Beruflich Dokumente
Kultur Dokumente
COURSE DESCRIPTION
This course is a continuation of four-course sequence. This course provides an Introduction to a
problem-solving guide for effecting situational change; emphases on assessment in the problemsolving process and on worker-client interactions during the middle and ending phases of
service. This course provides exploration of Comparing and contrasting knowledge, skills and
dynamics in work with individuals and small groups.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS
2.1.2 Apply social work ethical principles to guide professional practice
Practice Behaviors:
Recognize and manage personal values in a way that allows professional values to guide
practice
make ethical decisions by applying standards of the NASW Code of Ethics; tolerate
ambiguity in resolving conflicts; apply concepts of ethical reasoning to arrive at principled
decisions
2.1.3 Apply Critical thinking to inform and communicate professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research based
knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and
semester of field placement, and some assignments and class discussion revolve around
their relationships with the organization as well as the client.
PERFORMANCE CRITERIA
Through written assignments, small group projects, and class participation, the student
will be expected to meet the knowledge and skill objectives outlined in II above.
GRADING AND ASSIGNMENTS There will be four assignments for the course:
Assignment:
Bio-psycho-social
Video Recording
IPTV
Process Recording
TOTAL
Points
40
10
10
Competency
10
30
100
11
2.1.10
2.1.3, 2.1.4
2.1.10
BENCHMARK ASSIGNMENT
*A. Biopsychosocial assessment
GRADING POLICY
Students may pass the course with a grade of D but must maintain [achieve] a C (2.0) average
during the junior and senior years. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.waye.edu/ubk-outputindex.html ).
Grade distribution:
100-95 A
76.9-73 C
94.9-90 A72.9-70 C-
89.9-87 B+
69.9-67 D+
86.9-83 B
66.9-63 D
82.9-80 B62.9-60 D-
79.9-77 C+
Course Requirements
Read the assigned readings
Engage in positive and meaningful classroom discussion with
classmates concerning the topic being discussed
Late assignments will lose 10% of the points allowed for that assignment.
Because attendance is important you will be allowed one absence with no penalty.
However, for the second absence 1 point each will be deducted from your final grade.
Starting with the third absence, 5 points will be deducted for each class missed.
If you arrive more than hour late you will be counted as late for that class and of the
absence penalty will be deducted. The same will apply if you leave early by more than
hour. A pattern of late arrivals or early departures even of less than hour will be noted
and the times will be accumulated and counted as if they were late or absences depending
on the amount of time accumulated.
Anyone caught text messaging during class will have 4 points deducted from their final
grade for each incident.
Please turn your cell phones off or on vibrate during class. 4 points will be deducted for
use of cell phones or laptop during class time unless the laptop use is a part of a
classroom assignment.
If you are having a family emergency of any kind and need to leave your phone on
vibrate, you may do this and take any calls you receive outside of the classroom.
Papers need to be submitted in the correct order (Cover page at the beginning,
introduction at the beginning and evaluations or conclusions at the end.
Academic honesty is an expectation in this course. Any academic dishonesty will result
in a failure for the entire course and can include removal from the social work program.
This includes cheating of any kind (plagiarism, working together on a take home exam,
etc).
WSU STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/
8
Evaluation, Termination and follow-up Practice:
February 26 Review baseline data, has intervention worked
(determine measurement tool to be utilized for
evaluation of effectiveness of practice.
Explore address and practice termination session.
follow-up small group discussion regarding reasons
for follow-up
9
Brokering and case management
March 5
Gender-sensitive social work practice
Practice: Discussion of purchase of service
agencies
Multicultural Counseling
March 12
10
March 19
11
March 26
12
April 2
13
April 9
14
April 16
15
April 23
Biopsychosocial assessment
Part A of this assignment will be handed in first for feedback and then both parts of the paper will be handed
in as one complete document for the final grading after you have corrected anything that may need correcting
once you receive the feedback . You will not receive a complete grade for the class if you hand in just part B
at the end of the class.
You MUST submit parts A and B together as a complete assignment for you to receive a grade for the
assignment
For a complete case file, the clients past history and present situation must be investigated (Woodside et al
2003). A bio-psycho-social assessment provides information about the way an individual experiences problems,
past problem-solving behaviors, developmental stages, and interpersonal relationships. This assignment is
designed to assist you in developing your writing skill and your interviewing techniques.
You are to identify a person on whom you want to conduct a bio-psyco-social. You are to use a pseudonym and
identify the name as a pseudonym.
History to include:
Presenting Problem: Describe issue that the client says is the problem. Include any precipitating factors and
how long the problem has been present. All Biopsychosocials begin like the following example. I expect yours
to begin in this way also. Remember for purposes of this paper we are going to identify this as a pseudonym, in
a real case in an agency you would not be using a pseudonym.
Example: Mary Smith (pseudonym) is a 25 year old married Caucasian female who is separated from her
husband and currently lives with her mother and her two children (female 2 years old, male 4 years old) in her
mothers home. She has been employed as a cashier at Krogers for 3 years but is in danger of being fired
because of her poor attendance due to the recent separation from her husband. Ms. Smith is coming to see a
social worker because of the stress she is experiencing over her separation, over living with her mother, over the
threat of the loss of her job and a recent miscarriage. . .
All papers must begin with the above format. You see that in the first few sentences you pack in as much
information as possible. Then you go on to elaborate in the rest of the paper about the client.
Family of Origin History:
Include: age of parents at clients birth; parents marital status at birth of identified client; names, ages,
occupations marital status of siblings; were pregnancies planned or accidental; if parents divorced or separated
reasons for that; if parents not living age of death and cause; current age of parents; atmosphere in home while
client was growing up; how holidays were celebrated (be specific) ; educational level of parents and siblings;
health of parents and siblings; if any siblings not alive, cause of death; explore how the concept of death was
handled in the family; any physical or sexual abuse; any other factors that client believes it is important for
social worker to know.
Developmental History:
Include: length of pregnancy at birth of client; birth weight; any issues present at birth; vaginal delivery or Csection; breast or bottle fed; any feeding issues; age weaned; developmental milestones (e.g. age walked, talked,
potty trained, etc); were they ever told they had any developmental delays or were advanced developmentally.
Health History:
Include: health at birth; childhood illnesses; childhood surgeries; chronic illnesses; accidents; broken bones;
adult illnesses; adult surgeries; weight issues; family illnesses; if female, age at first menses; and medications
currently taken or allergic to.
Relationship/Sexual History
Include: information about childhood friendships; current friendships; duration of friendships; age began
dating; sexual orientation; age of first sexual experience; ability to enjoy sexuality/have orgasms; current sexual
relationship(s); birth control/protection; any sexually transmitted diseases (should also be listed under health
history).
Family of Creation History
Include: committed relationships; age at marriage, if married, or commitment if not legally married; age of
partner(s) at commitment (marriage or other commitment); reason for marriage(s); names and ages of any
children; nature (describe level of satisfaction with relationship) of relationship with husband/wife/partner;
divorces; reasons for any divorces; breakups in committed relationships; reasons for breakups; relationship with
children; education levels and employment of partner and children; pregnancies; delivered; abortions; were
pregnancies planned or accidental; if planned, reason client wanted child; adoptions; babies given up for
adoption; foster children; marital history of children; any abuse in relationships; current relationship with
children; current relationship with partner, if any.
Substance Use/Abuse History:
Include: information about any substance use, abuse or addictions. This would include the age of first use, how
recently the person had used any substance, the amount of substance used. Please include cigarette smoking,
eating addiction and gambling addiction in this section. Please also include any treatment history. If there has
been treatment and treatment failed please state the reason for its failure.
Mental Health History:
Include: previous Mental Health treatment; reasons for treatment; where treatment was received; how long did
treatment last; how successful it was; were any medications prescribed.
Military History
Has client had military experience, if so need to explore what his/her experience has been?
Financial History
Family finances while growing up? Finances in clients life currently?
Legal history is or was there any legal history? Is the client on probation or parole? If so for what? Any
arrests?
Immigration issues
Any immigration issues. If client is an immigrant is client here legally? Cultural issues relevant to clients
mental health?
Religious History
Include: Religion/spirituality in family of origin; importance of religion/spirituality in family of origin; history
of religious involvement; current religion/spirituality; any issues with religion/spirituality (be specific about
religion, Christian does not describe religion it only describes beliefs).
Educational History
Include: information about primary education; secondary education; any special education services received;
degrees/honors received; any desire for further education; beliefs about own intelligence.
Employment History
Include: chores client had at home; all employment which client can remember; dates of employment,
information about the employment; did client enjoy job; why did client change jobs; level of income; is level of
income consistent with training.
Strengths
Include: strengths, talents, skills, and support systems identified by the client and by you, the social worker, in
your interview (be specific).
B. Plan of Change
This includes developing a problem statement, developing a goal for the identified change; objectives
(which are measurable) must also be developed. Next you will develop tasks (or action steps) to lead to the
objectives. You must include time lines in this section and a means by which you evaluate the completion
of the tasks. Part B will be based on the Generalist Intervention Model in your text and will follow the
guidelines outlined in your text through step 4. After step 4 you will follow the outline I will give you in
the classroom. You must include a contract as a part of your plan of change and there are several to choose
from in your textbook.
Follow the directions in the book through number 4 then develop goals, objectives and tasks (action steps)
according to the following directions.
Directions for goal setting
Arrangement should look like this:
I. Goal number one can be vague but doesnt have to be.
A. Objective number one should be somewhat measurable.
1. Task number one should be absolutely measurable.
2. Task number two should be absolutely measurable.
B. Objective number two should be somewhat measurable.
1. Task number one should be absolutely measurable.
2. Task number two should be absolutely measurable.
II.
You must end your paper with a contract. Pick one of the examples displayed in your
text.
1.
2.
3.
4.
5.
6.
7.
4. Your ability to obtain information from the client (consumer) via appropriate interviewing
techniques.
5. Your ability to be empathetic, your use of open and closed queries
Video Taping.
Video
Each student will make a video recording of an interview with another student. You are to use
the highest skill level that you can and as many skills (empathic responding, furthering,
summarizing, paraphrasing, problem solving, assertiveness, etc.) as you can during the interview.
As we did last semester, your video will be uploaded to Youtube and you will be divided into
groups of 3. The feedback form has been motified to reflect that you can use questions,
sparingly, this semester.
Feedback/evaluation should address both strengths and skills that still need some practice.
Please be specific when giving feedback. It is not helpful to use statements like You did a really
good job. It is more useful to say When you used empathic responding, she really opened up
about her feelings. Or I like the way you used hand gestures to illustrate your point. Or I
think it would be useful for you to work more on your summarizing skills.
You will lose points if your feedback is not specific and helpful to your group member's growth
and skill development.
You will need to do a feedback sheet on each group member, including yourself.
For this semester you will also be presenting your video to the class for feedback from all of the
other students.
Interprofessional Project:
Research Information Sheet for Health Care Professional Students
Older Adult Home Visit Program:
Fostering an Interprofessional Approach to Patient Care
Principal Investigator (PI):
Jennifer Mendez, PhD
Academic and Student Programs
Wayne State University School of Medicine
320 East Canfield #203
Detroit, MI 48201
313-577-2125
Co Investigator Cassandra J. Bowers/ Cheryl Waites
School of Social Work
4756 Cass Avenue
Detroit, MiI 48202
Purpose
The purpose of this research study is to evaluate the learning from a Wayne
State University medical, pharmacy, and social work students older adult
home visit program. Learning assessments will focus on team care, impact
of home visits, and use of assessment tools. This study is being conducted at
Wayne State University.
Study Procedures
As health care professional students, you will be asked to interview older
adults on their health, medications and/or social needs. You will need to
watch videos and or attend lectures to learn about geriatric teams, aging,
and assessment tools. You will visit your older adult in her/his home or
location of her/his choice for about 1-1.5 hours. During these visits,
students will use standardized or profession specific assessment tools to
learn about aging, social constructs, function, falls, medications, and/or
social supports. You will enter the findings from your assessments without
older adult identifiers into Blackboard.
You will also complete learning assessments after the home visit. Optional
debriefing sessions with faculty will be conducted to gather student input on
the learning experience.
Benefits
As a participant in this study, no direct benefits exist. However the findings
will help the faculty make course improvements to increase the learning
experience for future Wayne State University health care students. The
findings on this learning experience will also be published in health care
journals to help other colleges and schools implement similar programs.
Risks
There are no risks to participating in this research project.
Costs
There will be no costs to you for participation in this research study.
Compensation
You will not be paid for taking part in this study.
Interprofessional Team Visit Project: Geriatric Care in Social Context Senior Home Visiting
Program
This project is part of a research study with the Wayne State University Medical School, School
of Pharmacy and the School of Social Work
A. Prior to the visit, students will complete an aging attitudes assessment pre-test.
B. After the visit, students complete the aging attitudes assessment post test.
C. Students will work with Medical students and in some cases pharmacy students to
complete a home visit with older adults (Senior Partner participant).
D. Students will conduct joint one to two hour interviews.
E. BSW social work students will complete an Ecomap
ECOMAP
Home Visiting Ecomap
Wayne State University
School of Social Work
BSW Students
The Eco-Map is an instrument used to identify and assess ones social support system. Social
support refers to the information, encouragement, and tangible assistance that is offered to a
person, by others and is perceived by the person as being beneficial to his or her functioning.
Instructions for completing the maps are found below. Be aware that as a member of an
interdisciplinary team you must work collaboratively. This requires joint planning before the
visit.
ECOMAP CONSTRUCTION
B. Bring two copies of the instrument to the home visit.
C. Place family/individual of interest in the center circle.
D. Review, label and/or add environment systems with participant.
E. Identify systems in which the person is involved. Using your interviewing skills ask
questions to obtain information regarding the persons social network.
F. Focus your interview with older adult participant on the 7 inner circles.
G. The Ecomap should be constructed with the older adult as much as possible.
H. Draw lines depicting presence of and nature of the relationship.
o Solid, thick line connotes important/positive relationships. (
Ask the older adult to complete the Ecomap and mail it to you. You will keep the copy
that you worked on together. This information should be given to your instructor and the
research team.
Eco-Map
Volunteer
Work
Neighbor
s
Extended
Family
Senior /
Wellness
Center or
organization
Social
organization
/ Clubs
Friends
Church/Temple/
Mosque
Recreatio
n
Health
Care/
Vision
Caregivers
/ Personal
support
Agency
Client
Health
Care/
Dental
Educatio
n / Life
Long
Learning
Health
Care /
Pharmacist
Human
Services
Agency
Identify systems in which the person is involved.
Fill in the connections where they exist.
Indicate the nature of the connections by drawing different kinds of lines:
Draw arrows along the lines to signify flow of energy, resources, etc. (Sheafor
Caregiving
to others
Health
Care/
Primary
Care
Physician
Family/ Relatives
Areas of Life
Nam
e
1.Household
2.Family/Relati
ves
3.Friends
4.Clubs/Organi
zations
5.Caregivers
6.Work/Volunte
er wk
7.HealthCare
Providers
8.Human
Services
9.Neighbors
#
Concret Emotion
e
al
Support Support
1.Hardly 1.
Ha
ever
rdly
2.Somet
ever
imes
2.
So
3.Almos
metime
t
s
Always 3.
Al
most
Always
Informati
on/
Advice
1.Hardly
ever
2.Someti
mes
3.Almost
Always
Critical
Direction
of Help
1.Hardly
ever
2.Somet
imes
3.Almos
t Always
1.
Go
es both
ways
2.
Yo
u to
them
3.
Th
ey to
you
Closene
ss
How
How
often
long
seen
known
0.Does
Not
Less
not
very
than
see
close
1
1.Few
year
Sort of
times
1 to 5
close
/Yr
years
Very
2.Mont
More
close
hly
than
3.Week
5
ly
years
4.Daily
Course Rubrics
Rubrics are designed to make clear the grading process by informing you, the student, what key elements are expected by
your instructor. Your work will be evaluated by the criteria listed in each rubric in order to give you specific feedback to
help guide your development as a social worker. Your work will be graded point by point by these items; and it will be
graded for its overall quality.
RUBRICS (Tentative, may be revised based on Course needs)
Social Work 3020 Analytical Grading Rubric
Assignment 1: Client Assessment
40 Points possible =40
Points Achieved
Not Acceptable
Note: After the first spelling error, -1 point will be deducted for each spelling error
After the first grammatical errors, -1 point will be deducted for each grammatical error
Beginning
Developing
Competent
Excellent
Points available
This rubric is designed to make clear the grading process by informing you, the
student, what key elements are expected by your instructor.
Your work will be evaluated by the criteria below in order to give you specific
feedback to help guide your development as a social worker. Your work will
not be graded point by point by these items; it will be graded for its overall
quality.
*Rubric adapted from California State University, Long Beach Analytical
Writing Rubric. http://www.csulb.edu/divisions/aa/personnel/fcpd/resources/ge
*** All papers must include a cover page & include the title of the assignment,
information about the class (SW3020), the date you are handing it in and your
student identification number. All papers must include an introduction and
conclusion. You will receive a zero if your paper does not include these
components. Also if your paper is not in-depth and overall comprehensive in
every area, you will fail this assignment.. If you lose spelling and grammar
points, it will bring down the overall quality and grade of your paper in every
area.
Points ______
Comments
0.2
0.2
Body
Exact dialogue
Your feelings
Quality of skill usage
1
1
2
Analysis
1
1
1
1
1
1
1
1
2
Note: After the first spelling error, -1 point will be deducted for each spelling error
After the first grammatical errors, -1 point will be deducted for each grammatical error
Points ______
Points Achieved
0.2
0.2
0.2
Not Acceptable
Client name
Age of client
Marital status of client
Number of contacts with client prior
to recorded interview
Goals of the interview
Beginning
Introduction
Developing
Competent
Excellent
Points Available
Student
All papers must include a cover
page & include the title of the
assignment, information about the
class (SW3020), the date of
submission and your student
identification number. All papers
must include an introduction and
conclusion. You will lose points if
your paper does not include these
components
Comments
Exact dialogue
Your feelings
Quality of skill usage
1
1
2
Analysis
.75
.75
.75
.75
.75
.75
.75
.75
1
Points Achieved
0.2
Body
Not Acceptable
0.2
Beginning
0.2
0.2
0.2
Developing
Client name
Age of client
Marital status of client
Number of contacts with client prior
to recorded interview
Goals of the interview
Competent
Introduction
Excellent
Points Available
Student
All papers must include a cover
page & include the title of the
assignment, information about the
class (SW3020), the date of
submission and your student
identification number. All papers
must include an introduction and
conclusion. You will lose points if
your paper does not include these
components
interaction.
Recognize, understand and verbalize your
feelings and reactions to the situation.
Analyze the interaction. in terms of what was
happening
Your ability to obtain information via
appropriate interviewing techniques (i.e. few
questions).
Your ability to be empathic.
.5
.5
.5
.5
1
Note: After the first spelling error, -1 point will be deducted for each spelling error
After the first grammatical errors, -1 point will be deducted for each grammatical error
Points ______
Comments
3.
4.
5.
Beginnin
2.
Developi
Compete
1.
Excellent
*** All papers must include a cover page & include the title of the assignment, information about
the class (SW3010), the date you are handing it in and your student identification number. All
papers must include an introduction and conclusion. You will receive a zero if your paper does
not include these components. Also if your paper is not in-depth and overall comprehensive in
every area, you will fail this assignment.. If you lose spelling and grammar points, it will bring
down the overall quality and grade of your paper in every area.
Points
This rubric is designed to make clear the grading process by informing you, the student, what key
elements are expected by your instructor.
Your work will be evaluated by the criteria below in order to give you specific feedback to help
guide your development as a social worker. Your work will not be graded point by point by these
items; it will be graded for its overall quality.
*Rubric adapted from California State University, Long Beach Analytical Writing Rubric.
http://www.csulb.edu/divisions/aa/personnel/fcpd/resources/ge
7.
8.
All papers must include a cover page & include the title of the assignment, information
about the class (SW3020), the date you are handing it in and your Email address ID. I
will deduct one point for each item you miss in this area
Note: More than 3 spelling errors (-4 points) IN EVERY AREA ABOVE
More than 3 grammatical errors (-4 points) IN EVERY AREA ABOVE
Errors in Clarity, Precision, Relevancy, Breadth and Logic will lower your overall score in two ways. One way is by the individual item
category, also by lowering your score in EVERY/ALL categories listed above if the errors bring down the OVERALL quality of the
paper. If the overall quality of the paper is affected, then your score in the areas of Excellent, Competent, Developing, Beginning, and
Not Acceptable will also be reduced as a result of the quality of your paper. Keep in mind that all papers in this course are to be
written with a deep comprehensive analysis.
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Saleebey, D. (Ed.). (2011). The strengths perspective in social work practice (6th Ed). Upper Saddle River, NJ:
Prentice Hall.
Shulman, L. (2012). The skills of helping: Individuals, families, groups and communities (7th ed). Pacific
Grove, California: Brooks/Cole.
Waites, C. (Ed). (2008). Social work practice with African American families: An intergenerational
perspective. New York: Routledge.
Woodside, M. & McClam, T. (2011). Generalist case management: A method of human service
delivery (3rd Ed). Belmont, CA: Brooks/Cole Publishing.
Yanca, S. J. & Johnson, L. C. (2007). Generalist social work practice with families. Boston: Allyn & Bacon.
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Websites
Child Welfare League of America: http://www.cwla.org
Council on Social Work Education: http://www.cswe.org
Defining Social and Economic Justice: (see External Links for connecting to this site)
www.cesj.org/thirdway/economic_justice_defined.htm
National Association of Social Workers: http://www.naswdc.org