ANDREWS UNIVERSITY



|Tennessee State University |Social Work Interviewing Skills |

|Social Work Program |SOWK 2100-01 |

| |FALL 2010 |

| |Credits: 3 |

|Instructor: Delores Butler, LAPSW |Time: 9:40am -11:05am Th |

|Email: dbutler@tnstate.edu |Location: Elliott Hall 308 |

|Office: Elliott Hall 305 |Office Phone: 963-7666 |

COURSE DESCRIPTION

Introduction to Social Work generic interviewing skills, essential facilitative qualities, and professional integrity. Emphasis on working with culturally and psychologically, diverse and oppressed client systems. Prerequisite: SOWK 2010.

REQUIRED TEXTS

Cournoyer, B. R. (2008). The Social Work Skills Workbook. (5th Edition). Belmont, CA: Thomson Brooks/ Cole.

SKILLS & ASSESSMENTS

|Skill |Assessment |

|Define the components of the generalist intervention |Examinations |

|model | |

|Integrate reflection and scholarship in a term paper. | |

|Articulate personal and professional values. |Who Am I: Communication Style & Values Analysis |

|Demonstrate basic interviewing skills and critique the |Practice Video Recording |

|implementation of interviewing skills. |Practice Video Review: Your Video |

|Distinguish between critical and ancillary information in|Scenario Reviews |

|case information. |Client Problem Video Script |

Who Am I PAPER

*EVALUATION: Percentage Basis

A term paper describing your communication style and values. This paper is a scholarly discussion of the processes that have shape your prejudice, interactions, and approach to others. Submit a written report including the following:

1. 25% of points – 1000 words or less. Examination of Self: the student’s review of his/her ego defenses, logical fallacies, values, and beliefs in the context of the ideas discussed in class.

a. Self-appraisal in some form must be prominent.

b. Develop a clearly stated question to guide the report.

2. 25% of points – 1000 words or less. Examination of the Literature: a review of scholarly literature in reference to the question posed.

a. Develop at least one clearly stated hypothesis in the form: If I change [some aspect] of myself, it would influence the way I interact with [some person or group] positively.

3. 20% of points – 850 words or less. Analysis: the student’s understanding of the origins, supporting factors/experiences for his/her assumptions, environmental context of their development, and how similar characterizations are discussed in scholarly literature.

4. Papers should be no more than 2500 words, include 10 or more scholarly references. No web sources will count toward the required 10. Use scholarly method to add legitimacy to your report and headings to add readability. All reports should be typed, double-spaced, in APA format.

5. PAPERS SUBMITTED AT THE DEADLINE THAT DO NOT FOLLOW THE ABOVE WILL NOT BE READ.

6. 30% of points - * Written Evaluation Rubric

Scenario Reviews

EVALUATION: Percentage Basis

1. 50% of points – 250 word or less analysis of the scenario marked by scholarly references and/or concepts germane to the course.

2. 50% of points – Thoughtful critique of the scenario marked by at least 3 alternative interaction comments per scenario.

Video Projects

Client Problem Video Script LATE PAPERS RECEIVE I LETTER GRADE LOWER

*EVALUATION: Percentage Basis

1. 50% of points – Following the guidelines provided by the professor for formatting the script.

2. 50% of points – Include verifiable citations of concepts addressed at each statement of the script.

Practice Video Recording NO MAKEUPs WILL BE SCHEDULED

*EVALUATION: COMPLETE/NOT COMPLETE

A 10-minute recording of your interviewing skill proficiency.

*A RUBRIC WILL BE USED TO EVALUATE THIS PROJECT. A RUBRIC IS AN OBJECTIVE METHOD OF MEASUREMENT. EACH STUDENT WILL RECEIVE THE RUBRIC FOR REVIEW AND REFERENCE.

Examinations

A total of 2 examinations will be administered over the course of the semester. 60 minutes of class will be allotted for each exam. Students WILL NOT be given make-up quizzes for any exam missed. Exams may cover anything discussed or assigned in reading.

MEETING SCHEDULE

|SKILLS |DATE |LESSON TOPICS |LEARNING ACTIVITIES |RESOURCES |

|Articulate | |Introductions |Explore the course outline. Begin to love the course. |Course Syllabus |

|personal and | |“My People” Exercise |Distinguish between prejudices and professional judgment. Respond to |Chapter 2 Cournoyer (2008) |

|professional | | |your personal prejudices. |especially p. 65-67 |

|values. | | | | |

| | |Attraction |Distinguish between appropriate and inappropriate thoughts. Explore |Chapter 2 Cournoyer (2008) |

| | | |your standards of visual beauty. |especially p. 46-48 |

| | |Essential Skills |Define Empathy, Respect, and Authenticity. Explore your capacity to |Chapter 1 Cournoyer (2008) |

| | | |demonstrate social work essential skills. | |

| | |Code of Ethics |Obtain a copy of the NASW Code of Ethics |NASW Code of Ethics |

| | | | |Chapter 3 Cournoyer (2008) |

| | | |Read the code of ethics. Explore your feelings concerning social work | |

| | | |core values. | |

| | |Parameters of |Identify the organizations that impact assessment of competence in |Chapter 2 Cournoyer (2008) |

| | |Competence |social work. Express how you will know when you are ready to practice | |

| | | |social work. | |

| | |Legal Obligations |Identify the legal obligations of social workers. Share how you make |Chapter 3 Cournoyer (2008) |

| | | |choices when two good options exist. | |

| | |Ego Defenses and |Examine methods individuals use to defend concepts of self. Explore |Ego Defenses Handout |

| | |Logical Fallacies |your values and how you arrived at a concept of truth. |Chapter 2 Cournoyer (2008) |

| | | | |especially p. 33-41 |

| | |Jeopardy I | | |

| | |Examination I |Point: Know your role. Know your competence. Know your self. |Exam covers lecture, notes, |

| | | | |and readings. |

|Integrate reflection | |PIE, GIM, and |Explain the generalist intervention model. Create and reflect on |Chapter 1, 2 Cournoyer (2008)|

|and scholarship in a | |Ecological Systems |your own eco-map. |especially p.6, 50-52 |

|term paper. | | | |Engel, G.L. (1977). |

| | | | |GIM Handout |

| | |Generations and Values|Create a genogram. Explore the relationships that maintain your |Chapter 2 Cournoyer (2008) |

| | | |values and habits. |especially p.48-50 |

| | |Reflective Writing |List criterion for reflective writing. Reflect on appropriate and | |

| | | |inappropriate disclosure. | |

| | |Scholarly Writing with|Outline a scholarly paper. Reflect on using your own experience as | |

| | |Feelings |a case study within a scholarly paper. | |

|Define the components| |Engagement |Recall the elements included in an engagement presentation to a | |

|of the generalist | | |client. Support your views on client empowerment. | |

|intervention model. | | | | |

|Demonstrate basic | |Scenario I |Point: Create and deliver an engagement presentation. |Course Syllabus |

|interviewing skills | | | |Chapter 4,5,6 Cournoyer |

|and critique the | | | |(2008) |

|implementation of | | | | |

|interviewing skills. | | | | |

| | | | | |

|Define the components| |Assessment I: Process |Identify the key techniques in assessment: probing, reflecting, and|Chapter 7,8 Cournoyer (2008) |

|of the generalist | | |noting. Balance the value of techniques and intuition based on | |

|intervention model. | | |beliefs, behaviors, feelings, sensations and context of the client.| |

| | |Assessment II: |Explore various contexts across ecological systems where assessment|Handouts |

| | |Practice Contexts |may be used. Reflect on your favorite ecological level of practice.| |

| | |Planning |Identify key techniques in planning: parsing, prioritizing, |Chapter 9 Cournoyer (2008) |

| | | |translating, strategizing, mapping, and contracting. Debate the |especially p. 304, 323-325, |

| | | |usefulness of client primacy. |330-333 |

|Demonstrate basic | |Scenario II |Point: Create a template for developing a client interview script. | |

|interviewing skills | | | | |

|and critique the | | | | |

|implementation of | | | | |

|interviewing skills. | | | | |

|Define the components| |Implementation |Identify key techniques in implementation: focusing, advising, |Chapter 10 Cournoyer (2008) |

|of the generalist | | |educating, representing, reframing, confronting, responding with | |

|intervention model. | | |immediacy, and recording progress. Examine your own cultural | |

| | | |competence. | |

| | |Evaluation |Identify common practice evaluation methods both in session |Chapter 10 Cournoyer (2008) |

| | | |(scaling) and after session (single-subject design). Consider your | |

| | | |capacity to contribute to the knowledge base of social work. | |

| | | |Consider your capacity to create teaching/training materials based | |

| | | |on client interactions. | |

| | |Termination |Identify termination tasks, timing, and reflection. Share how you |Chapter 11 Cournoyer (2008) |

| | | |will deal with emotional attachments to clients. | |

|Distinguish between | |Scenario III |Point: Recognize GIM elements in practice. | |

|critical and | | | | |

|ancillary information| | | | |

|in case information. | | | | |

|Define the components| |Practice Video Script |DUE: Practice Video Script | |

|of the generalist | | | | |

|intervention model. | | | | |

|Distinguish between | |Practice Video |Recording Today | |

|critical and | |Recording | | |

|ancillary information| | | | |

|in case information. | | | | |

| | |Practice Video |Recording Today | |

| | |Recording | | |

| | |Reflections on Course | | |

| | |Jeopardy II | | |

EVALUATION FORMAT

| | | | | | |

|Graded Items in this Course |% Achieved |Points Possible |Graded Items in this Course |% Achieved |Points Possible |

|Scenario I Review (final exam time ) | |20 |Comprehensive Final Examination | |30 |

|Scenario II Review () | |20 |Who Am I: Communication Style & Values Analysis (Due 3/31 | |60 |

| | | |) | | |

|Scenario III Review () | |20 |Client Problem Video Script | |50 |

| | | |(Due 10/22/12 ) | | |

|Examination I () | |40 | Video Recording | |40 |

| | | |(Recording: 12/3 &12/6 ) | | |

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| | | | | | |

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| | | | | | |

|COLUMN TOTAL | |100 |COLUMN TOTAL | |180 |

|COLLABORATION POINTS | |40 |

|Student Learning Self-Assessment Sheet to be completed and turned in to the Professor by December 6, 2012 | | |

|Final Point Total | |280 |

|Used to Calculate Your Final Grade. Calculate your final grade by adding POINTS ACHIEVED + COLLABORATION POINTS and dividing that total by 2.8. | | |

GRADING SCALE

A = 90 – 100 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = 59 and below

| |Expectation |Definition |

| |Identify as a professional |As students, you can expect to have your current knowledge, skills, and values challenged as you learn|

| |social worker |and wrestle with professional social work knowledge, skills, and values in the development of a |

| | |professional social work identity. |

| |Demonstrate a Proactive |As a student, you are expected to take time to review the syllabus and workload of the course to make |

| |Commitment to Learning |a self-assessment to your abilities to fulfill the course requirements. As needed, you should request|

| | |additional information about assignments or grading procedures. Faculty may respond to your request |

| | |individually or as a group, in class or out of class time. If you recognize a conflict between due |

| | |dates in the course and your personal responsibilities, notify your professor immediately to |

| | |problem-solve and negotiate a resolution. |

| |Utilize Resources and Feedback |As a student, you are expected to identify and communicate concerns you have and to seek out help. |

| |with Efficacy |Likewise, as a student, you need to be open to feedback by the faculty on your work and professional |

| | |behaviors and be willing to effectively use and integrate that feedback into future work and your |

| | |understanding of professional social work behaviors. If you are unable to contact a professor or other|

| | |support resource, be sure to take note of the time, date, mode of contact to record a concrete |

| | |timeline of events. This will help us improve the system of support so that it better responds to your|

| | |needs. |

| |Communicate Effectively with |Students are expected to develop communication and language that does not attack individuals for |

| |respect and cultural competence |beliefs, but engages in dialogue concerning substantive issues, demonstrates critical thinking, and is|

| | |supported by a rationale and evidence. |

| |Apply Problem Solving and |Students are expected to ask questions in a way that demonstrates your knowledge and your thought |

| |Critical Thinking Skills |process. In asking questions, students may adopt the following manner: “I understand that this is… |

| | |but I don’t see how this relates to that?” or “May I have a point of clarity?” |

| |Demonstrate Self-Awareness and |Students are expected to embrace the idea that you represent the social work profession when you are |

| |Ethical Conduct |in the community and working with our partner agencies. You are also expected to take time to become |

| | |familiar with the NASW Code of Ethics. You will, also, need to set time aside to reflect on, to |

| | |integrate, and to assess your learning about and understanding of ethical decision making. |

| |Manage a Healthy & Balanced |Students are expected to take advantage of the multitude of resources available during matriculation. |

| |Lifestyle effectively Managing |If you feel overwhelmed, talk to someone and see out help. |

| |Stress | |

FAILURE TO ADHERE TO THE ABOVE PROFESSIONAL EXPECTATIONS MAY RESULT IN DISCIPLINARY ACTION BY THE INSTRUCTOR, AND THE DEPARTMENT OF SOCIAL WORK

STUDENT LEARNING SELF-ASSESSMENT

Fall 2012

This survey is to be completed and turned in at the end of the semester when this course is completed. Your response on this survey does not impact your grade. The information you provide is used to determine possible social work program improvements.

| |Limited Grasp of |Below Average |Average Grasp |Above Average |Exceptional Grasp |

| |the Skill |Grasp | |Grasp |of the Skill |

|Define the components of the generalist intervention model |? |? |? |? |? |

|Integrate reflection and scholarship in a term paper. |? |? |? |? |? |

|Articulate personal and professional values. |? |? |? |? |? |

|Demonstrate basic interviewing skills and critique the implementation of interviewing skills. |? |? |? |? |? |

|Distinguish between critical and ancillary information in case information. |? |? |? |? |? |

Revised 01/12/11

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