SW 420 GENERALIST PRACTICE: INDIVIDUALS
SW 420 GENERALIST PRACTICE: INDIVIDUALS
School of Social Work – MSUM
|Instructor Information |Course Information |
|Instructor: Tracy Clark |Class schedule: |
|Office Phone: 477-4002 |Meeting place: |
|Campus e-mail: clarkt@mnstate.edu |Credits: 3 |
|Office Hours- |Course Schedule: |
Mission Statement of the MSUM Social Work Department
Consistent with the mission of this upper Midwest teaching university, and the Education Policy and Accreditation Standards (2008) of the Council on Social Work Education, the MSUM School of Social Work educates competent entry-level social work professionals with the core knowledge, values, and skills necessary to engage in ethical and empowerment-based generalist practice with all people in a dynamic and diverse society. Graduates are prepared to promote planned change and advance social and economic justice, and human rights, locally, nationally, and globally.
I. SCHOOL OF SOCIAL WORK TEACHING PHILOSOPHY
The School of Social Work believes that its faculty members are committed to creating a student-centered class environment that promotes a community of learning and encourages honest dialogue, critical thinking, and respect for diversity in culture, values, and opinions. The School’s faculty members employ a variety of teaching strategies to meet the various learning styles and needs of students which include, but are not limited to: lecture presentations, class discussions, writing assignments, lab experiences, videos, constructive interaction with guest speakers, simulations, role plays, and various additional formal and informal class activities and processes. Synthesis, integration, and application of knowledge and skills garnered from the various readings, lecture, discussions, and interactive exercises constitute significant learning opportunities for students.
It is the School’s belief that cultivating an environment of caring for our students means we will "honor their humanity, hold them in high esteem, expect high performance from them, and use strategies to fulfill their expectations" (Gay, G. (2000). Culturally responsive teaching: Theory, Research, and Practice. New York: Teachers College Press, p. 46). The School also believes that students come to class with knowledge and experience that, if shared, can enhance the learning process of everyone, including the instructors. To engage and challenge each individual, it is necessary to know students as people, so therefore instructors acknowledge that each individual comes to class with their own set of abilities, motivations, attitudes, goals, and cultural backgrounds. Getting to know these various facets of our students allow us to excel as instructors because we utilize and capitalize on students’ knowledge, skills, talents, and resources to make the classroom more interesting, dynamic, applicable, and personal.
II. PROGRAM GOALS
With a liberal arts foundation, MSUM SSW graduates are prepared for entry-level professional social work practice. Further, graduates are prepared to continue their formal education in social work or other graduate discipline. Thus, MSUM SSW graduates will be prepared to:
1. Engage in evidence-based, entry-level social work practice with individual, families,
groups, organizations, and communities within local, national, and global multicultural societies
[EP2.1.1, EP2.1.3, EP2.1.6, EP2.1.8, and EP2.1.10];
2. Practice within the principles, values, and ethics that guide the social work profession
[EP2.1.2 and EP2.1.3];
3. Influence social policies in order to alleviate poverty, oppression, and social and economic injustice as well as advocate for human rights
[EP2.1.3, EP2.1.4, EP2.1.5, EP2.1.6, and EP2.1.8];
4. Identify and affect the bio-psycho-social, spiritual, and cultural functioning of people
[EP2.1.7, and EP2.1.9]; and
5. Evidence practice from a culturally-sensitive perspective that recognizes and appreciates diverse cultures, particularly those that differ from one's own [EP 2.1.4].
III. CURRICULAR CONTEXT OF COURSE
The Minnesota State University Moorhead (MSUM) Social Work program defines generalist practice as the critical application of an eclectic knowledge base, professional values, and a wide range of culturally competent skills to a planned change process at any system level. All of the social work courses utilize the generalist practice intervention model (GIM) as the basis for social work on all the following levels: individuals, families, groups, communities, and organizations. The SW 420: Generalist Practice - Individuals course is the first practice course in the methods sequence in the social work curriculum and provides foundation communication and intervention skills that can be generalized and applied throughout the core practice courses.
Sequencing
Prerequisite: Admission into MSUM Social Work Department
Pre- or Co-requisite: SW 400
IV. CATALOG DESCRIPTION
Generalist social work practice utilizing the problem-solving model with focus on the knowledge, values, and skills for working with individuals.
V. COURSE DESCRIPTION
This course is designed to give students beginning competency in generalist social work practice utilizing the problem-solving model with focus on the knowledge, values, and skills necessary for working with individuals. The individual is viewed as the client system and is the unit of attention. An eco-systems view of practice is used. Basic principles, skills, and techniques for effective interviewing are studied and applied. Students will have the opportunity to practice interviewing skills and the application of the GIM in a video laboratory setting. This course builds on knowledge grounded in a liberal arts foundation, including courses such as: Developmental Psychology, Introduction to Sociology, Social Psychology, and Human Biology.
VI. COURSE COMPETENCIES
It is a goal the social work program that students attain a beginning-level mastery of the following social work competencies:
1. Identify as a professional social worker and conduct oneself accordingly;
2. Apply social work ethical principles to guide professional practice;
3. Apply critical thinking to inform and communicate professional judgments;
4. Engage diversity and difference in practice;
5. Advance human rights and social and economic justice;
6. Engage in research-informed practice and practice-informed research;
7. Apply knowledge of human behavior and the social environment;
8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services;
9. Respond to contexts that shape practice;
10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities;
VII. COURSE LEARNING OBJECTIVES
1. Students will acquire knowledge and develop understanding of generalist practice as it is related to individuals.
2. Students will develop an understanding of social work as a profession.
3. Students will examine individuals and the reciprocal influences of systems.
4. Students will understand the Generalist Intervention Model and how to apply it within a systems/ecological framework when working with individuals.
5. Students will gain an understanding of the importance of professional supervision and consultation.
6. Students will be able to relate the value base of social work and its ethical standard and principles to their practice with individuals.
7. Students will gain critical insight into how one’s personality, attitudes, and values affect the interview process.
8. Students will develop and use critical thinking skills to guide their practice with individuals.
9. Students will acquire knowledge of basic principles, skills, and techniques of effective interviewing with individuals.
10. Students will acquire knowledge of professional documentation and an understanding of the importance of it in social work practice.
11. Students will begin to develop understanding and sensitivity of diverse populations and populations at-risk and how these groups influence practice.
12. Students will develop beginning assessment and intervention skills that will help them serve diverse populations and populations at-risk.
13. Students will examine the dynamics of risk factors impacting at-risk groups and their access to resources.
14. Students will develop an understanding of how research is used to provide high quality services, initiate change, and improve and evaluate practice with individuals.
15. Students will learn to build on a bio-psycho-social-cultural-spiritual model of assessment across the life-span to create multi-dimensional interventions using a strengths-based perspective.
VIII. TEXTBOOKS REQUIRED:
Kirst-Ashman, K.K. & Hull, G. H. (2012). Understanding Generalist Practice. 6th Edition. Brooks/Cole Publishing. Belmont, CA.
Evans, D.R., Hearn, M.T., Uhlemann, M. R., & Ivey, A. E. (2011). Essential Interviewing: A Programmed Approach to Effective Communication. 8th Edition. Brooks/Cole Publishing, Pacific Grove, CA.
Other readings as assigned.
IX. MATERIALS REQUIRED:
Blank audiocassettes or digital voice recorders
4G Sandisk flash drive
X. COURSE REQUIREMENTS AND GRADING
A. PRACTICE AUDIOTAPE
1. Record a 10-15 minute interview with another classmate or a friend. The interview situation should be related to social work in some capacity and be a “real” situation if at all possible.
2. These practice tapes will be played and discussed in small groups. This is a practice tape and will not be graded. No written work is required.
B. ASSESSMENT PROJECT (worth 20% of your grade.)
1. An assessment of a case-study will be done using the Generalist Intervention Model. Students’ will assess the client from multiple perspectives, prioritize problems, provide a thorough analysis and synthesis of how identified problems impact client and influence other systems, identify process of information gathering, and develop a potential intervention.
2. Self-assessment.
** Students are required to sign and turn in a confidentiality contract regarding this assignment (see syllabus, pg. 29).
Practice Behaviors:
1. Practice personal reflection/self-correction (EP 2.1.1.2)
2. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom (EP 2.1.3.1)
3. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)
4. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)
5. Recognize that culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power (EP 2.1.4.1)
6. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups (EP 2.1.4.2)
7. Recognize and communicate their understanding of the importance of difference in shaping life experiences (EP 2.1.4.3)
8. Use research evidence to inform practice (EP 2.1.6.2)
9. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)
10. Critique and apply knowledge to understand person and environment (EP 2.1.7.2)
11. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)
12. Collect, organize, and interpret client data (EP 2.1.10.4)
13. Assess client strengths and limitations (EP 2.1.10.5)
14. Select appropriate intervention opportunities (EP 2.1.10.7)
15. Implement prevention interventions that enhance client capacities (EP 2.1.10.9)
16. Help clients resolve problems (EP 2.1.10.10)
C. EXAM (20% of your grade)
There will be a midterm exam covering the reading assignments and the lecture materials. (The assessment and videotape assignments are your major projects for the class. There will not be a final exam.)
D. QUIZZES (10% of your grade)
Seven unannounced quizzes will be given at the instructor's discretion. Each quiz will be worth 10 points and quizzes cannot be "made up" except in extreme circumstances (as determined by the instructor). The two lowest quiz grades will be dropped from the total. (50 pts. possible)
E. PRACTICE VIDEOTAPE
1. A practice 15 minute videotape with an assigned classmate must be completed prior to doing the videotape for grade. This videotape will not be viewed in class. There is no written assignment for the practice videotape. Share it with your interviewing partner and get feedback.
F. VIDEOTAPE FOR GRADE (worth 25% of your grade)
1. Videotape a 15 minute interview with an assigned classmate. Role-play situations will be handed out. This tape will be played and celebrated in class. (You may use your practice video with PRIOR consent from the instructor if you feel your practice video is the better of the two.)
**The grading sheet for this section is included on pg. 21-23 of the syllabus and should be attached to your final paper.
2. Do an individual process recording, critique, and summary of this videotape recorded interview. The critique must cover the following areas:
1. Assessment of application of GIM and interview structure
2. Assessment of techniques/skills used in each phase
3. Assessment of relationship and communications skills
4. Assessment of use of self, including emotional state, inside attending, etc.
5. Assessment of professional values and ethics
Your critique must address positive aspects as well as areas needing improvement. In critiquing areas needing improvement, include an assessment of how it could have been improved. Your critique should be 5-7 pages, typed, double-spaced. It will be graded on substance, depth, content and thoroughness, grammar, and technical writing.
3. The process recording is a verbatim account of every word uttered by you and the client during the interview.
Example: SW: Good morning.
Client: Hi!
SW: I’m glad you could make it today.
4. The interview summary is a brief factual write-up of what took place. Follow the below format for this summary and limit it to one page.
Agency:
Social Worker:
Client:
Date:
Interview Summary:
1. Presenting Problem
2. Client / Community Strengths
3. Purpose/ Goals
4. Summary
5. Action Plan (recommendations / next steps)
6. The video-tape will be done in the interviewing lab. Times will be scheduled in the SSW office.
7. The video-tape, process recording, critique, and summary are due on the day you present in class.
**The grading sheet for all sections of your paper is included on pg.19-20 of the syllabus and should be attached to your final paper.
Practice Behaviors:
1. Practice personal reflection/self-correction (EP 2.1.1.2)
2. Attend to professional roles and boundaries (EP 2.1.1.3)
3. Demonstrates professional demeanor (EP 2.1.1.4)
4. Make ethical decisions by applying profession’s standards (EP 2.1.2.2)
5. Tolerate ambiguity in resolving ethical conflicts (EP 2.1.2.3)
6. Apply strategies of ethical reasoning to arrive at principled decisions (EP 2.1.2.4)
7. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)
8. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)
9. View themselves as learners and engage those with whom they work as informants (EP 2.1.4.4)
10. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)
11. Use empathy and other interpersonal skills (EP 2.1.10.2)
12. Develop a mutually agreed-on focus of work and desired outcomes (EP 2.1.10.3)
13. Collect, organize, and interpret client data (EP 2.1.10.4)
14. Assess client strengths and limitations (EP 2.1.10.5)
15. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10. 6)
16. Select appropriate intervention opportunities (EP 2.1.10.7)
17. Help clients resolve problems (EP 2.1.10.10)
18. Facilitate transitions and endings (EP 2.1.10.12)
19. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)
G. CLASS PARTICIPATION (worth 25% of your grade)
MSUM Attendance Policy:
Students are expected to attend all class meetings unless they are ill or officially excused as the result of participation in a university function. However, faculty members may or may not take roll in their classes, and they may or may not lower the marks of students for the sole reason of unexcused absences.
As a point of clarification, if a student has an unexcused absence for a class session during which an examination or other graded exercise is scheduled and the student has more unexcused absences than the number of times the class meets each week, this policy permits the faculty member to reduce the student’s grade for the sole reason of the unexcused absences and for failure to complete the graded assignment.
Class attendance and participation are assumed and expected. Class participation is 25% of your grade. Class participation means coming to class prepared to discuss the readings assigned for that day, being actively involved in class discussions, exercises, and role-plays. In addition, short reflective writing exercises may be conducted at the beginning of class to allow you to demonstrate your understanding of key concepts from assigned readings. These writing exercises will be included in the computation of your class participation grade.
Beginning on the second class period, students will receive participation points for classes based on participation in class discussions and exercises. Students are expected to engage both the instructor and other students with questions and comments, and to take personal responsibility for the learning with questions and comments, and for the learning process.
Participation points will be assigned based on:
Absent = 0 Points
No Participation = 1 Point
Minimal Participation = 2 Points
Moderate Participation = 3 Points
Substantial Participation = 4 Points
One low-point participation day will be dropped.
NOTE: In accordance with University policy, I reserve the right to drop a student’s grade for absences and failure to complete graded assignments. Because Social Work is a professional program, attendance in the practice courses is critical; therefore, three excused absences will result in your participation grade being lowered up to one full letter grade. Three or more unexcused absences or four total absences will result in a failed grade for the course. An absence in any of the last several weeks of the semester when videotapes are being viewed will count as two absences.
If you have any questions or concerns regarding this course, the assignments, absences, expectations, etc., please visit with me. My office hours, phone number and e-mail address are on the front page of this syllabus.
Flood Statement Addendum
Spring flooding in the Red River Valley can be challenging. Often floods require sandbagging and levee building, even temporary evacuation. A spring flood emergency may require us to adjust our class schedule, alter our instructional delivery, work independently, and perhaps make special accommodations for students in extraordinary situations. To be notified of any emergency, I strongly encourage each of you to enroll in the E2Campus emergency notification system ( ) which will notify students about class cancellations and other emergency related information. Should a significant flood emergency occur that interrupts university processes, we will proceed with instruction to the extent possible. I will contact you via a class listserv to coordinate coursework; and you can contact me via email about questions. In an emergency, we may temporarily need to work independently. My goal is to continue our learning of course materials as much as possible and prepare you for licensed generalist social work.
H. EXPECTATIONS:
Student Responsibility. Students are expected to read all assignments by their due date, attend all classes, and participate fully through dialogue and support of others in class discussions, exercises, and video presentations. Students are ultimately responsible for their own learning so it is expected that students will take initiative with respect to promoting critical thinking and discussion, learning from each other, and ensuring a successful interviewing experience.
Assessment project, process recording, critiques, and summaries must be typewritten and double-spaced or they will not be accepted. Proofread your written work carefully.
This is the first of the four generalist practice courses. There is a considerable amount of reading and writing assigned in the first half of class. It will be important to keep up with the readings to be prepared for the midterm and for the practice segment. The last half of class will be spent doing role playing for interviewing practice, audiotape and videotape projects, offering feedback to each other, and critiquing your own work.
In addition, students in this class are absolutely expected to adhere to the NASW standards of CONFIDENTIALITY. Violations of this standard will be considered a form of professional misconduct that WILL impact your class grade and may result in a Social Work Departmental formative evaluation process (see student handbook). Students are required to sign and turn in a confidentiality contract (see pg. 29 and 31 of the syllabus).
The Write Site (LO 95) provides free tutoring to any student needing assistance with writing assignments. Students with disabilities who believe they may need an accommodation in this class are encouraged to contact Greg Toutges, Coordinator of Disability Services at 477-5859 (Voice) or 1-800-627-3529 (MRS/TTY), CMU 222 as soon as possible to ensure that accommodations are implemented in a timely fashion.
Instructor Responsibility. It is the responsibility of the instructor to help create a class environment which promotes learning and which encourages honest dialogue, debate, and respect for diversity of culture, values, and opinions. Students come to class with knowledge and experience that, if shared, will enhance the learning process of everyone, including the instructor. The instructor will come to class prepared and will begin and end the class on time. She will be available during office hours for discussion of any questions, concerns, or suggestions for class improvement, and will be open to meet with students outside of office hours if necessary and possible.
I. GRADING:
1. Assessment Project 20%
2. Midterm Exam 20%
3. Quizzes 10%
4. Video-taped Interview, Critique, Summary 25%
5. Class participation 25%
100%
** All late papers will result in a loss of 3 points per day. Papers that are turned in over one
week late will be considered unacceptable and result in a failing project grade.
** Note: All written work will be graded on quality, depth, thoroughness, grammar, and technical writing. Any paper that receives less than 7 of the 10 points allowed for writing will be returned to the student for one opportunity to be rewritten. Each student has the choice to re-write the paper or accept a failing grade. You may consider the use of the MSUM Write Site to assist you in this process.
The grading scale for this class is as follows:
97-100 = A+ 73-76 = C
94-96 = A 70-72 = C-
90-93 = A- 67-69 = D+
87-89 = B+ 63-66 = D
84-86 = B 60-62 = D-
80-83 = B- 00-59 = F
77-79 = C+
Final class grades will be based on grading in the following four areas:
1. Assessment Project . . . . . . . . . . . . . . . . . . .………20%
(Visual presentation & structure = 5 points, writing and editorial style = 10 points, theoretical and applied content = 65 points (assess client-in-situation = 15 points, prioritize problems = 15 points, information gathering = 10 points, intervention planning = 15 points, assessment tool implementation and application = 10 points), creativity and originality = 20 points)
2. Midterm Exam…………………………...………..20%
In-class, closed-book examination covering the reading assignments and lecture materials (100 points)
3. Quizzes…………………………………………………..10%
5 in-class quizzes worth 10 points each (50 points)
4. Video-taped Interview, Critique, Summary……….25%
(Videotape = 30 points, process recording = 10 points, Critique = 40 points, Summary = 10 points, writing and editorial style = 10 points)
5. Class Participation………………………………..25%
XI. UNIT SEQUENCING:
UNIT 1 LEARNING OBJECTIVES ASSIGNMENT
Objective 1: Students will gain an understanding of how SW 420 is grounded in the liberal arts
foundation curriculum.
Objective 2: Students will acquire knowledge and develop understanding of generalist practice as it
is related to individuals. (CO 1)
Objective 3: Students will develop an understanding of social work as a profession. (CO 2)
Objective 4: Students will examine individuals and the reciprocal influences of systems. (CO 3)
Objective 5: Students will understand the Generalist Intervention Model and how to apply it within a
systems/ecological framework when working with individuals. (CO 4)
Objective 6: Students will gain an understanding of the importance of professional supervision and consultation. (CO 5)
Introductions
Course description – liberal arts foundation
Overview of syllabus
Read through syllabus bibliography
Practice interviewing
Social Work and Social Work Intervention Ashman Ch 1
What is Generalist Practice?
What is the Generalist Intervention Model?
Practice Behaviors:
1. Practice personal reflection/self-correction (EP 2.1.1.2)
2. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)
3. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)
UNIT 2 LEARNING OBJECTIVES ASSIGNMENT
Objective 1: Students will be able to relate the value base of social work and its ethical standard and principles to their practice with individuals. (CO 6)
Objective 2: Students will gain critical insight into how one’s personality, attitudes, and values affect the interview process. (CO 7)
Objective 3: Students will begin to develop an understanding of social work as a profession. (CO 2)
Objective 4: Students will develop and use critical thinking skills to guide their practice with individuals. (CO 8)
Self-Assessment “Social Worker’s Use of Self”
Self-Understanding/Values Exercises Preparatory Self-exploration
Values, Ethics, and Social Work Practice Ashman Ch 11
Ethics exercises NASW Code of Ethics
pubs/code.asp
The Client-Worker Relationship Ashman Ch 2
Working with Individuals
Critical Thinking
Practice Behaviors:
1. Practice personal reflection/self-correction (EP 2.1.1.2)
2. Attend to professional roles and boundaries (EP 2.1.1.3)
3. Engage in career-long learning (EP 2.1.1.5)
4. Recognize/manage personal values so professional values guide practice (EP 2.1.2.1)
5. Make ethical decisions by applying profession’s standards (EP 2.1.2.2)
6. Tolerate ambiguity in resolving ethical conflicts (EP 2.1.2.3)
7. Apply strategies of ethical reasoning to arrive at principled decisions (EP 2.1.2.4)
8. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom (EP 2.1.3.1)
9. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)
10. Use research evidence to inform practice (EP 2.1.6.2)
11. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)
12. Critique and apply knowledge to understand person and environment (EP 2.1.7.2)
UNIT 3 LEARNING OBJECTIVES ASSIGNMENT
Objective 1: Students will gain critical insight into how one’s personality, attitudes, and values affect their non-verbal communication during the interview process. (CO 7)
Objective 2: Students will acquire knowledge of basic principles, skills, and techniques of effective interviewing with individuals. (CO 9)
Objective 3: Students will begin to develop effective communication and professional client-worker relationship skills needed to work with individuals and have the opportunity to practice utilizing them.
Communication Skills Ashmann Ch 2
Body Language Exercises Evans Ch 2
Effective Inquiry / Clarification Evans Ch 3,4,5,6
Reflections of Feeling / Content / Summary
A look at feelings
Exercises on skills
Interpreting Evans Ch 8,10,11,12
Communication of Feelings/Immediacy “How to Interview for Client Strength Based Interviewing / Reframing Strengths”
Exercises on skills
Self -Disclosure Evans Ch 7,9,13,14
Confrontation
Enlisting Cooperation / Client Resistance
Exercises on skills
Practice Behaviors:
1. Practice personal reflection/self-correction (EP 2.1.1.2)
2. Attend to professional roles and boundaries (EP 2.1.1.3)
3. Demonstrates professional demeanor (EP 2.1.1.4)
4. Use supervision and consultation (EP 2.1.1.6)
5. Recognize and manage personal values so professional values guide practice (2.1.2.1)
6. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)
7. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups (EP 2.1.4.2)
8. Recognize and communicate their understanding of the importance of difference in shaping life experiences (EP 2.1.4.3)
9. View themselves as learners and engage those with whom they work as informants (EP 2.1.4.4)
10. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)
11. Use empathy and other interpersonal skills (EP 2.1.10.2)
UNIT 4 LEARNING OBJECTIVES ASSIGNMENT
Objective 1: Students will continue to gain and develop knowledge of effective professional client-worker relationship skills needed to work with individuals.
Objective 2: Students will acquire knowledge of the basic principles of effective interviewing with individuals. (CO 9)
Objective 3: Students will learn to apply the Generalist Intervention Planned Change Model which
incorporates the following skills: engagement, assessment, intervention, and evaluation. (CO 4)
Objective 4: Students will continue to develop an understanding of social work as a profession. (C0 2)
Objective 5: Students will demonstrate their utilization of interviewing skills as professional social workers and the application of the Generalist Intervention Model in a laboratory setting.
Objective 6: Students will continue to develop effective professional client-worker relationship skills needed to work with individuals.
Objective 7: Students will develop and use critical thinking skills to guide their practice with individuals. (CO 8)
Objective 8: Students will acquire the basic principles, skills, and techniques of effective interviewing with individuals and demonstrate their utilization of interviewing skills as professional social workers. (CO 10)
Objective 9: Students will acquire knowledge of professional documentation and an understanding of the importance of it in social work practice. (CO 11)
The Interview Ashman Ch 2
Introduction Phase
Developmental Phase
Termination Phase
Role Plays
The Generalist Intervention Model Ashman Ch 5,6
Engagement
Assessment
Planning HOMEWORK: Assessment Project handed out Assessment Project
Role Plays – (time permitting) (see pgs. 5 & 29 of Sign Confidentiality Statement syllabus)
The Generalist Intervention Model (cont.) Ashman Ch 7, 8
Implementation
Evaluation/Termination Role Plays – (time permitting)
Recording Ashman Ch 16
Social History
SOAP
Practice Behaviors:
1. Practice personal reflection/self-correction (EP 2.1.1.2)
2. Attend to professional roles and boundaries (EP 2.1.1.3)
3. Demonstrates professional demeanor (EP 2.1.1.4)
4. Use supervision and consultation (EP 2.1.1.6)
5. Recognize and manage personal values so professional values guide practice (2.1.2.1)
6. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom (EP 2.1.3.1)
7. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)
8. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)
9. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups (EP 2.1.4.2)
10. Recognize and communicate their understanding of the importance of difference in shaping life experiences (EP 2.1.4.3)
11. View themselves as learners and engage those with whom they work as informants (EP 2.1.4.4)
12. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)
13. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)
14. Use empathy and other interpersonal skills (EP 2.1.10.2)
15. Develop a mutually agreed-on focus of work and desired outcomes (EP 2.1.10.3)
16. Collect, organize, and interpret client data (EP 2.1.10.4)
17. Assess client strengths and limitations (EP 2.1.10.5)
18. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10. 6)
19. Select appropriate intervention opportunities (EP 2.1.10.7)
20. Help clients resolve problems (EP 2.1.10.10)
21. Facilitate transitions and endings (EP 2.1.10.12)
22. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)
UNIT 5 LEARNING OBJECTIVES ASSIGNMENT
Objective 1: Students will develop and use critical thinking skills to guide their practice with individuals. (CO 8)
Objective 2: Students will begin to develop understanding and sensitivity of diverse populations and populations at-risk and how these groups influence practice. (CO 11)
Objective 2: Students will develop beginning assessment and intervention skills that will help them serve diverse populations and populations at-risk. (CO 12)
Objective 3: Students will examine the dynamics of risk factors impacting at-risk groups and their
access to resources. (CO 13)
Cultural Competency Ashman Ch 12
Choose and read an article or portion of a reading from the syllabus bibliography (or from another source) and be prepared to connect it to our discussion of cultural competency.
Anti-Racist/Oppression Theory Unpacking the Invisible Knapsack
Review and overflow day **
**(This extra day may need to be used as an extra day for video presentations. If that is the case, the MIDTERM EXAM will be scheduled on this date.)
1. Recognize that culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power (EP 2.1.4.1)
2. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups (EP 2.1.4.2)
3. Recognize and communicate their understanding of the importance of difference in shaping life experiences (EP 2.1.4.3)
4. Understand the forms and mechanisms of oppression and discrimination (EP 2.1.5.1)
5. Advocate for human rights and social and economic justice (EP 2.1.5.2)
6. Engage in practices that advance social and economic justice (EP 2.1.5.3)
7. Use research evidence to inform practice (EP 2.1.6.2)
8. Use conceptual frameworks to guide the process of assessment, intervention, and evaluation (EP 2.1.7.1)
UNIT 6 LEARNING OBJECTIVES ASSIGNMENT
Midterm Exam – learning assessment measure. The midterm will cover all assigned reading and materials covered in class
UNIT 7 LEARNING OBJECTIVES ASSIGNMENT
Objective 1: Students will observe and assess effective communication and professional client-worker relationship skills when working with individuals.
Objective 2: Students will observe and assess the Generalist Intervention Planned Change Model which incorporates the following skills: engagement, assessment, intervention, and evaluation.
Objective 3: Students will observe and assess the basic principles, skills and techniques of effective interviewing with individuals.
Objective 4: Students will develop and assess effective communication and professional client-worker relationship skills to work with individuals.
Objective 5: Students will incorporate and demonstrate the basic principles, skills, and techniques of effective interviewing with individuals.
Objective 6: Students will apply the Generalist Intervention Planned Change Model which incorporates the following skills: engagement, assessment, planning, implementation, evaluation, and
termination. (CO 4)
Objective 7: Students will demonstrate an understanding of themselves and their utilization of interviewing skills as professional social workers. (CO 2)
Objective 8: Students will demonstrate their utilization of interviewing skills as professional social workers and the application of the Generalist Intervention Model in a laboratory setting.
Review of Midterm Exam HOMEWORK: begin
Play sample audiotapes recording practice audiotapes for class (see pg. 5 of syllabus)
Bring to class and play practice
audiotapes in small groups
for feedback.
No Class – Work on Assessment Projects
View Sample Videotapes and discuss in class Assessment Projects Due
Receive Partners and Role Plays
Sign up for taping sessions
Role Plays
Practice Behaviors:
1. Practice personal reflection/self-correction (EP 2.1.1.2)
2. Attend to professional roles and boundaries (EP 2.1.1.3)
3. Demonstrates professional demeanor (EP 2.1.1.4)
4. Use supervision and consultation (EP 2.1.1.6)
5. Recognize and manage personal values so professional values guide practice (2.1.2.1)
6. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom (EP 2.1.3.1)
7. Analyze models of assessment, prevention, intervention, and evaluation (EP 2.1.3.2)
8. Demonstrate effective oral and written communication in working with groups (EP 2.1.3.3)
9. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups (EP 2.1.4.2)
10. Recognize and communicate their understanding of the importance of difference in shaping life experiences (EP 2.1.4.3)
11. View themselves as learners and engage those with whom they work as informants (EP 2.1.4.4)
12. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)
13. Substantively and effectively prepare for action with individuals (EP 2.1.10.1)
14. Use empathy and other interpersonal skills (EP 2.1.10.2)
15. Develop a mutually agreed-on focus of work and desired outcomes (EP 2.1.10.3)
16. Collect, organize, and interpret client data (EP 2.1.10.4)
17. Assess client strengths and limitations (EP 2.1.10.5)
18. Develop mutually agreed-on intervention goals and objectives (EP 2.1.10. 6)
19. Select appropriate intervention opportunities (EP 2.1.10.7)
20. Help clients resolve problems (EP 2.1.10.10)
21. Facilitate transitions and endings (EP 2.1.10.12)
22. Critically analyze, monitor, and evaluate interventions (EP 2.1.10.13)
UNIT 8 LEARNING OBJECTIVES ASSIGNMENT
Objective 1: Students will develop an understanding of how research is used to provide high quality services, initiate change, and improve and evaluate practice with individuals. (CO 14)
Objective 2: Students will learn to build on a bio-psycho-social-cultural-spiritual model of assessment across the life-span to create multi-dimensional interventions using a strengths-based perspective. (CO 15)
Objective 3: Students will begin to develop understanding and sensitivity of diverse populations and populations at-risk and how these groups influence practice.
Objective 4: Students will develop beginning assessment and intervention skills that will help them serve individuals from diverse populations and populations at-risk.
Objective 5: Students will examine the dynamics of risk factors impacting at-risk groups and their
access to resources.
Gender Sensitive Social Work Practice Ashman Ch 13
Choose and read an article or portion of a reading from the syllabus bibliography (or from another source) and be prepared to connect it to our discussion.
Interviewing children and the elderly
Discussion of final Paper
Practice Behaviors:
1. Use research evidence to inform practice (EP 2.1.6.2)
2. Use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)
3. Critique and apply knowledge to understand person and environment (EP 2.1.7.2)
UNIT 9 LEARNING OBJECTIVES ASSIGNMENT
Objective 1: Students will continue developing and assessing effective communication and professional
client-worker relationship skills when working with individuals.
Objective 2: Students will apply and assess the Generalist Intervention Planned Changed Model which incorporates the following skills: engagement, assessment, planning, intervention, evaluation, and termination.
Objective 3: Students will demonstrate their understanding of themselves and the utilization of interviewing skills as professional social workers in a laboratory setting.
VIDEOTAPES ARE PLAYED AND CELEBRATED IN CLASS
All written work for videotaped assignments is due the same class period in which you present and process your tape in class.
Each student has 25 minutes to give an overview of his/her video, present their video, and receive feedback and input from colleagues.
Please review the attendance policy regarding these class periods. Each Student’s attendance for these presentations is very important. An absence during these class periods will be equivalent to two absences.
Video Sign-up Schedule
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | |Class assessments | | | | |
| | | | | | | |
| | | | | | | |
|Finals Class Day | | | | | | |
_____________________ _____________________ __________________
SW 420: Generalist Practice with Individuals
Videotape Interview
Written Critique
Provide a critical reflection and assessment of your generalist practice knowledge, values, and skills as applied in your video-taped role-play.
1. Assessment of application of GIM and interview structure (10 points) ________
a. Assess your ability to:
- critically attend to the facilitation of the GIM (EP 2.1.3.2)
- use conceptual frameworks to guide assessment, intervention, and evaluation (EP 2.1.7.1)
- critique and apply knowledge to understand person and environment (EP 2.1.7.2)
- develop a mutually agreed-on focus of work and desired outcome (EP 2.1.10.3)
- collect, organize, and interpret client data (EP 2.1.10.4)
- assess client strengths and weakness (EP 2.1.10.5 )
- develop mutually agreed-on intervention goals and objectives (EP 2.1.10.6)
- select appropriate intervention strategies (EP 2.1.10.7)
- help client resolve problems (EP 2.1.10.10)
- facilitate transitions and endings (EP 2.1.10.12)
b. Introductory/beginning phase
c. Developmental/middle phase
d. Termination/ending phase
2. Assessment of techniques/skills used in each phase ( 10 points) ________
a. Use of statements: reflections, interpretations, etc.
b. Use of questions: open inquiry, clarification, etc.
c. Balance and effectiveness of skills
d. Strengths, weaknesses regarding skills
3. Assessment of relationship and communications skills (5 points) ________
a. Use of empathy, warmth, and other interpersonal skills (EP 2.1.10.2)
b. Verbal and non-verbal communication
c. Attending skills and listening skills
4. Assessment of use of self, including emotional state, inside attending, etc.
(10 points) ________
a. Your feelings during the interview
b. Your management of these feelings
c. Your ability to:
- attend to professional roles and boundaries (EP 2.1.1.3)
- demonstrate professional demeanor (EP 2.1.1.4)
- view yourself as a learner and engage your client as an informant in terms of
diversity/difference in your interview (EP 2.1.4.4)
d. Your reaction to being in the social work role
5. Assessment of professional values and ethics (5 points) _______
a. Identify which NASW ethical standards were most applicable to your interview (EP 2.1.2.2)
b. Your ability to tolerate ambiguity in resolving ethical conflicts (EP 2.1.2.3)
c. Your ability to apply strategies of ethical reasoning to arrive at principled decisions (e.g. to use an ethical principles screening tool) (EP 2.1.2.4)
6. Video Interview (30 points) ________
7. Process Recording (10 points) ________
8. Interview Summary (10 points) ________
a. Presenting problem
b. Client strengths
c. Purpose/goals
d. Assessment/Summary
e. Action Plan (recommendations/next steps)
9. Writing (content: substance/depth, thoroughness; and mechanical soundness: grammar, punctuation, spelling, paragraph structure, technical writing, etc.) (10 points)**________
TOTAL POINTS ________/100
**Failure to attain >7 points will result in a returned paper with the option to rewrite.
Rating Scale For Video Interviews
SW 420 – Generalist Practice: Individuals
Student Name: ___________________________________________
I. Intent Facilitate interview structure (Introductory, Developmental, Termination stages) and engage in problem-solving.
1 2 3 4 5 6
Some indicators of good performance:
a. Clear introductions
b. Effective use of skills for transitions of interview structure
c. Not jumping too quickly into looking for solutions or offering advice
d. Helping others to identify and specify what the problem is, what others want (their expectations) and what their priorities are.
e. Focus of interview is clearly defined, appropriately contained, and adequately explored
f. Contracting – clarifying roles, what the expectations for the person are
g. Attending to terminating the interview with understanding of when they will continue, where, etc.
Comments on rating:
II. Intent: To encourage the open flow of communication, through verbal and non-verbal means.
1 2 3 4 5 6
Some indicators of good performance:
a. Appropriate use and allowance of silence
b. Minimal encouragers/expressions of interest – “uh-huh”, “go on”, “I see”, etc
c. Utilizing transitions to facilitate focus and maintain flow and connection of interview content
d. Appropriate use of eye-contact
e. Appropriate facial expressions and body language
Comments on rating:
III. Intent: To obtain information – communicate clearly to others what you need to know and allow others to respond from his/her own frame of reference.
1 2 3 4 5 6
Some good indicators of performance:
a. Clearly worded statements and jargon free questions
b. Avoiding “trailers” or double questions
c. Avoiding leading questions and questions that put others on the defense
d. Asking open-ended questions which don’t call for “yes” or “no” answers
e. Balance between questions and statements/reflections – avoiding interrogation
Comments on rating:
IV. Intent: To understand and empathize with others and communicate that understanding to him/her.
1 2 3 4 5 6
Some indicators of good performance:
a. Asking for clarification of terms
b. Checking perceptions and meaning attributions with others – paraphrase, summarize or otherwise provide feedback to others on your perceptions and seek feedback from others to see if you are understanding what is being said or what is occurring. (Is the message received the message sent?)
c. Content of your questions and statements reflect that you are following other’s frame of reference and are sensitive to what others are experiencing or feeling
d. Tone of voice demonstrates warmth and genuineness
Comments on rating:
V. Intent: Establish relationships characterized by mutuality, involvement, and
collaboration.
1 2 3 4 5 6
Some indicators of good performance:
a. Attention to “joining” with others at the beginning of the interview
b. Letting others know where you are coming from – explain the purpose of the questions, etc.
c. Providing feedback and confrontation which invites exploration
d. Relating to other’s strengths and resources
e. Maximizing opportunities to allow others to exercise choice and decision making.
Comments on rating:
Bibliography
Arnold Clark, J, McDaniel, D, & Schneiderman, J. (2010). Child Welfare caregivers: An evaluation of access to pediatric health care. 698-703. Retrieved from locate/childyouth DOI: 10.1016/j.childyouth.2010.01.006
Barnes-Proby, D, Chandra, A, & Jackson, L. (2008). Overcoming challenges to implementing and evaluating evidence-based interventions in child welfare: A matter of necessity. 555-562. Retrieved from locate/childyouth DOI: 10.1016/j.childyouth.2008010.013
Beaudoin, A, Lamonde, G, & Turcotte, D. (2009). Evaluation of an In-Service Training Program for Child Welfare Practitioners. 19(1), 31-41 Retrieved from DOI: 10.1177/1049731507313978
Briggs, H., Merritt, L., & Wells, S., (2009). Bias, racism and evidenced-based practice: The case for more focused development of the child welfare evidence base. Children and Youth Services Review, 31 (2009), pp. 1160–1171.
Bromley, M. A. (1987). New beginning for Cambodian refugee- or further disruptions. National Association for Social Workers, 32(3) 263-239.
Brown, L., Callahan, M., Strega, S., Walmsley, C., & Dominelli, L. (2009). Manufacturing ghost fathers: the paradox of father presence and absence in child welfare. Child & Family Social Work, 14, 25-34.
Brun, C., & Rapp, R. C. (2001). Strengths-Based Case Management: Individuals' Perspectives on Strengths and the Case Manager Relationship. Social Work, 46(3), 278-288. Retrieved from EBSCOhost.
Childs, J., Moody, K., Sepples, S. (2003) Intervening with at-risk youth: Evaluation of the youth empowerment and support program. Pediatric Nursing, 29(4), 263-270.
C.L. Sipe Mentoring adolescents: What we have learned, in J.B. Grossman, ed., Contemporary Issues in Mentoring (Philadelphia: Public/Private Ventures, 1998).
Cohen, M.B. (1998). Social work practice with homeless mentally ill people: engaging the client. National Association of Social Work, 7(46), 505-509.
Colasanto, D., McLearn, K., Schoen, C., &Shapiro, M. Mentoring adolescents: What we have learned, in J.B. Grossman, ed., Contemporary Issues in Mentoring (Philadelphia: Public/Private Ventures, 1998).
Daniel, B. & Taylor, J. (1999). The rhetoric versus reality: a critical perspective on practice with fathers in child care and protection work. Child & Family Social Work, 4, 209-220.
Darlington, Y, Feeney, J, &Healy, K. (2009). Approaches to assessment and intervention across four types of child and family welfare services. 356-364 Retrieved from locate/childyouth DOI: 10.1016/j.childyouth.2009.10.005
De Jong, P. & Miller, S.D. (1995). How to Interview for Client Strengths. Social Work, 40(6), 729-736.
Dluthy, M.J. (1990). Community perceptions of the homeless: factors in intervention strategies with the homeless. Social Work Research and Abstracts, 26(1), 7-26.
Emshoff, J, & Price, A. (1999) Prevention strategies with children of alcoholics. Pediatrics 103: 1112-1121.
Forchuk, C., Macclure, S. K., Van Beers, M., Smith, C., Csiernik, R., Hoch, J., et al.(2008). Developing and testing an intervention to prevent homelessness among individuals discharged from psychiatric wards to shelters and ‘No Fixed Address’. Journal of Psychiatric and Mental Health Nursing, 15(7), 569–575. doi: 10.1111/j.1365-2850.2008.01266.x
Garrett, P.M. (2002). Social Work and the Just Society: Diversity, Difference and the Sequestration of Poverty. Journal of Social Work, 2; 187-210.
Goodkind, J. R. (2005). Effectiveness of a community-based advocacy and learning program for Hmong refugee. American Journal of Community Psychology, 36, 387-408. doi: 10.1007/s10464-0058633-z
Gulcer, L, & Tsemberus, S. (2006). Housing first services for people who are homeless with co-occurring serious mental illness and substance abuse. Social Work Practice, 16(1), 74-83.
Grossman & Johnson. (1998) Assessing the effectiveness of mentoring programs. Contemporary Issues in Mentoring (Philadelphia: Public/Private Ventures 1998), pp. 25-47.
Hardy, F. & Darlington, Y. (2008). What parents value from formal support services in the context of identified child abuse. Child & Family Social Work, 13, 252-261.
Karoll, B. R. (2010). Applying social work approaches, harm reduction, and practice wisdom to better serve those with alcohol and drug use disorder. Journal of Social Work, 10(3), 263-281. doi:10.1177/1468017310363635
Kelly-Vance & Thompson. (2001) The impact of mentoring on academic achievement of at-risk youth. Children and Youth Services Review 23(3). 227-242.
Kertesz, S.G., Crouch, K., Milby, J. B., Cusimano, R. E., & Schumacher, J.E. (2009). Housing first for homeless persons with active addiction: Are we overreaching? Milbank Quarterly, 87(2), 495-534. doi: 10.1111/j.1468-0009.2009.00565.x
Jackson, A., Choi, J., Franke, T. (2009). Poor Single Mothers with Young Children: Mastery, Relations with Nonresident Fathers, and Child Outcomes. Social Work Research, 33(2), 95-106
Kopainsky, B, Pedercini, M, & Alessi, S. (2010). A blend of planning and learning: simplifying a simulation model of national development. 41(5), 641-662.
Levy, J.S. (2004). Pathway to a common Language: a homeless outreach perspective. Families in Society: The Journal of Contemporary Social Services, 3(85), 371-378.
Lindsey, E. (2000). Social Work with Homeless Mothers: A Strength-Based Solution-Focused Model. Journal of Family Social Work, 4(1), 59-78.
Lodwick, D. (2002). Supporting immigrant and refugee families’ initiative outcome evaluation feasibility study. The Colorado Trust. Retrieved from
McLeod, J. D., Nonnemaker, J.M., Call, K.T., (2004). Income Inequality, Race, and Child Well-being: An Aggregate Analysis in the 50 United States. Journal of Health and Social Behavior, Vol 45 (Sept.), 249-264
McQuaide, S. & Ehrenreich, J. (1997). Assessing Client Strengths. Families in Society: The Journal of Contemporary Human Services, 201-212.
NASW Code of Ethics pubs/code.asp
O’Brien, M. W., & Stewart, S.J. (2009). Measuring satisfaction with social work services. Social Work in Health Care, 48(2), 105-118. Doi:10.1080/00981380802519404
Okitikpi, T. & Aymer, C. (2003) Social work with African refugee children and their families. Child and Family Social Work, 8(3), 213-222.
Oudejans, S. C.C., Schippers, G. M., Merkx, M. J. M., Schramade, M. H., Koeter, M. W. J., & Van Den Brink, W. (2009). Feasibility and validity of low-budget telephonic follow-up interviews in routine outcome monitoring of substance abuse treatment. Addiction, 104(7), 1138-1146.
Padgett, D. K., Gulcure, L., & Tsemberis, S. (2006). Housing first services for people who are homeless with co-occurring serious mental illness and substance abuse. Research on Social Work Practice, 16(1), 74-83.
Romero, L, & Smith, L. (2010). Psychological Interventions in the Context of Poverty: Participatory Action Research as Practice. 80(1), 12-25.
Reupert, A. (2007). Social Worker’s Use of Self. Clinical Social Work Journal, 35, 107-116.
Scourfield, J. (2006). The challenge of engaging fathers in the child protection process. Critical Social Policy, 26(2), 440-449.
Segal, U.A. & Mayadas, N. S. (2005). Assessment of issues facing immigrant and refugee families. Child Welfare League of America, 84(5), 563-583
Staudt, M. (2006). Treatment Engagement with Caregivers of At-risk Children: Gaps in Research and Conceptualization. 16(2), 183-196 DOI: 10.1007/s10826-006-9077-2
Timberlake, E. M. & Cook, K. (1984). Social work and the Vietnamese refugee. National Association of Social Workers, 29(2), 108-113.
Vanderplasschen, W., Wolf, J., Rapp, R. C., &Broekaert, E. (2007). Effectiveness of different models of case management for substance-abusing populations. Journal of Psychoactive Drugs, 39(1), 81-95. Retrieved from
Ward, D. & Mullender, A. (1991). Empowerment and Oppression: An Indissoluble Pairing for Contemporary Social Work, Critical Social Policy, 32, 21-31.
Yohani, S. C. (2008). Creating an ecology of hope: Arts-based interventions with refugee children. Child & Adolescent Social Work Journal, 25(4), 309-323.
ASSESSMENT PROJECT CONFIDENTIALITY CONTRACT
This is a confidential case study. You are NOT to discuss this case or compare answers with anyone else. If the instructor determines that this case study or answers to the questions for this project have been discussed with others, ALL students involved will fail the assignment.
Be clear in your writing and proofread your work carefully.
I promise to keep all of the information about this assignment absolutely confidential even AFTER completing the project. In addition, I will not discuss this project with any students who will be taking SW 420 in the future. The only time I will discuss this project is in the classroom with the instructor present or privately with the instructor.
I am aware of the University’s and the School of Social Work’s policies on academic dishonesty and understand the consequences of such behavior.
I understand that if I break confidence in regards to this project I will fail the project and could potentially fail the course. If I break confidence after the course, I understand I will be subject to the penalties for academic dishonesty of the larger university.
______________________________________ _______________________________________
Written signature Printed name
Staple the confidentiality agreement and the question sheet to the back of your typed answers.
Good luck to you on the assessment project!
COURSE CONFIDENTIALITY STATEMENT
SW 420
As a part of Individual’s class, students may share personal life experiences in the class setting and in the interview role plays in an effort to collectively understand interview and individual theories. A major part of this course is participation in interview processes in which students are required conduct formal generalist practice interviews. Due to the nature of this process, there is occasionally a high level of personal self-disclosure.
Please read the following and sign, date, and return to your instructor in SW 440:
I hereby promise to keep in confidence all things discussed in SW 420-Generalist Practice with Individuals class.. This will include all personal discussions that may be held in class and within the Interview role-play processes. Failure to comply with confidentiality standards may result in a failed grade for the course.
Consistent with the NASW Code of Ethics, I further promise not to use any personal information I obtain in this course outside of the SW 420 class in the future.
Name: _________________________
Date: _______________
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.