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Ramapo College of New Jersey School of Social Science and Human Services ? Course Information SWRK 325: Theory and Practice of Social Work I 8 Credits Fall 2011Monday and Thursday, 9:45 AM- 11:15 AM Professor Eileen Klein: Room D 215; Assistant Professor John McLaughlin: Room?B 223??????????College Web Address: ramapo.edu College Closings Phone Number: 201-236-2902 ? Instructor Information Professor John McLaughlin, Section 03*Professor Eileen Klein, Section 01*Office: G-224 (201) 684-7644Jmclaug3@ramapo.eduOffice ASB-010 (201) 684-7165Eklein1@ramapo.eduOffice Hours: MR 8:30-9:30, 2-3 (and by appointment)Office Hours:* (There is no Section 02 – it was cancelled.)? COURSE?? DESCRIPTION This course is the first of a three-semester course sequence studying the theory and practice skills utilized in generalist, beginning level social work practice. Within a two-day-a-week field placement in a social service agency and two weekly class sessions, students will learn social work practice skills working with individuals, families. Focus will be on the beginning, assessing,? planning, contracting? and ending phases of the helping process with individuals and families. This course reinforces the foundation of the college’s General Education program and the core of the School of Social Science and Human Services.? EXPECTED EDUCATIONAL OUTCOMES for the class segment of the course By the end of the course students will: ? 1.??Acquire the knowledge and skills to apply the principles of generalist social work practice with individuals and families. (EPAS 2.1.7 and 2.2.10)?2.??Demonstrate knowledge of the NASW Code of Ethics and identify value and ethical dilemmas that arise in practice. (EPAS 2.1.2)?3.??Demonstrate knowledge of the ways in which culture, diversity, socio economic status and oppression impact relationship building, assessment and interventions. (EPAS 2.1.4, 2.1.5, and 2.1.8).4.?Demonstrate awareness of how agency structure impacts practice. (EPAS 2.1.9)?5.?Demonstrate an understanding of the variety of social services and community resources available, and how to help clients make use of them. (EPAS?2.1.6 and 2.1.9)?6.?Demonstrate awareness of the role of supervision and process recording in the development of practice knowledge and skills. (EPAS 2.1.1)?7.?Demonstrate the ability to use a range of oral, written and technological skills effectively for professional communication, and for research of ?? ??? ??? ??? ??? ??? ???? community resources. (EPAS 2.1.3)?8.?Utilize social research evidence to inform assessment of client systems, practice decisions and practice evaluation. (EPAS 2.1.6)? ?9.?Demonstrate awareness of the role of generalist social workers as case advocates for oppressed and vulnerable client systems. (EPAS 2.1.5 and 2.1.8)?10. Demonstrate knowledge of the phases (engagement, data gathering, assessment, development of a plan of action, intervention, end and evaluation) of the helping process with client systems. (EPAS 2.1.10)?11. Utilize individual, family, group and environmental theories to assess client situations. (EPAS 2.1.10)?12.??Demonstrate knowledge of beginning communication skills to utilize in interviewing clients. (EPAS 2.1.3)?13.?Explain practice theories and models used in generalist practice and demonstrate the ability to choose appropriate interventions. (EPAS 2.1.6)?14.?Apply critical thinking and ethical thinking skills to inform assessment of client systems, practice decisions and practice evaluation. (EPAS 2.1.2 and 2.1.3)15. Demonstrate an understanding of the importance of social justice as evidenced through participation in activities that promote social justice locally, nationally, or globally. This objective furthers the experiential pillar of Ramapo College’s mission. (EPAS 2.1.5)?16. See the Fieldwork Evaluation, Practice I and II for Field OutcomesELECTRONIC FORMS OF COMMUNICATION In accordance with College policy we will use your Ramapo College email address to communicate with you about course-related matters.? In addition you may receive email through Luminus and Moodle. COURSE REQUIREMENTS, GRADING, & ATTENDANCE POLICY ? The expected educational outcomes for this course will be measured through exams, class presentations and participation, and written assignments. Copies of each assignment are attached to this syllabus. Papers are to be written in APA style and in Times New Roman 12 font, double-spaced (300 to 400 words/page). Class participation will constitute 10% of your grade. Students are expected to come to class prepared to discuss the reading assignments. Students are expected to complete all class and fieldwork assignments in a timely manner. In no case will a student receive a passing grade if there are outstanding incomplete assignments. Late papers will be penalized by a an incremental drop in grade for each day the paper is late. Part of your grade will reflect how broadly you are reading and how well this reading is reflected in your written and classroom work. Attendance Policy:? More than three unexcused absences will result in a final grade reduction of one increment (e.g., from? A to A-) for each extra unexcused absence. If you miss class, you are required to e-mail or leave a voice mail for the professor prior to the class, whenever possible, but not later than the same day. Punctuality is required. Lateness is a factor in your class participation grade. Absences will be excused at the discretion of the professor. Excused absences must be documented (e.g., with a note from a M.D.) and be reported before class or be a true emergency.?There is to be no text messaging or instant messaging in class. Phones should be off during the class. If an important call is expected during the class time, advise the professor before class begins and answer the call in the hallway.? Laptops are for note taking only and must be approved by the professor prior to use. Class Assignments % of grade? Due Date Class participation/attendance 10%? #1? Workbook / Handout Assignments 30%See Assignment sheet #2? Interviewing Skills Exercise 5%Sept.27 and Oct 1 #3 Test 10%October 4#4? Evidence-Based Practice Paper Presentation 10% December 6 #5 Case Study Paper (Signature Assignment) ?? ? 30%Draft 1: Oct. 29Draft 2: Nov. 19Final Paper: Dec. 10 Curriculum EnhancementComponent (CEC)5%November 26? FIELD GRADE – The primary grade for the course is based on the class assignments. Your work in field may have an impact on the class grade. The grades for field placement include High Pass, Pass and Fail. The field grade is determined by the classroom faculty members and the field liaison based on: Field Assignments 200 hours of placement hours per semester Learning Contract Completed Field Evaluation Process Recordings (1 to professor) (2 times monthly to field instructor Agency visit by Field Liaison ? ACADEMIC INTEGRITY “Students are expected to read and understand Ramapo College’s academic integrity policy, which can be found in the Ramapo College Catalog. Members of the Ramapo College community are expected to be honest and forthright in their academic endeavors. Students who violate this policy will be referred to the Office of Provost.” Students are expected to maintain a high level of academic integrity. Cheating, plagiarism, or fabrication of research will yield a grade of “F” and disciplinary action as determined by the Office of Provost in consultation with the faculty. STUDENTS WITH DISABILITIES If any student needs course adaptation or accommodations because of a documented disability, please make an appointment with your instructors during his/her office hours. Curriculum Enhancement Component (CEC): All students are responsible for completing a Curriculum Enhancement Component (CEC) Project related to "social justice". The Social Work Dictionary (Barker, R., 2003, 5th ed., NASW Press) defines social justice as "an ideal condition in which all members of a society have the same rights, protection, opportunities, obligations, and social benefits." Students must spend at least five hours involved in an activity outside of the classroom related to social justice. The activity can be active (volunteer work, employment, campaign work for a candidate or ballot proposition, assisting a mentally ill relative, friend, or neighbor) or passive (attending a lecture, conference, documentary film, play, panel discussion, or museum exhibit). Internships/placements and CEC activities used for other classes cannot be utilized. However, students can "double-dip" on an activity if it is six hours or more, using five hours for the T&P I CEC and the balance of the hours for another class (or vice-versa). Each student must submit a brief written proposal which describes the activity(s) totaling five hours by Oct. 11. Then each student must complete a written assignment; no references or in-text citations are required. It will consist of two parts: I. Using critical thinking, students must produce a three page paper, typed and double-spaced in Times New Roman 12 font, that covers the following: 1) a description of the ?the activity(s), including who the target population and sponsoring agency were; 2) in what way did the activity relate to, educate about, or further social justice; and, 3) your reactions (thoughts and feelings) to the activity, both positive and negative. II. List all CEC activities for all of your classes - this is to prevent "double-dipping".The paper is due on November 26.Ramapo College Social Work Program Commitment to Social Justice As stated in the NASW Code of Ethics, social workers should pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. These activities should promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers should strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people.COURSE DATES, TOPICS AND READINGS? Date Topic ????????????? Readings Class1 Sept. 6JOINT CLASS: Introduction/overview? (Gilman, Klein, and McLaughlin).? Class 2? Sept. 10Generalist Practice KAH Chap. 1 ? Class 3 Sept. 13 Values and ethics (part 1) KAH Ch. 11 pp 393-413Geri Letter NASW Code of Ethics, Cournoyer,? Ch. 5 pp 125-150 Class 4 Sept. 17 Recording KAH Ch. 16, pp. 565-620 Kagle pp. 93-99 Class 5? Sept. 20 Agency practice, supervision, and safety in work place Horejsi and Garthwait Ch. 5 and 6 Johnson and Yanca Ch 7 KAH pp 183-189 Class 6? Sept. 24 Interviewing skills KAH Ch. 2, pp 50-59 63-85 ? Class 7? Sept. 27 Interviewing? In-class interviewing presentationsCournoyer Ch. 6 pp 177-201 Class 8? Oct. 1Engagement context Lukas Chs. 4 & 5 KAH Ch. 5 pp 157-164Cournoyer, Ch. 6 pp. 223-245 Class 9? Oct. 4 Test all material through Sept 29Class 10 Oct. 8Assessment; Learning Contract Due Cournoyer Ch9, 10 KAH Ch. 5 pp 162-183 187-202Class 11 Oct. 11 Assessment tools; CEC proposal due.KAH Ch. 5 pp 175-179Corcoran and Fisher Class 12 Oct. 15Cultural Competency KAH Ch. 12 439-468 Class 13 Oct. 18 Goal Setting KAH Ch. 6 pp 203-214Cournoyer Ch11 pp. 335-355 Class 14 Oct. 22 JOINT CLASS : Evidence- Based Practice?(McLaughlin); Evaluating Practice. KAH Ch. 1 11-18 and Ch. 8. 285-311 Kruger & Neuman pp. 416-420 Sheafor & Horejsi Ch 7 Class 15 Oct. 25 JOINT CLASS : Systems Theory /Ecological Perspective (Klein).Compton Ch. 2 AND 3 Sheafor & Horejsi Ch 6 or Johnson and Yanca Ch. 16 pp 398-415 Podcast Class 16 Oct. 29 Developing a plan of action;?Draft of Case Study Paper, Part I, due. Cournoyer pp 356-376KAH Ch. 203-211Class 17 Nov. 1 Contracting KAH Ch. 6 pp. 211-232 Cournoyer pp 373-375 Class 18 Nov. 5 Strengths Perspective Empowerment KAH Ch 1 22-24, Ch.2 59-60, and Ch. 10 363-365 Miley, O’Melia and Dubois Ch 4 Class 19 Nov. 8Resiliency/Motivating clients KAH Ch 1.? 22-25 Chang & Scott? pp 128-134 Search Institute Class 20 Nov. 12 JOINT CLASS : Psychodynamic and Role Theories (Klein) Walsh Ch. 3 Davis? Ch. 20 Class 21 Nov. 15 Information and referral; Last date for Process Recording KAH Ch. 15 Class 22 Nov. 19Values and Ethics - dilemmas in practice; Draft of Case Study Paper, Part II, due.(No class Nov. 22 – Thanksgiving Day)KAH Ch 11. 413-438Cournoyer Ch 5 pp 153-167 Class 23 Nov. 26 JOINT CLASS: Learning, Cognitive, and Behavioral Theories (McLaughlin);CEC paper due.Walsh Ch. 6 & 7 Class 24 Nov. 29 Gender issues in practice EBP Paper dueKAH Ch. 13 Class 25 Dec. 3JOINT CLASS : Interventions with mental illness (Klein & McLaughlin or guest speaker)Cournoyer pp 300-303 KAH Ch. 5 175-176Class 26 Dec. 6 Evidence- Based Practice presentations Class 27 Dec. 10Crisis intervention and suicide;Field Evaluation and Case Study Paper due KAH Ch. 7 248-260 Walsh pp 272-278 Class 28 Dec. 13 Endings KAH Ch. 8? pp. 311-325? REQUIRED TEXTS ? Kirst-Ashman, K. K., & Hull, Jr., G. H.? (20012). Understanding generalist practice, 6th ? ????????????? edition,? Belmont Ca.: Brooks/Cole.?? (KAH) ? ?? ??? ?Cournoyer, B.(2011). The social work skills workbook. 6th ed.Belmont, CA: Brooks/Cole. ? REQUIRED READINGS (Articles and book chapters not in the textbooks are online at Moodle) ? Chang, V., Scott, S., & Decker, C. (2009). Developing helping skills: a step-by-step? ????????????? approach. (chapter 10) Belmont Ca: Brooks/Cole ? Compton, B., Galway, B., Cournoyer, B. (2005). Chapters 2 and 3. Social work processes, 7th edition. Belmont Ca:Brooks/Cole.Corcoran, K. & Fischer, J. (2000). Measures for Clinical practice: A Sourcebook: Volumes I and II. 3rd edition. Simon & Schuster. In Ramapo College Library. Davis, L. V. (1986). Role theory. In F. Turner (Ed.) Social work treatment: Interlocking ? ????????????? theoretical approaches (pp.541-563). New York: Free Press. Chapter 20? Horejsi, C. and Garthwaut, C. (2002) The social work practicum: A guide and workbook for? students 2nd ed. Boston: Allyn and Bacon. Chapters 5 & 6.? Johnson, L. and Yanca, S. (2007), Social work practice: A generalist approach? 9th ed. ? ????????????? Chapters? 7 and 16. ? Kagle, J. D., & Kopels, S., (2008). Social work records. 3rd edition. Long Grove, Ill: Waveland Press Inc.?? ??? ??? ?Kruger, L. & Neuman, W.L. (2006). Social work Research. Boston: Allyn and Bacon.Pp. 416-120.? ?? ??? ??? ?Lukas, S.? (1993). Where to start and what to ask. New York:? W.W. Norton. Chapters 4 & 5. ? Miley, K., O’Melia, M., & DuBois, B. (2007). Generalist social work practice: An Empowering Approach, 5/E. Boston: Allyn& Bacon. Chapter 4.Sheafor, B., & Horejsi, C.. (2006), Techniques and guidelines for social work practice. 7th edition. Boston: Allyn & Bacon.? Chapter 6.? Walsh, J. (2006). Theories for direct social work practice.(chapters 3, ) Belmont CA: ? ????????????? Brooks/Cole. Chapters 6 and 7.? CALENDAR OF ASSIGNMENTS, COURNOYER WORKBOOK EXERCISES, IN CLASSPRESENTATIONS AND DUE DATES FOR LEARNING CONTRACT, PROCESS RECORDING, PAPERS, AND FIELDWORK EVALUATIONDateAssignmentSeptember 10First Workbook Exercise - Self Understanding and Self Control Chap. 2 Ex. 2-3,1 and 2 pp. 42-43 (Self Understanding and Self Control) Self Control Schedule pp. 480-482 Appendix 5September 13Geri Letter (Handout) & Workbook Exercise- Social Work Values and Ethics-Prepare for class discussion--Ex. 5-2, #1Response to Geri--(use link on Moodle for this assignment)September 20 Review list of feeling words in Cournoyer-Appendix 11 pp.495-500--not to be handed inCritical Thinking Scale-pp.485-486 September 24Workbook Exercise- Preparatory WorkChap. 7 Ex. 7-2, 7-5, and 7-6 (Preparatory Exploring, Preparatory Empathy and Preparatory Self-Exploration) p.213September 27andOctober 1 Interviewing Class Exercise and Analysis --see details below for Assignment #2Interviewing Skills Individual Analysis (use link on Moodle) October 4Test October 8Learning Contract dueOctober 15Workbook Exercise-Asking Questions, Seeking Clarification and Reflecting FeelingsChap 9 Ex. 9-1, 9-2, and 9-4 (Asking Questions, Seeking Clarification and Reflecting Feelings) Choose one case--either S. Family, Mrs. O or Mrs. F and follow for next 4 exerciseOctober 18Workbook Exercise-ContractingChap. 11 Ex. 11-3 (Contracting--Identifying an Issue) Choose one case--either S. Family, Mrs. O or Mrs. FOctober 25Workbook Exercise – Developing an Action PlanChap.11 Ex. 11-6 (Developing an Action Plan) Choose one case--either S. Family, Mrs. O or Mrs. FOctober 29Draft of Part 1 of Case Study Assignment (#5) - Parts A-GNovember 12 Workbook Exercise-Partializing and Going BeyondChap. 9 Ex. 9-6, 9-7 (Partializing and Going Beyond) Choose one case--either S. Family, Mrs. O or Mrs. FNovember 15Final date to hand in Process Recording November 26 Draft of Part 2 of Case Study Assignment (#5) - Parts H-NDecember 3Workbook Exercise- NASW Code of EthicsChap. Summary 5 pp. 161-163. NASW Code of Ethics Answer 2 out of 5November 29 and December 6In Class Evidence-Based Assignment due 11/29 and Presentation due 12/6 --see details below for Assignment #4December 10Fieldwork Evaluation dueDecember 10Final version of Case Study Paper (Assignment #5) dueFIELDWORK ASSIGNMENTS – Learning Contract: by the fourth week of your field placement you should turn in a completed Learning Contract signed by you and your field instructor. Please use the self-assessment tools given out in the Field Work Orientation to help you develop learning goals and objectives for yourself. You and your field instructor must work on this contract together. This contract is not graded but is required (see Student Handbook and Moodle for Learning Contract). Due 10/08/11 Process Recordings: - You are expected to turn in to your teacher in class one Process Recording where you are processing contacts (individual or group) with client systems with whom you are working this year. At the agency you are expected to turn into your field instructor two Process Recordings a month. Although your agency may utilize a different recording guide, please follow the Process Recording Guide, found in the Student Handbook and in the Field Orientation Packet, for the one you turn into your teacher. Before turning the process recordings in to the professor, please have your field instructor read and comment in the section for supervisor's comments. Due any time in the semester up to 11/15/11. COURSE WORK ASSIGNMENTSASSIGNMENT #1 WORKBOOK and HANDOUT EXERCISES For this assignment, you will be completing exercises primarily from a workbook, Cournoyer, B. (2011) The social work skills workbook. 6th edition. Belmont, CA: Thompson. In this book students read chapters and review interviewing situations and cases and then answer questions. Exercises that are not in this book will be handed out in class. Completed workbook assignments can either be torn out of the workbook or copied and handed in to your instructor. With each workbook assignment you will read the material in the workbook and answer the assigned questions. At the end of each workbook exercise each student should discuss why they answered in the way they did using citations and/or paraphrasing of theoretical concepts from textbooks and readings. For example, before you do the exercise on preparatory empathy you will need to read the material in the workbook on preparatory empathy to help you understand it. In addition, read material in the textbook or other assigned readings by other authors (such as Compton and Galaway or other articles or books) to learn more about the topic. A student may only receive a check plus for the exercise if s(he) has written outstanding answers that include references from Cournoyer PLUS additional readings. The grading for the workbook assignments include: check plus, check, check minus and redo of the assignment. Redo of assignments are due at the next class. Assignment #2 Interviewing Assignment and In Class Interview PresentationDue Sept. 27 and Oct. 1 Presentation of Interviewing/Reflective Listening skills – In this assignment you will be learning, presenting, and assessing other student’s use of beginning level skills used by new workers when communicating with client systems. You and one partner will be provided with a list of possible situations from which to choose to develop a three minute interview scene. Please read the assigned literature on interviewing and the interviewing skills worksheet. After you and your partner develop two scenes which allow you to show your use of 6-8 number of skills, these scenes will be presented to other students in class. Classmates will be expected to comment on the level of skills used in each scenario. Split into groups of twosReview and then choose the situation that you will useReview literature on interviewing skillsDevelop two three minute skits in which each of you play the interviewer and interviewee. In each skit be sure to show evidence that you have learned at least 6-8 attending, non-verbal and verbal interviewing skills. Do not attempt to formally end the interview. Practice the skitsPresent the skits in class on Sept 27On Sept 27 observe skits of other groups. Complete the skills worksheet and give feedback to other students.By Oct. 1 you will turn in (via Moodle) a two page individual analysis of your interviewing - reflective listening skills. Make reference to readings on interviewing skills, using APA style.Possible interviewing topics to interview your partner are: 1. An interesting book that the interviewee has recently read2. An interesting travel experience or vacation3. An interesting movie4. A current event/newspaper article 5. A theatrical or musical performance that interviewee watched or participated in. Interviewing Skills Check ListCheck the appropriate column for each skillName _______________________ Date ________Non VerbalSkillDid not tryPoor useGood try, butEffective UseSpontaneous eye contact/not looking down or awaySlight lean forwardRelaxed postureSpontaneous body movement/no fidgetingAttendingSkillDid not tryPoor useGood try, butEffective useAffirmative head nodAffirmative soundsLanguage clearConvey warmthConvey interestDoes not interruptAppropriate affectPleasant voice qualityNo distracting body movementsAppropriate distance from clientAppropriate rate of speechNo use of “you know”ListeningSkillDid not tryPoor useGood try, butEffective useEmpathic responseMaintain silenceConvey warmthConvey interestDoes not interruptLeadingSkillDid not tryPoor useGood try, butEffective useIntroduces selfIntroduces roleOpen ended questionClosed ended questionIndirect questionEncouragingParaphrasingClarifyingPerception CheckingSummarizingLimits use of WhyInformingSkillDid not tryPoor useGood try, butEffective useGive informationASSIGNMENT #3 Test on reading material – October 4, 2012ASSIGNMENT #4 Evidenced-Based Practice Assignmentdue November 29 and In Class Presentation Due on December 6, 2012“Evidence-based practice (EBP) is a process in which the practitioner combines well-researched interventions with clinical experience and ethics, and client preferences and culture to guide and inform the delivery of treatments and services. The practitioner, researcher and client must work together in order to identify what works, for whom and under what conditions”. Social Policy Institute The purpose of this assignment to learn to how to identify practice interventions that are based on empirical evidenceThe assignment is in three parts: Locate a scholarly research article that provides evidence for a practice topic of your choiceWrite a short summary paper about the articlePresent the article to the classa. Utilizing the college library resources, or material available at your agency, locate articles or other material describing research within the past ten years. (The Reference Librarians could be of help to you in locating appropriate sources of information)b. Using the Assignment link on Moodle, students will submit a 2-3 page summary paper based on their research of a scholarly article that discusses the use of Evidence Based Practice (EBP) in social work involving a particular intervention. The topic being researched is solely up to the student as long as it discusses the use of EBP. If possible attach the article along with the Moodle assignment. The 2-3 page write-up should include the following material:Provide the title of the article, the author(s), the name of the journal, and the date of the publication.Briefly describe the working hypothesis or problem that the author(s) are researching.State the kind of research that was conducted i.e. focus group, surveys, questionnaires, randomized control trials, quantitative vs. qualitative, etc.Briefly state the conclusions of the study.Summarize the implications for social work practice.c. On 12/6/12 each student will make a 3-4 minute presentation to the class about the article. This brief presentation will be a summary of the material you have presented in the write-up. If you have not attached a copy of the article in the Moodle assignment please hand it in to your professor at this time. Note: this assignment may serve as an opportunity for the student to research an article for their Case Study-Signature Assignment and may be used as a reference for the final paper. ASSIGNMENT #5 – Case Study Paper – Signature Assignment -Engagement, Assessment, Goals and Plan - In this assignment you are expected to pick one client system you are working with this semester and show evidence of work during the initial phases of the helping process. You are expected to show how your readings relate to almost all sections of this paper. Use the APA referencing format. You will turn this paper in to your professors in several sections who will review the first two sections to provide comments, and return the section to you. We expect that you will utilize the comments to turn in a stronger final paper. Dates due:Part 1 Sections A-G – October 29 (not graded, feedback only);Part 2 Sections H-N - November 19 (also not graded);Final paper all parts – December 10 (graded, 30% of course grade).Section I – due October 29, 2012A. Abstract - Write one paragraph identifying your client and reason for referral of client system to your agency. This serves only as an introduction to the reader. Any information stated here should be included in appropriate parts of the paper. Include a brief agency description.B. Initial engagement process – 1. Describe your preparatory work during your beginning contacts. How did you prepare to work with this client? Please refer to readings on preparatory work.2. Describe the early relationship building activities.3. What was the early working contract?C. Problem identification1. What are the problems/issues initially presented by the client, agency, others, and observed by you.2. Using social work and social science literature describe the etiology and dynamics of each of the issues faced by the client (minimum one page per issue).D. Data Gathering – Extensive bio-psycho-social and environmental history of client presented in an organized manner. It should include information from client system, observations from collaterals and other agencies, and results from assessment tools. Describe issues of culture, strengths, oppression, physical environment, and risk status. Include a genogram and eco map of the client system to elucidate your material. () Review the models of social histories presented in Cournoyer and Kirst-Ashman, Hull or other literature in order to develop your own history outline.E. Culture 1. Site a specific article which pertains to your client’s cultural (religion, ethnicity, reference groups) background.2. What impact does culture have on client situation?3. What are the similarities/differences between your background and the client’s?F. Use of Theories 1. Describe how ecological systems theory helps you understand this client. 2. Which one other of the following theories are you using to help you understand the client system? (developmental stages, cognitive, behaviorism, role theory, psychodynamic, family, learning theory etc.) Why? 3. Describe these theories from your readings (with citations) and illustrate how these theories enrich your knowledge about the client system. Document from the literatureG. Summary of the Assessment.1. In two-three paragraphs summarize material in data gathering section2. Include your assessment of strengths and weaknesses, resources and obstacles of the client system. 3. Discuss possible causation of presenting problems. *Do not include information not previously mentioned in the data gathering section. Section II – due November 19, 2012H. Client Goals 1. State four client system's change goals 2. State at least four specific, measurable objectives 3. Include a sample Goal Attainment Scale (GOAS) completed preferably by you and the client system. I. Plan of Action1. What are the specific plans you and the client expect to implement?2. Write a Plan of Action 3. Identify client tasks and worker tasks and roles.J. Practice Model 1. What are the practice model(s) you plan to utilize? 2. Discuss how the concepts in the models will help you develop a method for intervening with this client: (Problem solving, behavior modification, short term, cognitive restructuring, empowerment, feminist treatment, task centered, psychodynamic, family, journaling, play therapy, relaxation training, case management, psycho-education, supportive, etc.) 3. Document from the literature what methods are you using and why. 4. What is the evidence that the methods you plan to use have been shown to be effective? Use research articles from the literature.K. Resources 1. Describe the resources (natural, self-help, and formal) that you expect to be used to help the client reach the goals.2. How will you expect these resources to be of help to you?3. What collateral contacts do you expect to have? How will these be of help to you and the client?L. Values and Ethics1. What value issues seem to arise?3. What ethical issues arise?M. Contract Present the written contract between you and the client – Please write one, even if you do not share it with the client. Note if it's done by you alone, or you and client. N. Present a single system design which describes how you will evaluate the achievement of client objectives that you have stated in section H. Please document research material using APA style. Grading Rubric for Case Study TopicScoreCommentsA Short identifying paragraph2 pointsB Initial Engagement Process4 points2.1.1 Identify as a professional social worker and conduct oneself accordingly. 2.1.1d. Demonstrate professional demeanor, appearance and communication (3 or higher = competence)C Problem Identification7 points2.1.2a. Recognize and manage personal values in a way that allows professional values to guide practice (5 or higher = competence)D Data Gathering12 points2.1.4c.Recognize and communicate understanding of important differences in shaping life experiences (9 or higher = competence)E. Culture6 points2.1.4a. Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege(4 or higher = competence)F. Use of Theories8 points2.1.3a. Distinguish appraise and integrate multiple sources of knowledge(6 or higher = competence)G. Summary of Assessment7 points2.1.3b. Analyze models of assessment, prevention, intervention and evaluation(5 or higher = competence)H Goals and Objectives10 points2.1.10d.Collect, organize and interpret client data ( 8 or more = competence)I Plan of Action4 points2.1.5c. Engage in practice that advances social and economic justice (3 or higher = competence)J Practice Model8 points2.1.7b. Critique and apply knowledge to understand person in environment(6 or more = competence)K Use of Resources4 points2.1.10a. Substantively and affectively prepare for action with individuals, families, groups, organizations and communities (3 or more = competence)L Values/Ethics4 points2.1.1c. Attend to professional roles and boundaries (3 or more = competence)M Contract4 points2.1.10c. Develop a mutually agreed on focus of work and desired outcomes (3 or more = competence)N Research Design and Data Analysis12 points2.1.6b. Use research evidence to inform practice(9 or more = competence)O Spelling and Grammar4 pointsP Citations and References4 pointsTotal 100 pointsA grade of 75 or higher = competence ................
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