School of Social Work Syllabus Template Guide



Social Work

SOWK 604

The Role of Evidence-Based Practice in Social Work

2 Units

Summer 2015

|Instructor: |Dawn Joosten, PhD, LCSW |

|E-Mail: |joosten@usc.edu |Course Day: |T/TH |

|Telephone: |e-mail preferred or Skype |Course Time: |10:00-12:50pm |

|Office: |SWC 220 |Course Location: |MRF 204 |

|Office Hours: |1-2pm TH | | |

Course Prerequisites

Admission into the Advanced Standing MSW Program.

Catalogue Description

Study of the important role research plays in the development of evidence-based practice methods.

Course Description

This course re-enforces the vital role of research and evidence-based social work practice through (1) converting information needs related to practice decisions into answerable research questions; (2) locating the best evidence to answer those questions; (3) critically evaluating research evidence; (4) appropriately applying evidence-based practices to practice and policy decisions; and, (5) relating ethical practice to life-long learning.

In order to maximize services to client systems that are effective in achieving valued outcomes, and to minimize ineffective and harmful services, social workers must have the knowledge and skills to formulate well-structured answerable questions about practice and policy decisions, and locate, critically appraise, apply, and evaluate the best evidence for making practice and policy decisions within a culturally affirming generalist social work context.

Course Objectives

The Role of Evidence-Based Practice in Social Work course (SOWK 604) will:

|Objective # |Objectives |

|1 |Provide students with the principles and concepts of critical thinking skills in the social work profession. |

| |Identify common fallacies in thinking and begin to understand how to critically assess scholarly research. |

|2 |Present information on evidence-based practice and the vital importance of using evidence-based practices at all |

| |levels of social work practice. |

|3 |Develop skills in problem formulation and understanding how practice informs research and research informs practice. |

|4 |Develop skills in performing literature searches and reviews. Develop an understanding of using a goodness-of-fit |

| |concept for applying evidence-based programs in particular settings. |

|5 |Incorporating life-long learning through the use of evidence-based practices. |

Course format / Instructional Methods

A combination of lecture, class discussion, and experiential exercises will be used in class. These exercises may include the use of videotapes, role-play, debates, or structured small group exercises. As class discussion is an integral part of the learning process, students are expected to come to class ready to discuss required reading and its application to theory and practice. Attendance will be taken at each class.

The online teaching and learning environment provided by the University's Blackboard Academic Suite will support and facilitate student to student communication and interaction outside of class as well as access to instructor support. The URL for Blackboard is:

Student Learning Outcomes

Student learning for this course relates to one or more of the following ten social work core competencies:

|Social Work Core Competencies |SOWK 604 |Course Objective |

|1 |Professional Identity | | |

|2 |Ethical Practice |* |5 |

|3 |Critical Thinking |* |1, 3, 4 |

|4 |Diversity in Practice | | |

|5 |Human Rights & Justice | | |

|6 |Research Based Practice |* |1, 2, 3, 4, 5 |

|7 |Human Behavior | | |

|8 |Policy Practice | | |

|9 |Practice Contexts | | |

|10 |Engage, Assess, Intervene, Evaluate | | |

* Highlighted in this course

The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment.

|Competencies/ Knowledge, Values, Skills |Student Learning Outcomes |Method of Assessment |

|Ethical Practice―Apply social work | |Written assignment |

|ethical principles to guide professional |1. Apply strategies of ethical reasoning to | |

|practice. |identify ethical issues that are present in | |

| |research contexts and be able to discuss | |

|Social workers competent in Ethical |strategies that could be used to address | |

|Practice: |ethical concerns. | |

| | | |

|Fulfill their obligation to conduct | | |

|themselves ethically and to engage | | |

|in ethical decision-making. | | |

|Are knowledgeable about the value | | |

|base of the profession, its ethical | | |

|standards, and relevant law. | | |

| |Standards of the National Association of | |

| |Social Workers Code of Ethics and Belmont | |

| |principles will serve as frameworks for | |

| |considering ethical issues. | |

|Critical Thinking―Apply critical thinking to inform and | |Written assignments and mid-term |

|communicate professional judgments. |2. Distinguish, appraise, and integrate |examination |

|Social workers competent in Critical Thinking: |multiple sources of knowledge to conduct an | |

|Are knowledgeable about the principles of logic, scientific|up-to-date literature review on any social | |

|inquiry, and reasoned discernment. |work research, practice, or policy topic, | |

|Use critical thinking augmented by creativity and |informed by research based-knowledge and | |

|curiosity. |practice wisdom. | |

|Understand that critical thinking also requires the | | |

|synthesis and communication of relevant information. | | |

| | | |

|Research-based Practice ― Engage in research-informed |3. Articulate, orally and in writing, reasoned|Written assignments and mid-term |

|practice and practice-informed research. |and relevant conclusions based on research |examination |

| |findings that can inform practice, policy, | |

|Social workers competent in Research Based Practice: |and/or further research. | |

| | | |

|Use practice experience to inform research, employ | | |

|evidence-based interventions, evaluate their own practice, | | |

|and use research findings to improve practice, policy, and | | |

|social service delivery. | | |

|Comprehend quantitative and qualitative research and | | |

|understand scientific and ethical approaches to building | | |

|knowledge. | | |

| |This includes the ability to describe the | |

| |relevance of research to the discipline of | |

| |social work. | |

Course Assignments, Due Dates & Grading

|Assignment | |% of Final Grade |

|Assignment 1: |July 9th |15% |

|Assignment 2: |July 16th |10% |

|Assignment 3: |July 28th |15% |

|Assignment 4: |July 30th |15% |

|Assignment 5: |Aug 11th |15% |

|Mid-term Examination |July 21st |20% |

|Class Participation | |10% |

Each of the major assignments is described below.

Assignment 1

Individual Assignment. You are to complete exercises 2, 4, 5, & 10 in the Gambrill and Gibbs assigned materials.

Due: Beginning of the 2nd week of class. (July 9th)

This assignment relates to student learning outcome 2.

Assignment 2

Small groups 3-4 students per group. Using an area of interest to you, write three (3) answerable research questions and explain how they are focused enough to be answerable through a research study.

Due: Beginning of the 3rd week of classes (July 16th)

This assignment relates to student learning outcomes 2 and 3.

Mid-term in-class examination

Due: July 21st

The mid-term relates to student learning outcomes 2 and 3.

Assignment 3

Using one of the answerable research questions you have developed, develop an annotated bibliography of at least 10 scholarly sources written within the past 10 years that pertain to your question.

Due: End of the 4th week of classes. (July 28th)

This assignment relates to student learning outcomes 2 and 3.

Assignment 4

Select 2 of your articles from your annotated bibliography and write a critique of each using the outline given to you by your instructor. Once you have completed that, go to one of the approved websites listing evidence-based programs and find programs that relate to your question.

Due: Beginning of the 5th week of classes. (July 30th)

This assignment relates to student learning outcomes 2 and 3.

Assignment 5

Small group presentation of Assignments 2-4. 10 minute presentation. Instructions to be provided by instructor.

Due: End of the 6th week of classes. (Aug 11th)

This assignment relates to student learning outcomes 1,2 and 3.

Class Participation (10% of Course Grade)

Students are expected to contribute to the development of a positive learning environment and to demonstrate their learning through written and oral assignments and through active, oral class participation. Class participation should consist of meaningful, thoughtful, and respectful participation based on having completed required and independent readings and assignments prior to class. When in class, students should demonstrate their understanding of the material and be prepared to offer comments or reflections about the material and actively engage in experiential exercises. Alternatively, students may have a set of thoughtful questions about the material. Class participation and reading are worth 10 points of the final grade.

Students are further expected to complete assignments on or before the due date and notify the instructor if they are having difficulty comprehending the course material or keeping up with the assignments. Failure to meet these expectations may result in the reduction of grades.

Grading

Grading in this course will be based on class participation, compliance with the assignments and quality of the work produced. Within the School of Social Work, grades are determined in each class based on the following standards which have been established by the faculty of the School:

Grades of A or A- are reserved for student work which not only demonstrates very good mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have demonstrated by the student.

A grade of B+ is given to work which is judged to be very good. This grade denotes that a student has demonstrated a more-than-competent understanding of the material being tested in the assignment.

A grade of B is given to student work which meets the basic requirements of the assignment. It denotes that the student has done adequate work on the assignment and meets basic course expectations.

A grade of B- denotes that a student’s performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations.

A grade of C reflects a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement.

Grades between C- and F denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student’s performance on the assignment.

Class grades will be based on the following:

|Class Grades |Final Grade |

|3.85 – 4 |A | 93 – 100 |A |

|3.60 – 3.84 |A- |90 – 92 |A- |

|3.25 – 3.59 |B+ |87 – 89 |B+ |

|2.90 – 3.24 |B |83 – 86 |B |

|2.60 – 2.87 |B- |80 – 82 |B- |

|2.25 – 2.50 |C+ |77 – 79 |C+ |

|1.90 – 2.24 |C |73 – 76 |C |

| | |70 – 72 |C- |

Required and supplementary instructional materials & Resources

Required Texts

Rubin, A & Babbie, R (2013). Essential research methods for social work (3rd ed.). CA: Brooks/Cole, Cengage Learning.

Recommended Guidebook for APA Style Formatting

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington: APA.

Recommended Websites

National Association of Social Workers



USC Guide to Avoiding Plagiarism



Note: Additional required and recommended readings may be assigned by the instructor throughout the course.

Course Schedule―Detailed Description

Part 1: Introduction to Evidenced-Based Practice (EBP)

|Unit 1: Critical Thinking, Fallacies and Evidence-based Practice |July 2nd & 7th |

| |

|Unit 1 |

|Introduction to Critical Thinking and Evidence-based Practice |

|Critical Thinking: Identifying Fallacies in Practice & Countermeasures to Avoid Them |

This Unit relates to course objective 1.

Required Readings

Gambrill, E., & Gibbs, L. (2009). Introduction: The role of critical-thinking and its relationship to evidence-

informed practice. In E. Gambrill, & L. Gibbs, Critical thinking for helping professionals: A skills-based workbook (3rd ed.). New York: Oxford University.

Gambrill, E., & Gibbs, L. (2009). Fallacies and pitfalls in professional decision making: What they are and

how to avoid them. In E. Gambrill, & L. Gibbs, Critical thinking for helping professionals: A skills-based workbook (3rd ed.).New York: Oxford University.

Part 2: Linking Research to EBP

|Unit 2: Using Practice to Develop Answerable Research Questions |July 9th & 14th |

| |

|Week 2 |

|Conceptual Frameworks for Evidence-based Practice |

|5 steps for Applying Evidence-based Practice (Gambrill & Gibbs, 2009) |

|Conceptual Model for Evidence-based Decisions (Haynes, Devareuax, & Guyatt, 2002) |

|Four Cornerstones of EBP (Gilgun, 2005) |

|Formulating Practice Informed Research Questions |

|Formulating Evidence-based Research Questions |

|PICO Questions |

|Types of PICO questions |

This Unit relates to course objectives 1,2,3.

Required Readings

Gilgun, J. (2005). The four cornerstones of evidence-based practice in social work. Research on Social

Work Practice, 15, 52-61. doi: 10.1177/1049731504269581

Yeager, K. (2006). A practical approach to formulating evidence-based questions in social work. In

Roberts, A. & Yeager, K. (Eds.). Foundations of evidence-based social work practice, (pp.47-58). New York: Oxford University Press.

Written Assignment Due

Assignment 1- Exercises 2, 4,5, & 10 in Gambrill & Gibbs.

|Unit 3: Search Terms, Internet and USC Library Resources, Introduction to Research |July 16th & 21st |

| |

|Week 3 |

|Developing a Search Strategy |

|Learning Search Terms |

|Using the Internet |

|Using the USC Library Resources |

|Literature Review |

|Conceptualization |

|Culturally Competent Research |

This Unit relates to course objectives 3-4.

Required Readings

Rubin, A & Babbie, R (2013). Essential Research Methods for Social Work, 3rd Edition.

Chapter 5: Reviewing Literature and Developing Research Questions

Chapter 6: Conceptualization in Quantitative and Qualitative Inquiry

Chapter 17: Culturally Competent Research

Winn, J. (2001). LibGuides Social Work. Available online at

(Instructor note: This is a very important page for all students. Browse through each tab, watch on-line tutorials, especially the What is Good Research webinar on the info for Distance Learners and VAC tab. Watch the tutorial on the Find Journal Articles tab, practice searching for journal articles)

Written Assignment Due

Assignment 2 - Using an area of interest to you, write three (3) answerable research questions and explain how they are focused enough to be answerable through a research study.

In-class Mid-Term Examination (July 21st)

Part 4: Research Methods & Evaluating Evidence

|Unit 4: Hierarchy of Evidence, Sampling, Research Design, Article Appraisal |July 23rd & 28th |

| |

|Week 4 |

|Hierarchy of Evidence |

|Sampling |

|Components of a Research Article |

|Review of Research Design |

|Survey Research Designs |

|Causal Inference |

|Experimental and quasi-experimental designs |

|Internal and external validity as they relate to design |

|Qualitative Research |

|Appraisal of Research Articles |

This Unit relates to course objectives 1,3,4.

Required Readings

Rubin, A & Babbie, R (2013). Essential Research Methods for Social Work, 3rd Edition.

Chapter 4: Factors Influencing the Research Process

Chapter 10: Sampling: Quantitative and Qualitative Approaches

Chapter 11: Experiments and Quasi-experiments

Chapter 14: Additional Methods in Qualitative Research

Written Assignment Due

Assignment 3 – [July 28th] Using one of the answerable research questions you have developed, develop an annotated bibliography of at least 10 scholarly sources written within the past 10 years that pertain to your question.

Part 5: Research Methods & Goodness of Fit and Evidence Based Practices

|Unit 5: Research Methods, Matching EBP to Client Needs: Motivational Interviewing & Other EBPs |July 30th & Aug 4th |

| |

|Week 5 |

|Measurement |

|Data Analysis |

|Goodness of Fit and EBP |

|Matching EBP to Client Needs |

|How to Choose the Appropriate EPB for the Situation |

This Unit relates to course objectives 2,3,4.

Required Readings

Gone, J.P. & Alcantara, C. (2007). Identifying effective mental health interventions for American Indians

and Alaska Natives: A review of the literature. Cultural Diversity and Ethnic Minority Psychology, 13(4), 356-363. doi: 10.1037/1099-9809.13.4.356

Rubin, A & Babbie, R (2013). Essential Research Methods for Social Work, 3rd Edition.

Chapter 7: Measurement in Quantitative and Qualitative Inquiry

Chapter 18: Quantitative Data Analysis

Written Assignment Due

Assignment 4- [July 30th] Select 2 of your articles from your annotated bibliography and write a critique of each using the outline given to you by your instructor. Once you have completed that, go to the NIMH website or other website(s) provided by your instructor listing evidence-based programs and find programs that relate to your question.

Part 6: Evidence-Based Practice and Life-Long Learning

|Unit 6: How Using EBP Leads to Life-Long Learning |August 6th & 11th |

| |

|Week 6 |

|Evidence-Based Practice and Life Long Learning |

|How using EBP leads to life-long learning |

|Life Long Learning, EBP, and Ethical Practice |

|Alternative Frameworks for Evidence-informed Practice |

| |

This Unit relates to course objective 5.

Required Readings

Cohen, B. J. (2011). Design-based practice: A new perspective for social work. Social Work, 56(4), 337-

346.

NASW Delegate Assembly. (2008). Code of ethics of the national association of social workers. Etrieved

from

van de Luitgaarden, G.M. (2009). Evidence-based practice in social work: Lessons from judgment

and decision-making theory. British Journal of Social Work, 39, 243–260.

Presentation Assignment Due

Assignment 5 – [Aug 11th]

|STUDY DAYS / NO CLASSES | |

| | |

|FINAL EXAMINATIONS | |

| | |

N/A

University Policies and Guidelines

Attendance Policy

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by email (joosten@usc.edu ) of any anticipated absence or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

Please refer to Scampus and to the USC School of Social Work Student Handbook for additional information on attendance policies.

Statement on Academic Integrity

USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: . Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: .

Additionally, it should be noted that violations of academic integrity are not only violations of USC principles and policies, but also violations of the values of the social work profession.

Statement for Students with Disabilities

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday.

Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth, Director of the DSP office at 213-740-0776 or ability@usc.edu.

Emergency Response Information

Note: The following Emergency Response Information pertains to students on campus, but please note its importance should you be on campus for a temporary or extended period. When not on campus: Call the 911 listing in your local community for any emergency.

To receive information, call the main number (213) 740-2711, press #2. “For recorded announcements, events, emergency communications or critical incident information.”

To leave a message, call (213) 740-8311

For additional university information, please call (213) 740-9233

Or visit university website:

If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells only. Never use elevators in an emergency evacuation.

Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications on their cell phone, pager, PDA, or e-mail account. Register at .

|University Park Campus |Academic Centers |

|City Center |Front of Building |Orange County |Faculty Parking Lot |

| |(12th & Olive) | | |

|MRF |Lot B |San Diego |Building Parking Lot |

|SWC |Lot B |Skirball |Front of Building |

|VKC |McCarthy Quad | | |

|WPH |McCarthy Quad | | |

Do not re-enter the building until given the “all clear” by emergency personnel.

Statement about Incompletes

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a documented illness or some other emergency occurring after the 12th week of the semester. Students must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by the student and agreed to be the instructor and reported on the official “Incomplete Completion Form.”

Policy on Late or Make-Up Work

Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If the paper is late without permission, the grade will be affected.

Policy on Changes to the Syllabus and/or Course Requirements

It may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing.

Code of Ethics of the National Association of Social Workers (Optional)

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly []

Preamble

The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession’s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living.

Social workers promote social justice and social change with and on behalf of clients. “Clients” is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals’ needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession’s history, are the foundation of social work’s unique purpose and perspective:

▪ Service

▪ Social justice

▪ Dignity and worth of the person

▪ Importance of human relationships

▪ Integrity

▪ Competence

This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience.

Complaints

If you have a complaint or concern about the course or the instructor, please discuss it first with the instructor. If you feel you cannot discuss it with the instructor, contact the director of the Advanced Standing program Jane Allgood, at jallgood@usc.edu If you do not receive a satisfactory response or solution, contact your advisor or Dr. Paul Maiden, Vice Dean and Professor of Academic and Student Affairs, at rmaiden@usc.edu.

Tips for Maximizing Your Learning Experience in this Course (Optional)

✓ Be mindful of getting proper nutrition, exercise, rest and sleep!

✓ Come to class.

✓ Complete required readings and assignments before coming to class.

✓ Before coming to class, review the materials from the previous Unit and the current Unit, and scan the topics to be covered in the next Unit.

✓ Come to class prepared to ask any questions you might have.

✓ Participate in class discussions.

✓ After you leave class, review the materials assigned for that Unit again, along with your notes from that Unit.

✓ If you don't understand something, ask questions! Ask questions in class, during office hours, and/or through email!

✓ Keep up with the assigned readings.

Don’t procrastinate or postpone working on assignments.

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