November 9 Critical Analysis of Practice Theories: Existential and Humanistic TheoriesThe University of Texas at Austin School of Social Work Course Number: SW 390N7 Instructor’s Name: Cynthia Franklin, Ph.D., LMSW-ACP, LMFT Unique Number: 64815 Office Number:SWB 3.130F Semester: Fall 2005 Phone/E-mail: 471-0533 (UT) Mobile 413-1946 [email protected] Time/Place and Room: Wednesdays, 9:00-12:00 Rm. 2.140 Office Hours: Monday 1:30-2:30 Wednesday 12:00-1:00 or by appointment Theories of Direct Practice in Social Work I. Standardized Course Description This course covers some of the major theories used in direct practice social work. Philosophical, theoretical and empirical underpinnings of different practice theories will be investigated. Emphasis is placed on understanding and critically analyzing the philosophical assumptions and scientific basis of various theories. Students will become familiar with research methodologies such as process/outcome paradigms, experimental designs, and meta-analysis, which have been used both to develop and investigate the effectiveness of direct practice theories. Since social work has relied on other social science disciplines for much of its theoretical base, major theories will be covered from these disciplines. Both psychological and sociological theories are included, but the course focuses on psychological theories used in clinical and direct practice fields. There has been a proliferation of direct practice theories. Currently there are more than 500 identifiable theories for clinical practice, 20 or more cognitive therapies, and numerous other variations on the themes of systems, social construction, humanistic/existential, eclectic, etc. It is impossible to cover all theories in one course. A selection of theories from different models or perspectives have been chosen based on the experience of the professor and their importance to social work practice. In the selection of theories, consideration was also given to current trends in today’s clinical practice fields. It is understood that students will study in-depth these select theories but in the process of their study will master the broader philosophical, epistemological, and research-based methods that undergird all practice theories. II. Course Objectives Develop knowledge of the major philosophical and research paradigms for critically analyzing direct practice theories. Understand the basics of theory construction including how the context, person and process of theory development contribute to theories. Be able to critically evaluate the scientific merit and the professional utility of different theories including a thorough analysis of studies on their efficacy and effectiveness. Critically analyze key constructs, concepts, guiding principles and the experimental and/or hermeneutic basis for practice theories. Understand and appreciate the heuristic value of different theories and how heuristics contribute to practice science. Explore the basic philosophical, moral and ethical premises inherent in different theories and relate those to the issues of social justice and the values of the social work profession. 1III. Teaching Methods This is a doctoral seminar. Students are expected to attend class on a regular basis and be prepared to engage in a dialogue with the professor and student colleagues. Being prepared means that a student made a serious attempt at completing readings and can participate in discussions and critical analysis of practice theories. Respect and professional behavior toward other students and the professor is expected. IV Safety Policy As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student's responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should also notify instructors regarding any safety concerns. V. Required Texts Gurman, A. S., & Messer, S. B. (2003). Essential psychotherapies(2nd Edition). Theory & practice. New York, NY: Guilford Publications Lambert M.J. (2004). Bergin & Garfield’s handbook of psychotherapy and behavior change (5th Ed.). New York, John Wiley & Sons. Recommended Texts: Wampold, B.E. (2001). The great psychotherapy debate: Models, methods and findings. Mahwah, NJ: Lawrence Erlbaum Associates. Richardson, F. (1999). Re-envisioning psychology: Moral dimensions of practice. San Francisco: Jossey-Bass. VI Course Requirements - There are three assignments. 1. Annotated Bibliography to Be Used in Teaching (25% of your grade). Each student is to develop a comprehensive annotated bibliography of one of the practice theories studied in class. Areas to be covered in the bibliography include philosophy and theoretical developments, major debate articles, outcome studies, process research, and meta-analysis. It is assumed that the student will master the literature in this area. This requires a systematic search of literature in journals across disciplines and a search of major publications in the area of study. Make sure you include major Internet sites and resources that support this approach to practice. For example, if for Family therapies the AAMFT and for Cognitive Therapy, Beck’s website. Students should copy the bibliographies and make them available to other class members. Due at the time of your presentation. 2Issues to cover in the Annotated Bibliography Major themes of article or Book Methodologies used Major strengths and limitations, and how this article or book advances the knowledge base. Findings summarized with enough detail to understand what was discovered. Your reflections and criticisms of the work 2. Pretend Book Chapter on Practice Model (50% of your grade). Each student is to develop a 25-35 page paper that would be like a book chapter on a practice model covered in the class. The paper should focus on the up-to-date aspects of the theory and how it is developing as an evidenced-based approach to intervention. Your paper should clearly illustrate the practice approach. Concentrate on applications that have empirical support, have treatment manuals and are moving forward in science. The following outline is suggested for the development of the paper. Due at the end of