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UT SW 360K - SW 360K Syllabus

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THE UNIVERSITY OF TEXAS AT AUSTINSCHOOL OF SOCIAL WORKI n d i v i d u a l, F a m i l y , and C u l t u r a l P e r s p e c t I v e sI. Standardized Course DescriptionII. Standardized Course ObjectivesIII Teaching Methods IV Required Text and Reading MaterialsAssignmentPercentagePoints GradeGrade RangeA=B= C= D= E=Cont’d: Mid-term Paper Length of Paper: 14-16 pages (not including the bibliography) A one-page Outline of the final paper including fact situation: Due: 11/06/07 3. Policy on Scholastic Dishonesty Date Description Required: Text & Readings-Overview of Syllabus: Course Assignments, In-Class Activities, Course Objectives. Confidentiality.-Handouts: -(1)Variety and Significance of Research Findings: The Validity, Extent and Limits of Their Applicability. TEXT: Hooyman & Kramer,-Ch. 6, Grief and Loss in Adolescence (pp.139-161)-Ch. 7, Interventions for Grieving Adolescents WEEK 4TEXT: Hooyman & Kramer,-Neimeyer (Ed), Meaning Reconstruction & the Experience of Loss,(2002), Wash D.C: American Psychological Association#5 -Ch.5, (Nadeau, J.W) Family Contruction of Meaning. (pp.95-111) WEEK 5READINGS:WEEK 6-Ch. 10,Grief and Loss in Middle Adulthood, ( pp. 239-270) READINGS:Neimeyer (Ed.), (2002) Meaning reconstruction & the experience of loss. Washington D. C.: American Psychological Association#8..-Ch. 6, (E.M. Milo) Death of a Child With a Developmental Disability.National and Community DisastersMid Term Paper Due Lecture: Decisions involved in Medical Forms for Hospital and End of Life EventsReadings and Assignment(20 minutes presentation plus class questions & feedback). Student presentations on the variations within a single cultural group related to loss and grief beliefs and rituals and behaviors. How do the beliefs or behaviors aid (or hinder) any of Worden’s Four Tasks of uncomplicated mourning? The cultural group selected should reflect the demographics in Austin.(Counts for ½ (10%) of the 20% of the Course Grade allocated to Participation).TEXT: Hooyman & Kramer, Final Paper Due No Final Exam LIST OF REQUIRED READINGS (listed here by week are the same as on weekly Course ScheduleThese Required READINGS may be accessed on E-Reserves and at LRC Desk READINGWeek 1Week 2Week 3Week 4Worden, J.W. (2002) Grief counseling and grief therapy, (3rd Ed.) New York: Springer-Ch. 3, Grief Counseling: Facilitating Uncomplicated Grief. (pp.51-81)Neimeyer (Ed), (2002) Meaning reconstruction & the experience of loss. Washington D.C.: American Psychological Association. -Ch.5, (Nadeau, J.W.)Family Construction of Meaning. (pp.95-111)Neimeyer (Ed.) (2002) Meaning reconstruction & the experience of loss.. Washington D.C.: American Psychological Association. -Ch.6, (Milo, E.M.) Death of a Child With a Developmental Disability (pp.113-134)THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 360K Instructor’s Name: Norton Armour, M.A., L.P.C. Unique Number: 66120 Office Number: SSW 3.122A (Undergrad) Office Phone: (512) 371-7909 Semester: Fall 2007 Email: <[email protected]> Meeting Time: Tuesday Office Hours: Tuesday : 2:30 pm-5:30 pm 1:00 pm – 2:00 pm and by Appointment Meeting Place: SSW 2.130 L O S S AND G R I E F: I n d i v i d u a l, F a m i l y , and C u l t u r a l P e r s p e c t I v e s I. Standardized Course Description This course will give students an opportunity to explore and understand their personal perceptions and beliefs about death and dying and how individual cultural differences influence that experience and prepare them for working with clients on grief and loss. The course examines issues of death and dying, grief processes, sense of meaning, including coping and adaptation for individuals and families as they deal with various kinds of loss. We look at a range of factors (involving the individual, family, community, and society) that can impact, impede or facilitate, the experiences of individuals and families. Grief will be explored from a lifespan developmental perspective ( from prenatal development through late adulthood) within the context of varied types of family and socio-cultural systems. An emphasis will be placed on both personal and professional applications of course information. The philosophy underlying this course is in line with the “Statements on Death, Dying and Bereavement” (1994) of the International Work Group on Death, Dying and Bereavement. The introduction states: Death, dying and bereavement are fundamental and pervasive aspects of the 1human experience. Individuals and societies can only achieve fullness of living by understanding and appreciating these realities. The absence of such understanding and appreciation may result in unnecessary suffering, loss of dignity, alienation, and diminished quality of living. Therefore, education about death, dying and bereavement is an essential component of the educational process at all levels, both formal and informal. (IWG, 1994) II. Standardized Course Objectives At the end of this course students are expected to be able to: 1. Critically analyze and assess values and ethical dilemma’s regarding death, dying, grief and loss (such as end of life decision making); 2. Demonstrate and appraise diverse cultural, geographical, spiritual, ethnic, and psychosocial factors related to grief, loss and mourning; 3. Demonstrate strategies designed to reduce discrimination and oppression regarding death and dying issues and explore the various determinants of grief and their impact on the tasks of mourning with various populations at risk; 4. Compare and contrast theories examining the developmental impact of bereavement, grief and mourning within the life span of an individual, family, groups and communities; 5. Examine and critically evaluate various community referral networks for loss-specific services and


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