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SWK 230 Introduction to Clinical Practice

Fall 2018 Wednesdays 5:30 p.m. – 8:30 p.m.

This syllabus is tentative and may be changed at the discretion of the Instructor until the

beginning class day of September 5th at which time it will become the final version.

Professor: Bonnie Bryant, MSW Email: bonnie_bryant@boothuc.ca Phone: 204-924-4877 Office: Rm 314 Office Hours: Monday 1:00- 3:00 p.m. Wednesday 3:30 – 5:00 p.m.

Acknowledgment

I would like to acknowledge that the land on which we gather is the traditional territory of Anishinaabeg (ah-nish-naabek), Cree, OjiCree, Dakota and Dene peoples, and the homeland of the Metis Nation.

Availability:

Students are encouraged to contact me with any questions or concerns throughout the semester. The best way to connect with me is via email. I will respond to emails within 24 hours except on weekends and holidays.

Student Services At times students experience personal difficulties such as health, mental health or disability concerns that may negatively impact your academic work. If you experience these challenges please discuss this with your instructor and contact Student Services as soon as possible. In addition free and confidential counselling services are available through our Student Support Program. Student Services: Rhonda Friesen 204-924-4876 or Rhonda_Friesen@boothuc.ca Student Support Program: Download the free My SSP app - Visit the website mystudentsupport.com

Voluntary Withdrawal Date: November 2, 2018

Time Extension Deadline: November 23, 2018

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- Dial 1.855.649.8641 Course Description:

This course focuses on the knowledge, value base and intervention methods required for development of direct practice skills within a problem-solving, strengths-based and critically reflective framework. Emphasis is placed on the use of self, communication skills necessary for effective interactions with clients, assessment, contracting, implementation and termination. Through assigned readings, lectures, and class discussion, role-play, video, and other exercises students will be introduced to the core values, principles and skills of interpersonal communication. Emphasizing experiential learning and reflective practice, the course is designed to assist students to make conscious use of a range of interviewing and communication skills. Using video, role-play and various feedback mechanisms, students will be able to explore and critique their own individual strengths and weaknesses in different interview situations. Students will participate in small group practice sessions. This course serves as a foundation for SWK331 and field education courses.

Program Outcomes

Social work program outcomes fall under the following categories:

Course Objectives:

Upon successful completion of this course, the student should be able to:

• Identify social work values and ethics and the congruence of profession’s values and their personal values.

• Be responsive to personal thoughts, feelings, and behaviour and understand how these can impact professional actions.

Social Work Program Outcomes

1. Identification as a professional social worker and use of self. 2. Adherence to the Social Work Code of Ethics and Adoption of Social

Work Values in Professional Practice. 3. Professional practice skills with individuals, families, groups, communities

and organizations, applying knowledge of human behaviour and the social environment.

4. Identification of structural sources of oppression and inequity, and promotion of human rights and social justice at all client system levels.

5. Employment of critical thinking in professional practice. 6. Engage in research. 7. Engage in policy analysis and development to advance social and

economic well-being and deliver effective social work services.

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• Demonstrate a range of communication and interviewing skills. • Identify and respond to nonverbal behaviour. • Discuss communication barriers that can impede the helping relationship. • Conduct a biopsychosocial spiritual assessment in a videotaped role play. • Gather relevant information to assess problems and strengths and be able to

communicate clinical impressions both verbally and in a written format. • Apply problem solving and strengths approaches to client situations. • Develop sensitivity to the values, beliefs, and behaviours of cultural/minority

groups served in social work practice. • Recognize issues of diversity, oppression, privilege and social justice and be

able to address these issues in practice.

Course Textbook: Cummins, L. K., Sevel, J. A., & Pedrick, L. (2018). Revel for social work skills for beginning direct

practice: Text, workbook, and interactive multimedia case studies (4th ed.). Upper Saddle River, NJ: Pearson Education. ISBN 9780134995151

Enns, V. (Ed.). (2018). Counselling insights: Practical strategies for helping others with anxiety,

trauma, grief and more. Winnipeg, MB: Achieve Publishing

The purchase of the 2018 version of the Cummins textbook is required and comes with the Revel Access card for the interactive multimedia resources which accompany this book. You will need the Access card to review videos and other resources online for this course. It comes with the text book. This book is available at U of W bookstore, Amazon.ca or the publisher.

Additional Resources: A Rewrite DVD is required to tape video assignments if using the social work lab to tape. Video equipment is available in the social work lab on second floor. Equipment in the lab may be booked through Lisa Richard in room 308. Students may use their own equipment to tape the session. Academic Learning Center – Booth University College offers free academic tutoring and other research and writing resources. Please visit Boothuc.ca for hours of operation. My Booth On-line Course Site

Students need access to a computer for this course. Check this site regularly for announcements and course resources. This is where you will find the drop box for submitting your written assignments for the course.

Contact Kristen McLean if you have problems accessing the online course resource shelf. She can be reached at 594-6130 or kristen_mclean@boothuc.ca. Her office is located on the second floor at 290 Vaughn in Petersen Hall

Communicating with your Instructor When questions arise during the course, please remember to check these three sources before

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asking me to respond to your individual questions:

Course Syllabus

Announcements in Booth Online

The Water Cooler discussion board

This will help you in potentially identifying answers before I can get back to you and it also helps your instructor from answering similar questions or concerns multiple times.

Due Dates:

Assignment Due Date

Reflection Paper September 19 by 5:30 p.m.

Video Skills Demonstration & Critique

October 17 by 5:30 pm

Role Play Master Class

November 7, 4:00 p.m. – 8:00 p.m.

Video Assignment #2 November 21 5:30 p.m.

Online Quizzes Week 8 October 24 - 31 Week 13 November 28 - December 4

Course Policies & Expectations

1. Assignments: Complete all written assignment using Microsoft Office in APA style. Submit assignments electronically by uploading them to the course site. Submit videos via youtube and provide your instructor with a link to your yourtube video.

2. Late Assignments: Assignments are due at the beginning of class. Extensions are not granted on the due date. Late assignments without prior instructor contact and approval will be penalized 5% per day including the day the assignment is due, including weekends. All assignments must be completed to receive a passing grade in the course.

3. Attendance: Students are expected to attend all classes and be present for the full three hours. Arriving late or leaving early will constitute an absence for the class. Please notify your instructor in the event of any absence. Three or more absences will result in the final grade being reduced by 15% of the final grade. Absence from four classes or more will lead to automatic failure in the course.

4. Participation: Class participation includes attendance, prior reading of assigned readings for the class and engagement in discussion with the class. Discussions and interactions with others are vital to your understanding of social work practice and yourself.

5. Professional Conduct: Students are held to professional standards at all times while in the program. Class is considered to be a professional setting and students are expected to behave and perform accordingly. Please turn off cell phones while in class. If you are on call and expecting an important message please let the instructor know prior to class. Laptops may only be used for taking notes or other

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educational purposes. Students who use their computers for other purposes such as Facebook, or surfing the web will be asked to leave for the class session and this will constitute an absence for the class. Having a side conversation during a class lecture, discussion or class activities unrelated to class, which potentially may disturb or distract student learning is not acceptable.

Assignments

Reflection Paper Value: 15% Students are asked to pick One of the questions from the list provided on the course site and write a 2-3 page reflection paper to address the questions under each topic area. Students need to include at least Two course readings, reference in APA style and discuss how those readings have influenced their thinking in some way, such as by challenging their previous thinking or expanding their self-understanding in some way. Specific instructions for the assignment will be provided by the instructor and uploaded to the course site.

Due Date: September 19, 2018

Video Taped Assignment & Critique Value: 25%

Part 1

Students will conduct a 15-20 minute taped session with a peer demonstrating basic communication skills required for relationship building in direct social work practice. Specific instructions for the interview will be provided by the instructor and uploaded to the course site.

Part 2

Students will write a critique of their session. Specific instructions for the written critique will be provided by the instructor and uploaded to the course site.

Due Date: October 17, 2018

Clinical Skills Master Class

Each student will attend the Clinical Skills Master Class and participate in three role play sessions taking a turn playing the social worker, client and observer. The role play

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will consist of two parts: 30 minutes in a session with the client and a 10 minute supervision session to follow directly after the session. The community observer will play the role of supervisor. A Handbook outlining details of the Master Class may be found on the course site. Although this assignment is not graded, participation is mandatory and failure to attend this event will lead to an automatic grade reduction for the course of one full grade i.e. A becomes B.

The November 7th class will begin at 4:00pm and end at 8:00 pm. Please make arrangements at the beginning of the semester to accommodate the change in time for this class. Both sections of the course will meet together for this event.

Date: Master Class - November 7, 2018 4:00 – 8:00 p.m.

Video Taped Session # 2 & Written Assessment Value: 30% Part 1: Students will conduct a multidimensional, strengths-based assessment of a peer interviewed for the first videotaped session. The session will be 30 minutes in length. Specific instructions for the assessment interview will be provided by the instructor and uploaded to the course site. Successful completion of Part 2 of this assignment requires effective interviewing in Part I. Students should demonstrate they have integrated feedback from the first video assignment in this assignment. Part 2: Following the assessment interview, each student will write a case assessment, and intervention plan that involves setting three goals and action steps.

Due Date: November 22, 2018

Quizzes Value 20%

Week 6: Covers lectures, discussion, exercises and assigned readings for weeks 1-5 of the course.

Week 12: Covers lectures, discussion, exercises and assigned readings for weeks 6-11 of the course

Quizzes will be used to give students the opportunity to reflect and apply content from the course. Dates will be outlined in the course schedule.

Course Marks:

Preparation & Participation 10% Reflection Paper 15% Social Work Skills Demonstration #1 25% Social Work Skills Demonstration #2 30% Quizzes 20%

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Total: 100%

Grading Schedule

Here is the interpretation of the letter grades as per the College academic policies, and the percentage scores for this course that will normally correspond to those letter grades.

A+ Exceptional Performance with evidence of outstanding

original thinking, superior organization, exceptional capacity to

analyze and synthesize, a superior grasp of the subject matter

with sound critical evaluations; evidence of extensive

knowledge base.

94-100%

A Excellent Performance with evidence of excellent original

thinking, excellent organization, excellent capacity to analyze

and synthesize; an excellent grasp of the subject matter with

sound critical evaluations, evidence of an extensive knowledge

base.

85-93%

B+ Very Good Performance with evidence of original thinking,

very good organization, demonstrated ability to analyze and

synthesize; a very good understanding of the relevant issues

under examination; very good familiarity with the relevant

literature.

78-84%

B Good Performance with evidence of a good grasp of the

subject matter; evidence of critical capacity, good analytical

skills, a good understanding of the relevant issues under

examination; evidence of good familiarity with the relevant

literature.

70-77%

C+

Satisfactory Performance with evidence of a satisfactory grasp

of the subject matter; evidence of critical capacity, ability to

develop solutions to simple problems found in the material;

evidence of familiarity with some of the relevant literature.

65-69 %

C Adequate Performance with evidence of an adequate grasp of

the subject matter; some evidence of critical capacity, an ability

to develop solutions to simple problems found in the material;

evidence of familiarity with some of the relevant literature.

60-64 %

D

Marginal Performance with evidence of marginal familiarity

with the subject matter and some evidence that critical and

analytical skills have been used.

50 59%

F Inadequate Performance with little evidence of even a

superficial understanding of the subject matter; serious

weaknesses in critical and analytical skills; limited or irrelevant

use of the literature; failure to satisfy course requirements.

0-49 %

Booth Academic Policies

Booth UC Policy Statements

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Students are responsible for reviewing and abiding by all Booth UC academic policies in the current Academic Calendar.

Academic Integrity

It is a serious offense to present a piece of work for course credit as one’s own if the work was done by some other person (plagiarism). Plagiarism or any form of cheating in examinations or term tests (e.g. crib notes) is subject to serious academic penalty that may include loss of part or all of the marks for an assignment/test, failure in the course, dismissal from the College, or other serious consequences.

To plagiarize is to take ideas or words of another person and pass them off as one’s own. In short, it is stealing something intangible rather than an object. Obviously it is not necessary to state the source of well-known or easily verifiable facts, but students are expected to acknowledge the sources of ideas and expressions they use in their written work, whether quoted directly or paraphrased. This applies to diagrams, statistical tables and the like, as well as to written material and materials or information from Internet sources. To provide adequate documentation is not only an indication of academic honesty but also a courtesy which enables the reader to consult these sources with ease. Failure to do so constitutes plagiarism. It will also be considered plagiarism and/or cheating if a student submits an assignment in whole or in part by someone other than him/herself, or copies the answer or answers of another student in any test, examination, or take-home assignment.

Instructors are required to report all allegations of plagiarism or cheating to the Academic Dean before a grade is assigned. The original assignment is submitted to the Academic Dean. The Academic Dean will chair a joint meeting of student and instructor to hear both the allegations and the student’s response to the allegations. The Academic Dean will then make a determination whether or not plagiarism or cheating has in fact occurred and decide on appropriate disciplinary measures. The student and instructor will be notified of the Academic Dean’s decision in writing. A copy of the decision will be sent to the Registrar and College President.

The student has the right to appeal the decision of the Academic Dean. The Academic Appeals process may be found on pages 18-19 of the academic calendar http://online.anyflip.com/ezsa/dfla/#p=19 Students with Disabilities It is the student’s responsibility to request academic accommodations. If you are a student with a documented disability who may require academic accommodations and have not registered with Student Services, please contact the Dean of Student Services Rhonda Friesen at Rhonda_Friesen @BoothUC.ca.

References

Adler, R., Rosenfeld, L., & Towne, N. (2012). Interpla: The process of communication

(3rd ed.). Don Mills, ON: Oxford.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental

disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Anzovino, T. & Boutilier, D. (2015). Walk a mile: Experiencing and understanding

diversity in Canada. Toronto, ON: Nelson.

Beck, D.L. (Winter 2016). Mindfulness: 10 lessons in self-care for social workers. The

New Social Workers.http://www.socialworker.com/feature- articles/practice/mindfulness-10-lessons-in-self-care-for-social-workers/

Carey, M. (2014). Mind the gaps: Understanding the rise and implications of different

types of cynicism within statutory social work. British Journal of Social Work,

44(1), 127-144. doi: 10.1093/bjsw/bcs098

Cartney, P. (2006). Using video interviewing in the assessment of social work

communication skills. The British Journal of Social Work, 36(5), 827-844.

doi: 10.1093/bjsw/bch367

Chang, V., Scott, S., & Decker, C. (2013). Developing helping skills: A step-by-step

approach to competency (2nd ed.). Belmont, CA: Brooks/Cole Cengage Learning.

Cournoyer, B. (2014). The social work skills workbook (7th ed.). Belmont, CA: Brooks/Cole Cengage Learning.

Cooper, M.G. & Lesser, J.G. (2011). Clinical social work practice (4th ed.). Boston, MA:

Pearson. Corcoran, J. (2012). Helping skills for social work direct practice. New York, NY: Oxford. Cummins, L.K., Sevel., J.A. & Pedrick, L. (2018). Social work skills for beginning direct

practice. Boston, MA: Pearson.

Egan, G. (2014). The skilled helper: A problem-,management and opportunity- development

approach to helping (10th ed.). Belmont, CA: Brooks/Cole. Evans, D.R., Hearn, M.T., Uhlemann, M.R. & Ivey, A.E. (2011). Essential interviewing: A

programmed approach to effective communication (8th ed.). Belmont, CA: Brooks/Cole.

Ganbrill, E. & Gibbs, L. (2009). Critical thinking for helping professionals: A skills based workbook (3rd ed.). New York, NY: Oxford.

Gerdes, K. & Segal, E. (2011). Importance of empathy for social work practice:

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Grant, L. (2014). Hearts and minds: Aspects of empathy and wellbeing in social work students. The International Journal, 33(3), 338-352. doi: 10.1080/02615479.2013.805191

Harms, L. & Pierce, J. (2011). Working with people: Communication skills for reflective practice. Don Mills, ON: Oxford.

Hepworth, D.H., Rooney, R., Rooney, G.D., & Strom-Gottfried, K. (2017). Direct social work practice; theory and skills (10th ed.). Boston, MA: Cengage Learning.

Ivey, A.E., Ivey, M.B., & Zalaquett, C.P. (2016). Essentials of intentional interviewing:

Counseling in a multicultural world (3rd ed.). Belmont, CA: Brooks/Cole Cengage Learning.

Kawam, E., & Martinez, M.J. (Summer 2016. What every new social worker needs to

know: Trauma informed care in social work, The New Social Worker. http://www.socialworker.com/feature-articles/practice/trauma-informed-care-in- social-work/

King, S. (2011). The structure of empathy in social work practice. Journal of Human Behavior in the Social Environment, (6), 679-695.

Kirst-Ashman, K. &. G. J., H. H., &. (2011). Understanding generalist practice (6th ed.).

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McClam, T. & Woodside, M. (2012). The helping process: Assessment to termination. Belmont, CA: Brooks/Cole.

Murphy, B., & Dillon, C. (2014). Interviewing in action in a Multicultural world (5th ed.). Belmont, CA: Brooks/Cole.

Nelson, P., & Weatherald, C. (2014). Cracking the code—An approach to developing professional writing skills. The International Journal, 33(1), 105-120. doi: 10.1080/02615479.2012.740453

Nelson-Jones, R. (2016). Basic counselling skills: A helper’s manual. Los Angeles, CA: Sage.

Neukrug, E. (2013). Theory, practice, and trends in human services (4th ed.). Belmont, CA: Brooks/Cole.

O’Hara, A., Weber, Z. & Levine, K. (2010). Skills for human practice: Working with individuals, groups, and communities. Don Mills, ON: Oxford.

Saleebey, D. (2013). The strengths perspective in social work practice (6th ed.). Boston, MA: Pearson.

Shebib, B. (2017). Choices: Interviewing and counseling skills for Canadians (6th ed.). Toronto, ON: Pearson Education Canada Inc.

Sommers-Flanagan, J. & Sommers-Flanagan, R. (2014). Clinical interviewing (5th ed.). Hoboken, NJ: Wiley.

Summers. N. (2009). Case management practice: Skills for the human services (3rd

ed.). Belmont, CA: Brooks/Cole.523-538.

Urdang, E. (2010). Awareness of self- a critical tool. Social Work Education, 29(5),

Woodside, M. & McClam, T. (2013). Generalist case management: A method of human

service delivery (4th ed.). Belmont, CA: Brooks/Cole.

Young, M. E. (2013). Learning the art of helping: Building blocks and techniques (5th

ed.). New York, NY: Pearson.

Tentative Class Schedule:

# Date Topic Readings (Text)

1 Sept 5 Introduction to the Helping Process & Course Overview

Ch. 1

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Sept 12 Professional Practice: Social Work Values & Self-Awareness

Ch. 2

3 Sept 19 Self-Reflection Assignment Due

Generalist Practice: The Helping Process Preparation & Beginnings: The Initial Interview

Ch. 8

4 Sept 26

Direct Practice Skills Part I: Attending, Lead – In Responses, paraphrasing, reflection of feelings, Open-Ended Questions, Closed-Ended Questions, Clarification

Ch. 5 Enns, Chapter 3

5 Oct 3 Direct Practice Skills Part II Focusing the session, Summarization, Giving Information, Counter Productive Communication

Ch. 6 & 7

6 October 8-12 READING WEEK

7 Oct 17 Video Assignment #1 Due

Assessment Process Ch. 9 Appendix A pp. 295-298 Self-Care Starter Kit

https://socialwork.buf falo.edu/resources/self -care-starter-kit.html

8 Oct 24 Online Quiz

Problem Identification: Planning & Contracting

Ch. 10 Appendix C pp. 312-315 Enns, Chapter 4

9 Oct 31 Intervention: Change & Treatment Strategies Preparation for Master Class Review Skills from previous classes

Ch. 11 Appendix C pp. 316-319

Review examples of skills

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10 Nov 7

CLINICAL SKILLS MASTER CLASS Class runs from 4:00-8:00 pm today

11 Nov 14 Cultural Context of Practice Ch.4 Enns, Chapter 8

12 Nov 21 Skill Demonstration Assignment #2 Due

Practice Evaluation Ch.12

13 Nov 28 Online Quiz

Termination Course Evaluations

Ch. 19