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SW 430/530 GENERALIST PRACTICE: FAMILIES Department of Social Work Spring, 2011 3 credits

Section I. Tuesdays/Thursdays 9:00 – 10:15 Lommen 93 Section II: Tuesdays/Thursdays 1:30 – 2:45 Lommen 93 Sue Peterson, M.S.W. Office Hours: Assistant Professor M: 9:30 AM –12:30 PM; 3:00-4:30 PM Phone: 477-4001 T/TH: 3:00 – 4:30 PM E-mail: smpete@mnstate.edu F: 12:00 Noon – 1:00 PM * other times by appointment

Mission Statement of the MSUM School of Social Work Consistent with the mission of this upper Midwest teaching university, and the Education Policy and Accreditation Standards (2008) of the Council on Social Work Education, the MSUM School of Social Work educates competent entry-level social work professionals with the core knowledge, values, and skills necessary to engage in ethical and empowerment-based generalist practice with all people in a dynamic and diverse society. Graduates are prepared to promote planned change and advance social and economic justice, and human rights, locally, nationally, and globally.

School of Social Work Teaching and Learning Philosophy The School of Social Work faculty are committed to creating a student-centered class environment that promotes a community of learning and encourages honest dialogue, critical thinking, and respect for diversity in culture, values, and opinions. The School’s faculty employ diverse teaching strategies to meet the various learning styles and needs of students which include, but are not limited to: lecture presentations, class discussions, writing assignments, lab experiences, videos, constructive interaction with guest speakers, simulations, role plays, and various additional formal and informal class activities and processes. Synthesis, integration, and application of knowledge and skills garnered from the various readings, lecture, discussions, and interactive exercises constitute significant learning opportunities for students.

The School strives to cultivate a caring environment for our students, which means we "honor their humanity, hold them in high esteem, expect high performance from them, and use strategies to fulfill their expectations" (Gay, 2000, p. 46). The School also believes that students come to class with knowledge and experience that, if shared, can enhance the learning process of everyone, including the instructors. To engage and challenge each individual, it is necessary to know students as people, so therefore instructors acknowledge that each individual comes to class with their own set of abilities, motivations, attitudes, goals, and cultural backgrounds. Getting to know these various facets of our students allow us to excel as instructors because we utilize and capitalize on students’ knowledge, skills, talents, and resources to make the classroom more interesting, dynamic, applicable, and personal.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press

Program Goals With a liberal arts foundation, MSUM SSW graduates are prepared for entry-level professional generalist social work practice. Further, graduates are prepared to continue their formal education in social work or another graduate discipline. Thus, MSUM SSW graduates will be prepared to: 1. Engage in evidence-based, entry-level social work practice with individual, families, groups, organizations, and communities within local, national, and global multicultural societies [EP2.1.1, EP2.1.3, EP2.1.6, EP2.1.8, and EP2.1.10];

2. Practice within the principles, values, and ethics that guide the social work profession [EP2.1.2 and EP2.1.3]; 3. Influence social policies in order to alleviate poverty, oppression, and social and economic injustice as well as advocate for human rights [EP2.1.3, EP2.1.4, EP2.1.5, EP2.1.6, and EP2.1.8]; 4. Identify and affect the bio-psycho-social, spiritual, and cultural functioning of people [EP2.1.7, and EP2.1.9]; and 5. Evidence practice from a culturally-sensitive perspective that recognizes and appreciates diverse cultures, particularly those that differ from one's own [EP 2.1.4].

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A. CURRICULAR CONTEXT: The MSUM School of Social Work defines generalist practice as the critical application of an eclectic knowledge base, professional values, and a wide range of culturally competent skills to a planned change process at any system level. All of the social work practice courses utilize the generalist practice planned change intervention model as the basis for social work on all levels: individuals, families, groups, communities, and organizations. Generalist Practice: Families is the second course in the methods sequence in the social work curriculum. Pre-requisites: SW 330 Co-requisites: SW 400 and 420 B. CATALOG DESCRIPTION Generalist social work practice utilizes the problem solving model with focus on the knowledge, values, and skills for working with families. C. COURSE DESCRIPTION: This course is designed to give students beginning competency skills and knowledge in generalist social work practice using the Generalist Intervention Model with families. The family as a whole is viewed as the client system and is the unit of attention. An ecological perspective and systems view of practice is used. Intervention theories and practice skills are studied and applied. The course builds on knowledge grounded in the liberal arts studies, including courses such as Developmental Psychology (Psych 202), Introduction to Sociology (Soc 110), Social Psychology (Soc 120), Human Biology (Biol 104), Multicultural Studies (MCS), and Women’s Studies (WS) courses. This course draws from the knowledge and skills learned in SW 330 and SW 400, as well as interviewing and assessment skills from SW 420.

D. COURSE COMPETENCIES: Upon satisfactory completion of this course, and as a result of personal commitment to learning, students will:

1. identify as a professional social worker and conduct oneself accordingly (EP 2.1.1.); 2. apply critical thinking skills to inform and communicate professional judgments (E.P. 2.1.3) by analyzing and

applying information via simulated role-plays and case simulations; 3. apply social work ethical principles to guide professional practice (E.P. 2.1.2) and understand the value base of

social work practice as defined by the National Association of Social Workers (NASW) Code of Ethics; (EP 2.1.2) 4. engage diversity/difference in practice s in relationship to working within a family context (E.P. 2.1.4); 5. understand the forms of oppression and discrimination and to learn how to advance human rights and social and

economic justice in relationship to family systems; (EP 2.1 5); 6. engage in research-informed practice and practice-informed research (E.P. 2.1.6); 7. utilize conceptual frameworks to guide the processes of engagement, assessment, intervention, and evaluation; (EP 2.1.7); 8. explore the influence of the changing roles of women and men on family relationships; 9. explore and understand “use of self” in working with family systems; (EP 2.1.1)

10. explore their own families of origin and recognize how family histories and personal value systems may influence them in working with families and how to manage those personal values in a way that allows professional values to guide practice; and, (EP 2.1.2);

11. apply knowledge of human behavior and the social environment (E.P. 2.1.7); 12. engage in policy practice to advance social and economic well-being and to deliver effective social work services

(E.P. 2.1.8); 13. respond to contexts that shape practice (E.P. 2.1.9); 14. develop an understanding about the appropriate use of supervision and consultation . (EP 2.1.1); and, 15. engage, assess, intervene, and evaluate with families (E.P. 2.1.10).

E. BOOKS REQUIRED:

Hull, G. H. & Mather, J. (2006). Understanding generalist practice with families. Belmont, CA: Brooks/Cole. Other reading as assigned.

F. ON RESERVE: (Most items on this list can be accessed through http://www.mnstate.edu/voeller/peterson.htm)

Chan, J.G. (2003). An examination of family-involved approaches to alcoholism treatment. The Family Journal,11(2), pp. 129-138. (Can be retrieved at http://tfj.sagepub.com/content/11/2/129)

Corbet, S. (2001). When Debbie met Christina, who then became Chris. The New York Times Magazine, October

14, 2001, pp. 84-87.

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Corrigan, P. W., (1997). Behavior therapy empowers persons with severe mental illness. Behavior Modification, 21(1), pp. 45-61. (Can be retrieved at: http://bmo.sagepub.com/content/21/1/45

Delgado-Romero, E.A. (2001). Counseling a Hispanic/Latino client—Mr. X. Journal of Mental Health Counseling,

Vol. 23(3).

Early, T. & GlenMaye, L. (2000). Valuing families: Social work practice with families from a strengths perspective. Social Work, Vol. 45, No. 2.

Graybeal, C. (2001). Strengths-based social work assessment: Transforming the dominant paradigm. Families in

Society: The Journal of Contemporary Human Services, Vol. 82(3). Ho, K.M., & Keiley, M.K. (2003). Dealing with denial: A systems approach for family professionals working with

parents of individuals with multiple disabilities. The Family Journal: Counseling and Therapy for Couples and Families,11(3), pp. 239-247.

Hodge, D. R. (2005). Developing a spiritual assessment toolbox: A discussion of the strengths and limitations of

five different assessment models. Health and Social Work, 30(4), pp. 314-323.

Morales, L. & Scales, T.L. (2002). Ya Me Voy! Spirituality and religion in social work practice. Alexandria, VA: Council on Social Work Education, Inc.

Morrow, D.F. (January–March 2004). Social work practice with gay, lesbian, bisexual, and transgender

Adolescents. Families in Society. New York; Jan-Mar. 85(1).

Nassar-McMillan, S.C. (2003). Counseling Arab Americans: Counselor’s call for advocacy and social justice. Counseling and Human Development. Vol. 35(5).

Neimeyer, R.A., & Currier, J.M. (2009). Grief therapy: evidence of efficacy and emerging directions. Association

for Psychological Science, (18)6, pp. 352-356. (Can be retrieved at: http://web.mac.com/neimeyer/Home/Scholarship_files/GT%20CD%20pub.pdf) Rangarajan, S., & Kelly, L. (2006). Family communication patterns, family environment, and the impact of parental

alcoholism on offspring self-esteem. Journal of Social and Personal Relationships, 23(4), pp. 655-671. (Can be retrieved at: http://spr.sagepub.com/content/23/4/655) Rose, S. (2000). Reflections on empowerment-based practice. Social Work,

Vol. 45(5). Schnitzer, P. (1996, October). They don’t come in! Stories told, lessons taught about poor families in therapy.

American Journal of Orthopsychiatry, 66(4). Sun, A. (1999). Starting where the client is in alcoholism counseling. Alcoholism Treatment Quarterly, Vol. 17(3).

Walker, J & Lee, R. (1998). Uncovering strengths of children of alcoholic parents. Contemporary Family Therapy,

20(4). Williams, E. & Ellison, F. (1999). Culturally informed social work practice with American Indian clients:

Guidelines for non-Indian social workers. Multicultural Issues in Social Work, Washington D.C.: NASW Press. http://www.deathreference.com/Gi-Ho/Grief-and-Mourning-in-Cross-Cultural-Perspective.html http://www.deathreference.com/Gi-Ho/Grief-Counseling-and-Therapy.html

G. BIBLIOGRAPHY:

Assessment: Constable, R., and Lee, D. ((2004). Social work with families. Chicago: Lyceum.

Cournoyer, B. R. (2011). The social work skills workbook. (6th ed.) Belmont, CA: Wadsworth.

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Herbert, M. & Harper-Dorton, K. V. (2002). Working with children, adolescents, and their families. Chicago: Lyceum.

Holman, A. (1983). Family Assessment: Tools for understanding and intervention. Newbury Park, CA: Sage.

Lukas, S. (1993). Where to start and what to ask: An assessment handbook. New York: W.W. Norton & Co. McGoldrick, M., Gerson, R., & Shellenberger, S. (1999). Genograms: Assessment and intervention. New York: W. W. Norton & Co., Inc. Norman, E. (Ed.), 2000. Resiliency enhancement. NY: Columbia University Press. Price, S. J., Price, C. A., & McKenry (2010). Families and change: Coping with stressful events and transitions. Thousand Oaks, CA: Sage Publishing.

Generalist Intervention Planned Change Model: Chang, V., Scott, S., & Decker, C. (2009). Developing helping skills: A step-by-step approach. Belmont, CA: Brooks/Cole.

Collins, D., Jordan, C., & Coleman, H. (2010). An Introduction to Family Social Work. (3rd ed.). Belmont, CA: Brooks/Cole.

Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K., & Larsen, J. (2010). Direct social work practice: Theory and skills. (8thed.). Pacific Grove, CA: Brooks/Cole.

Kilpatrick, A. & Holland, T. (2003). Working with families: An integrative model by level of need. (3rd ed.) Boston, MA: Pearson. Kirst-Ashman, K.K. & Hull, G.H. (2008). Understanding Generalist Practice (5th ed.). Pacific Grove, CA: Brooks/Cole. Krogsrud Miley, K., O’Melia, M., DuBois, B. (2011). Generalist social work practice: An empowering approach. (6th ed.). Boston, MA: Pearson Education, Inc. Maluccio, A., Pine, B., & Tracy, E. (2002). Social work practice with families and children. West Sussex, NY: Columbia University Press. Murphy, B. & Dillon, C. (2008). Interviewing in action in a multicultural world. Belmont, CA: Thompson Brooks/Cole. O’Hare, T. (2009). Essential skills of social work practice: Assessment, intervention, and evaluation. Chicago, IL: Lyceum Books, Inc. Ragg, M.D. (2006). Building family practice skills: Methods, strategies and tools. Belmont, CA: Brooks/Cole.

Diversity:

Canda, E. & Furman, L. (1999). Spiritual diversity in social work practice. New York: The Free Press. Comstock, D. (Ed.), (2005). Diversity and development: Critical contexts that shape our lives and relationships. Belmont, CA: Brooks/Cole. Coontz, S. (Ed.), (1999). American families: A multicultural reader. New York: Routledge. Devore, W. & Schlesinger, E. (1999). Ethnic-sensitive social work practice. (5th ed.). Needham Heights, MA: Allyn & Bacon. Lehr, V. (1999). Queer family values: Debunking the myth of the nuclear family. Philadelphia, PA: Temple University Press.

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Mason, M., Skolnick, A., & Sugarman, S. (eds). (2003). All our families. (2nd ed.). New York: Oxford University Press. Minuchin, P., Colapinto, J., Minuchin, S. (1998). Working with families of the poor. New York: The Guilford Press. Rothenberg, P. S. (2008). White privilege: Essential readings on the other side of racism. (3rd ed.). New York: Worth Publishers. Woodman, N. (1992). Couple counseling with lesbian women. Case Studies in Social Work Practice. Belmont, CA: Wadsworth.

Zinn, M. & Eitzen, D. S. (1999). Diversity in families (5th ed.). New York: Addison-Wesley. Theories: Coady, N. & Lehmann, P. (Eds.). (2008). Theoretical perspectives for direct social work practice: A generalist-eclectic approach. (2nd ed.). New York: Springer Publishing Co., LLC.

Constable, R., and Lee, D. (2004). Social work with families. Chicago: Lyceum.

Crain, W. (2000). Theories of development (4th ed.). NJ: Prentice-Hall.

Hartman, A. & Laird, J. (1983). Family-centered social work practice. New York: The Free Press.

Hepworth, D., Rooney, R., & Larsen, J. (2002). Direct social work practice: Theory and skills. (6th ed.). Pacific Grove, CA: Brooks/Cole.

Rubin, L. (1994). Families on the fault line. New York: HarperCollins Publishers. Saleebey, D. (Ed). (1997). The strengths perspective in social work practice. (2nd ed.). NY: Longman Publishers USA. Walsh, F. (1993). Normal family processes. (2nd ed.) New York: The Guilford Press. White, J. & Klein, D. (2002). Family Theories (2nd ed.). Thousand Oaks, CA: Sage Self-Reflection, Self Awareness, and Use of Self: Hick, S. (2009). Mindfulness and social work. Chicago: Lyceum. Hick, S. and Bien, T. (2008). Mindfulness and the therapeutic relationship. New York: The Guilford Press. Reupert, A. (2007). Social worker’s use of self. Clinical Social Work Journal, 35(2), 107-116. Policy: Butterfield, A. K., Rocha, C. J., & Butterfield, W. H. (2010). The dynamics of family policy. Chicago, IL: Lyceum Books, Inc.

H. ACADEMIC INTEGRITY:

All assignments and exams must be original work. Students are expected to abide by the NASW Code of Ethics (see www.naswdc.org) and university policies regarding to integrity and plagiarism. See the University’s Student Handbook for information on the University’s classification of academic dishonesty and the repercussions for engaging in such actions. The website is: http://www.mnstate.edu/sthandbook/policiesprocedures/academichonesty.cfm.

I. STUDENT ACCOMMODATIONS: Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Director of Disability Services at 477-2131 (Voice) or 1-800-627-3529 (MRS/TTY), CMU 114 as soon as possible to ensure that accommodations are implemented in a timely fashion.

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J. FLOOD STATEMENT: Spring flooding in the Red River Valley can be challenging. Often floods require sandbagging and levee building, even temporary evacuation. A spring flood emergency may require us to adjust our class schedule, alter our instructional delivery, work independently, and perhaps make special accommodations for students in extraordinary situations. To be notified of any emergency, I strongly encourage each of you to enroll in the E2Campus emergency notification system (http://www.mnstate.edu/security/ ) which will notify students about class cancellations and other emergency related information. Should a significant flood emergency occur that interrupts university processes, we will proceed with instruction to the extent possible.

K. TEACHING METHODS: Methods will include but are not limited to: lecture presentations, discussion of assigned readings, videos, constructive interaction with guest speakers, simulation exercises, and various formal and informal class exercises and processes. Synthesis, integration, and application of knowledge and skills garnered from readings and discussion of simulations and role-plays during class will constitute significant learning opportunities.

L. ASSIGNMENTS:

In all classroom exercises, written reflective assignments, the family of origin paper, discussions, and any other learning processes, your evaluation will be based on your grasp of key concepts, your analysis and critical thinking, clarity in expression – both verbal and written, and your synthesis and application of content to your personal and professional development. Proofread your written work carefully.

Family of Origin Project

The purpose of this project is to increase each student’s awareness of the impact that family of origin has on working with families and to provide students with experience in utilizing various assessment tools. This project involves developing a family genogram and writing a family of origin assessment. Students will gather data about their families of origin in the form of a genogram, (going back three generations from their great grandparents’ generation to the student), a structural map, and an eco-map. (A free copy of GenoPro can be downloaded at http://www.genopro.com. The AncestryLibraryEdition program is a helpful tool to access census records. There are additional genealogy resources at the MSUM library and at www.larl.org. Based on students’ learning in this and other classes, hypotheses will be created in regards to how individual backgrounds and personal values will impact future practice as a social worker. The paper should include theoretical frameworks that support your hypotheses. It should also include appropriate information related to biological, psychological, sociological, cultural and spiritual influences. This will include, but not be limited to: birth order; socioeconomic status; health issues (including alcoholism, mental illness, chronic illness, etc.); stresses and important events in different developmental stages of the family; roles; rules; rituals; independence and individuation of individual members; issues related to intimacy; individual life events, such as learning problems, abuse, moves, etc.). See grading sheet for more information. The paper is not graded based on what happened to the individual student, but the hypotheses created about how family history, values, identity, etc. might affect future social work practice, and the theoretical accuracy on which the hypotheses are created. This paper is NOT just a family history, and little written description of the family history is required. Sufficient data should be shared in each area to show that your hypotheses have some basis. Thus, this paper is NOT just a summary of facts, but an ANALYSIS and SYNTHESIS of what those facts may translate into as it relates to practice with families. Students’ ethical responsibility is to examine individual values, and values about families that answer questions such as: What will you as a social worker bring to the client system (both positive and negative) that may influence your work with families (i.e., values, attitudes, biases, personal family background and experiences), and how will you make use of the positive influences and guard against negative influences in practice? These statements should go beyond “I will understand and be sensitive to ________.” The influences may be factors such as “Since I have had difficulty standing up to male authority figures, I might have problems confronting older male clients, resulting in allowing systems to remain stuck when the issue is related to a male dominated family.” OR “I find that I am not sensitive to mothers who are controlling, as it brings me back to the same feelings of being stuck that I felt in my own family. Therefore, I might tend to see the mother as the problem, even if the mother is responding to the family’s need to have someone in control.” The family of origin papers, including the assessment tools used, will be no more than 12 pages in length. (The genogram, ecomap, and structural map each count as one page each). Papers should be professionally written, checked for grammar and spelling. No papers will be accepted if there are streaks or coffee/soda/food stains on the pages; copied on the back of old papers; print that is too light to read, or with inappropriate font and margins. Please turn in your papers on time and in class on the date due. Papers turned in within 24 hours of the due date and class time will be given ½ credit for

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the paper. Papers turned in after that time will not be accepted. Please use Times New Roman 12 pt. font. In addition, The Write-Site is an excellent resource to help students improve their writing skills. A link to their services and their hours of operation is: http://www.mnstate.edu/write/faqs.htm

M. SW530 – GRADUATE STUDENT ENROLEES: Graduate students, at the outset of the semester, must arrange an additional project with the instructor in order to achieve course work appropriate for graduate credit.

N. COURSE REQUIREMENTS AND GRADING:

Student Performance. As a member of this class, you are expected to complete all reading assignments by their due date, attend all classes, and in general take full responsibility for your learning. A student should not be enrolled in a course if other obligations will interfere with getting to class regularly and punctually. It is also expected that you will encourage classroom discussion and promote the inclusion and participation of other students in all aspects of course activity. Students can contribute to the development of a constructive learning environment by listening to the ideas and views of others. This will sometimes include learning to understand and appreciate viewpoints and experiences that are not like your own. This course is designed to assist you with not only accumulating new information, but also with development of the skills of critical thinking, communication, and cooperative learning. Openly expressing your ideas and opinions and helping others to do the same will enhance everyone's ability to articulate thoughts, contribute to intellectual debate, and learn collaboratively. Some students might have to be “on call” for their employers. If this is the case, please put your cell phones on the “vibrate” mode to avoid disturbing others in the class. Please turn off cell phones and any other electronic devices during class if you are not required to be “on call.”

Instructor Performance. I believe it is my responsibility to help create a class environment which promotes learning and which encourages honest dialogue, debate, and respect for diversity in culture, values, and opinions. I believe that students come to class with knowledge and experience that, if shared, can enhance the learning process of everyone, including myself. I will come to class prepared, I will work to promote interesting and informative discussion, and I will begin and end the class on time. I am committed to a fair and honest grading system and am open to feedback if that commitment is in question. In addition, I will be available by phone for questions, concerns, or suggestions for class improvement, and will meet with students whenever necessary and possible.

MSUM Absence Policy Students are expected to attend all class meetings unless they are ill or officially excused as the result of participation in a university function. However, faculty members may or may not take roll in their classes, and they may or may not lower the marks of students for the sole reason of unexcused absences. As a point of clarification, if a student has an unexcused absence for a class session during which an examination or other graded exercise is scheduled and the student has more unexcused absences than the number of times the class meets each week, this policy permits the faculty member to reduce the student’s grade for the sole reason of the unexcused absences and for failure to complete the graded assignment.

For practice courses that I teach, and in accordance with University policy, I reserve the right to drop a student’s grade for unexcused absences and failure to complete graded assignments. Because Social Work is a professional program, attendance is critical; therefore, four or more absences will result in a failed grade for the course.

The grading scale for this class is as follows:

A+ Reflects excellent comprehension of course content; ability to link readings with class

discussions and personal experience at high level; includes creative involvement with material

96-100

A Meets all requirements with very high quality 93-95

A- Meets nearly all requirements of the course with high quality

90-92

B+ Reflects good comprehension of most course content; consistent linkage of readings, discussion and experience

87-89

B Reflects good but uneven comprehension of course content; linkage or integration of readings, discussion and experience inconsistent

83-86

B- Reflects good but uneven comprehension of course content; lack of linkage or integration of readings, discussion and experience

80-82

C+ Reflects passing but uneven comprehension of course content; lack of linkage or integration of readings, discussion and experience

77-79

C 73-76

C- 70-72

D+ 67-69

D

D-

F

63-66

60-62

59 or below

Percentage Points Examination, Assessment, and 10 quizzes* 60% 240 Family of Origin Paper 25% 100 Attendance and class participation 10% 40 (also includes presentations of articles) Time Line 5% 20 Total 100% 400

*The lowest two quiz scores will be dropped so grades will be figured based on the student’s highest 8 quiz scores

Exams, the assessment paper, quizzes, and in-class activities will help to measure whether or not course and class practice behaviors and objectives have been met. The Family of Origin and assessment paper will assist in:

• measuring students’ analysis of their own families of origin and their awareness of how family histories and values may influence their working with families, and how to manage their personal values so professional values guide their practice(EP 2.1.2.1);

• distinguishing, appraising, and integrating multiple sources of knowledge, including research-based knowledge, and practice wisdom (EP 2.1.3.1);

• recognizing culture’s structures and values my oppress, marginalize, alienate, or create or enhance privilege and power (EP 2.1.4.1)

• recognizing and communicating their understanding of the importance of difference in shaping life experiences (EP 2.1.4.3;and,

• understanding the forms and mechanisms of oppression and discrimination (EP 2.1.5.1). The time line will assess the students’ ability to appropriately utilize a type of assessment tool that helps to identify historical aspects of family development, including pileups that may impact a family’s life. Role plays and additional in-class activities will help to assess practice behaviors EP 2.1.10.1-7; EP 2.1.10.9-13; EP 2.1.1.2-4; EP 2.1.1.6;EP 2.1.2.1-4; EP 2.1.3.1 – 3; EP 2.1.4.1-4; EP 2.1.5.1-3; EP 2.1.6.1-2; and)EP 2.1.7.1-2;

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Tentative Class Schedule

SW 430/530: Generalist Practice: Families Session 1 Topic: Introductions; Overview of the Syllabus; Discussion of Generalist Practice 1/11 Learning objectives:

1. To identify key sources of the social work knowledge base. 2. To begin to know classmates and instructor and identify how they can be resources in learning about

social work with families. 3. To discuss roles, objectives, and the historical context of the family social worker

• Autobiography handout • Strengths/Limitations Exercise

Session 2 Topic: The Family: Yesterday, Today, and Tomorrow 1/13 Learning objectives:

1. To explore the influence of the changing roles of women and men on family relationships. 2. To become familiar with the history of family practice 3. To identify future directions for social work with families 4. To identify the various family structures and functions of the family

Practice behaviors: 1. To recognize/manage personal values so professional values guide practice (EP 2.1.2.1) 2. To gain self-awareness to eliminate the influence of personal biases and values in working with diverse groups (EP 2.1.4.2) 3. To recognize and communicate their understanding of the importance of difference in shaping life and to recognize the importance of difference in shaping life experiences (EP 2.1.4.3).

• Required Reading: Hull & Mather (H & M), Chapter 1 and Chapter 14 Video: Why Do We Marry?

• Skills Building: Handout: Thomlison and Collins et.al exercises: These activities will help to recognize, assess, and manage one’s own personal values so professional values can guide practice and gain self-awareness to eliminate biases (EP 2.1.2.1; EP 2.1.4.2)

• Skills Building: Discussion of the video will allow students to identify some family forms, become more familiar with changing roles, the convention of marriage, and their own personal values on marriage and the family (EP 2.1.4.3; EP 2.1.4.4)

Session 3 Topic: Systems Theory and the Generalist Intervention Model (GIM) 1/18 Learning objectives:

1. To acquire knowledge and skills for generalist practice with families (structure of practice) from a systems and ecological framework, and using the Generalist Intervention Model.

Practice behaviors: 1. To use conceptual frameworks to guide assessment and intervention (EP 2.1.7.1) 2. To apply knowledge to understand person and environment ( EP 2.1.7.2)

• Required reading: H & M, pp. 31 - 34; review pp. 19-23 •Skills Building: Jane Percy Exercise (handout) (EP 2.1.7.1, EP 2.1.7.2, EP 2.1.2.1, EP 2.1.2.2)

• Self-control assignment (handout) (EP 2.1.1.2 & 2.1.1.3) JQUIZ 1, CHAPTER 1

Session 4 Topic: The Family System: A framework for working with families 1/20 “A family is more than the sum of its individual parts.”

Learning objectives: 1. To discuss and understand family systems theory

Practice behaviors: 1. To use conceptual frameworks to guide assessment and intervention (EP 2.1.7.1) 2. To apply knowledge to understand person and environment (EP 2.1.7.2)

• Required reading: Review H & M, p. 12 and pp. 31 - 34 •Time Line assignment (EP 2.1.7.1)

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Sessions Topic: Family Theories 5 ,6,7 Practice behaviors: 1/25, 1/27, 2/1 1. To distinguish, appraise, and integrate multiple sources of knowledge, including research-based

knowledge, and practice wisdom (EP 2.1.3.1) 2. To critically analyze multiple theoretical approaches that inform assessments, goals, and intervention

strategies. (EP 2.1.3.2) ●Required reading: H & M, Chapter 2 and pp. 164-177 in Chapter 7

• Skills building: Students will analyze and discuss various theoretical approaches through case studies and through discussion of the video (EP 2.1.3.1, EP 2.1.3.2)

• Video: “Theories” Session 8 Topic: The Family’s Developmental Stages 2/3 Learning objectives:

1. To become familiar with stages of family development, possible cultural variations, and issues that may arise during these stages

2. To learn to use a timeline as an assessment tool. Practice behaviors: 1. To recognized that culture’s structures and values may oppress, marginalize, alienate, create, or

enhance privilege and power (EP 2.1.4.1) 2. To use conceptual frameworks to guide assessment and intervention (EP 2.1.7.1)

• Required reading: H & M pp. 79-85 and review pp. 9 – 11, and article “Reflections on Empowerment-based Practice” (Rose) on reserve.

Sharing of Time Lines & self-control hand out (EP 2.1.1.2; 2.1.1.3; 2.1.7.1) ASSIGNMENT: Complete double-entry journal entry on Rose article (due 2/8) and self-control assessment for participation points

• Skills building: The journal assignment will allow students the opportunity to demonstrate recognition of power, privilege, oppression, and empowerment. (EP 2.1.4.1, EP 2.1.4.3)

Session 9 Topic: Applying Ethically Informed Practice 2/8 Practice behaviors:

1. To understand the value base and ethical standards of social work practice as defined by the National Association of Social Workers (NASW) Code of Ethics. (EP 2.1.2.1-4)

2. To recognize/manage personal values so professional values guide practice (EP 2.1.2.1) • Required reading: Visit the web at: www.naswdc.org for Code of Ethics, and “Reflections on Empowerment-based Practice (Rose) on reserve.

Discussion of values/ethics and Rose article • Turn in Double-entry journal entry on Rose article

J QUIZ 2, CHAPTER 2

Session 10 Topic: “Getting Started” and Characteristics of a Healthy Family 2/10 Learning objectives:

1. To begin building on the bio-psycho-social-cultural-spiritual model of assessment across the lifespan to create multi-dimensional interventions using a strengths-based perspective.

2. To identify and discuss the risk factors that increase the vulnerabilities of families and the protective factors that help to promote resiliency in families.

3. To identify ways that social systems and policies influence families’ health and well-being. Practice behaviors: 1. To use conceptual frameworks to guide assessment and intervention (EP 2.1.7.1) 2. To apply knowledge to understand person and environment (EP 2.1.7.2) 3. To recognize that culture’s structures and values may oppress, marginalize, alienate, or create or

enhance privilege and power (EP 2.1.4.1) 4. To gain sufficient self-awareness to eliminate the influence of personal biases and values in working

with diverse groups (EP 2.1.4.2) 5. To recognize and communicate their understanding of the importance of difference n shaping life

experiences (EP 2.1.4.3) 6. To understand the forms and mechanisms of oppression and discrimination (EP 2.1.5.1) 7. To advocate for human rights and social and economic justice (EP 2.1.5.2) 8. To engage in practices that advance social an economic justice (EP 2.1.5.3)

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9. To advocate for client access to SW services (EP 2.1.1.1) 10. To analyze policies that advance social well-being (EP 2.1.8.1) 11. To distinguish, appraise, and integrate multiple sources of knowledge, including research-based

knowledge, and practice wisdom (EP 2.1.3.2) • Required reading “Valuing Families…” (Early & GlenMaye) on reserve

Session 11 Topic: Engagement and Assessment 2/15 Learning objectives:

1. To build on the skills needed to develop appropriate client-worker relationships 2. To build on the bio-psycho-social-cultural-spiritual model of assessment across the lifespan to create

multi-dimensional interventions using a strengths-based perspective 3. To develop skills in collecting and assessing information using the Generalist Intervention Model 4. To learn how to assess family structure and to utilize a structural map as an assessment tool 5. To gain understanding about the use of self

Practice behaviors: 1. To substantively and effectively prepare for action with families (EP 2.1.10.1) 2. To use empathy and other interpersonal skills (EP 2.1.10.2) 3. To develop a mutually agreed-on focus of work and desire outcomes (EP 2.1.10.3) 4. To collect organize and interpret client data (EP 2.1.10.4) 5. To assess client strengths and limitations (EP 2.1.10.5) 6. To develop mutually agreed-on intervention goals and objectives (EP 2.1.10.6) 7. To select appropriate intervention strategies (EP 2.1.10.7) 8. To use conceptual frameworks to guide assessment and intervention (EP 2.1.7.1) 9. To apply knowledge to understand person and environment (EP 2.1.7.2) 10. To practice personal reflection/self-correction (EP 2.1.1.2) 11. To attend to professional roles and boundaries (EP 2.1.1.3) 12. To demonstrate professional demeanor (EP 2.1.1.4) 13. To use supervision/consultation (through role play) (EP 2.1.1.6)

• Required reading: H & M Chapter 3, review pp. 35 - 36 • Skills Building: Structural maps/Continued discussion from previous class session and role play (EP 2.1.7.1 & 2; EP 2.1.10.1 -7)

Skills building: “Stop, aware, be” exercise (2.1.1.2, EP 2.1.10.1 - 2) Session 12 First Exam (Includes videos, lectures, reading assignments) (Sessions 1 – 11) 2/17 Session 13 Topic: Engagement and Assessment 2/22 Learning objectives:

1. To build on the bio-psycho-social-cultural-spiritual model of assessment across the lifespan to create multi-dimensional interventions using a strengths-based perspective.

2. To build on the skills needed to develop appropriate client-worker relationships. 3. To develop skills in collecting and assessing information using the Generalist Intervention Model. 4. To identify cultural variables that may affect the quality of communication and family engagement and

strategies to address them. 5. To apply critical thinking to inform and communicate professional judgments

Practice behaviors: 1. To develop a mutually agreed-on focus of work and desire outcomes (EP 2.1.10.3) 2. To collect organize and interpret client data (EP 2.1.10.4) 3. To assess client strengths and limitations (EP 2.1.10.5) 4. To develop mutually agreed-on intervention goals and objectives (EP 2.1.10.6) 5. To select appropriate intervention strategies (EP 2.1.10.7) 6. To use conceptual frameworks to guide assessment and intervention (EP 2.1.7.1) 7. To apply knowledge to understand person and environment (EP 2.1.7.2) 8. To recognize that culture’s structures and values may oppress, marginalize, alienate, or create or

enhance privilege and power (EP 2.1.4.1) 9. To gain sufficient self-awareness to eliminate the influence of personal biases and values in working

with diverse groups (EP 2.1.4.2) 10. To recognize and communicate their understanding of the importance of difference in shaping life

experiences (EP 2.1.4.3) 11. To view themselves as learners and engage those with whom they work as informants (EP 2.1.4.4)

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• Required reading: H & M Chapters 4 & 5, “Strengths-Based Social Work Assessment….”(Graybeal), and “Assessing Client Strengths” (McQuaide & Ehrenreich) on reserve

•Video: Assessing Family Strengths § Discussion of articles/video/lists

• Assignment: Write a one word summary on EITHER the Graybeal OR the McQuaide & Ehrenreich articles). ( EP 2.1.3.1-3; EP 2.1.6.2; EP 2.1.10.1 – 7) Due 3/1

JQUIZ 3, CHAPTER 3 Session 14 Topic: Family Assessment 2/24 Learning objectives:

1. To use an ecological approach when assessing families 2. To learn about various types of tools to utilize in collecting data 3. To use an ecomap as an assessment tool 4. To review a social network map

Practice behaviors: 1. To use conceptual frameworks to guide assessment and intervention (EP 2.1.7.1) 2. To apply knowledge to understand person and environment (EP 2.1.7.2) 3. To collect organize and interpret client data (EP 2.1.10.4)

• Required reading: H & M review pp. 119-120 • Skills Building: Ecomaps (can view an eco-map at

http://www.interpersonaluniverse.net/ecomap.html ) (EP 2.1.7.2) Video: “Multigenerational…” (EP 2.1.7.1-2)

Session 15 Topic: Assessment 3/1 Learning objectives: 1. To understand how to construct and interpret assessment tools such as a genogram Practice behaviors:

1. To collect organize and interpret client data (EP 2.1.10.4)

• Required reading: Review H & M, pp. 118 - 119 Watch “What’s Eating Gilbert Grape?” (Take notes for your assessment!) (EP 2.1.10.3-6)

JQUIZ 4, CHAPTER 4 Assignment due TODAY: One word summary on ONE of the reserve articles

(See session 13 assignment) (EP 2.1.3.1-3; EP 2.1.6.2)

Sessions Topic: Assessment/Planning/Implementation 16, 17, 18 Learning objectives: 3/3 1. To discuss the need to understand, affirm, and respect cultural and personal 3/8 diversity when working with families. 3/10 2. To understand the importance of culturally and spiritually sensitive assessment, planning, and in those

and other helping stages 3. To learn to write an assessment summary, goals, and action steps

Practice behaviors: 1. To recognized that culture’s structures and values may oppress, marginalize, alienate, create, or enhance privilege and power (EP 2.1.4.1) 2. To gain self-awareness to eliminate the influence of personal vises and values in working with diverse families (EP 2.1.4.2)

3. To recognize and communicate their understanding of the importance of difference in shaping life experiences (EP 2.1.4.3)

4. To view self as learner and engage those with whom they work as informants (EP 2.1.4.4) 5. To understand the forms and mechanisms of oppression and discrimination (EP 2.1.5.1) 6. To collect, organize, and interpret client data (EP 2.1.10.4) 7. To assess client strengths and limitations (EP 2.1.10.5) 8. To develop goals and objectives (EP 2.1.10.6) 9. To select appropriate intervention strategies (EP 2.1.10.7)

10. To help clients resolve problems (EP 2.1.10.10) 11. To help negotiate, mediate, and advocate for clients (EP 2.1.10.11)

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• Skills building: Students will develop/and later discuss a Case Plan/Assessment Summary based on the “What’s Eating Gilbert Grape?” video. (EP 2.1.10.1-8)We will finish watching the video on 3/3/11 and the paper is DUE 3/8/11! This is worth 80 points! In addition, students will learn more about the use of Culturalgrams and spiritual assessments. (EP 2.1.4.3 & 4). Students will also demonstrate their ability to understand forms of oppression/discrimination and recognize power, privilege, and oppression within the case study and family of origin papers (EP 2.1.4.1 – 4)

• Required reading: H & M, pp. 147 – 153 in Chapter 6 and reserve articles.

JQUIZ 5, CHAPTER 5 on 3/8

ASSIGNMENT: Presentation of articles. Each student will sign up to discuss one of the following articles and teach the content to the class. When preparing to teach the articles, answer the following questions:

§ What is the main thesis of each article? What do you REALLY want the class to know? (EP 2.1.3.1-2, EP 2.1.1.5)

§ What important lesson(s) did you learn from these articles? (EP 2.1.1.2, EP 2.1.3.1-2) § In what ways do these articles increase your understanding about working with diverse families?

(Be specific!) (EP 2.1.4.1-4) § How did these articles help you recognize how your own values, opinions, and judgments could be an

influence when working with families who might be different than your own? (EP2.1.1.2, 2.1.2.1-4) § In what ways do these articles assist you in engagement, assessment, and intervention with families? (Be

specific!) (EP 2.1.10.1-11) § Reflections, recommendations, additional comments? (EP 2.1.1.2)

§ Additional questions for Hodge article only: What are the implications (ethical, etc.) for social work practice

when incorporating spirituality in your work? What social work values should be considered? (EP 2.1.2.1-3, EP 2.1.1.2, EP 2.1.4.1-4)

They Don’t Come In (Poverty) __________________________

__________________________ Culturally Informed Social Work Practice __________________________ (Native American) __________________________ Counseling a Hispanic/Latino Client __________________________

__________________________

Counseling Arab-Americans… __________________________ __________________________

Social work practice with gay, lesbian, bisexual, and transgender adolescents __________________________ __________________________

Developing a Spiritual Assessment Toolbox __________________________ __________________________

Ya Me Voy! Spirituality and religion __________________________

in social work practice __________________________

Grief and mourning (2 websites and __________________________ Neimeyer & Currier article) __________________________ http://www.deathreference.com/Gi-Ho/Grief-and-Mourning-in-Cross-Cultural-Perspective.html

http://www.deathreference.com/Gi-Ho/Grief-Counseling-and-Therapy.html

SPRING BREAK MARCH 14 – 18, 2011

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Session 19 Topic: Family Interventions/Planning and Implementation 3/22 Learning objectives:

1. To learn how to use assessment information to help plan interventions with diverse family systems. 2. To use critical thinking skills when applying intervention strategies and evaluating effectiveness in

simulated role plays and/or case simulations. 3. To develop a plan through a simulated activity.

To begin to examine your own family of origin and become aware of how family histories and value systems might be an influence when working with families.

4. To understand the basic foundations of evidence-based practice 5. To learn specific intervention techniques such as reframing

Practice behaviors: 1. Develop mutually agreed-on interventions goals and objectives (EP 2.1.10.6) 2. Select appropriate intervention strategies (EP 2.1.10.7) 3. Implement prevention interventions the enhance client capacities (EP 2.1.10.9) 4. Help clients resolve problems (EP 2.1.10.10) 5. Negotiate, mediate, and advocate for clients (EP 2.1.10.11) 6. Recognize that culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power (2.1.4.1) 7. Recognize and communicate understanding of the importance of difference in shaping life experiences (EP 2.1.4.3) 8. Demonstrate effective oral and written communication in working with families and colleagues (EP 2.1.3.3) 9. Practice personal reflection/self-correction (EP 2.1.1.2) 10. Recognize/manage personal values so professional values guide practice (EP 2.1.2.1) 11. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom (EP 2.1.3.1) 12. Use research evidence to inform practice (EP 2.1.6.2)

• Required reading: H & M, Chapter 6 and Corrigan, P. W., (1997). Behavior therapy empowers persons with severe mental illness. Behavior Modification, 21(1), pp. 45-61. (Can be retrieved at: http://bmo.sagepub.com/content/21/1/45) and on reserve.

• Skills Building: Role play/simulation (Geraldine) and plan development (discussion of plans developed in class). (EP 2.1.3.3, EP 2.1.10.6-7, EP 2.1.10.9-11, EP 2.1.4.1, EP 2.1.4.3, EP 2.1.1.2, EP 2.1.2.1)

JQUIZ 6, CHAPTER

NO CLASS MARCH 24, 2011 – Finish working on FOO Paper Session 20 Topic: Families and Chemical Dependency 3/29 Learning objectives:

1. To gain an understanding of the effects of substance abuse on families 2. To be able to identify some of the dynamics presented in families affected by substance abuse and

recognize own personal values in regards to families dealing with chemical dependency issues 3. To discuss how social service agencies can meet needs of families dealing with substance abuse

Practice behaviors: 1. Recognize/manage personal values so professional values guide practice (EP 2.1.2.1) 2. Recognize and communicate understanding of the importance of difference in shaping life experience (EP 2.1.4.3) 3. To use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1) 4. To apply knowledge to understand person and environment (EP 2.1.7.2) 5. To integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom

(EP 2.1.3.1) 6. To analyze policies that advance social well-being (EP 2.1.8.1) • Required reading: 1) Walker, J & Lee, R. (1998). Uncovering strengths of children of alcoholic parents. Contemporary Family Therapy, 20(4). 2) Sun, A. (1999). Starting where the client is in alcoholism counseling. Alcoholism Treatment Quarterly, 17(3). 3) Rangarajan, S., & Kelly, L. (2006). Family communication patterns, family environment, and the impact of parental alcoholism on offspring self-esteem. Journal of Social and Personal Relationships, 23(4), pp. 655-671.

(Can be retrieved at: http://spr.sagepub.com/content/23 4) Chan, J.G. (2003). An examination of family-involved approaches to alcoholism treatment. The Family Journal,11(2), pp. 129-138. (Can be retrieved at http://tfj.sagepub.com/content/11/2/129)

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•Guest Speaker: Kelly English, Share House ASSIGNMENT: Write a 2-3 page reflection, synthesizing and comparing and contrasting the 2 of the 4 articles. Your grade will depend on your depth, substance, and your professional writing skills in this paper, as this will count as one of your quizzes. DUE: 4/5 (EP 2.1.7.1, EP 2.1.3.1)

Session 21 Topic: Evaluation, Termination and Follow-Up 3/31 Learning objectives:

1. To use the steps of termination and follow-up 2. To learn how to evaluate practice by deciding what measure to use and where and when to obtain

measures via a case study 3. To learn how research is used to help provide quality services, initiate change, improve practice and

policy, and evaluate practice related to working with families. 5. To gain understanding about the use of self. (EP 2.1.1. 2- 6)

Practice behaviors: 1. Facilitate transitions and endings (EP 2.1.10.12) 2. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13) 3. Use practice experience to inform scientific inquiry (2.1.6.1) 4. Use research evidence to inform practice (2.1.6.2) 5. Practice personal reflection/self-correction (EP 2.1.1.2) 6. Attend to professional roles and boundaries (EP 2.1.1.3) 7. Demonstrate professional demeanor (EP 2.1.1.4)

• Required reading: H & M, Chapter 8 • Skills Building: Measuring and evaluating change/Goal Attainment Scale

• Skills Building: Termination and Follow-Up

FAMILY OF ORIGIN PAPERS AND REFLECTIONS FROM SESSION 20 (which COUNTS AS QUIZ #7) ARE DUE TODAY – 4/5/11

Session 22 Topic: The Dance of Change: Change and Resistance 4/5 Learning objectives:

1. To increase understanding of client “resistance” and its relationship to change 2. To practice skills in a simulation where a client is resistant to change 3. To review and evaluate effectiveness of a plan

Practice behaviors: 1. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1) 2. Apply knowledge to understand person and environment (EP 2.1.7.2) 3. Prepare for action with families (2.1.10.1) 4. Use empathy and other interpersonal skills (2.1.10.2) 5. Develop a mutually agreed-on focus of work and outcomes (EP 2.1.10.3) 6. Collect, organize, and interpret client data (EP 2.1.10.4) 7. Assess client strengths and limitations (EP 2.1.10.5) 8. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10.6) 9. Select appropriate intervention strategies (EP 2.1.10.7) 10. Implement prevention interventions the enhance client capacities (EP 2.1.10.9) 11. Help clients resolve problems (EP 2.1.10.10) 12. Negotiate, mediate, and advocate for clients (EP 2.1.10.11) 13. Facilitate transitions and endings (EP 2.1.10.12) 14. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)

•Video: “Resistant Client” JQUIZ 8, CHAPTER 7

Session 23 Topic: Gay and Lesbian Families 4/7 Learning objectives: 1. To learn to define, design, and implement strategies with diverse family forms

2. To understand, affirm, and develop respect for cultural and personal diversity 3. To discuss how social service agencies can meet needs of diverse groups 4. To discuss intersectionality

Practice behaviors: 1. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1) 2. Apply knowledge to understand person and environment (EP 2.1.7.2)

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3. Prepare for action with families (2.1.10.1) 4. Use empathy and other interpersonal skills (2.1.10.2) 5. Develop a mutually agreed-on focus of work and outcomes (EP 2.1.10.3) 6. Collect, organize, and interpret client data (EP 2.1.10.4) 7. Assess client strengths and limitations (EP 2.1.10.5) 8. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10.6) 9. Select appropriate intervention strategies (EP 2.1.10.7) 10. Implement prevention interventions the enhance client capacities (EP 2.1.10.9) 11. Help clients resolve problems (EP 2.1.10.10) 12. Negotiate, mediate, and advocate for clients (EP 2.1.10.11) 13. Facilitate transitions and endings (EP 2.1.10.12) 14. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)

15. Gain self-awareness to eliminate the influence of personal biases and values win working with diverse families (EP 2.1.4.2)

16. Recognize and communicate understanding of the importance of difference in shaping life experiences (EP 2.1.4.2)

17. View self as learner and engage those with whom they work as informants (EP 2.1.4.4) 18. To recognized that culture’s structures and values may oppress, marginalize, alienate, create, or

enhance privilege and power (EP 2.1.4.1) 19. To understand the forms and mechanisms of oppression and discrimination. (EP 2.1.5.1) 20. Advocate for human rights and social and economic justice (EP 2.1.5.2) 21. Analyze, formulate, and advocate for policies that advance social well-being (EP 2.1.8.1) • Required reading: H & M, pp. 216 – 224 in Chapter 9 and “When Debbie met Christina” (Corbet) and Social Work Practice with gay, lesbian…” (Morrow). There may be one additional article.

•Video: “Our House” or “Assume Nothing” Possible Guest Speaker, J.K.

Session 24 Topic: Gay Lesbian, Bisexual, Transgender Families 4/12 Learning objectives: 1. To learn to define, design, and implement strategies with diverse family forms

2. To understand, affirm, and develop respect for cultural and personal diversity 5. To discuss how social service agencies can meet needs of diverse groups

Practice behaviors: 1. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1) 2. Apply knowledge to understand person and environment (EP 2.1.7.2) 3. Prepare for action with families (2.1.10.1) 4. Use empathy and other interpersonal skills (2.1.10.2) 5. Develop a mutually agreed-on focus of work and outcomes (EP 2.1.10.3) 6. Collect, organize, and interpret client data (EP 2.1.10.4) 7. Assess client strengths and limitations (EP 2.1.10.5) 8. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10.6) 9. Select appropriate intervention strategies (EP 2.1.10.7) 10. Implement prevention interventions the enhance client capacities (EP 2.1.10.9) 11. Help clients resolve problems (EP 2.1.10.10) 12. Negotiate, mediate, and advocate for clients (EP 2.1.10.11) 13. Facilitate transitions and endings (EP 2.1.10.12) 14. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)

15. Gain self-awareness to eliminate the influence of personal biases and values win working with diverse families (EP 2.1.4.2)

16. Recognize and communicate understanding of the importance of difference in shaping life experiences (EP 2.1.4.2)

17. View self as learner and engage those with whom they work as informants (EP 2.1.4.4) 18. To recognized that culture’s structures and values may oppress, marginalize, alienate, create, or

enhance privilege and power (EP 2.1.4.1) 19. To understand the forms and mechanisms of oppression and discrimination. (EP 2.1.5.1) 20. Advocate for human rights and social and economic justice (EP 2.1.5.2) 21. Analyze, formulate, and advocate for policies that advance social well-being (EP 2.1.8.1)

• Guest Speaker, Brittany James

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ASSIGNMENT: Type a one and a half to two pages (minimum) reflection on your thoughts and reactions incorporating information from the video, guest speaker(s), the Corbet, S. (2001) When Debbie met Christina, who then became Chris article. DUE 4/14/11

No Class 4/19/2011 Student Academic Conference

Session 25 & 26 Topic: Single-parent families and Step-families 4/14 & 4/21 Learning objectives: 1. To learn to engage, identify, design, implement, and assess strategies with diverse family forms.

2. To understand, affirm, and develop respect for cultural and personal diversity 3. To discuss how social service agencies can meet needs of diverse groups

Practice behaviors: 1. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)

2. Apply knowledge to understand person and environment (EP 2.1.7.2) 3. Prepare for action with families (2.1.10.1) 4. Use empathy and other interpersonal skills (2.1.10.2) 5. Develop a mutually agreed-on focus of work and outcomes (EP 2.1.10.3) 6. Collect, organize, and interpret client data (EP 2.1.10.4) 7. Assess client strengths and limitations (EP 2.1.10.5) 8. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10.6) 9. Select appropriate intervention strategies (EP 2.1.10.7) 10. Implement prevention interventions the enhance client capacities (EP 2.1.10.9) 11. Help clients resolve problems (EP 2.1.10.10) 12. Negotiate, mediate, and advocate for clients (EP 2.1.10.11) 13. Facilitate transitions and endings (EP 2.1.10.12) 14. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)

15. Gain self-awareness to eliminate the influence of personal biases and values win working with diverse families (EP 2.1.4.2)

16. Recognize and communicate understanding of the importance of difference in shaping life experiences (EP 2.1.4.2)

17. View self as learner and engage those with whom they work as informants (EP 2.1.4.4) 18. To recognized that culture’s structures and values may oppress, marginalize, alienate, create, or

enhance privilege and power (EP 2.1.4.1) 19. To understand the forms and mechanisms of oppression and discrimination. (EP 2.1.5.1) 20. Advocate for human rights and social and economic justice (EP 2.1.5.2) 21. Analyze, formulate, and advocate for policies that advance social well-being (EP 2.1.8.1)

• Required reading: H & M, pp. 228 – 233 in chapter 9 and pp. 239 – 244 in chapter 10. Hand in Reflection Assignment from previous session’s assignment. JQUIZ 9, CHAPTER 8 on 4/21/11.

Session 27 & 28 Topic: Interventions with Select Family Situations 4/26 & 4/28 Learning objectives:

1. To obtain an overview about challenging family situations including domestic violence, aging issues, poverty, disability, families in extreme distress, grief and loss, and mental illness. (EP 2.1.7.1 & 2)

2. To understand factors contributing to child abuse. (EP 2.1.7.1 & 2) Practice behaviors: 1. Use conceptual frameworks to guide assessment, intervention and evaluation (EP 2.1.7.1) 2. Critique and apply knowledge to understand person and environment (EP 2.1.7.2) 3. Gain self-awareness to eliminate the influence of personal biases and values in working with diverse

groups (EP 2.1.4.2) 4. View self as learner and engage those with whom they work as informants (EP 2.1.4.4)

• Required reading: H & M, Chapter 9, p. 207-216; 224-227; 233-237 and Chapter 10 pp. 244-254 • Discussion of case studies. Course Evaluations

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Session 29 Topic: Family Social Work: Working with Children 5/3 Learning objectives:

1. To discuss factors contributing to suicide risk and self-injurious behaviors in adolescents and other mental health issues

2. To discuss parent-child conflict and behavior problems. Practice behaviors: 1. Use conceptual frameworks to guide assessment, intervention and evaluation (EP 2.1.7.1) 2. Critique and apply knowledge to understand person and environment (EP 2.1.7.2) 3. Gain self-awareness to eliminate the influence of personal biases and values in working with diverse

groups (EP 2.1.4.2) 4. View self as learner and engage those with whom they work as informants (EP 2.1.4.4)

● Required Reading: “It’s my drug”… (Selekman) and Case studies handouts. Discussion of research on select family situations. Possible Guest Speaker – James Pfeifer, Chief Clinical Officer, Prairie St. Johns

Study Day 5/4 FINALS Section I (9:00 class) meets on May 5th at 9:00 AM ---JQUIZ 10, CHAPTER 10 Section II (1:30 class) meets on May 5th at 1:30 PM ---JQUIZ 10, CHAPTER 10

Family of Origin Papers and case study exams will be returned on the final exam date.

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Social Work 430: Generalist Practice: Families

Family of Origin Paper Score Sheet Total points possible: 100

Attach this sheet to the last page of your paper. (1 bonus point for following directions, 1 point deducted for NOT following directions)

.Name:______________________

Points

1. Assessment skills: (25 points) ______ Start your paper with a brief family history/background – from where did your ancestors originate and any impact as a result? Your score on your family assessment will be based on your ability to identify, ANALYZE, and discuss applicable family matters(for example, what some of the underlying causes may be for alliances, roles, communication styles, parenting styles, etc.) AND THE IMPACT ON YOUR PERSONAL DEVELOPMENT and include how your values, self-concept and communication style have been formed by your family experiences in relationship to the following: (EP 2.1.2.1)

• Patterns across generations (and family history impact) • Relationships • Strengths and supports • Communication • Roles • Rituals • Rules • Biological issues • Psychological issues • Sociological, socio-economic class, sex role socialization • Culture, race, ethnicity, privilege or disadvantage/oppression, spirituality (EP 2.1.4.1) • Critical life transitions and off time events

For some portions of the grading sheet, you will be assessed on Educational Policy Practice Behaviors (EPPB) in addition to your points given for your grade. The (EPPB) scores do not affect your grade and are used for assessment purposes only. The following scale will be used for the Educational Policy Practice Behaviors:

N/A 1 2 3 Not Applicable No Mastery Continuing Growth Ready for Internship

Student has not performed this practice behavior at this time.

Student still needs considerable training, practice, mentoring

with this behavior.

Student continues to grow in her/his ability to perform this practice behavior, but not yet

ready to practice in a field setting.

Student is ready to practice this behavior further in a field

setting.

In addition, incorporate at least three of the articles/chapters (USE APA STYLE for citing your sources and add a reference page please) assigned from THIS class to support your responses AND tell me WHY you used this particular source of knowledge to support your statements. For instance, you might refer to feminist theory when discussing roles, power, rules, socialization, etc. (EP 2.1.3.1) _______________ (N/A-3) 2. Creating and supporting hypotheses/Applying theoretical frameworks ______

(20 points –6 points total for hypotheses (2 pts each), 14 points for thoughtful responses to questions)

Ability to create and support three hypotheses of how experiences (positive or negative) in your family of origin may influence your social work practice and working with family systems. A hypothesis is a “speculative statement about the relationship between two or more factors” (Schaefer and Lamm, 1998). “I may not be sensitive to parents who seem to be overprotective of their children because it brings me back to the feelings of being stifled that I had in my own family” is one example of a hypothesis. Based on your assessment of your family, your hypotheses, and your own self- awareness please write to the following questions:

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2. What kinds of clients, or what types of issues would likely elicit strong (emotional) reactions? What will you do about this (don’t just say you would refer the client to someone else because you may not have a choice but to work with the client).

3. What will you bring to the client-worker relationship (both positive and negative) that might

influence your work with families (e.g., values, attitudes, biases, experiences)? Be honest with yourself.

4. As a future social worker, why or why isn’t it important to understand differences that shape life

experiences? Please explain. (EP 2.1.4.3 ____________ (N/A – 3)

5. Please explain 2-3 forms and mechanisms that may oppress/discriminate against groups of people. (EP 2.1.5.1) ___________(N/A – 3) How might have these forms/mechanisms affected your own family?

Discuss your ideas on how to dismantle these forms of oppression/discrimination, and address cultures’ structures that may create or enhance privilege and power for specific groups of people. (EP 2.1.4.1 ___________ (N/A – 3) How might have these structures of power/privilege affected your own family?

6. How will you know when there may be transference/countertransference issues when working with clients? Be specific.

7. Reflect on any changes you might make to enhance your own psychological, emotional, physical,

cultural, spiritual, and/or social resources needed to provide high quality social work services to clients?

Assess how you might use your professional “use of self” which includes your own personal history, your idiosyncrasies, your height, your gender/sex, your ethnicity and race, your abilities, your prejudices, your energy, your temper, your temperament, and the qualities that make up who you are:

i. During times of crisis

ii. With clients you don’t have a good relationship with iii. When you feel judgmental about a client’s situation or prejudiced toward a client iv. When you don’t agree with a supervisor’s decision v. When you need to advocate for a client

vi. When you feel incongruence between personal and professional values? vii. How will you manage your personal values so professional values guide your practice? (EP

2.1.2.1) ________(N/A – 3) viii. How has this assessment process helped you understand your family and yourself better?

3. Genogram: (25 points) ______ Ability to accurately depict multigenerational family membership and structure using appropriate symbols, and ability to identify AND discuss patterns and information of special importance.

a. Timing of child’s birth in family’s history – yours or a siblings—is it significant, such as the birth the same time as the death of someone in the family or during a crisis time?

b. Characteristics of siblings—similar/different to parents or other relatives? c. Parental attitudes/biases re: sex differences, etc. that has been a learned or socialized pattern

throughout generations? d. Cultural traditions? e. Physical/Mental Health/illnesses/chronological disorders f. Employment g. Names/other traditions/meanings/expectations behind these h. “Anniversary” reactions? i. Patterns of functioning? Communication? Expression of feelings throughout generations?

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4. Ecomap (10 points) ______ Ability to accurately identify and assess sources of support and stress for individual family members and the family as a whole. 5. Structural Map (10 points) ______ Ability to accurately assess, illustrate, and discuss boundaries, power, sub-systems, rules, hierarchy, triangles, enmeshment, disengagement, alliances, and individuation AND answer: Family Structure

A. Household Composition—hierarchy between parents and children if any B. Sibling Composition C. Birth order D. Distance in age between siblings (is this significant?) E. child’s sibling position in relationship to parents (e.g., parentified child) F. Level and style of functioning/nurturing/showing affection

Life cycle

A. Discuss what the current life cycle and psychosocial stages your immediate family is in right now. B. How has the family handled stress and changes in roles as it moves through the life cycle?

6. Writing style (10 points) ______ Ability to write in a clear, concise and well-organized manner and use correct spelling and grammar. If you do not receive a writing score of 7 or above, you will be asked to rewrite your paper to meet That minimal level of professional writing. Please seek resources such as the Write Site if you have writing concerns. EP Scoring: 2.1.2.1 Recognize/manage personal values so professional values guide practice ______ 2.1.3.1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom ______ 2.1.4.1 Recognize culture’s structures/values may oppress….or create/enhance power and privilege ______ 2.1.4.3 Recognize and communicate understand of difference in shaping experiences ______ 2.1.5.1 Understand the forms and mechanisms of oppression and discrimination ______