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Generalist Practice II– Master Syllabus 1

Fordham University GRADUATE SCHOOL OF SOCIAL SERVICE SWGS 6322, Generalist Practice II with Individuals, Families, Groups, Organizations, & Communities

COURSE DESCRIPTION

This course continues to build skills of generalist practice with individuals, families, groups,

organizations and communities. It begins by examining the common structure of social work

practice that includes the engagement, assessment, interventions and evaluation phase with

multi-level practice (individual, family, group, organization, community). In this course, the skills

and intervention roles relevant to the middle and end phases of intervention with individuals,

families, groups, organizations and communities will be discussed in greater detail. Knowledge

and skills that facilitate the development of interventions that are preventive in nature, target

and promote the enhancement of political, economic, physical, mental, social, spiritual and

educational well being will be presented. The influence of the organizational and community

context in supporting or creating obstacles for outcome achievement during middle phase

practice will be explored, as well as strategies to intervene in ways that support client, worker

and organizational and community capacity for successful intervention.

PLACE OF COURSE IN THE CURRICULUM

This is the second of a two-course sequence covering foundation contents in generalist social work practice with individuals, families, groups, organizations and communities.

RELATIONSHIP OF COURSE TO HUMAN RIGHTS, SOCIAL JUSTICE AND WELL BEINGS Generalist Practice II continues with the premise that all people should have basic rights and access to the broad benefits of their societies. The course continues to apply the social work organizing principle of person-in-environment and incorporates the indicators of well-being as the bridge for students to conceptualize and actualize the theory of human rights and social justice in everyday social work practice. Organizations and Communities are viewed as the context within which the social worker and client collaborate and can promote or impede client well being. Based on the specific knowledge and skills that students learned to collaborate with clients to develop strength-based assessments from Generalist Practice I, the student now acquire skills as co-collaborators with clients to craft interventions that are concurrently preventive and enhance the capacity and well being of individuals, families, groups, organizations and communities, while initiating problem-solving, and outcome oriented actions. The advocacy role at this stage is deemed important. This framework informs the content and knowledge base of each phase of social work practice: preparation, engagement, assessment, intervention and evaluation that are the organizing structure of the two courses.


COURSE COMPETENCY OUTCOMES

CSWE Competencies Practice Behavior (PB)

2.1.1- Identify as a professional social worker and conduct oneself accordingly

PB2) practice personal reflection and self-correction to assure continual professional development

2.1.3-Apply critical thinking to inform and communicate professional judgments

PB2) analyze models of assessment, prevention, intervention, and evaluation

2.1.7- Apply knowledge of human behavior and the social environment

PB1) utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation

2.1.9-Respond to contexts that shape practice

PB2) provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services

2.1.10(b)-Assessment PB4) select appropriate intervention strategies

2.1.10(c)-Intervention PB1) initiate actions to achieve organizational goals PB2) implement prevention interventions that enhance client capacities PB3) help clients resolve problems PB4) negotiate, mediate, and advocate for clients PB5) facilitate transitions and endings

2.1.10(d)-Evaluation PB1) Social workers critically analyze, monitor, and evaluate interventions

* For more information on the specifics of the CSWE’s educational policy related to competencies, go to http://www.cswe.org/File.aspx?id=13780.

http://www.cswe.org/File.aspx?id=13780


COURSE OBJECTIVES

CSWE Competencies & PB

Course Objective

2.1.3-PB2 2.1.10(b)-PB4

1. Demonstrate a beginning understanding of the differential use of a range of individual, family and group intervention models to achieve individual, family, group and organizational goals that build capacity and enhance client well being

2.1.10(c)- PB2, PB3 2.1.7 PB1

2. Select intervention strategies at the appropriate level (individual, family, group and organizational level) and modality (individual, family, group, system) in order to help clients prevent and resolve problems and build capacity.

2.1.1-PB2 2.1.10(c)-PB4, PB5 2.1.10(d)-PB1

3. Identify intervention roles such as: negotiator, mediator and advocate for clients and evidence and implement intervention skills such as: critically analyze, monitor and evaluate interventions and facilitate endings and transitions

2.1.9-PB2 2.1.10(c)-PB 1

Assess and initiate organizational change that will improve the quality of practice and the delivery of social services.

READINGS Required Text CHOOSE ONE OF THE FOLLOWING AS PRIMARY TEXT:

Shulman, L. (2012).The skills of helping individuals, families, groups, and communities (7th Ed.).

Belmont, California: Brooks/Cole. ISBN-13: 978-1-111-5215-7.

Miley, K.K., O’Melia, M.W. & DuBois, B.L. (2013). Generalist social work practice: An empowering

approach. Pearson. ISBN-10 0205036511 & ISBN-13: 9780205036516

AND CHOOSE ONE SKILLS TEXT

Cournoyer, B. R. (2011).The social work skills workbook (6th Ed.). Belmont, CA: Brooks/Cole

ISBN-10: 1285177193 ISBN-13: 9781285177199

Chang, V., Scott, S. & Decker, C. (2013). Developing helping skills : A step by step approach

Belmont, CA: Brooks/Cole. ISBN10: 0840028679, ISBN13: 9780840028679

Supplemental Readings – SEE APPENDIX A


COURSE REQUIREMENTS

Assignment Practice Behavior

Contribution to final grade

Common Assignment * 2.1.1 PB2

2.1.3 PB2

2.1.7 PB1

2.19 PB2

2.1.10(b) PB4

2.1.10 (c) PB1,

PB2, PB3, PB4

2.1.10 (d) PB1

25-35%

Individual Assignment 2.1.10 (c) PB5

*Common assignment for all sections. See Appendix B for common assignment and/or grading

rubric. If the common assignment is a paper, the paper must be uploaded onto TK20.

Guided Instruction

To enhance the integration between theory and practice, 6 hours of the field integrative

seminar will be considered partial fulfillment of the guided instructional time. To facilitate the

integration, the following needs to be completed:

Within the first five weeks of the semester, students will give their Practice instructor and

Faculty Advisors (i.e., integrative seminar leaders) copies of the field practicum educational

agreements they developed with their field instructor.

By week ten students must give their Practice Instructors and faculty advisors a 3-4 page report

that illustrates how the classroom content and field practicum are linked. This report should

describe and appraise how classroom readings and discussions have informed field instruction

and vice versa. It should illustrate how field instruction (i.e., supervision) and case assignments

have informed their understanding of classroom content. The report should identify gaps or

tensions that exist between what students are learning in the classroom and what they are

learning in the field. By week fifteen students must turn in a second report, similar to the first

report that includes, in addition, any changes or plans for correction that have been developed

to improve the link between classroom and field practicum.

To successfully complete this course, students are expected to participate in 15 sessions of one

hour and fifty minute class and 10 hours of guided instruction time. Faculty will need to develop

guided instruction for the 4 hours of the course not covered by the integrative assignment.


Assessment & Grading Grading Guide The criteria for grading the common assignments for this course are included in Appendix B.

TK20 You are required to use the TK20 system to submit your common assignment paper. Your instructor will also provide a competency rating for your common assignment. COURSE OUTLINE

Module 1 Introduction to the Middle or Intervention Phase of Practice

Description of

module

This unit will review the phases of social work practice and the

beginning, engagement and contracting skills. This unit will also set the

context for intervention within the organizational and community

setting. The influence of context and variables at the individual, worker,

organization, community and societal level that impact middle phase

practice will be addressed as well as beginning strategies to respond to

obstacles at each level and to identify strengths in the community that

can be accessed to support intervention. Ethical dilemmas that may

come up during the middle phase of practice will be addressed. The

unit will introduce the importance of working preventively, even while

intervening.

1. Review the phases of practice and the preparation, engagement and

contracting focus on key values:

Client self-determination

Worker and Client as Co-Collaborators and Co-Constructors of knowledge

Culturally responsive and evidence-informed intervention

2. Intervention Competencies that Advance Human Rights and Social

Justice

Developing awareness and identification of community resources of use to the client and identifying resources in the community that promote well-being (including physical, social, educational, spiritual, economic, political, emotional well-being) through community assessment and asset mapping.



Developing a basic understanding of approaches and models for intervention with organizations and communities as a method enhancing an agency’s capacity to respond in ways that recognize human rights and advance social justice and client well-being.

3. Organizational and contextual influences on practice at the

individual, worker, organization, community and societal level that

impact middle phase practice

Social worker as change agent to effect change in conditions in socially unjust environments through asset-based community development activities.

Develop skills to challenge laws, policies, norms, beliefs etc… that limit participation of individuals in the life of organization and the community Identify and respond to practices within the organizational setting that inhibit the well-being of client systems through the articulation of tactics and skills to implement and evaluate intervention at the organizational level.

Social worker assesses power structures within agency, community and larger environment and assesses and addresses obstacles to meeting client’s needs.

Social worker negotiates, mediates and advocates with and for the community through community development and capacity building activities.

4. Working preventively, even while intervening.

Enhancement of client well being on multiple dimensions is both a prevention strategy and an intervention strategy that enhances client capacity.

With individuals, families, groups, organizations and community, the social worker implements prevention interventions that enhance client capacities

Social worker provides outreach and psycho-education as needed to the client system. Social worker helps client system connect with resources that will enhance well-being and areas of strength

Competencies to

be Mastered

2.1.3-PB2 2.1.10(b)-PB4 2.1.9-PB2 2.1.10(c)-PB1, PB2



Readings Relevant chapters from Instructors choice of primary text and skills text and articles and book chapters in Appendix A.

Module 2 The Intervention Phase of Practice with Individuals

Description of

module

This module will cover the intervention phase of social work practice.

Intervention roles within the context or organizational practice will be

identified. With an emphasis on conceptual frameworks and

foundational skills students will learn how to access knowledge and

apply skills that will facilitate culturally responsive, outcome-oriented

intervention with the goal of enhancing client capacity and solving

client problems.

1. Intervention Roles and Organizational and Community Context of

Intervention

Case Manager, Counselor, Broker, Mediator, Advocate, Collaborator

Organizational factors that facilitate and support intervention

2. Beginning introduction to steps in accessing and assessing the

appropriateness of evidence-informed interventions

Evidence-informed practice as an ethical issue and human right

Taking into consideration client values and cultural preferences during the intervention phase

Identifying targets for change: cognition, affect, behavior, social relationships, organization and community

Identifying interventions that decrease risk and enhance protective factors and client well-being at each level including organization and community

3.Intervention approaches suitable for generalist social work practice at

all levels: individuals, families, groups, organizations and communities

Strength-based

Problem-solving

Task-centered

Solution -focused

Preventive and capacity enhancing


Module 2 The Intervention Phase of Practice with Individuals

Rights based

3. Some Intervention Skills

Rehearing action steps

Reviewing actions steps

Educating

Advising

Reframing

Responding with immediacy

Confronting

Getting in touch with and expressing suppressed affects

Evaluating progress and re-contracting. 4. Self Reflection on appropriateness of intervention and worker’s personal factors in influencing the intervention process leading to corrective practice when necessary.

Competencies to

be Mastered

2.1.1-PB2 2.1.3-PB2 2.1.7-PB 1 2.1.10(b)-PB4 2.1.10(c)- PB2, PB3, PB4 2.1.10(d)-PB1

Readings Relevant chapters from Instructors choice of primary text and skills text and articles and book chapters in Appendix A

Module 3 The Intervention Phase of Practice with Families

Description of

module

This unit will cover the intervention phase of social work practice with

families. Intervention roles within the context or organizational practice

will be identified. With an emphasis on conceptual frameworks and

foundational skills students will deepen their knowledge of how to

engage, assess and intervene with families.

1. Engaging families

The students are prepared to understand the family as an interacting mutually-reinforcing unit.

Active out-reaching is often required to involve families in


Module 3 The Intervention Phase of Practice with Families

service use.

When families finally show up, workers’ active engagement

through joining and accommodating to family norms and

dynamics is addressed. Students are prepared to work with

families of diverse culture competently.

2. Assessing families

The family members’ different perception of the issues at hand and their past responses will be explored.

The internal dynamics and structures of the family such as boundaries and subsystems, power and hierarchy, triangulations will be examined.

Contextual forces, which affect families as stressors and resources, will be explored. They include community, culture, organization and larger social systems, including discrimination and oppression

3. Intervening with families

Emphasis is on changing the family as a system in regard to changing the internal dynamics and structure

Facilitate families to negotiate with the external systems to alleviate stress and access services so as to enhance families’ functioning.

Advocacy for family needs is a routine consideration in order to obtain needed resources.

Culturally sensitive intervention strategies are addressed.

Advocate for rights of families to promote their physical, psychological, social, economic, educational and spiritual well being of the family

4. Self Reflection on appropriateness of intervention and worker’s personal factors in influencing the intervention process leading to corrective practice when necessary.

Competencies to

be Mastered

2.1.1-PB2 2.1.3-PB2 2.1.7-PB1 2.1.10(c)- PB2, PB3, PB4



Module 4 The Intervention Phase of Practice with Groups

Description of

module

This unit will cover the intervention phase of social work practice with

groups. Intervention roles within the context or organizational and

community practice will be identified. With an emphasis on conceptual

frameworks and foundational skills students will deepen their

knowledge of how to engage, assess, intervene and evaluate with

groups.

1. Introduction to Group Work

Types, forms and functions of groups

Group work logistics and pre-group planning

Purpose of the group

Engagement

Contracting

Social Worker Roles

Group Member Roles

Ethical Issues in Group work

2. The relationship of group work to social justice and human rights

Mutual aid and education as empowerment strategies

Organization and community task groups

3. Choosing and Implementing a Group Work Intervention

Development models

Relational Models

Evidence Informed Models

4. Management of group function and process

Social Work skills during implementation: leadership, communication and problem-solving

5. Self Reflection on appropriateness of intervention and worker’s personal factors in influencing the intervention process leading to corrective practice when necessary.

6. Assessing and Evaluating the Group

Process Evaluation

Outcome Evaluation


Module 4 The Intervention Phase of Practice with Groups

Competencies to

be Mastered

2.1.1-PB2 2.1.3-PB2 2.1.7-PB1 2.1.10(c)- PB2, PB3, PB4


Module 5 Evaluation, Endings and Transitions

Description of

module

1. Evaluation

Determine if the service agreement or contract (goals and action steps) and the intervention and skills selected were successful, partially successful or not at all.

Evaluation should be on-going throughout the implementation of the intervention

Generalist Practice interventions emphasize a strengths-based and problem solving/solution focus. The use of goals and action steps to measure outcomes enhances clients functioning in clients’ everyday life.

The evaluation process facilitates client’s empowerment and self-efficacy

2. Endings and transitions

Different types of endings (planned, unplanned, transfer to another worker or agency, organization or community achieves change or identifies other priorities)

Complexity of endings with organizational and community relationships

The major dimensions of endings

3. Dealing with feelings and thoughts related to endings and transitions

Endings are likely to reactivate in clients (at all levels) as well as in workers feelings and thoughts from the past, present and future.

Worker must address their own feelings and thoughts as preparation to help the clients identify and address their feelings. Students will understand that effective transition and termination processes assist clients in having a better understanding of themselves and that understanding


Module 5 Evaluation, Endings and Transitions

contributes to clients psychological and social well being.

Develop and clarify plans for termination and maintenance of change

Competencies to

be Mastered

2.1.10(c)-PB5 2.1.10(d)-PB1



APPENDIX A. ADDITONAL READINGS Module 1: Introduction to the Middle or Intervention Phase of Practice

Anuradha, K (2004). Empowering families with a mentally ill member: A strengths perspective.

International Journal for the Advancement of Counseling, 26(4), 383-391.

Ball, R. (2003) Restorative Justice as Strength-Based Accountability. Reclaiming Children &

Youth, 12(1), 49-52.

Breton, M (1999). Sharing power. Journal of Progressive Human Services, 10(1) 33-51.

Bundy-Fazioli, K., Briar-Lawson, K., Hardiman, E. R. (2009). A Qualitative Examination of Power

between Child Welfare Workers and Parents. British Journal of Social Work, 39(8),1447-

1464.

Cournoyer, Barry (2008). The Social Work Skills Workbook. (5th ed.). Belmont, CA: Thompson

Brooks/Cole. Chpt. 10: Working and Evaluating.

Compton, B. R., Galaway, B., & Cournoyer, B. R. (2005). Social Work Processes. Chapter 12:

Intervention methods to mobilize client power (pp. 238-258).Belmont, CA: Brooks/Cole.

DeJong, P. & Berg, I. K. (2001). Co-constructing cooperation with mandated clients. Social Work,

46(4) 361-365.

Hepworth, D.H., Rooney. R.H., Rooney.G.D., &Gottfried.K .(2012). Direct social work practice:

Theory and skills.Planning and Implementing Change Oriented Strategies, Chapter 13

(pp. 379-438); Developing resources, organizing, planning and Advocacy intervention

strategies, Chapter 14, (pp. 439-470). Belmont, CA:Brooks/Cole.

Kohl, B. G. (2006). Can you feel me now? Worldview, empathy, and racial identity in

atherapeutic dyad. Journal of Emotional Abuse, 2/3(6), 173-196.

Langer, E. M., Dunn, E. C. (2006). Empowering and demedicalized case management practices:

Perspectives of mental health consumer leaders. Journal of Social Work in disabilities

and Rehabilitation, 5(2), 1-17.

Margolin, A., Beitel, M., Schuman-Olivier, Z., Avantes, S. K. (2006). A controlled study of a

spirituality-focused intervention for increasing motivation for HIV preventionamong

drug users. AIDS Education and Prevention, 18(4), 311-322.

Markowitz, L. (1997). A kid’s-eye view of therapy. Family Therapy Networker, 21(4), 32-33.

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZRsqq1TrGk63nn5Kx95uXxjL6nrU2tqK5JsJayUrKmuEyvls5lpOrweezp33vy3%2b2G59q7Ra%2bpsFC3rbROta6khN%2fk5VXj5KR84LPxgeac8nnls79mpNfsVa%2but062qbFMpNztiuvX8lXk6%2bqE8tv2jAAA&hid=123

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZRsqq1TrGk63nn5Kx95uXxjL6nrU2tqK5JsJayUrKmuEyvls5lpOrweezp33vy3%2b2G59q7Ra%2bpsFC3rbROta6khN%2fk5VXj5KR84LPxgeac8nnls79mpNfsVbKtr02wqbFKpNztiuvX8lXk6%2bqE8tv2jAAA&hid=123

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZRsqq1TrGk63nn5Kx95uXxjL6nrU2tqK5JsJayUrKmuEyvls5lpOrweezp33vy3%2b2G59q7Ra%2bpsFC3rbROta6khN%2fk5VXj5KR84LPxgeac8nnls79mpNfsVbKtr02wqbFKpNztiuvX8lXk6%2bqE8tv2jAAA&hid=123


Miley, K. K., O’Melia, M., & DuBois, B. (2011). Generalist social work practice: An empowering

approach (7th ed.). Boston: Pearson/Allyn and Bacon. Chpt 12: Intervention: Activating

resources.

Miller, W.R., & Rollnick, S. (1991) Motivational interviewing: Preparing People to change

addictive behavior. Chapter 6: Phase 1: Building motivation for change (pp. 64-88). New

York: Guilford Press.

Rome, S.H., Joechsteller, S., Wolf-Branigin, M.(2010). Pushing the envelope: Empowering clients

for political action. Journal of Policy Practice, 9 (3/4), 201-219.

Shulman, L. (2012). The skills of helping individuals, families, groups and communities. Skills in

the working phase, Chapter 5, (pp. 146- 220). Belmont, CA.: Brooks/Cole.

Module 2- The Intervention Phase of Practice with Individuals

Amodeo, M. & Collins, M.E. (2007). Using a positive youth development approach in addressing

problem-oriented youth behavior. Families in Society, 88 (1), pp. 75-85.

Chapin, R. & Cox. E. O (2001). Changing the Paradigm: Strengths-based and empowerment-

oriented social work with frail elders. Journal of Gerontological Social Work, 36, 165-

179.

Chung, R.C.-Y., & Bemak, F. (2002). The relationship of culture and empathy in cross-cultural

counseling. Journal of Counseling and Development. 80, 154-159.

Compton, B. and Galaway, B (2005). Social Work Processes. Ch. 12 (Interventive Methods:

Implementation of Roles).

De Jong, P. & Berg, I. K. (2008). Interviewing for Solutions (3rd Edition). Thompson Brooks/Cole:

Belmont, CA. Chpt. 8: Later Sessions: Finding, Amplifying, and Measuring Client Progress

Forgey, M.A., Cohen, C., & Chazin, R. (2003). Surviving translation: Teaching essentials of

foundation social work practice in Vietnam. Journal of Teaching in Social Work, 23 (1/2),

47-166.

Goldberg, J.E. (1999). A short term approach to intervention with homeless mothers: a role for

clinicians in homeless shelters. Families in Society, 82(2), 161-168.

Harkansson, J., & Montgomery, H. (2003). Empathy as interpersonal phenomenon. Journal of

Social and Interpersonal Relationships, 20, 267-284.

Hutchinson, J. & Pretelt V. (2010). Building resources and resilience: Why we should think about

positive emotions when working with children, their families and their schools.

Counseling Psychology Review,25(1), 20-27.


Shulman, L. (2002). Learning to talk about taboo subjects: A lifelong professional task. In R.

Kurland and A. Malekoff (Eds.) It’s not always easy to sit on your mouth. New York:

Haworth Press.

Shulman, L. (2012). The Skills of Helping individuals, families, groups and communities. (7th ed.)

Itasca, Ill.: Peacock. Chapter 5 Skills in the Work Phase.

Tanner, D. (2007). Starting with lives: supporting older peoples strategies and ways of coping.

Journal of Social Work, 7(1), 7-30.

Module 3-The Intervention Phase of Practice with Families

Berg, I. K. & Jaya, A. (1993). Different and same: Family therapy with Asian-American families.

Journal of Marital and Family Therapy, 19, 31-38.

Carpenter-Aeby, T., Aeby V. G., & Boyd, J. S. (2007). Ecomaps as Visual Tools for Deconstructing Reciprocal Influences: Triage with Disruptive Students at an Alternative School. School

Community Journal, 17(2), 45-72. Chung, I. (2006). A cultural perspective on emotions and behavior: An empathic pathway to

examine intergenerational conflicts in Chinese immigrant families. Families in Society,

87(3), 367-376.

Germain, C. and Gitterman, A. (2008). The Life Model of Social Work Practice. New York:

Columbia University Press. Ch. 9: Helping with Dysfunctional Family Processes.

Greene, R. R. & Kropf, N.P. (2003). A family case management approach for level 1 needs. In A.

C. Kelpatraick & T. P. Holland. Working with Families: An integrative model by level of

need (3rd ed.). Boston, MA: Allyn & Bacon

Goldenberg, H. & Goldenberg I. (2002). Counseling Today's Families. Belmont, CA: Brooks/Cole.

Ch. 2: The Family as a Social Unit: Systems Theory and Beyond.

Grigsby, R. K. (2003). Interventions to meet basic needs in high-risk families with children. In A.

C. Kelpatraick & T. P. Holland. Working with Families: An integrative model by level of

need (3rd ed.). Boston, MA: Allyn & Bacon.

Hartman, A. (1981). The family: a central focus for practice. Social Work, 37, 7-13.

Hartman, A. & Laird, J. (1983). Family-Centered Social Work Practice, New York: Free Press.

Ch. 7: Getting Started: Contracting and Interviewing.

Hartman, A., & Laird, J. (1983). Family-Centered Social Work Practice, New York: Free Press. Ch.

5: Family theory for family-centered practice.


Hartman, A. & Laird, J. (1983). Family-Centered Social Work Practice, New York: Free Press. Ch.

12: Inside the family: inner system assessment.

Hartman, A., & Laird, J. (1983). Family-Centered Social Work Practice, New York: Free Press.

Ch. 13: The Family Unit as Resource and Target for Change.

Hartman, A. & Laird, J. (1983). Family-Centered Social Work Practice, New York: Free Press. Ch.

9: Family-Environment Transactions as Target and Resource for Change.

Halpern, R. (1997). Good practice with multiply vulnerable families: Challenges and principles.

Children and Youth Services Review, 19(4), 253-275.

Hodges, V. G. & Blythe, B. J. (1992). Improving services to high-risk families: home-based

practice. Families in Society, 73(5), 259-265.

Kirst'Ashman, K. & Hull, G. (1993). Understanding Generalist Practice. New York: Nelson Hall.

Ch.10: Working with Families.

Kung, W. W. (2001). Consideration of cultural factors in working with Chinese American families

with a mentally ill patient. Families in Society, 82, 97-107.

Lukas, S. (1993). Where To Start and What to Ask. New York: Norton. Ch. 4: How to Conduct a

First Interview with a Family.

Lukas, S. (1993). Where To Start and What to Ask. New York: Norton. Ch. 7: How to Conduct

the First Interview with a Couple.

McGoldrick, M., Giordano, J., & Garcia-Preto, N. (2005). Ethnicity and Family Therapy. (3rd Ed.).

New York: Guilford Press. Ch. 1: Overview: Ethnicity and Family Therapy.

McNeil, C. B. & Herschell, A. D. (1998). Treating multi-problem, high stress families: suggested

strategies for practitioners. Family Relations, 47, 259-262.

Minuchin, S. (1974). Families & family therapy. Cambridge, Ma: Harvard University Press. Ch.

7: Forming the therapeutic system.

Nichols, M. P. & Schwartz, R.C. (2011). The Essentials of Family Therapy (5th ed.). Boston: Allyn

& Bacon. Chpt. 3: Basic Techniques of Family Therapy, p.32-52.

Nichols, M. P. & Schwartz, R.C. (2011). The Essentials of Family Therapy (3rd ed.). Boston: Allyn

& Bacon. Chpt. 4: The Fundamental Concepts of Family Therapy, p.53-74.

Papp, P. (1997). Listening to the System. Family Therapy Networker. January/February, 52-58.

Rooney, Ronald. (2009). Strategies for Work with Involuntary Clients. New York: Columbia

University Press. Chpt. 8: Working with involuntary families


Shulman, L. (2012). The skills of helping individuals, families, groups, and communities (7th ed.).

Belmont, CA: Thompson Brooks/Cole. Ch. 7: The preliminary and beginning phases in

family practice.


Belmont, CA: Thompson Brooks/Cole. Ch. 8: The middle and ending phases in family

practice.


Belmont, CA: Thompson Brooks/Cole. Ch. 9: Variations in family practice.

Sciarra, D. T. (1999). Intrafamilial separations in the immigrant family: Implications for cross-

cultural counseling. Journal of multicultural counseling and development, 27, 31-41.

Thomlison, B. (2002). Family Assessment Handbook. Pacific Grove, California: Brooks/Cole.

Chpt. 3: The family system

Waldman, F. (1999). Violence or discipline? Working with multicultural court-ordered clients.

Journal of marital and family therapy, 25, 503-516.Wright, O. L. & Anderson, J. P. (1998).

Clinical social work practice with urban African American families. Families in society,

79, 197-206.

Module 4-The intervention Phase of Practice with Groups

Schwartz, W. (1986). The group work tradition and social work practice. Social Work with

Groups, 8(4), 7-27. I know it’s old, but it’s a classic.

Cohen, M.B. & Graybeal, C.T. (2007). Using solution-oriented techniques in mutual aid groups.

Social Work with Groups, 30(4), 41-58.

Gladding, S.T. (2003). Group work: A counseling specialty (4th ed.). Upper Saddle River, NJ:

Merrill/Pearson Education.

Garland, J. (1992). Developing and sustaining group work services: A systemic and

systematic view. Social Work with Groups, 15(4), 89-98

Garland, J., Jones, H., & Kolodny, R. (1965). A model for stages of development in social work groups. In S. Bernstein (Ed.). Explorations in group work. Boston: Boston University School of Social Work. (a classic article).

Gitterman, A. (2005). Building mutual support in groups. Social Work with Groups, 28(3/4), 91-

106.


Germain, C. and Gitterman, A. (1996). The Life Model of Social Work Practice. New York:

Columbia University Press. Ch. 7: Helping with Dysfunctional Group Processes.

Kurland, R. (2007). Debunking the “blood theory” of social group with works: Group workers are

made not born. Social Work with Groups, 30(1), 11-24.

Kurland, R. (1978). Planning: The neglected component of group development. Social Work with

Groups. 1(2). 173-178

Kurland, R. & Salmon, R. (1992). Group work vs. casework in a group: Principles and implications

for teaching and practice. Social Work with Groups,15 (4). 3-14.

Kurland, R. & Salmon, R. (1998). Purpose: A misunderstood and misused keystone of group work practice. Social Work with Groups, 21(3), 5- 17.

Lincourt, P., Kuettel, T.J., & Bombardier, C.H. (2002). Motivational interviewing in a group setting

with mandated clients: A pilot study. Addictive Behaviors, 27(3), 381-391.

Mason, S., & Vazquez, D. (2007). Making Positive Changes: A Psychoeducation Group for

Parents with HIV/AIDS. Social Work with Groups, 30(2), 27-40.

Marsiglia, F., Cross, S., & Mitchell-Enos, V. (1998). Culturally grounded group work with adolescent American Indian students. Social Work with Groups, 21, 89-102.


approach (7th ed.). Boston: Pearson/Allyn and Bacon. Chpt 13: Intervention: Creating

alliances (early parts of chapter on groups).

Rebmann, H. (2006). Warning – there’s a lot of yelling in knitting: The impact of parallel process

on empowerment in a group setting. Social Work with Groups, 29(4), 5-24.

Rooney, Ronald. (2009). Strategies for Work with Involuntary Clients. New York: Columbia

University Press. Chpt. 9: Working with involuntary groups

Clemens, S.E. (2004). Recognizing vicarious traumatization: A single session group model for

trauma workers. Social Work with Groups, 27(3), 55-74.

Atieno, J.E. (2008). Reflective practice in group co-leadership. Journal for Specialist in Group

Work, 33(3), 236-252.

Van Horn, D. (2002). A pilot test of motivational interviewing groups for dually diagnosed

inpatients. Journal of Substance Abuse Treatment, 20(2), 191-195.

Williams, C.B., Frame, M.W., & Green, E. (1999). Counseling groups for African American women: A focus on spirituality. Journal For Specialists in Group Work, 24, 260-273.

Brabender, V. (2006). The ethical group psychotherapist. International Journal of Group

Psychotherapy, 56(4), 395-414

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZRsqq1TrGk63nn5Kx95uXxjL6nrUmupbBIrq6eTbiorlKyr55oy5zyit%2fk8Xnh6ueH7N%2fiVbauskm0r69QpOLfhuWz44ak2uBV8d%2fmPvLX5VW%2fxKR57LOwTa6vtEuxrqR%2b7ejrefKz5I3q4vJ99uoA&hid=13

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZRsqq1TrGk63nn5Kx95uXxjL6nrUmupbBIrq6eTbiorlKyr55oy5zyit%2fk8Xnh6ueH7N%2fiVbauskm0r69QpOLfhuWz44ak2uBV8d%2fmPvLX5VW%2fxKR57LOwTa6vtEuxrqR%2b7ejrefKz5I3q4vJ99uoA&hid=13


Breton, M. (1994). On the meaning of empowerment and empowerment-oriented social work

practice. Social Work with Groups, 17(3), 23-37.

Berman-Rossi, T. (1993). The tasks and skills of the social worker across stages of group development. Social Work with Groups, 16, 69-81.

Beeber, A. R. (1988). A systems model of short-term, open-ended group therapy. Hospital and Community Psychiatry, 39, 537-541.

Bernstein, S. (1993). What happened to self-determination. Social Work with Groups, 16, 3-14.

Bentelspacher, C. E., DeSilva, E., Goh, T. L. C., & LaRowe, K. D., (1996). A process evaluation of the cultural compatibility of psychoeducational family group treatment with ethnic Asian clients. Social Work with Groups, 19, 41-55.

Brown, L. N. (1993). Group work and the environment: A systems approach. Social Work with

Groups, 16, 83-95.

Shulman, L. (2012). The Skills of Helping individuals, families, groups and communities. (7th ed.) Itasca, Ill.: Peacock. Chapter 16 Social Work Practice in the Community—Philosophy, Models, Principles, and Practice.

Steinberg, D.M. (1996). She’s doing all the talking, so what’s in it for me? Use of time in groups. Social Work with Groups, 19(2), 5-16.

Thomas, H. & Caplan, T. (1999). Spinning the group process well: Effective facilitation techniques for motivation involuntary client groups. Social Work with Groups, 21, 3–21.

Torres-Rivera, E., Wilbur, M. P., Roberts-Wilbur, J. & Phan L. (1999). Group work with Latino

clients: A psychoeducational model. Journal for Specialists in Group Work, 24, 383-404.

Trabout, S. S. (2007). A Safe Place To Grow: A Group Treatment Manual for Children in

Conflicted, Violent, and Separating Homes. Social Work with Groups, 30(4), 112-114.

Module 5: Evaluation, Endings and Transition

Clemans, S. E. (2005). Recognizing Vicarious Traumatization: A Single Session Group Model for

Trauma Workers, Social Work With Groups, 27(2/3), 55-74.

Mirabito, D.M. (2006). Revisiting unplanned termination: Clinicians’ perceptions of termination

from adolescent mental health treatment. Families in Society, 87(2), 171-180.

Miley, O'Melia & Dubois (2013), Generalist practice: An empowerment approach. MA: Allison & Bacon. Chapter 16: Intervention: Integrating gains.


approach (7th ed.). Boston: Pearson/Allyn and Bacon. Chpt 15: Evaluation: Recognizing

Success.

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZRsqq1TrGk63nn5Kx95uXxjL6nrUmupbBIrq6eTbiorlKyr55oy5zyit%2fk8Xnh6ueH7N%2fiVbauskm0r69QpOLfhuWz44ak2uBV8d%2fmPvLX5VW%2fxKR57LOwTrOvskyyrqR%2b7ejrefKz5I3q4vJ99uoA&hid=13

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46bZRsqq1TrGk63nn5Kx95uXxjL6nrUmupbBIrq6eTbiorlKyr55oy5zyit%2fk8Xnh6ueH7N%2fiVbauskm0r69QpOLfhuWz44ak2uBV8d%2fmPvLX5VW%2fxKR57LOwTrOvskyyrqR%2b7ejrefKz5I3q4vJ99uoA&hid=13


Walsh, J. (2007) Endings in clinical practice: Effective closure in diverse settings: NY. Lycium

Books Inc.

Gager,E.P. (2004) Exploring relationships among termination status, therapy outcomes and client outcomes. Dissertation Abstracts International, pps. 64-3522.

Gitterman & Germain (2008). The life model of social work practice. NY: Columbia University

Press. Chapter 12: Endings, settings and modalities. Gutheil, I.A. (1993). Rituals and Termination Procedures. Smith College Studies in Social Work,

63(2), 163-176. Wittenberg,I (1999). Ending therapy. Journal of child psychotherapy. 25(3), 339-356. Cornouyer, B. (2013) The social work skills workbook. NY: Cengage Learning.Chapter 13

Endings. Sheafor, B. & Horejsi, C. R. (2008). Techniques and Guidelines for Social Work Practice. Boston:

Allyn Bacon. Ch. 14: Evaluation and Termination, Section A. Shulman. L.( 2012). The skills in helping ,individuals ,families, groups and communities. USA:

Brooks/Cole. Chapter 6: Endings and transition, Chapter 8: Middles and endings with

families and Chapter 14: Endings and transition with groups.


APPENDIX B. COMMON ASSIGNMENT & GRADING RUBRIC

Common Assignment– The Middle Phase of Social Work Practice

In this assignment you are being asked to demonstrate your understanding of the various roles

social workers take on during the middle phase of practice and the various skills required to

implement these roles. Your understanding should be based on the material discussed in class,

your intervention plan, as well as the required readings and any additional relevant readings you

find from the literature.

Using an individual, family or group from your agency that you have been working with, submit

a process recording (utilizing the column format) that demonstrates work from the middle

phase of practice. In the skills utilized and observation and analyses columns, identify the

middle phase skills you were utilizing and interventive roles you engaged in as you interacted

with the client (individual, family or group) during this session. Examples of middle phase skills

include rehearsing action steps (role playing), focusing, educating, reframing, modeling,

confronting, etc.

In addition to the process recording itself, submit the following:

1. A brief description of the case situation: Include in this description the agency you work for

and its mandates; who is the client and how they were referred; the presenting concerns;

and other important information necessary to understand the case situation (e.g.

demographics) (Approximately 1 page)

2. A brief description of the target issue for work as agreed upon by the client so far, a

description of your intervention plan including a description of the goals and objectives you

and the client are working on at the time of this intervention, action plan and action steps

(who will do what) with timeframe, etc. Include a brief description of your plan to evaluate

the effectiveness of your intervention. In addition to what was indicated in the process

recording, discuss what additional intervention roles and skills were employed in working

towards the goal. Also include a brief description (no more than a page) of the literature

from professional sources on interventions and/or practice models that address the issue

you and the client identified for work. (Approximately 3 pages)

3. The rest of this paper is a critique of the role(s) performed and the middle phase skills

utilized as well as a critique of the capacity of the agency and community to facilitate or

hinder the intervention plan.

a. Include in your critique both what you think you did well, and what you could have

done differently. In your critique also address the appropriateness of your

intervention in relation to the goals and objectives, and the appropriateness of your

evaluation plan.


b. Identify any agency policies or practices and/or community resources that

facilitated or hindered your intervention. What changes would you recommend so

that the agency or community could better support the intervention plan and client

goal? For example, what change would you recommend in agency policy or practice

that would promote sustainable change in service delivery?

c. In your critique cite literature sources that support your arguments from the

required readings for this course and from the additional reading you have

identified through the literature search. APA reference style should be used

throughout.

Total: 10-12 pages.

Grading Rubric

Practice Behavior

Not Competent Developing Competency

Competent Advanced Competence

2.1.10(b) PB 4 Select appropriate intervention strategies

Student was unable to tie the choice of intervention model to the target issue, and was not able to support it with class readings or research.

The intervention model employed was tied to the target issue and supported by required class reading but the students did not apply their own research.

The intervention model employed was was relevant to the target issue and somewhat supported by required class readings and the student’s own research and

The intervention or model employed was relevant to the target issue, and adequately supported by required class readings and the student’s own research

2.1.7 PB 1 Use conceptual frameworks to guide processes of intervention and evaluation

Student was unable to identify a conceptual basis for the intervention and evaluation plan.

Student was able to identify a conceptual basis for their intervention and evaluation plan but did not give evidence in applying it in practice

Student was able to identify a conceptual basis for their intervention and evaluation plan and was able to adequately apply it in practice though was not able to support it with reading and research.

Student was able to identify a conceptual basis for their intervention and evaluation plan that was supported by required readings and research, and adequately applied it in practice

2.1.10 (c) PB3 Help clients

Student did not demonstrate an

Student was able to identify

Student was able to identify

Student was able to identify and


Practice Behavior



resolve problems

understanding the intervention role. Nor did they identify the skills used or not used to facilitate change in the client in the process recording.

the intervention role and some middle phase skills used. However they were not able to identify when they should have used the skills in order to facilitate change in client.

the intervention role and was able to identify some middle phase skills that were, or should have been used to facilitate change in client in their critique.

flexibly change intervention roles (mediator, negotiator, advocate) and was able to identify a range of middle phase skills that were, or should have been used to facilitate change in client when critiquing the process recording.

2.1.10(c) PB4 Negotiate, mediate and advocate for clients

Student was not able to perform the roles to negotiate, mediate or advocate for client to attain the goal or objective they set out in the intervention plan, or failed to critique on its inadequacies.

Student was able to identify the goal of the session but sparingly performed the roles to negotiate, mediate or advocate for the client to attain the goal or objective they established in the intervention plan, or failed to critique its inadequacies.

Student was able to somewhat perform the roles to negotiate, mediate or advocate for client to attain the goal or objective they set established in the intervention plan, but failed to critique on its inadequacies.

Student was able to clearly perform the roles to negotiate, mediate or advocate for client to attain the goal or objective they established in the intervention plan, or was able to demonstrate what could have been done in their critique.

2.1.10 (d) PB 1 Critically analyze, monitor and evaluate interventions

The student was unable to critically analyze, monitor and evaluate the appropriateness and efficacy of the mutually agreed upon intervention plan against the conceptual framework or

The student demonstrates a developing ability to critically analyze, monitor and evaluate the appropriateness and efficacy of the mutually agreed upon intervention plan against the

The student demonstrates the ability to critically analyze, monitor and evaluate the appropriateness and efficacy of the mutually agreed upon intervention plan against a conceptual

The student demonstrates a superior ability to critically analyze, monitor and evaluate the appropriateness and efficacy of the mutually agreed upon intervention plan against a conceptual framework or “best practice model”


Practice Behavior



“best practice model” selected.

conceptual framework or “best practice model” selected.

framework or “best practice model”.

selected.

2.1.9 PB2 A Provide leadership in promoting sustainable changes in service delivery

Student was unable to identify a community and/or organizational factor that facilitated or hindered the intervention.

The student begins to identify a community and/or organizational factor that facilitated or hindered the intervention.

The student was able to identify one organization and/or community factor that facilitated or hindered the intervention.

The student was able to clearly identify multiple organizational and/or community factors that facilitated or hindered the intervention.

2.1.10(c) PB1 Initiate actions to achieve organizational goals

Student did not identify any strategies to make changes in service delivery.

The student began to identify a strategy to make changes in service delivery.

The student was able to identify a general strategy for making a change in the service delivery.

The student was able to identify a strategy for making a change in the service delivery that is specific, realistic, and responsive to the population and agency.

APPENDIX C: PLAGIARISM

University Policies of Academic Integrity

A university, by its nature, strives to foster and recognize originality of thought. Originality can only be recognized, however, when people acknowledge the sources of ideas and works that are not their own. Therefore, students must maintain the highest standards with regard to honesty, effort and performance. Violations of academic integrity include, but are not limited to, plagiarism, cheating on exams, false authorship and destruction of library materials needed for a course. This policy gives definitions and instances of violations of academic integrity, the procedures used to arrive at a judgment, possible sanctions and the processes of appeal. This policy will be enforced rigorously and without discrimination.

Violations of Academic Integrity:

A. Plagiarism: Plagiarism occurs when individuals attempt to present as their own what has come from another source. Plagiarism takes place whether such theft is accidental or deliberate.


Examples of plagiarism include but are not limited to:

Using the ideas of another person, whether or not such ideas are paraphrased, from whatever source including oral, print, broadcast or computer-mediated communication.

Rewriting borrowed material by simply dropping a word here and there, substituting a few words for others, or moving around words or sentences.

Presenting borrowed material without placing quotation marks around borrowed material in the approved style. It is no defense to claim that one has “forgotten” to do so.

Presenting as one’s own an assignment, paper or computer program partially or wholly prepared by another person, whether by another student, friend, or by a business or on- line service that sells or distributes such papers and programs.

B. Cheating: Cheating occurs when individuals share course materials or information when it is unauthorized or prohibited. Examples of cheating include but are not limited to:

Having or using unauthorized material at an examination, test or quiz, or copying another student’s assignment or laboratory report.

Permitting another student to copy an assignment, paper, computer program, project, examination, test or quiz.

Obtaining and/or using an examination, test or quiz prior to its administration.

Having another person act as proxy and take an examination, test or quiz.

C. Additional Violations of Academic Integrity: Additional violations of academic integrity include but are not limited to:

Theft, destruction or tampering with library materials, audio and videotapes, computer hardware or software, or other materials necessary for a course.

The submission or presentation of a falsified excuse for an absence from a course requirement, examination, test or quiz.

The presentation of false identification or credentials in order to gain admission to a course, examination, test, quiz or degree program.

Submission of a paper or project to more than one course during the time in which a student is attending Fordham University, without explicit permission from the instructors. The penalty for students found guilty of plagiarism and other violations of academic integrity may range from failure for the assignment or course to dismissal from the program.


APPENDIX D: STUDNETS WITH DISABILITIES

Office of Disability Services: The Office of Disability Services at Fordham University helps to ensure equal educational access and opportunity for all members of our community. In the Jesuit tradition of cura personalis, members of the ODS staff work individually with each student to understand his or her strengths and limitations in order to develop their most effective and comprehensive accommodation plan. In addition to working in a direct service capacity with our students, the Office of Disability Services also collaborates with administrators, faculty, and staff to ensure that the facilitation of reasonable and appropriate accommodations for students with documented disabilities is provided. As a University, Fordham will offer reasonable and appropriate auxiliary aids and services to assist otherwise qualified persons in achieving access to its programs, services, and facilities once documentation is submitted to ODS and an intake appointment is conducted to develop an accommodation plan directly with the student in accordance with Section 504 of the Federal Rehabilitation Act of 1973 and Title III of the Americans with Disabilities Act of 1990.

The Office of Disability Services believe that their policies and mission carry out the intent of Section 504 of the Federal Rehabilitation Act, which states:

"No otherwise qualified individual with a disability in the United States, as defined in section 7(20), shall solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance."

Please go to the Office of Disabilities for documentation guidelines according to type of disability. The website address is: http://www.fordham.edu/campus_resources/student_services/disability_services_/

You can also contact the Office of Disability at 718-817-0655.

http://www.fordham.edu/campus_resources/student_services/disability_services_/


FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE

Guide for Grading Policy and Recommended Grade Equivalents

95-100 A

90-94 A-

87-89 B+

83-86 B

80-82 B-

76-79 C+

70-75 C

Below 70 F

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