for the semester.

Attendance is taken via the quizzes. If a student arrives at class after the quiz has been completed, the student should turn in a blank card with name and date in order to be counted present.

Drop Policy:

If you chose to drop the class, you have the responsibility to complete the paperwork according to the University’s schedule. Not doing so may result in a failing grade.

Incomplete grades: A grade of incomplete will be given only in the case of extreme circumstances.

Americans With Disabilities Act:

The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation; reference Public Law 92-112 - The Rehabilitation Act of 1973 as amended. With the passage of federal legislation entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on providing this population with the same opportunities enjoyed by all citizens.

As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www.uta.edu/disability. Also, you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364.

Academic Integrity:

It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University.

"Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." (Regents’ Rules and Regulations, Series 50101, Section 2.2)

Student Support Services Available: The University of Texas at Arlington provides a variety of resources and programs designed to help students develop academic skills, deal with personal situations, and better understand concepts and information related to their courses. These resources include tutoring, major-based learning centers, developmental education, advising and mentoring, personal counseling, and federally funded programs.

For individualized referrals to resources for any reason, students may contact the Maverick Resource Hotline at 817-272-6107 or visit www.uta.edu/resources for more information.

Librarian to Contact:

The Social Sciences / Social Work Resource Librarian is John Dillard. His office is in the Social Work Electronic Library (SWEL) located in Building A: Suite 111 of the UTA Social Work Complex at 211 South Cooper Street, Arlington, Texas. He may also be contacted via E-mail: dillard@uta.edu or by Cell phone: (817) 675-8962, or through the SWEL phone: (817) 272-7518. His SWEL office hours are usually: 10:00 am to 6:00 pm, Monday through Thursday. The SWEL web page is linked to the School of Social Work Main Page and through the Central Library web page. The SWEL library contains a number of computer work stations and printing facilities, and resource guides for conducting research.

E-Culture Policy:

The University of Texas at Arlington has adopted the University email address as an official means of communication with students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and graduation may be sent to students through email.

All students are assigned an email account and information about activating and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. There is no additional charge to students for using this account, and it remains active as long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly.

PRINTING POLICY:

Assignments are to be turned-in for evaluation and grade in electronic format as requested unless instructed otherwise . Printing of digital or online course materials, other than paper handouts provided by the instructor, is the responsibility of the student.

Digital or emailed assignments are the preferred method of submitting assignments. Printing allowances for students per course semester are permitted through the Library Pharos system. Faculty members are also limited in printing capacity and cannot cover the print costs for enrolled students.

Make-up Exam/Assignment Due Date Policy:

You will be allowed to take the course exam, if scheduled, on a different date only if you have a valid and verifiable excuse (excuses will be confirmed) for missing the exam and have made previous arrangements with the professor. Pre-scheduled events (weddings, volunteer projects, vacation, employer based events, etc.) will likely not qualify as justification. No excuse will be accepted for submitting a course project (s) or assignment late. Midnight on the date due

is considered the cutoff for submitting assignments online on time. Five (5) points per week or part of a week will be deducted for assignments submitted after the due date.

Guidelines for All Written Work. Grading criteria for written work include: thoroughness, logical development of points, clarity of written expression, application of theory/ readings from the course and from independent research, and appropriateness of the product to the topic chosen. All assignments must be typed . No handwritten work will be accepted. Each sentence or part of a sentence must be entirely in the student's own words (paraphrased), unless a direct quotation is indicated by the use of quotation marks and page numbers. All sources of words or ideas must be attributed by citation. Failure to do so constitutes failure to meet the assignment.

VERY IMPORTANT: In order to receive credit for written assignments, the assignment MUST follow these guidelines. Please name your paper (when you save it) using your last name and the title of the paper (ex: Gibson Strengths Paper.docx, Martinez Extra Credit 2.docx, etc.) This will insure your paper is easy to find when placed in an electronic folder with everyone else’s papers.

PLEASE send in MS Word format, not Word Perfect or other formats.

If submitting your paper via email, use the file name as the subject line.

Extra Credit Assignments:Except as otherwise noted, you may turn in extra credit assignments at any time up to two weeks before

the last day of class. All extra credit papers are to be typed and written in APA format. Spelling, punctuation, and grammar will be graded. No points will be granted for a paper that has more than

three (3) grammatical or spelling errors.

You may turn in extra credit papers for no more than 15 total points, maximum.

1. Current Events as they relate to social work: 5 points each (3 articles maximum)

You may write up to 3 short reaction papers based on an article, editorial, or blog post related to particular topics. The instructor will suggest sources for blogs or editorials Students may select the topics to write about. Each paper needs to follow the format below:

1. APA style, with cover sheet and running head2. No more than ½ page summarizing the article 3. 2 ½ to 3 pages discussing the following:

a. Social problem discussed and the potential role for social workers in addressing the problem. b. Individuals or groups who are or could be potentially affected c. Involved parties’ perspectivesd. Potential policy changes or modifications surrounding this issue and the potential impacts on

different populationse. Your personal reaction (you may use First Person in this section ONLY).

4. Attach a copy of the article/editorial/post5. VERY IMPORTANT- when you save your paper, you MUST give it a title in the following format: Last

name, article#, month&day (example- perryman-article#1-10-07). Attach your paper to an email to me with the same thing in the subject line of the email. Articles are due by the beginning of class via email. Do not give me hard copies of these assignments.

2. Volunteer for a Day: Locate a volunteer opportunity that will allow you to spend at least 4 hours doing volunteer work. Your volunteer work must be work that serves people and puts you in contact with people. Write a 3-5 page paper on your experience. Ask the instructor if you need help with locating a place to volunteer. Up to 10 points.

3. Guest Speaker Reaction Paper: Write a 2-3 page paper about your reaction to and thoughts about the presentations given by one of the guest speakers we have in class. Include references from the text that relate what the speaker discussed to your readings. Up to 5 points. Must be turned in within one week of the speaker’s presentation. Please indicate whether it’s okay to share your paper with the speaker.

4. You’ll just have to come to class to find out… The instructor may give out additional extra credit assignments in class. If you are not present when the extra credit assignment is given, you will not be eligible for that assignment, (although you may do any of the other extra credit assignments on this list).

Bibliography.

A selected list of articles, books, book chapters, dissertations, videos, and other materials that might be of interest to students looking for information about social work practice issues may be found online:

https://library.uta.edu/guidesBibls/gbSocialWorkPractice.jsp

Much of the material listed here is either owned by or accessible via the UT Arlington Library and more than half of the items listed are available Full text online to UT Arlington students and faculty.

A Selected Course Resource Bibliography

(Including Original Sources)

American Psychiatric Association. (2000). Diagnostic & Statistical Manual of Mental Disorders (5th ed.). Washington, D.C.: American Psychiatric Association. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart, & Winston. Beck, A. T. (1967). Depression: Clinical, experimental, and theoretical aspects. New York: Harper & Row. Bloom, M., Fischer, J., & Orme, J. G. (1998). Evaluating practice: Guidelines for the accountable professional. Englewood Cliffs, NJ: Prentice-Hall. Brislin (1994). Intercultural communication training. Thousand Oaks, CA: Sage. Carkhuff, R. R. (1993). The art of helping VII (7th ed.). Amherst, MA: Human Resource Development. Coady, N., & Lehmann, P. (Eds.). (2008). Theoretical perspectives in direct social work practice: An eclectic-generalist approach (2nd Edition). New York: Springer. Cole, C. J. (1996). Practical guide to DSM IV diagnosis and treatment. Huntington Beach: Cole. Compton, B., & Galaway, B. (1999). Social work process (6th ed.). Belmont, CA: Wadsworth. Corey, G, Corey, M.., & Callanan, P. (1998). Issues and ethics in the helping professions (5th ed.). Belmont, CA: Wadsworth. Cournoyer, B. (1996). The social work skills workbook (2nd ed.). Belmont, CA: Wadsworth. Davis, L., & Proctor, E. (1996). Race, gender, and class. Englewood Cliffs, NJ: Prentice Hall. Devore, W., & Schlesinger, E. G. (1998). Ethnic sensitive social work practice (5th ed.). Boston: Allyn & Bacon. Edelwich, J & Brodsky, A. (1991). Group counseling for the resistant client: A practical guide to group process. Lexington, MA: Lexington Books. Egan, G. (1998). The skilled helper: A problem-management approach to helping (6th ed.). Pacific Grove, CA: Brooks/Cole. Evans, D.R., Hearn, M. T., Uhlmann, M. R., & Ivey, A. E. (1998). Essential interviewing (5th ed.). Belmont, CA: Wadsworth. Fischer, J. (1976). The effectiveness of social casework. Springfield, IL: Charles C. Thomas. Fischer, J. (1978). Effective casework practice. New York: McGraw Hill. Frances, K., & Kish, M. (1997). Supportive interviewing in human service organization: Fundamental skills for gathering information and encouraging productive change. Springfield: Charles C. Thomas. Franklin, C., & Jordan, C. (1999). Family Practice: Brief systems in social work: Belmont, CA: Wadsworth. Gambrill, E. (1997). Critical thinking in clinical practice. San Francisco: Allyn and Bacon. Gambrill, E, & Pruger, R (Eds.). (1997). Controversial issues in social work, values, and obligations. Boston: Allyn and Bacon. Germain, C., & Gitterman, A. (1996). The life model of social work practice (2nd ed.). New York: Columbia University. Goldenberg, H., & Goldenberg, I. (1998). Counseling today’s families (3rd.). Belmont, CA: Wadsworth. Haynes, K. S., & Holmes, K. A. (1994). Invitation to social work. New York: Longman.

Hepworth, D. H., Rooney, R., & Larsen, J. A. (1997). Direct social work practice: Theory and skills (5th ed.). Pacific Grove, CA: Brooks/Cole. Hoffman, K. S., & Sallee, A. L. (1994). Social work practice: Bridges to change. Boston: Allyn & Bacon. Ivanoff, A, Blythe, B J & Tripodi, T (1994). Involuntary clients in social work practice: Research-based approach. New York: Aldine De Gruyter. Jordan, C., & Franklin, C. (1995). Clinical assessment: Quantitative and qualitative methods. Chicago, IL: Lyceum Books. Kanfer, F. H., & Goldstein, A. P. (1992). Helping people change (4th ed.). New York: Pergamon. Kavanagh, K H, & Kennedy, P. H. (1992). Promoting cultural diversity: Strategies for health care professionals. Thousand Oaks, CA: Sage. Kazdin, A. E. (2000). Behavior modification in applied settings (6th ed.). Belmont, CA: Wadsworth. Knapp, M. L., & Miller, G. R. (1994). Handbook of interpersonal communication (2nd ed.). Thousand Oaks, CA: Sage. Locke, D. C. (1998). Increasing multicultural understanding (2nd ed.). Newbury Park: Sage. Loewenberg, F., & Dolgoff, R. (1996). Ethical decisions for social work practice (5th ed.). Itasca, IL: F. E. Peacock. Lum, D. (2000). Social work practice and people of color: A process-stage approach (4th ed.). Belmont, CA: Wadsworth. Marger, M. N. (1999). Race and ethnic relations: American and global perspectives (5th ed.). Belmont, CA: Wadsworth. Mayadas, N.; Watts, T. D., & Elliott, D. (Eds.) International handbook on social work theory and practice.Westport: Greenwood. McMahon, M. O. (1993). Advanced generalist practice with an international perspective. Englewood Cliffs, NJ: Prentice-Hall. Middleman, R. R., & Wood, G. G. (1990). Skills for direct practice in social work. New York: Columbia university Press. Miley, K. K., O’Melia, M., & DuBois, B. L. (1997). Generalist social work practice: An empowering approach (2nd ed.). Boston: Allyn & Bacon. National Association of Social Workers (1996). Code of ethics of the National Association of Social Workers. Washington, DC: NASW Press. Okum, B. F. (1996). Effective helping: Interviewing and counseling techniques (5th ed.). Pacific Grove: Brooks/Cole. Paniagua, F. A. (1998). Assessing and treating culturally diverse clients: A practical guide (2nd ed.). Thousand Oaks, CA: Sage. Pedersen, P. B., Draguns, J. G., Loner, W. J., & Trimble, J. E. (1995). Counseling across cultures (4th ed.). Thousand Oaks, CA: Sage. Rose, S. R. (1998). Group work with children & adolescents: Prevention & intervention in school & community systems. Thousand Oaks, CA: Sage. Rothman, J &Sager,J S (1998). Case management:Integrating individual and community practice(2nd ed.).Boston:Allyn&Bacon. Sheafor, B. W., Horejsi, C. R., & Horejsi, G. A. (1999). Techniques and guidelines for social work practice (5th ed.). Needham Heights, MA: Allyn & Bacon. Shulman, L. (1984). The skills of helping: Individuals, groups, and communities (4th ed.). Itasca, IL: F. E. Peacock. Shulman, L. (1991). Interactional social work practice: Toward an empirical theory. Itasca, IL: F. E. Peacock. Simon, B. L. (1994). The empowerment tradition in American Social Work. New York: Columbia University Press. Strom-Gottfried, K. S., & Corcoran, K. (1998). Confronting ethical dilemmas in managed care: Guidelines for students and faculty. Journal of Social Work, 34(1), 109-119. Sue, D. W., & Sue, D. (1999). Counseling the culturally different: Theory and practice (3rd ed.). New York: John Wiley. Timms, N. (1983). Social work values: An inquiry. Boston: Routledge & Kegan Paul.

Student Self Evaluation of Participation

You will complete a self-evaluation relative to you class attendance, preparation, and participation. This will be turned in on the last class day. Please do not complete prior to this time. Please respond honestly when evaluating yourself.

1. Attendance: It is expected that students attend each class session. In the event that a student is unable to attend a session due to illness, emergency or special circumstances, he or she is expected to notify the instructor. If at all possible, notification should occur prior to the particular class session the student will be missing. Students should arrive to class on time. Arriving and departing early is disruptive to the class. Arriving or departing in excess of one/half hour is considered attendance for one half of the class.

1) How many session have you been absent? ______

2) How many sessions did you arrive late for class? _______

3) How many sessions did you depart early from class? ______

2. Preparation: It is expected that students will complete reading assignments and be sufficiently prepared to discuss readings in class. Students are encouraged to discuss readings with peers, classmates, and instructor. Students are encouraged to consult additional readings and read recommended articles when time allows.

1) I completed all of the assigned readings prior to each session approximately (check one):

_____100% of time

_____99-90% of time

_____89-80% of time

_____79-70% of time

_____less than 70% of time

2) I felt adequately prepared to discuss the readings at each session (check one)

_____all of the time

_____most of the time

_____some of the time

_____rarely

_____never

3) In order to prepare for class sessions, I typically (check all that apply):

_____Reread required materials more than once

_____Read recommended materials

Identify materials:___________________________________

_____Read supplemental materials other than recommended ones

Identify materials:___________________________________

_____Read notes from prior class sessions

_____Made written note of any questions I had

3. Participation: It is expected that students will contribute to the maintenance of a healthy learning environment. It expected that all course participants (students and instructor) would respect the dignity of one another. It is expected that students actively participate in class discussions and exercises.

1) I actively participated in classroom discussions (check one):

_____all of the time

_____most of the time

_____some of the time

_____rarely

_____never

Briefly describe your classroom discussion participatory efforts:

2) I was respectful and supportive of the rights of participation of my student peers in the class (check one):

______always

______almost always

______occasionally

______rarely

3) I was respectful and supportive of the rights of participation of the instructor in the class (check one):

______always

______almost always

______occasionally

______rarely

4) I feel I contributed to a healthy classroom learning environment (check one):

_____yes

_____no

Briefly provide some key examples that support your response:

5) On at least one occasion, I detracted from a healthy classroom learning environment by texting on my phone during class:

_____yes

_____no

6) On at least one occasion, I detracted from a healthy classroom learning environment by using my computer for something other than that directly related to the class:

_____yes

_____no

SUMMARY:

1. Attendance: Based upon your responses to items (1) through (3), enter a number between 0 and 5 as your score for attendance:______

Briefly justify this score:

2. Preparation: Based upon your responses to items (4) through (7), enter a number between 0 and 5 as your score for preparation:______

Briefly justify this score:

3. Participation: Based upon your responses to items (8) through (13), enter a number between 0 and 5 as your score for participation:______

Briefly justify this score:

Enter your total score (add the 3 scores above)_______