The University of Texas at Arlington
School of Social Work
SOCW 5304 004 Social Work Generalist Micro-Practice
Fall Semester 2011
Name: Elissa Madden
Email Address: [email protected]
Office Location: UTA SSW Building A, Room 208D
Cell Phone: 254-723-4545
Office Hours: Wednesdays and Thursdays, 4:30-5:30 and by appointment
Time and Place of Class Meetings:
UTA Fort Worth Center, Room 113, from 6pm to 9:50pm on Wednesday and Thursday evenings (August 25 - September 28).
I. PURPOSE OF THE COURSE
Micro generalist practice falls under the purview of Direct Practice, one of the five major content areas in the School of Social
Work. In this course, students will be introduced to the basic skills and knowledge needed for direct social work practice with
individuals, families, groups and communities. The skills and knowledge include basic strategies and techniques for developing
rapport, interviewing, assessing, and contracting with clients. History, ethics, and values of the social work profession are also
emphasized. This is a required course for all first-year students.
This course addresses the following Council on Social Work Education (CSWE) Educational Policy and Accreditation
Standards (EPAS) requirements for Core Competencies and Practice Behaviors:
Educational Policy 2.1.1—Identify as a professional social worker and conduct oneself accordingly. [Social workers
serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers
commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers:]
(a) Attend to professional roles and boundaries
(b) Use supervision and consultation
Educational Policy 2.1.3—Apply critical thinking to inform and communicate professional judgments. [Social workers
are knowledgeable about the principles of logic, scientific inquiry, and reasoned discernment. They use critical thinking
augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information.
Social workers:]
(a) Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice
wisdom.
(b) Analyze models of assessment, prevention, intervention, and evaluation
Educational Policy 2.1.6—Engage in research-informed practice and practice-informed research. [Social workers use
practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research
findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research
and understand scientific and ethical approaches to building knowledge. Social workers:]
(a) Use research evidence to inform practice.
Educational Policy 2.1.7—Apply knowledge of human behavior and the social environment.
[Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people
live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers
apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual
development. Social workers:]
(a) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.
Educational Policy 2.1.10(a), (b), (c), and (d)—Engage, assess, intervene, and evaluate with individuals, families,
groups, organizations, and communities.
[Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation
at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and
communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to
achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness;
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developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic
justice]
Educational Policy 2.1.10(a)—Engagement: Social workers
(i) Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities.
(ii) Use empathy and other interpersonal skills; and
(iii) Develop a mutually agreed-on focus of work and desired outcomes.
Educational Policy 2.1.10(b)—Assessment: Social workers
(i) Collect, organize, and interpret client data.
(ii) Assess client strengths and limitations.
(iii) Develop mutually agreed-on intervention goals and objectives; and
(iv) Select appropriate intervention strategies.
Educational Policy 2.1.10(c)—Intervention: Social workers
(i) Initiate actions to achieve organizational goals.
(ii) Implement prevention interventions that enhance client capacities.
(iii) Help clients resolve problems.
(iv) Negotiate, mediate, and advocate for clients; and
(v) Facilitate transitions and endings.
Educational Policy 2.1.10(d)—Evaluation: Social workers critically analyze, monitor, and evaluate interventions.
II. STUDENT LEARNING OUTCOMES
All social work graduates will be expected to employ the skills and techniques of social work generalist practice in their
professional activities regardless of their area of concentration. Content presented in Direct Practice courses reflects a liberal
arts foundation through the infusion of biologic, economic, historical, socio-political, anthropological, and philosophical
considerations. Instruction clearly represents a generalist perspective to the delivery of direct social services to clients of all
sizes in a complex social-environment. Knowledge of factors influential to the context of service delivery is included in direct
practice instruction.
By the end of the semester, students should be able to demonstrate the following knowledge areas in their class assignments,
term papers, examinations, and group projects:
1. Demonstrate the foundation skills needed for generalist practice, e.g. collaboration, interviewing, assessment and
planning change, evaluation of change objectives.
2. Demonstrate an understanding of the various roles a generalist social worker assumes, e.g. broker, enabler, mediator,
educator, evaluator, case manager/coordinator, and advocate.
3. Describe the major components of referral, contracting, and documentation in generalist practice.
4. Discuss the relevance diversity of race, gender, class, gender identity, sexual orientation, religious orientation, and
disabilities to generalist social work practice.
5. Acquire a beginning familiarity with the association between generalist practice and the community within
organizational, economic and social justice, and socio-political environments.
6. Conceptually and operationally distinguish a range of interventions derived from various change methods. This
includes the ability to develop and enhance learning skills, to define concepts in operational terms, to translate them
into measurable units of social work interventions and practice skills.
III. REQUIRED TEXTBOOKS AND OTHER COURSE MATERIALS
1. Boyle, S. W., Hull, G.H., Jr., Mather, J.H., Smith, L.L., & Farley, O.W. (2009). Direct practice in social work (2nd Ed).
Boston: Allyn & Bacon.
2. Collins, D., & Jordan, C., Coleman, H. (2009). An introduction to family social work (3nd Ed). Belmont: Thomson
Brooks/Cole.
3. Additional readings may be assigned (closed reserve, online, supplied) throughout the semester.
IV. RECOMMENDED TEXT
1. American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.),
Washington, DC: American Psychological Association.
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V. COURSE SYLLABUS MODIFICATIONS
The course instructor reserves the option to modify the course syllabus throughout the course offering by adding guest
speakers, audio visual media, instructional technology, or supplemental materials and/or modify assignments or make
substitutions so long as course objectives are met and the overall grading criteria are maintained.
VI. COURSE OUTLINE/TOPICS, READINGS, & ASSIGNMENTS
Class Date
Topics
1
8/25
Introduction to Course; Get acquainted; Syllabus Review; Writing skills
Assignment Due
1. Writing Help and APA Guide Online:
http://depts.washington.edu/sswweb/writehelp_stu.html
2. On-Line Study Skills Improvement Information
http://www.sas.calpoly.edu/asc/ssl.html
MSSW Pre-Test:
http://www.surveymonkey.com/s/UTASSWProgramAssessment
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8/31
Direct Practice in Social Work; Family Social Work; Social Work Values
& Ethics; NASW Code of Ethics
Pre-Test for MSSW
Program
Readings:
Boyle et al., Chapter 1 & 2 “Direct Practice in Social Work.” “Values,
Ethics, and Ethical Dilemmas”
Collins et al., Chapter 1 “The Field of Family Social Work”
NASW Code of Ethics (Preamble), available online:
http://www.socialworkers.org/pubs/code/code.asp
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9/1
(Student Learning Outcomes #1, 2, 3, 4, 5, & 6)
The Helping Process – Engagement Phase
Readings:
Boyle, et al., Chapter 4 “Basic Skills for Engagement”
Collins et al., Chapter 5 “The Beginning Phase”
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9/7
Personal Epistemology
Paper (6-7 pages)
(Student Learning Outcomes #1, 2, & 4)
The Helping Process – Engagement Phase Part 2
Theoretical Perspectives on Direct Practice
Readings:
Boyle, et al., Chapter 3 “Theoretical Perspectives on Direct Practice:
An Overview”
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9/8
(Student Learning Outcomes #1, 2, & 4)
The Helping Process--The Assessment Phase
Readings:
Boyle et al., Chapter 5 “Knowledge and Skills for Assessment”
Collins et al., Chapter 7 & 8 “Qualitative Family Assessment”
“Quantitative Assessment”
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9/14
(Student Learning Outcomes #1, 2, 4, & 6)
The Helping Process—Planning for Intervention, The Helping
Process—Intervention Phase
Readings:
Selection of Group
Members for Interview
Skills Presentation Due
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Boyle et al., Chapter 6, 7, & 8 “Knowledge and Skills for Planning”
“Knowledge and Skills for Intervention” “Developing Client Coping
Skills”
Collins et al., Chapter 11 “The Intervention Phase”
Select and submit group members for skills presentation assignment by
the end of class
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9/15
(Student Learning Outcomes #1, 2, 3, 4, & 6)
The Helping Process—Intervention Phase; Emphasizing Client
Strengths
Readings:
Boyle et al., Chapter 9 & 10 “Empowerment and Strengths- Based
Practice” “Strengthening Family Functioning”
Submit type of interview and topic for interview skills presentation by
the end of class
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9/21
Biopsychosocial
Assessment – Part I is
Due
Type of Interview and
Topic for Interview
Skills Presentation Due
(Student Learning Outcomes #1, 2, 4, & 6)
Working with Families
Readings:
Collins et al., Chapter 10, 12, & 13 “Family Systems Interventions”
“Interventions at the Child and Parental Levels” “Intervention with
Couples”
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9/22
(Student Learning Outcomes #1, 2, 3, 4, & 6)
Working with Groups; The Helping Process—Evaluation Phase
Readings:
Boyle et al., Chapter 11, 12, & 13, “Improving Group Functioning”
“Direct Practice in the Larger Environment” “Knowledge and Skills for
Evaluation”
Interview Skills
Presentations
Begin interview skills presentations
10
9/28
(Student Learning Outcomes #1, 2, 3, 4, 5, & 6)
The Helping Process—Termination Phase
Readings:
Boyle et al., Chapter 14 “Knowledge and Skills for Termination
Collins et al., Chapter 14 “The Termination Phase”
Biopsychosocial
Assessment – Part II is
Due
Conclude interview skills presentations
(Student Learning Outcomes #1, 2, 3, 4, & 6)
VII. DESCRIPTION OF MAJOR ASSIGNMENTS
A. MSSW Pre-Test (5%)
Students are asked to complete a 45 minute survey found at http://www.surveymonkey.com/s/UTASSWProgramAssessment.
You will see this assessment survey twice during your time in the UTA MSSW program, upon entering and after you complete
all foundation courses. This survey is mandatory. All incoming 2 year MSSW students are required to complete the survey.
The survey may take as long as 45 minutes to complete so please give yourself enough time to complete the survey. Also, you
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must complete it in one session. The last page of the survey is a “Certificate of Completion.” After you complete the survey,
please print the Certificate and bring it to class to turn in at the beginning of class on 8/31/11. The Certificate of Completion is
required for all students. Please know that students who do not provide a Certificate of Completion will not be able to register
for subsequent classes. This is not a test; therefore, the grade you receive for this assignment will merely reflect whether you
completed the survey or not. Students must turn in a Certificate of Completion on 8/31/11 to receive credit for this assignment.
B. Personal Epistemology Paper (20%)
Students will write a 6 – 8 page (double spaced) paper in which they explore your personal epistemology as a social worker.
Epistemology is the branch of philosophy concerned with the nature and origin of knowledge. Epistemology asks the question
“How do we know what we know?” The purpose of this assignment is to encourage students to think concretely and explicitly
about the world views (i.e., formal/informal theories and mythologies) they endorse and the ways in which these are informed by
their familial background, socio-cultural experiences, and/or personal beliefs and values. Additional details regarding this
assignment will be discussed in class and posted on Blackboard.
C. Biopsychosocial Assessment – Part I (25%)
Students will complete a biopsychosocial history of a central character in one of five movies (Note: this does not have to be the
main character of the movie). A biopsychosocial history is a comprehensive assessment of an individual. The assessment does
not have a specific length, but should not exceed 10 pages. It is expected that you will complete the assessment fully and in a
professional manner. This includes paragraph form (no bullet points), complete descriptions, and without contractions. This
assignment provides an opportunity for you to practice conceptualizing what you have learned (and are presumably still
learning) in class. Additional details regarding this assignment will be discussed in class and posted on Blackboard.
D. Interviewing Skills Presentation (20%)
Students are to demonstrate in class an interview segment involving basic interviewing skills utilized by the social work
practitioner. Students should choose whether they are going to interview an individual, married couple or a family. You may
include between two (individual and therapist) and five people (e.g., therapist and family members) in a group. Students can
choose to conduct a) an initial interview with a new client; b) an intervention with a client(s) with the purpose of facilitating
change; or c) any other practice skill covered in the course, with instructor approval. Each presentation is expected to last 10
minutes. Students will pick their groups on 9/14/11. The type of interview to be conducted and the topic that will be discussed
should be submitted to me by 9/15/11. Some class time will be provided to discuss and prepare the presentation; however, it
may not be enough. It is likely that students will need to spend some time on this assignment outside of the regular class
period.
A. Biopsychosocial Assessment – Part II (25%)
Students are expected to write a paper that takes the problem(s) identified in the character discussed in the Biopsychosocial
Assessment, Part I and create an intervention plan for the client. The paper should be 5 – 7 pages in length (excluding title
page and reference pages) with a minimum of 5 references (at least two of them should be in reference to the intervention you
plan to use) in addition to the course texts. The focus of this assignment is on the intervention.
B. Class Participation (5%)
Participation in class will constitute 5% of your grade. It is expected that students will be present in class, arrive having read the
assignments, and be prepared to participate in critical dialogue regarding what they have read. Students will also have regular
opportunities during class to process current or past case examples from the field and in-class exercises to examine a range of
systemic approaches to working with individuals, families, groups, communities and organizations. Students are expected to
participate actively in the teaching/learning process by asking questions, participating in discussions and actively voicing their
views and opinions. Students should not surf the internet, email or taking care of other business during class. Graduate
level participation includes consistency, frequency, and relevance to the topics of discussion. Actions that undermine the
perception of your class participation and compromise the sense of intellectual and practice community in the classroom include:
prolonged private conversations while others are speaking; habitually arriving late and/or leaving early; and disrespectful
communication either in person or via electronic means). Participation will be decided by the instructor. Grades will be based on
your presence in the classroom and the extent to which you have contributed to knowledge development.
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VIII. PAPERS – GENERAL INFORMATION AND EXPECTATIONS
All papers must follow APA guidelines. At a minimum this means:
 Inclusion of a title page
 Margins set at 1 inch
 10 or 12 point font in Arial or Times New Roman only
 Page number in upper right corner of the page starting with the title page
 Running head listing the assignment title
Points will be deducted if you do not follow these guidelines.
IX. EXPECTATIONS OF STUDENTS
1. All written assignments are due at the beginning of class period of the date specified on the course outline. Unless
indicated by the instructor in the final assignment instructions (posted on Blackboard), all papers/assignments must
be submitted through Blackboard by the beginning of class. Additionally, students are expected to submit a
hardcopy of the assignment to the instructor at the beginning of class. Assignments turned in after class starts
and beyond will lose 5 points for each calendar day the paper is late, including weekends.
2. Assignments are to be completed correctly at the time of submission. Once the paper has been submitted, no other
versions of the paper will be accepted. Exceptions to this rule will be made on a case by case basis.
3. No make-up assignments will be given.
4. All graduate students have ascribed to the NASW code of ethics at admission and are responsible for adhering to
standards of professional conduct with colleagues/faculty and elsewhere in the graduate program.
5. Considering the objectives of this class, it is essential that we create an environment conducive to learning. Please
avoid distracting or disrupting the class. There is also the possibility that you may disagree with another student or the
instructor. This is to be expected with the issues social workers confront and our tendency to be passionate about our
values and opinions. However, it is important that we be respectful of each other and their opinion. Any disruption of
the classroom learning environment (through actions in or out of class) will result in the identified student(s) being
required to leave the class, without possibility of being readmitted, and cancellation of class work scores for the
disrupted class session(s), with a recorded failing semester grade.
6. Inappropriate use of technological devices (cell phones, iPods, computers, etc.) will not be permitted. Use of a laptop
for note‐taking is permitted with permission. Additionally, if you are the caregiver for a child(ren) or other family
member, you may leave your cell phone on in vibrate/silent mode for emergency phone calls (calls should be taken
outside the classroom); however, your cell phone should be placed out of sight.
X. GRADING
MSSW Pre-Test
Personal Epistemology Paper
Biopsychosocial Assessment – Part I
Biopsychosocial Assessment – Part II
Interview Skills Presentation
Participation
Total
5%
20%
25%
25%
20%
5%
100%
Above 90 = A
80 – 89.9 = B
70 – 79.9 = C
60 – 69.9 = D
Below 60 = F
XI. ATTENDANCE POLICY
It is expected that you attend class and participate in class discussion. This course is only 10 sessions. Consequently, one
missed class is a significant loss of instruction. Students are expected to attend all classes (come to class on time and remain
for the full class period). Consistently arriving late, early and unexcused exits or absences from class will be counted as one full
absence for the class period. Disruptions of the class learning environment will result in the disrupting student being requested
to leave the class. If students are asked to leave class more than one time, the student will not be permitted to return to class
and no further scores entered for the student for the remaining semester. A final grade of F (failing the course) will be recorded.
Up to two excused absences will not be penalized. Please discuss your plans for missing class with me in advance – either
in person, email, or by leaving a message on my cell phone (254-723-4545). Three absences will result in the student’s
grade being lowered one grade level. For example, if the student’s final grade is a B then they will receive a C for the course.
Four absences will result in a failing grade for the course. The attendance policy will be strictly enforced. Valid university
approved excuses are due at the beginning of the next class attended.
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Students who are absent are responsible for obtaining class material/content from a classmate. A sign-in sheet will be passed
around at the beginning of each class period. It is the student’s sole responsibility to remember to sign the attendance
sheet each week.
XII. OTHER INFORMATION AND UNIVERSITY POLICIES
DROP POLICY
If you chose to drop the class, you have the responsibility to complete the paperwork according to the University’s schedule.
Not doing so may result in a failing grade.
INCOMPLETES
Incompletes are given only in exceptional and very rare situations that involve Acts of Nature and/or other things beyond the
ability of the student to anticipate or overcome. Computer problems, for example, do not constitute grounds for an incomplete,
nor does misreading the syllabus.
STUDENT SUPPORT SERVICES
The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and
achieve academic success. These programs include learning assistance, developmental education, advising and mentoring,
admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially
should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.
1. Writing Help and APA Guide Online:
http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm
http://www.library.cornell.edu/resrch/citmanage/apa
2. On-Line Study Skills Improvement Information
http://www.sas.calpoly.edu/asc/ssl.html
ACADEMIC INTEGRITY
It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of
conduct and will not be tolerated in any form. All persons involved in academic dishonesty will be disciplined in accordance with
University regulations and procedures. Discipline may include suspension or expulsion from the University.
"Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any
work or materials that are attributable in whole or in part to another person, taking an examination for another person,
any act designed to give unfair advantage to a student or the attempt to commit such acts" (Regents’ Rules and
Regulations, Series 50101, Section 2.2).
For this class, be attentive to the manner in which you use and cite reference material. When in doubt, it is best to insert a
citation. Avoid the excessive use of quotations – cited or not – and if you use any kind of a writing tutor, be careful about the
degree of assistance they provide to you. Assignments are intended to represent YOUR work – for better or worse - so overreliance on outside help is discouraged. The instructor reserves the right to give a grade of “F” for the course as a whole
to any student found guilty of academic dishonesty (including, but not limited to, cheating, plagiarism, collusion) of any
assignment by the Office of Student Conduct.
GRADE GRIEVANCE POLICY:
It is the obligation of the student, in attempting to resolve any student grievance regarding grades, first to make a serious effort
to resolve the matter with the individual with whom the grievance originated. Individual course instructors retain primary
responsibility for assigning grades. The instructor's judgment is final unless compelling evidence shows discrimination or
preferential treatment or procedural irregularities. If students wish to appeal, their requests must be submitted in writing on an
appeal form which is available in departmental or program offices. The normal academic channels are: department chair or
program director, and academic Dean. However, before considering a grievance, the department chair or program director will
refer the issue to a departmental or program committee of graduate faculty. If the committee cannot reach a decision acceptable
to the parties involved, the matter will follow the remaining academic channels. If students are dissatisfied with the chair or
director's decision, they may appeal the case to the academic Dean.
AMERICANS WITH DISABILITIES ACT
The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity
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legislation; reference Public Law 92-112 - The Rehabilitation Act of 1973 as amended. With the passage of federal legislation
entitled Americans with Disabilities Act (ADA), pursuant to section 504 of the Rehabilitation Act, there is renewed focus on
providing this population with the same opportunities enjoyed by all citizens.
As a faculty member, I am required by law to provide "reasonable accommodations" to students with disabilities, so as not to
discriminate on the basis of that disability. Student responsibility primarily rests with informing faculty of their need for
accommodation and providing authorized documentation through designated administrative channels. Information regarding
specific diagnostic criteria and policies for obtaining academic accommodations can be found at www.uta.edu/disability. Also,
you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 272-3364.
LIBRARIAN TO CONTACT
The Social Sciences / Social Work Resource Librarian is John Dillard. His office is in the Social Work Electronic Library (SWEL)
located in Building A: Suite 111 of the UTA Social Work Complex at 211 South Cooper Street, Arlington, Texas. He may also be
contacted via E-mail: [email protected] or by Cell phone: (817) 675-8962, or through the SWEL phone: (817) 272-7518. His
SWEL office hours are usually: 10:00 am to 6:00 pm, Monday through Thursday. The SWEL web page is linked to the School of
Social Work Main Page and through the Central Library web page. The SWEL library contains a number of computer work
stations and printing facilities, and resource guides for conducting research.
E-CULTURE POLICY
The University of Texas at Arlington has adopted the University email address as an official means of communication with
students. Through the use of email, UT-Arlington is able to provide students with relevant and timely information, designed to
facilitate student success. In particular, important information concerning registration, financial aid, payment of bills, and
graduation may be sent to students through email. All students are assigned an email account and information about activating
and using it is available at www.uta.edu/email. New students (first semester at UTA) are able to activate their email account 24
hours after registering for courses. There is no additional charge to students for using this account, and it remains active as
long as a student is enrolled at UT-Arlington. Students are responsible for checking their email regularly.
PRINTING POLICY
Assignments are to be turned-in for evaluation and grade in printed (paper format) as requested. Printing of digital or online
course materials is the responsibility of the student. Digital or emailed assignments for grade will only be accepted with the prior
explicit permission of the instructor. Printing allowances for students per course semester are permitted through the Library
Pharos system. Faculty members are also limited in printing capacity and cannot cover the print costs for enrolled students.
BOMB THREATS
If anyone is tempted to call in a bomb threat, be aware that UTA will attempt to trace the phone call and prosecute all
responsible parties. Every effort will be made to avoid cancellation of presentations/tests caused by bomb threats.
Unannounced alternate sites will be available for these classes. Your instructor will make you aware of alternate class sites in
the event that your classroom is not available.
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