THE UNIVERSITY OF TEXAS AT AUSTINI. STANDARDIZED COURSE DESCRIPTIONII. COURSE OBJECTIVESIII. TEACHING METHODSRequired Texts Required ReadingsVII. COURSE GRADING CRITERIACourse GradesVIII. COURSE OUTLINE (TENTATIVE)Week 1 & 2Readings - RequiredWeek 2Readings - RequiredReadings - RequiredWeek 4Readings - RequiredReadings - RequiredWeek 6Readings - RequiredWeek 8Week 9Readings - RequiredWeek 11Readings - RequiredReadings - SupplementalReadings – SupplementalReadings - SupplementalTHE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 390N Instructor: Elizabeth C. Pomeroy, PHD, LCSW Unique Number: 66380 E-mail: [email protected] Semester: Fall 2007 Phone: (512) 232-3405 Meeting Time: Tuesday. Office Room: 3.106B 1:15 - 4:15pm Meeting Place: SWB 2.140 Office Hours: Tuesdays 4:15-5:30 p.m. or by appt. THEORIES OF SOCIAL WORK: FROM CONCEPTUALIZATION TO APPLICATION I. STANDARDIZED COURSE DESCRIPTION This course covers the conceptualization, development and application of social work theory. 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 social work 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. 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. 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 empirical methods that under gird all practice theories. II. COURSE OBJECTIVESUpon completion of this course the student will be able to: 1. Develop knowledge of the major philosophical and research paradigms for critically analyzing social work practice theories. 2. Understand the basics of theory construction including how the context, person and process of theory development contribute to theories. 3. Be able to critically analyze the scientific merit and the professional utility of different theories including a thorough analysis of studies on their efficacy and effectiveness. 4. Critically analyze key constructs, concepts, guiding principles and the experimental and/or hermeneutic basis for social work practice theories. 5. Understand and appreciate the heuristic value of different theories and how heuristics contribute to practice science. 6. 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.III. TEACHING METHODS This is a doctoral seminar. Accordingly, 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 has 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. REQUIRED AND RECOMMENDED TEXTS AND COURSE MATERIALSRequired Texts Bernstein, R. J. (1976-95) The restructuring of social and political theory. New York: Harcourt, Brace, and Javanovich. (1995 is the latest edition of this text but other versions are available on the Internet) Payne, M. (2005). Modern social work theory (3rd ed.). Chicago, IL: Lyceum. Shoemaker, P. J., Tankard, J.W. and Lasora, D. L. (2004). How to build social science theories. Thousand Oaks: Sage Publications. Required Readings A required Course Packet (Pomeroy) of readings is available from Speedway Copy in Dobie Mall. Optional Texts Bergin, A. E., & Garfield, S. L. (2004). Handbook of psychotherapy and behavior change (5th ed.). New York: Wiley & Sons. Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago, IL: The University of Chicago Press. Prochaska, J. O., & Norcross, J. C. (2007). Systems of psychotherapy: A transtheoretical analysis (6th ed.). Belmont, CA: Brooks/Cole. Trigg, R. (1985). Understanding social science: A philosophical introduction to the social sciences. New York: Basil Blackwell. Optional Readings Additional supplemental readings are on available on the BlackBoard site for this class. V. COURSE REQUIREMENTS1. Students are expected to attend class sessions regularly and to participate in an interactive framework between collegiate students and professor. Students are expected to complete the readings prior to class, and should be well prepared to participate in discussions. Failure to regularly attend the class and demonstrate through discussions that one has comprehended the readings will be considered in assigning the final grade. Students are to notify the professor if they are going to be absent. Students are responsible for any material missed due to absences. 2. Except in the case of extreme emergencies, and then only with the permission of the professor, late assignments will not be accepted without penalty. Students are expected to turn in all required assignments on the agreed upon due date at the beginning of class. Assignments turned in after class starts will be considered late. If accepted, late assignments will be assessed point penalties at the rate of two (2) points each day late. If the due date is a problem, then the student should see the professor and negotiate another due date well in advance. 3. Student feedback is welcome. Students are also encouraged to provide feedback during office hours, by phone, by e-mail, and by appointment if they desire. 4. If students are concerned about their class performance, the professor is more than willing to work with students to help them improve their course grades prior to the end of the semester. Final grades assigned in the course are not negotiable. Special Accommodations for Students with a Disability Any