Accessible Course Outline Template



SOCWORK 3C03 – Social Aspects of Health and IllnessCourse Dates: September 8, 2020 to December 9, 2020 Please note: This course is asynchronous and is not meeting on Thursday from 7-10 as opposed to what’s noted on the course timetable.Online course to be completed in Fall 2020.Instructor: Dr. Allyson IonOffice hours: Weekly virtual group office hours to be confirmed or one-on-one virtual meeting by appointment Email:iona@mcmaster.ca Table of Contents TOC \o "1-1" \h \z \u Course Overview PAGEREF _Toc48131292 \h 1Course Requirements/Assignments PAGEREF _Toc48131293 \h 3Assignment Submission and Grading PAGEREF _Toc48131294 \h 6Student Responsibilities PAGEREF _Toc48131295 \h 8Course Weekly Topics and Readings PAGEREF _Toc48131296 \h 11Course OverviewCourse Description:The purpose of this course is to explore issues of health and health care and some of the forces that shape social work practice in this context. Social Workers have a unique role to play in health care settings through our appreciation of the relationships between individual health and well-being and social, cultural and political contexts. This course will explore, examine, and critique the determinants of health; provide an introduction to the multiple roles social workers play in health care and allied health settings; and explore contemporary challenges faced by social workers in health care and allied health settings. Course Objectives: The course will broadly explore the following questions: How are the social determinants of health applicable to critical social work practice?What does it mean to practice social justice oriented, critical social work in health care and allied health settings?The objectives of this course are:To provide an overview of the organization of health care in Canada. To explore the social determinants and dimensions of health and illness across the lifespan.To provide an introduction to the role of social work in health care and allied health settings. To develop critical thinking, practice and interviewing skills related to the social determinants of health and illness. The basic assumptions of this course concur with the broader curriculum context set by the School of Social Work's Statement of Philosophy:As social workers, we operate in a society characterized by power imbalances that affect us all. These power imbalances are based on age, class, ethnicity, gender identity, geographic location, health, ability, race, sexual identity and income. We see personal troubles as inextricably linked to oppressive structures. We believe that social workers must be actively involved in the understanding and transformation of injustices in social institutions and in the struggles of people to maximize control over their own lives.Course Format:This course will be offered online asynchronously. This means that students will learn in a self-paced manner with guidance from the instructor. Course material for each week of the term will be presented through assigned readings, short narrated lectures or videos or podcasts, and ‘guest speaker’ video interviews with a social worker or community member whose work, activism and/or research reflects the week’s topic. Each week students are expected to post questions, responses and reflections on Avenue to Learn in response to the course material and posts from peers as part of online, small group discussions. The content for each week (e.g. ‘guest video interviews’ and links to assigned readings, etc.) will be posted up to 2 weeks prior to the assigned week. Timelines and checkpoints for learning will be specified on Avenue to Learn and “Day 1” of each week has been noted in the weekly schedule below, for example, Week 1 starts on September 10th. You can expect to spend up to 10 hours per week moving through the course materials and activities independently. Required Texts: Students will be responsible for downloading electronic journal articles / publications that are available through the McMaster library. Links to the assigned readings will be outlined for each week in the syllabus and on Avenue to Learn. Online Communication Guidelines:This course will use Avenue to Learn as the primary platform through which you will consume course materials and communicate with the instructor and your class peers. Review the Welcome & Course Overview Module at the start of the course to familiarize yourself with the course content. Announcements will be posted to share emerging and important information with the class, and if any changes are made to the course content. Any questions about the course content can be posted in the Avenue to Learn Discussion Board, specifically in the Q&A Forum that will be set up at the start of the course. This Q&A Forum will be monitored every 48 hours by the instructor, and you can respond to questions posed by your peers as well. This Q&A Forum can be used to ask questions about the course that do not contain sensitive information. Questions that cannot be addressed through the Q&A Forum can be emailed to the instructor and will only be answered on weekdays during business hours within 2 business days. Emails sent within 24 hours of an assignment deadline may not be answered in time of the deadline. Each week there will be virtual office hours through Zoom where students can connect with the instructor in real-time for 1-hour. The day, time and zoom details will be posted in Avenue to Learn. These virtual office hours are optional and do not count towards your overall grade. The virtual office hours will be recorded, and the link will be posted to Avenue to Learn each week.Course Requirements/AssignmentsRequirements Overview and DeadlinesA2L Discussion Board Engagement – Due weekly for at least 10 out of the 13 weeks, 20% Video Interview with social work or health practitioner, Reflection, & Peer Evaluation - 35%Oct 8, 2020 – submit video interview & personal reflectionOct 22, 2020 – submit peer evaluation Critical Reflection about Three Guest Speaker Videos – Due Nov 26, 2020, 20%Final Critical Analysis Paper – Due Dec 17, 2020, 25% Requirement/Assignment DetailsWeekly Discussion Board Engagement – 20%Students are expected to demonstrate their engagement and critical reflection with the weekly assigned readings and video/audio content by participating in the A2L Discussion Board with their classmates. Students will be assigned to one group for Weeks 1-6 and then to a different group for Weeks 7-13. After reviewing the assigned content each week, students will be expected to post questions and responses in their small groups in the A2L Discussion board. Day 1 of the assigned week will begin on a Thursday, for example, September 10th. Students are encouraged to have completed the assigned readings and videos by Sunday of that week so that they can participate in discussion with classmates throughout the remainder of the week. Engagement marks will be assessed as follows: a) Post 1 question in assigned Group (by Sunday); b) Post 3 responses to questions posed by group members (by Wednesday). When crafting your questions and responses, consider: a) What new information did you learn from the readings and/or videos?; b) What surprised you about the readings and/or videos?; c) What questions came up for you from the readings and/or videos; and d) What questions do you have about the social determinants of health after reviewing the weekly content? Students are expected to engage with course material through posts and responses for at least 10 out of the 13 weeks. Student posts should not be written as essays, but as short, concise, and meaningful questions and responses (e.g. 100-150 words per post). Full sentences (rather than bullet points) are expected. Video Interview with social work or healthcare practitioner, Critical Reflection & Peer Evaluation – 35% For this assignment, students will: a) create a video interview; b) write a critical reflection about the video interview; and c) prepare a peer evaluation of a video interview produced by a classmate. The purpose of this assignment is for students to: a) learn about a health topic or area of healthcare that is relevant to social work practice and / or the social determinants of health; b) enhance their understanding and knowledge of health issues, the social determinants of health, and/or social work practice in health-related areas; c) practice interviewing skills; and d) provide constructive peer feedback on the interview content, style, and approach. Create a Video Interview & Share with Group (15%) –Students will a) identify someone who works in healthcare or a health-related area of their choosing (e.g. social worker, allied health practitioner, health policy expert, etc.).b) Students will craft interview questions that enhance their understanding about the person’s area of practice/policy; examine how the social determinants of health apply to this person’s area of practice or policy (from a micro-practice or macro/structural perspective); and enhance their understanding about how to strengthen their own practice in this area of health/healthcare (e.g. what is important to know in order to practice in this area of social work, or to do policy-oriented work if considering from a labour studies/health studies perspective).c) Students will produce a short video of themselves interviewing this person (up to 5 minutes). Students will select any technological medium to capture the video (e.g. Skype, FaceTime, Zoom) so long as the dialogue between the student and the interviewee is visible and audible. d) Students will share the video with the members of their A2L small group using MacVideo. Sharing through MacVideo enables closed captioning.Students will be graded on the interview questions, the content of the interview, and their interview practice skills. Submit video file to A2L small group by October 8, 2020 Write a Critical Reflection about the Video Interview (15%)Students will write a critical reflection that is 5 pages in length (double spaced, 12-point font). Critical reflections should address the following questions: What did you learn from the interviewee about: a) social work practice; b) the healthcare setting or social and political context in which they work; and/or c) the health issue that they address in their practice/policy work? What questions emerged (or remain unanswered) from the interview? What did you learn about the social determinants of health from your conversation with the interviewee? What reflections do you have about your own interview practice from your conversation with the interviewee?Submit Critical Reflection directly to the instructor in A2L by October 8, 2020 Prepare a peer evaluation of interview produced by group member (5%)Video interviews will be randomly assigned within the small A2L Groups that students have been engaging with from Weeks 1-6. Group members will complete one peer evaluation that offers feedback on the interview content (what was asked in the interview, what information was gleaned about the health issue, healthcare setting, and/or practice/policy context) and offers feedback on the interview approach (style of interviewing, communication skills). Detailed questions to consider for the peer evaluation will be shared early in the term. Submit Peer Evaluation directly to the instructor and to the peer evaluated in A2L by October 22, 2020 Critical Reflection About Three Guest Speaker Video Interviews – Due Nov 26th, 20%Students will select three of the guest speaker video interviews from the weekly course content and write a critical reflection. The critical reflection will synthesize and provide an integrated overview that addresses the following questions:a) How do these interviews inform your understanding of the social determinants of health and the structural issues that intersect with health and healthcare?b) What questions emerge for you about social work practice, health policy, and/or healthcare settings from these interviews? c) What reflections do you have about your own social work practice or contributions to healthcare settings from these interviews? d) What do these interviews tell you about the social and political context in which social workers practice? e) What do these interviews tell you about what it means to practice social justice oriented, critical social work in healthcare and allied health settings? Rather than discuss each interview separately, students are expected to consider themes, issues, and learnings across the three videos selected to offer a synthesized and integrated critical reflection. To do this, identify similar themes that are visible in all three videos, as well as tensions or contradictions that emerge across the three videos. Students are expected to draw upon relevant literatures (journal articles, community reports) to back-up their claims and demonstrate knowledge and critical thinking beyond the assigned course readings. Proper in-text citations and references are expected. The critical reflection will be up to 8 pages not including references and will be written in accordance with the current edition of American Psychological Association (APA) publication manual. Final Critical Analysis Paper – Due December 17th, 25% Students will research an area related to health and illness that is of particular interest to them. Students can build on a topic covered in the course or can choose an issue of interest that was not discussed in the course. Students will review relevant literature related to their topic (e.g. research studies, scholarly debates & commentaries, journalistic sources, etc.). Students will introduce why the topic is a relevant health issue, how it relates to social work practice (or their discipline of study, e.g. health policy, labour studies), and the current debates, tensions, and/or research evidence about the topic. Students will examine the implications for social work practice generally, and specifically for them as practitioners (or as related to their discipline of study). Students are expected to review literature and/or reports beyond the assigned course readings to demonstrate depth and breadth of knowledge of the health / healthcare topic. It is expected that students review at least 10 literature sources for this assignment. The final critical analysis paper will be 10 pages not including references and will be written in accordance with the current edition of American Psychological Association (APA) publication manual. Proper in-text citations and references are expected. Assignment Submission and GradingForm and Style All written assignments must be typed and double-spaced and submitted with a front page containing the title, student’s name, student number, and the date. Number all pages (except title page). All assignments must be submitted through Avenue to Learn (electronically). Hard copies will not be accepted. Paper format must be in accordance with the current edition of American Psychological Association (APA) publication manual with particular attention paid to font size (E.g. Times-Roman 12, Arial 12, Calibri 12), spacing (double spaced) and margins (minimum of 1 inch at the top, bottom, left and right of each page) as papers not meeting these requirements may not be accepted. Students are expected to make use of relevant professional and social science literature and other bodies of knowledge in their term assignments. When submitting, please keep a back-up copy of your assignments. Avenue to Learn In this course, we will be using Avenue to Learn. Students should be aware that, when they access the electronic components of this course, private information such as first and last names, usernames for the McMaster e-mail accounts, and program affiliation may become apparent to all other students in the same course. The available information is dependent on the technology used. Continuation in this course will be deemed consent to this disclosure. If you have any questions or concerns about such disclosure, please discuss with the course instructor. Submitting Assignments & Grading All written work will be marked on grammar, clarity of writing, and organization, as well as content and analysis. Grading will be based on the School of Social Work’s Guideline for Assessment and Grading of Course Work (Undergraduate). Generally speaking, what is looked for in written assignments can be grouped under six main headings:Logic: relevance, orderly marshalling of facts and arguments (organization), rational sequencing of sections.Quality of Communication: clarity of expression, grammar, spelling, documentation.Quality of Information: relevance, scope, knowledge of literature.Quality of Arguments: critical reasoning, ability to develop a line of thought.Ability to relate general issues and perspectives to specific issues.Personal/Professional Perspective: awareness of values, possibility of choice.Please note: All assignments are to be submitted on the due date. In exceptional circumstances an extension will be granted if discussed and agreed upon prior to the due date. Privacy Protection In accordance with regulations set out by the Freedom of Information and Privacy Protection Act, the University will not allow return of graded materials by placing them in boxes in departmental offices or classrooms so that students may retrieve their papers themselves; tests and assignments must be returned directly to the student. Similarly, grades for assignments for courses may only be posted using the last five digits of the student number as the identifying data. The following possibilities exist for return of graded materials: Direct return of materials to students in class; Return of materials to students during office hours; Students attach a stamped, self-addressed envelope with assignments for return by mail; Submit/grade/return papers electronically. Arrangements for the return of assignments from the options above will be finalized during the first class. Extreme CircumstancesThe University reserves the right to change the dates and deadlines for any or all courses in extreme circumstances (e.g., severe weather, labour disruptions, etc.). Changes will be communicated through regular McMaster communication channels, such as McMaster Daily News, A2L and/or McMaster email.Student Responsibilities Students are expected to review all course material, read the assigned reading(s), participate in small group discussions, and complete all course components and assignments. Participation refers not only to active questioning, sharing, and communication of ideas but it also includes contributing to other student’s learning by creating a respectful space where people can openly explore, test and challenge ideas. Thus, students are expected to contribute to the creation of a respectful and constructive online learning environment.Students are expected to constructively contribute to the overall classroom environment. This includes active participation in small group discussions, asking questions, sharing experiences, and reflecting on links to practice. Academic Integrity You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity. Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: “Grade of F assigned for academic dishonesty”), and/or suspension or expulsion from the university. It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty, please refer to the Academic Integrity Policy The following illustrates only three forms of academic dishonesty:Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.Improper collaboration in group work.Copying or using unauthorized aids in tests and examinationsAuthenticity/Plagiarism DetectionSome courses may use a web-based service () to reveal authenticity and ownership of student submitted work. For courses using such software, students will be expected to submit their work electronically either directly to or via an online learning platform (e.g. A2L, etc.) using plagiarism detection (a service supported by ) so it can be checked for academic dishonesty.Students who do not wish their work to be submitted through the plagiarism detection software must inform the Instructor before the assignment is due. No penalty will be assigned to a student who does not submit work to the plagiarism detection software. All submitted work is subject to normal verification that standards of academic integrity have been upheld (e.g., on-line search, other software, etc.). For more details about McMaster’s use of please go to mcmaster.ca/academicintegrity.Conduct ExpectationsAs a McMaster student, you have the right to experience, and the responsibility to demonstrate, respectful and dignified interactions within all of our living, learning and working communities. These expectations are described in the Code of Student Rights & Responsibilities (the “Code”). All students share the responsibility of maintaining a positive environment for the academic and personal growth of all McMaster community members, whether in person or online.It is essential that students be mindful of their interactions online, as the Code remains in effect in virtual learning environments. The Code applies to any interactions that adversely affect, disrupt, or interfere with reasonable participation in University activities. Student disruptions or behaviours that interfere with university functions on online platforms (e.g. use of Avenue 2 Learn, WebEx or Zoom for delivery), will be taken very seriously and will be investigated. Outcomes may include restriction or removal of the involved students’ access to these platforms.Academic Accommodation of Students with DisabilitiesStudents with disabilities who require academic accommodation must contact Student Accessibility Services (SAS) at 905-525-9140 ext. 28652 or sas@mcmaster.ca to make arrangements with a Program Coordinator. For further information, consult McMaster University’s Academic Accommodation of Students with Disabilities policy.Requests for Relief for Missed Academic Term WorkMcMaster Student Absence Form (MSAF): In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar “Requests for Relief for Missed Academic Term Work”.Accessibility StatementThe School of Social Work recognizes that people learn and express their knowledge in different ways. We are committed to reducing barriers to accessibility in the classroom and working towards classrooms that welcome diverse learners. If you have accessibility concerns or want to talk about your learning needs, please be in touch with the course instructor.Academic Accommodation for Religious, Indigenous or Spiritual Observances (RISO)Students requiring academic accommodation based on religious, indigenous or spiritual observances should follow the procedures set out in the RISO policy. Students should submit their request to their Faculty Office normally within 10 working days of the beginning of term in which they anticipate a need for accommodation or to the Registrar's Office prior to their examinations. Students should also contact their instructors as soon as possible to make alternative arrangements for classes, assignments, and tests.Copyright and RecordingStudents are advised that lectures, demonstrations, performances, and any other course material provided by an instructor include copyright protected works. The Copyright Act and copyright law protect every original literary, dramatic, musical and artistic work, including lectures by University instructors.The recording of lectures, tutorials, or other methods of instruction may occur during a course. Recording may be done by either the instructor for the purpose of authorized distribution, or by a student for the purpose of personal study. Students should be aware that their voice and/or image may be recorded by others during the class. Please speak with the instructor if this is a concern for you.The School of Social Work requests and expects that:Instructors inform students about what they will record, when they will record, and what they will do with the recording Students who wish to record contact the instructor first. This is so the instructor can inform the class when permission has been given to a student to record (the identity of the student will be kept confidential by the instructor). Recordings by students are used for personal study only, and not shared with anyone else, and are deleted when no longer needed for personal study There will likely be times when students or guest speakers share personal or sensitive information. In this circumstance we expect everyone to stop recording. The instructor (or student or guest sharing) may also ask for recording to stop, and we expect everyone to respect such a request.E-mail Communication Policy Effective September 1, 2010, it is the policy of the Faculty of Social Sciences that all e-mail communication sent from students to instructors (including TAs), and from students to staff, must originate from the student’s own McMaster University e-mail account. This policy protects confidentiality and confirms the identity of the student. It is the student’s responsibility to ensure that communication is sent to the university from a McMaster account. If an instructor becomes aware that a communication has come from an alternate address, they may not reply.Extensions and Incomplete CoursesExtensions All instructors understand that life situations sometimes make it very difficult to hand in an assignment on the date it is due. If you need more time to complete an assignment, talk with your instructor – in advance of the assignment deadline! Once you and your instructor have agreed on a new due date, it is your responsibility to submit your assignment on time. If you find yourself unable to meet deadlines in more than one course, please reach out to Tammy Maikawa, Administrator (millet@mcmaster.ca ) or Sandra Preston, Undergraduate Chair (prestosl@mcmaster.ca ). We are here to support you to think about options (such as reducing your course load) that can take the stress off and contribute to your success in the program overall. Incomplete courses If you are not able to complete all of your assignments by the end of term, you have the option of contacting the instructor to request an Incomplete (INC) on the course. If the instructor agrees, (taking into account the amount of outstanding coursework and the time it will likely take to complete), the instructor will enter the grade you have so far in the course (the default grade) and the course will appear in Mosaic as INC (incomplete). The School’s requirements for completing courses depend on a) the nature of the course (whether it is a foundation course*, or a social and political context course) and b) when you are hoping to start placement. For example, a student who has an incomplete in a foundation course cannot start placement. Please see the Policy on Extensions and Incompletes in the BSW Program for more details. At approximately 52-60 days after the end of term, the Mosaic system will automatically change an INC to the default grade. Depending on the default grade, this might affect your standing or progress in the program. As always, if you have any questions or concerns about your progress in the program, please connect with Tammy Maikawa, Administrator (millet@mcmaster.ca ) or Sandra Preston, Undergraduate Chair (prestosl@mcmaster.ca).Course Weekly Topics and ReadingsWeek 1: September 10Topic: Welcome & Course Orientation Setting the Context: Social Determinants of Health, Healthcare in Canada, and the Role of Social Workers in Health SpacesReadings & Activities:Review the Orientation Video (Under Week 1 Content) - link posted on A2LReview the Course Outline – available on A2LAnswer the poll about your preferred day and time for the weekly virtual zoom office hours – link posted on A2L (Announcement) Watch Video: “Social Determinants of Health – An Introduction” – available at: – 7 minutesRead: Bryson, S. A., & Bosma, H. (2018). Health social work in Canada: Five trends worth noting. Social Work in Health Care, 57(8), 1-26. Available at Read: Craig, S. L., Bejan, R., & Muskat, B. (2013). Making the invisible visible: are health social workers addressing the social determinants of health? Social Work in Health Care, 52(4), 311-331. Available at Read: Schill, K., Terbasket, E., Thurston, W. E., Kurtz, D., Page, S., McLean, F., ... & Oelke, N. (2019). Everything Is Related and It All Leads Up to My Mental Well-Being: A Qualitative Study of the Determinants of Mental Wellness Amongst Urban Indigenous Elders. The British Journal of Social Work, 49(4), 860-879. Available at to Discussion Board on Avenue to Learn Week 2: September 17Topic: Barriers & Access to CareReadings and Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:Andermann, A. (2016). Taking action on the social determinants of health in clinical practice: a framework for health professionals. Canadian Medical Association Journal, 188(17-18), E474-E483. Available at Read:Ridde, V., Aho, J., Ndao, E. M., Benoit, M., Hanley, J., et al. (2020). Unmet healthcare needs among migrants without medical insurance in Montreal, Canada. Global Public Health, 1-14. Available at Read:Steele, L. S., Daley, A., Curling, D., Gibson, M. F., Green, D. C., Williams, C. C., & Ross, L. E. (2017). LGBT identity, untreated depression, and unmet need for mental health services by sexual minority women and trans-identified people. Journal of Women's Health, 26(2), 116-127. Available at Watch Video: Guest Video Interview – Pragya Mishra, MPH (c) - Link posted in A2L – 28 minutesContribute to Discussion Board on Avenue to Learn Week 3: September 24Topic: Addressing Racism and Improving the Health and Well-Being of Racialized Peoples in Canada Readings and Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LWatch Video:Dr. David R. Williams - Does Racism Play a Role in Health Inequities? - 7 minutes Watch Webinar:Racial health equity: Embracing a decolonial, anti-racist practice – National Collaborating Centre for Determinants of Health – start the webinar at 5:51 minutes - – 32 minutes Read:Allan, B. & Smylie, J. (2015). First Peoples, second class treatment: The role of racism in the health and well-being of Indigenous peoples in Canada. Toronto, ON: the Wellesley Institute. Available at Read:Williams, C. (2002). A rationale for an anti-racist entry point to anti-oppressive social work in mental health services. Critical Social Work, 3(1), 26-31. Available at Read:Taylor, D. (forthcoming). The impact of racism on health: Visions of Canada on the right side of the future. Du Bois Review: Social Science Research on Race, in press. PDF available for download in Avenue to Learn. Guest Video Interview – To be confirmed – Link to be posted on A2L Contribute to Discussion Board on Avenue to Learn Week 4: October 1Topic:Ethics in Healthcare Healthcare Legislation and Determining Capacity Readings & Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:Weinberg, M., & Banks, S. (2019). Practising ethically in unethical times: Everyday resistance in social work. Ethics and Social Welfare, 13(4), 361-376. Available at Read:Davidson, G., Brophy, L., & Campbell, J. (2016). Risk, recovery and capacity: Competing or complementary approaches to mental health social work. Australian Social Work, 69(2), 158-168. Available at Read:Wilson, H. (2020). Social Work Assessment: What Are We Meant To Assess? Ethics and Social Welfare, 14(1), 84-88. Available at Watch Video: Guest Video Interview – Rochelle Maurice, MSW, RSW, MHSc, PhD Student - Link posted in A2L – 41 minutesContribute to Discussion Board on Avenue to Learn Week 5: October 8Topic: Supporting Families and Addressing Intersecting Determinants of Health and Well-Being Readings & Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:Williams, C. (2018). Caregiving under Siege: An Argument for Critical Social Work Practice with Families. Canadian Social Work, 20(1), 72-88. Available at Read: Toombs, E., Drawson, A. S., Bobinski, T., Dixon, J., & Mushquash, C. J. (2018). First Nations parenting and child reunification: Identifying strengths, barriers, and community needs within the child welfare system. Child & Family Social Work, 23(3), 408-416.Available at Read:Fusco, R. A. (2019). Perceptions of Strengths-Based Child Welfare Practices Among Mothers With Drug Use Histories. Journal of Family Issues, 40(17), 2478-2498. Available at Watch Video:Guest Video Interview – Gabrielle Griffith, 2SLGBTQIA Family Program Coordinator & Doula, Birth Mark Toronto - Link posted in A2L – 18 minutesWatch Video: Guest Video Interview - Rachel Henry, MSW, RSW, Family Support Worker, Catholic Children’s Aid Society of Hamilton - Link posted in A2L – 14 minutesContribute to Discussion Board on Avenue to Learn Assignment Due: Submit video interview recording and personal reflection Week 6: October 15 Mid-Term RecessWeek 7: October 22Topic:“Patient Engagement” and Centering Service Users’ Knowledges & Social MovementsReadings & Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:Sinding, C., Aronson, J., McGillicuddy, P., & Ford, A. R. (2011). The right to be involved: Contexts and contradictions. Canadian Social Work Review, 28(1), 69-88. Available at Read:Ocloo, J., & Matthews, R. (2016). From tokenism to empowerment: progressing patient and public involvement in healthcare improvement. BMJ quality & safety, 25(8), 626-632. Available at Read:Brosnan, L. (2019). ‘The Lion’s Den’: The Epistemic Dimensions of Invisible Emotional Labour in Service-User Involvement Spaces. Journal of Ethics in Mental Health, 10, 1-16. Available at Watch Video:Health Leaders Canada - Eric Hanna and Dr. Joshua Tepper discuss patient engagement strategies – 6 minutes Listen to Podcast:Matters of Engagement - Dilemmas of Representation, with Paula Rowland Available for direct streaming at - 23 minutes Or Download the episode through the Podcast App**This podcast is assigned instead of a Guest Video Interview and can be included in the Critical Reflection assignment Contribute to Discussion Board on Avenue to Learn Assignment Due: Submit peer evaluation Week 8: October 29Topic:Social Work in Primary Care and Collaborative Care Settings Readings & Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:Ontario Association of Social Workers. (2013). Social Work in Primary Health Care. Role Statement. Available at , S., Frankford, R., Allan, K., Williams, C., Schwartz, C., Yaworski, A., ... & Malek-Saniee, S. (2016). Self-reported patient psychosocial needs in integrated primary health care: A role for social work in interdisciplinary teams. Social Work in Health Care, 55(1), 41-60. Available at Read: Wright, A. L., Jack, S. M., Ballantyne, M., Gabel, C., Bomberry, R., & Wahoush, O. (2019). Indigenous mothers’ experiences of using primary care in Hamilton, Ontario, for their infants. International Journal of Qualitative Studies on Health and Well-Being, 14(1), 1600940.Available at Read:Ion, A., Sunderji, N., Jansz, G., & Ghavam-Rassoul, A. (2017). Understanding integrated mental health care in “real-world” primary care settings: What matters to health care providers and clients for evaluation and improvement? Families, Systems, & Health, 35(3), 271–282. Available at Watch Video:Guest Video Interview – Ashley King, MSW, MHM, St. Michael’s Hospital - Link posted in A2L – 28 minutesWatch Video: Guest Video Interview – Anjali Upadhya-O’Brien, MSW – Link posted in A2L – length of video to be confirmed Contribute to Discussion Board on Avenue to Learn Week 9: November 5Topic:Mental Health Care & Mental Well-beingReadings & Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:Ahmed, R., Bruce, S., & Jurcik, T. (2018). Towards a socioecological framework to support mental health caregivers: Implications for social work practice and education. Social Work in Mental Health, 16(1), 105-122. Available at Read:Fennig, M., & Denov, M. (2019). Regime of truth: Rethinking the dominance of the bio-medical model in mental health social work with refugee youth. The British Journal of Social Work, 49(2), 300-317. Available at Read:Lavallee, L. F., & Poole, J. M. (2010). Beyond recovery: Colonization, health and healing for Indigenous people in Canada. International Journal of Mental Health and Addiction, 8(2), 271-281. Available at Watch Video:Guest Video Interview - Shannon Dindyal, MSW (C), Community Mental Health Worker - Link posted on A2L – 35 minutes Contribute to Discussion Board on Avenue to Learn Week 10: November 12Topic:Addictions Services and Harm Reduction Policies & PracticesReadings & Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:Pauly, B., Wallace, B., & Barber, K. (2018). Turning a blind eye: implementation of harm reduction in a transitional programme setting. Drugs: Education, Prevention and Policy, 25(1), 21-30. Available at Read:Hansen, J. G., & Callihoo, N. (2014). How the urban Aboriginal community members and clients of the Friendship Centre in Saskatoon understand addictions recovery. aboriginal policy studies, 3(1-2). Available at Read:Ka Hon Chu, S., & Kazatchkine, C. (2020). Gendering the Scene Women, Gender-Diverse People, and Harm Reduction in Canada. Canadian HIV/AIDS Legal Network. Available at , S., & Milloy, M-J. (2018, 16 October). Now that cannabis is legal, let’s use it to tackle the opioid crisis. Available at Watch Video:Guest Video Interview – Jessica Dafel, MSW (C), Women’s Rehabilitation and Addictions Services - Link posted on A2L – 25 minutes Read Women and HIV/AIDS Initiative (WHAI) Harm Reduction Toolkit Judgement & Bias Cards activity (PDF handout available on Avenue to Learn). Contribute to Discussion Board on Avenue to Learn For your contributions to the Discussion Board for this week, consider posting questions that respond to the WHAI Judgement & Bias Cards activity. Week 11: November 19Topic:Intersectional Practices: Social Work in specialized health and social care settings Readings & Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:MacDonald, J. E. (2008). Anti-oppressive practices with chronic pain sufferers. Social Work in Health Care, 47(2), 135-156. Available at Read:Supporting Mothers in Ways that Work ToolkitAvailable at Read:Kia, H., MacKinnon, K. R., & Legge, M. M. (2016). In pursuit of change: Conceptualizing the social work response to LGBTQ microaggressions in health settings. Social Work in Health Care, 55(10), 806-825. Available at Listen to Podcast:Therapy Dogs Healing Addiction: Touching Lives and Relieving Stress (Dr. Colleen Dell, University of Saskatchewan) - 47 minutes **This podcast can be included as one of the Guest Video Interviews considered in the Critical Reflection assignment Watch Video:Guest Video Interview – Martha Wiles, MSW, Special Immunology Services Clinic Social Worker - Link posted on A2L – 37 minutes Contribute to Discussion Board on Avenue to Learn Week 12: November 26Topic: Older Populations, Aging, End-of-Life Care, and Dying with Dignity Readings & Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:Lai, D. W., & Ruan, Y. (2020). Revisiting Social Work with Older People in Chinese Contexts from a Community Development Lens: When East Meets West. Community Practice and Social Development in Social Work, 1-17. Available at Read:Antifaeff, K. (2019). Social work practice with medical assistance in dying: a case study. Health & social work, 44(3), 185-192.Available at Read:Ferrer, I., Grenier, A., Brotman, S., & Koehn, S. (2017). Understanding the experiences of racialized older people through an intersectional life course perspective. Journal of aging studies, 41, 10-17. Available at Watch Video:Guest Video Interview – C. Janet Lawson, MSW, PhD Student - Link posted on A2L – 21 minutes Contribute to Discussion Board on Avenue to Learn Assignment Due: Submit critical reflection paper about three guest video interviews Week 13: December 3Topic:Health Policy, Reimagining Institutional Arrangements & Addressing Structural Issues Readings & Activities:Review Announcements and instructor video updates (if applicable) – link posted on A2LRead:Dobrof, J., Bussey, S., & Muzina, K. (2019). Thriving in today’s health care environment: strategies for social work leadership in population health. Social work in health care, 58(6), 527-546. Available at Read:McCartan, C., Morrison, A., Bunting, L., Davidson, G., & McIlroy, J. (2018). Stripping the wallpaper of practice: Empowering social workers to tackle poverty. Social Sciences, 7(10), 193. Available at Read:Ion, A. (2020). Keeping secrets, disclosing health information: an institutional ethnography of the social organisation of perinatal care for women living with HIV in Canada. Culture, Health & Sexuality, 22(4), 429-443. Available at Watch Video: Guest Video Interview – Apondi Odhiambo, PhD (C) - Link posted in A2L – length of video to be confirmed Watch Video:Guest Video Interview – Molly Bannerman, MSW, Director, Women and HIV/AIDS Initiative - Link posted on A2L – length of video to be confirmed Contribute to Discussion Board on Avenue to Learn Next Assignment Due December 17th – Submit final critical analysis paper ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download