THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW383T Practice II Instructor: Vicki Packheiser, LCSW Unique Number: 61305 Office Number: SWB 3.124D Semester: Spring 2004 Office Phone: 471-2364 Meeting Time/Place: Mondays 4:30-7:30pm Office Hours: Mondays 3-4:30pm Field Seminar (7:30-8:30pm) and by appointment Room 2.118 email: [email protected] SOCIAL WORK PRACTICE II I. Course Description This foundation course builds on Social Work Practice I by deepening the students’ knowledge of the generalist social work perspective in the application of theory and practice methods for effective and ethical service delivery to diverse individuals, families, groups, organizations and communities in conjunction with field education. Prerequisites: This course must be taken concurrently with Field Instruction II, except for those students having advanced standing status. It is a prerequisite for all second year concentration courses. II. Course Objectives Upon completion of this course students will be able to: A. Critically analyze professional values, ethical dilemmas and ethical decision making and their impact on service delivery, policy and practice. B. Identify, critique, apply and evaluate social work theories and methods from a strengths based generalist perspective for effective service delivery to diverse individuals, families, groups, organizations and communities. C. Apply beginning practice skills in the development, leadership and evaluation of small groups in agency, organization and community settings. D. Identify aspects of human diversity within and between groups and the implications for this diversity in assessment, planning intervention and evaluation. E. Demonstrate knowledge of leadership and advocacy skills, conflict management and interprofessional collaboration at all levels of social work practice to promote social and economic justice. F. Apply a beginning level of skill in utilizing empirical knowledge to evaluate theoretical frameworks, intervention plans and practice effectiveness. G. Communicate effectively and professionally, both orally and in writing, assessment, intervention and evaluation plans for diverse client systems that enhance client strengths, capacities, assets and resources.III. Teaching Methods This class will be taught using a variety of methods to foster a stimulating, creative and collaborative learning community. Experiential learning that builds upon students’ field instruction will be emphasized. Other teaching methods include small group interaction, class discussion, role plays, videos, guest speakers, lecture and assigned learning activities in the community. For a meaningful experience in this class, students must actively participate, take risks, stretch their creativity and critical thinking skills and attend class regularly. All students are encouraged to provide the instructor feedback and meet with the instructor individually as needed to enhance their learning. Students with disabilities are expected to inform the instructor so that appropriate academic accommodations may be planned. Any student with a documented disability (physical or cognitive) who requires academic accommodations should contact Services for Students with Disabilities in the Office of the Dean of Students at 471-6259 (voice) or 471-4641 (TTY for users who are deaf or hard of hearing) as soon as possible to request an official letter outlining authorized accommodations. IV. Required and Recommended Texts and Materials Required Texts: Corey, M. and Corey, G. (2002). Groups: Process and practice (6th Ed.). Pacific Grove, CA.: Brooks/Cole Publishing Co. ** The following text is now required of all students upon admission and readings will be assigned throughout the course of a student’s program. Roberts. A.R. and Greene, G.J. (Eds.) (2002). Social workers’ desk reference. New York: Oxford University Press. Recommended Text: Turner, F.J. (1996). Social work treatment. (4th Ed.) New York: The Free Press. V. Course Requirements Students will be required to complete the assignments listed below. Detailed assignment learning objectives and instructions, including expected demonstration of content mastery and skill development will be provided in a separate handout. All assignments will be discussed in detail in class and students are encouraged to meet with the instructor should they have any questions about the assignments. Grading sheets with point allocation will be provided with the assignment guidelines. All assignments will be graded on depth and quality of required content, creativity and critical thinking skills, overall professionalism and quality of writing. Specific point totals for each assignment are listed below. All students are required to complete a grading sheet that is to be turned in with each assignment to foster their skill and comfort in self evaluation – a critical component of practice evaluation.Theory Based Multidimensional Case Assessment: The purpose of this assignment is to further develop student’s knowledge and skill in assessment, intervention planning and practice evaluation, building upon students’ learning in Practice 1. It is also designed to teach students to strategically select, effectively apply and critically evaluate a social work practice theory. Students will complete a comprehensive, multidimensional assessment on a client from their field placement using a selected practice theory. While gathering client information and formulating an intervention plan, students will also be assessing salient social and economic justice issues impacting their particular client population and strategies for empowerment, significant policy implications, potential value conflicts or ethical dilemmas in the provision of the intervention and important considerations related to agency and community context. The practice theory chosen will build upon student’s knowledge and skill in the application of a systems/ecological/developmental framework. Community Support Group Observation: This assignment is designed to provide students with a community based learning experience to increase their knowledge of therapeutic group process and leadership skills. This observation is meant to complement the community task group observation that was