ANDREWS UNIVERSITY



Tennessee State UniversitySocial Work ProgramSocial Work Interviewing SkillsSOWK2100-01Spring 2012Credits: 3Instructor: Michael A. WrightEmail: mwright17@tnstate.eduOffice: Elliott Hall 302 Time: 1:00pm -2:25pm TThLocation: Elliott Hall 309Office Phone: 963-7673COURSE DESCRIPTIONIntroduction 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 TEXTSCournoyer, B. R. (2010). The Social Work Skills Workbook. (6th Edition). Belmont, CA: Thomson Brooks/ Cole.SKILLS & ASSESSMENTSSkillAssessmentDEFINE THE COMPONENTS OF THE GENERALIST INTERVENTION MODELExaminationsARTICULATE PERSONAL AND PROFESSIONAL VALUES.Analysis of YourselfDEMONSTRATE BASIC INTERVIEWING SKILLS.Video RecordingCRITIQUE THE IMPLEMENTATION OF INTERVIEWING SKILLS.Training Case ReportDISTINGUISH BETWEEN CRITICAL AND ANCILLARY INFORMATION IN CASE INFORMATION.Interview Script COURSE REQUIREMENTS & NOTESPROFESSIONAL EXPECTATIONSAll SEQ CHAPTER \h \r 1 students are expected to demonstrate the following:ExpectationDefinitionIdentify as a professional social workerAs students, you can expect to have your current knowledge, skills, and values challenged as you learn and wrestle with professional social work knowledge, skills, and values in the development of a professional social work identity.Demonstrate a Proactive Commitment to LearningAs a student, you are expected to take time to review the syllabus and workload of the course to make 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 with EfficacyAs a student, you are expected to identify and communicate concerns you have and to seek out help. 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 municate Effectively with respect and cultural competenceStudents are expected to develop communication and language that does not attack individuals for beliefs, but engages in dialogue concerning substantive issues, demonstrates critical thinking, and is supported by a rationale and evidence. Apply Problem Solving and Critical Thinking SkillsStudents are expected to ask questions in a way that demonstrates your knowledge and your thought 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 Ethical ConductStudents are expected to embrace the idea that you represent the social work profession when you are 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 Lifestyle effectively Managing Stress Students are expected to take advantage of the multitude of resources available during matriculation. If you feel overwhelmed, talk to someone and see out help. FAILURE TO ADHERE TO THE ABOVE PROFESSIONAL EXPECTATIONS MAY RESULT IN DISCIPLINARY ACTION BY THE INSTRUCTOR, DEPARTMENT OF SOCIAL WORK, AND THE UNIVERSITY. II. ACCOUNTABILITY POLICYNO LATE PAPERS WILL BE ACCEPTED. Each student must plan to complete assignments ahead of the posted due dates in order to ensure that no surprises will inhibit the timely completion any of the assignments. Staffing, Courier, Email or other technological excuses for late work will NOT be accepted. Late work is NOT accepted (all assignments are due by 5pm on the specified day). Assignments not submitted by the due date will receive a zero (0) grade.III. GOVERNING POLICY DOCUMENTSSocial Work Students are expected to submit all work in compliance with Tennessee State University’s Academic Integrity Policy and other applicable policies detailed in the University Student Handbook, Departmental Policy & Procedures Manual, and Departmental Student Handbook. In addition, social work students are expected to adhere to the Social Work Code of Ethics available for review at . STATEMENT REGARDING STUDENTS WITH DISABILITIESStudents with documented disabilities are encouraged to inform the instructor and university of any disability. Contact the Disabled Student Services Office at 963-7400 if you require documentation and/or accommodation. The Department of Social Work in conjunction with the Office of Disabled Student Services makes reasonable accommodations for qualified students with medically documented disabilities. The instructor must be presented with documentation of your disability prior to the due date of assignments. More information is available at . ATTENDANCE POLICYUniversity policy regarding attendance will be observed in this course.DESCRIPTION OF PROJECTSPAPERS THAT DO NOT FOLLOW THE POSTED GUIDELINES WILL EARN A FAILING GRADE. Students must make every effort to follow the guidelines posted and ethical practice to ensure that the assignments completed are accepted. Compose an ANALYSIS OF YOURSELF describing your communication styles and attitudes.Utilize the Analysis of Yourself as a basis for AN INTERVIEW SCRIPT dramatizing all GIM+ skills.Create a four-column table with alternating colored rows.For each of the Worker interactions, includeSKILL: List the GIM+ step and the sub-skill you intend with your comment.PURPOSE: Your professional reaction to what the client said. Based in the skill, this helps determine what you will say next.INNER THOUGHTS: Your gut reaction based on experience and humanness. What are you thinking at this moment?For each of the Client interactions, includeREACTION: Ego defense, logical fallacy, or intention of the client. List what the client is gathering from the interaction.REASONING: The reasoning and assessment is going on within the client. The client is attempting to achieve something as well.MEANING: What the client is thinking based on what the caseworker has said or preconceived anize and produce a VIDEO RECORDING based on your interview script.Coordinate with the professor to rehearse and record at the departmental video production pose TRAINING CASE REPORT.Reflect on the Analysis and Dramatization.Describe the major challenges to achieving the change.Detail the process learningArticulate the self-learning that resulted from your dramatizationList lessons that other workers can learn from your experience.EXAMINATIONSExaminations 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 SCHEDULEDATELESSON TOPICSLEARNING ACTIVITIES RESOURCESJAN 12IntroductionsGIM+Explore the course outline. Begin to love the course.Articulate a conception of the generalist intervention model that combines the work of Cournoyer and Kirst-Ashman. Consider the value of integrating the two models. Course SyllabusJAN 17“My People”Distinguish between prejudices and professional judgment. Respond to your personal prejudices.JAN 19Essential SkillsDistinguish between appropriate and inappropriate thoughts. Explore your standards of visual beauty. Define Empathy, Respect, and Authenticity. Explore your capacity to demonstrate social work essential skills.Chapter 2 Cournoyer p.15-16JAN 24Ecological Systems, Generations, and Your ValuesCritical Events TimelineChapter 2 Cournoyer p.40-41JAN 26JEOPARDY ICRITICAL EVENTS TIMELINE DUEJAN 31PreparationCreate a Profile of yourself. Describe the person and pertinent characteristics that aid in contextualizing the story. Examples of context include description of neighborhood, parents’ personality, significant experiences growing up, etc. if applicable. Detail the influences on your life. Provide a paragraph on your goals, heroes, achievements, and greatest fear. [PREPARATION: MY PROFILE]FEB 2EngagementDetail your ego defenses, logical fallacies, values, and beliefs. [ENGAGEMENT: THE REAL ME]FEB 7AssessmentArticulate what an interviewer would need to inquire about in order to fully know you. Present the person’s perceptions of their own thinking processes, intentions, and influences. Compare those to any corroborating information from other people, news or historical documentation, or other sources. [ASSESSMENT: MY PERCEPTIONS]FEB 9Examination IDRAFT OF ANALYSIS OF YOURSELF DUEFEB 14PlanningDevelop at least one clearly stated hypothesis toward changing your relationship with someone or something. The hypothesis should take the form: If I change [some aspect of myself], it would change my relationship with [someone or something] for the better. [PLANNING: MY OPTIONS]FEB 16ImplementationConduct a review of scholarly literature to examine the hypothesis posed. [IMPLEMENTATION: REPORTING ON ME]FEB 21EvaluationIn light of the literature review, analyze yourself to further articulate the barriers, inconsistencies, and failures along with your strengths, learning, and increased self-awareness resulting from the change process. [EVALUATION: ME IN CONTEXT]FEB 23HOLLACE BROOKS SYMPOSIUMFEB 28TerminationAnalyze the narrative you have created thus far for themes that surface. Use these to build a theoretical model of intervention that you could train others to use in interacting with you. [TERMINATION: ME AS EXAMPLE]MAR 1Follow-upReflect on the value of a community in which citizens examine and rehearse self-examination. List potential responses to scarcity, conflict, and disease. Discuss how interactions between citizens can support sustainable outcomes in mental and physical health. [FOLLOW-UP: ME IN COMMUNITY]MAR 6NO SCHOOLMAR 8NO SCHOOLMAR 13Examination IIANALYSIS OF YOURSELF DUEMAR 15Change with IFGOC: TTM & SFBIOutline a process for client and societal change. Balance the work of preparing persuasive information with the patience required when you encounter disagreement. Review the assumptions and questions involved in SFBI. MAR 20PreparationIdentify your personal and professional values and ethics. Share how you will integrate and utilize your personal and profession values in practice with clients.MAR 22EngagementRecall the elements included in an engagement presentation to a client. Support your views on client empowerment.MAR 27JEOPARDY IIDRAFT OF INTERVIEW SCRIPT DUEMAR 29AssessmentIdentify the key techniques in assessment: probing, reflecting, and noting. Balance the value of techniques and intuition based on beliefs, behaviors, feelings, sensations and context of the client. Explore various contexts across ecological systems where assessment may be used. Reflect on your favorite ecological level of practice.APR 3PlanningIdentify key techniques in planning: parsing, prioritizing, translating, strategizing, mapping, and contracting. Debate the usefulness of client primacy.APR 5ImplementationIdentify key techniques in implementation: focusing, advising, educating, representing, reframing, confronting, responding with immediacy, and recording progress. Examine your own cultural competence.APR 10Examination IIIINTERVIEW SCRIPT DUEAPR 12EvaluationIdentify common practice evaluation methods both in session (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.APR 17Termination & Follow-UpIdentify termination tasks, timing, and reflection. Share how you will deal with emotional attachments to clients.APR 19Examination IVVIDEO RECORDING DUEAPR 24COURSE EVALUATIONAPR 26Viewing PartyTRAINING CASE REPORT DUEExam Week April 29 – May 3EVALUATION TABLEADVANCE \d4Graded Items in this CourseADVANCE \d4Points AchievedADVANCE \d4Points PossibleADVANCE \d4ADVANCE \d4Points AchievedADVANCE \d4Points PossibleExamination I20Analysis of Yourself100Examination II20Interview Script100Examination III20Video Recording 100Examination IV20Training Case Report100Comprehensive Final80COLUMN TOTAL160COLUMN TOTAL400Final Point TotalCalculate your final grade by adding POINTS ACHIEVED and dividing that total by 5.6.560GRADING SCALEA = 90 – 100B = 80 – 89C = 70 – 79D = 60 – 69F = 59 and below SEQ CHAPTER \h \r 1STUDENT LEARNING SELF-ASSESSMENTSPRING SEMESTER 2012This 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 the SkillBelow Average GraspAverage GraspAbove Average GraspExceptional Grasp of the SkillDEFINE THE COMPONENTS OF THE GENERALIST INTERVENTION MODEL□□□□□ARTICULATE PERSONAL AND PROFESSIONAL VALUES.□□□□□DEMONSTRATE BASIC INTERVIEWING SKILLS.□□□□□CRITIQUE THE IMPLEMENTATION OF INTERVIEWING SKILLS.□□□□□DISTINGUISH BETWEEN CRITICAL AND ANCILLARY INFORMATION IN CASE INFORMATION.□□□□□ ................
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