1The University of Texas School of Social Work Summer 2005 Instructor: Arlene Montgomery, Ph.D. LCSW Course Number: N393R22 Unique Number: 96245 Meeting Time and Place: Monday and Wednesday8:30-11:00; Rm 2.122 Phone: Office (512) 474-8317; Home (512) 480-8086 email: yerzaborzoi@ AOL.COM (not to be utilized for submitting assignments) Office hours: by appointment NEUROBIOLOGY AND SOCIAL WORK PRACTICE I. Course Description This course will cover selected findings from recent neurobiological research s it elaborates understanding of relationship dynamics with individuals, couples, families, and groups. Although this research is usually found outside the usual discourse of the social and psychological sciences, a body of scientific work useful to social service providers will be reviewed. The support that recent scientific findings provides for aspects of psychological treatment theories and differential diagnosis will be reviewed. This course will focus on using multiple perspectives in the advanced application of neurobiology research to inform clinical intervention, with emphasis placed at the micro and mezzo levels of practice. The framework of the course is based on social work values and the ethical decision-making process, as illuminated by the NASW Code of Ethics. A bio-psycho-social and cultural emphasis will be applied to the various problem areas and disorders covered. II. Course Objectives Upon completion of this course, students will demonstrate the ability to: a. understand how recent scientific findings guide and inform social service interventions; b. critically compare and analyze therapeutic and social service implications of recent scientific findings related to the impact of the relationship experiences on/in the human brain; c. evaluate, select, and design a social service intervention which takes into account both the appropriate psychological theory and the scientific research which supports the use of that particular theory d. adapt social service intervention methods to activities/programs which are designed to sensitively differentiate the needs of the client/client system as influenced by age, gender, sexual orientation, race, class, ethnic/cultural background, socioeconomic status, physical challenge, and other individual differences.2 III. Teaching Methods This course is designed to include a variety of teaching methodologies to achieve the expectation of student mastery of the skills involved in the examination of social work practice theory as it is supported by selected scientific findings. Readings, discussion, lecture, experiential exercise, videos, audio CDs, case examples, and presentations are designed to enhance the learning experience. IV. Required Texts and Course Materials Schore, A.N. (2003). Affect dysregulation and disorders of the self. New York: W.W. Norton and Company, Inc. Schore, A.N. (2003). Affect regulation and the repair of the self. New York: W.W. Norton and Company, Inc. The course packet is at I.T. Copy I.T. Printing, 214 W MKL Blvd, #476-6664. Videos and CDs can be checked out from the Learning Resource Center in the Social Work Building. The instructor also has copies to loan the class. V. Course Policies Policy on attendance, participation, and due dates for assignments Students are expected to attend class regularly and to participate in the class discussions by contributing meaningful questions and discourse with fellow students and the instructor. Reading are expected to be completed prior to class. Role will be taken; leaving class at the break will be considered an unexcused absence unless arrangements have been made with the instructor for the absence to be the excused. Points will be deducted from the final grade for unexcused absences. The student is allowed one unexcused absence without penalty. Students will not be permitted to make up work missed during unexcused absences. Late assignments will not be accepted without penalty; some exceptions may be made by the instructor. Failure to attend class regularly and demonstrate through class discussion that one has read the assigned material will be considered in assigning the final grade.3Policy on scholastic dishonesty Student who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced.. For further information, the student may refer to the Web Site of the Student Judicial Services, Office of the Dean of Students. http://deanofstudents.utexas.edu/sjs/academicintegrity.html Special accommodations for students with a disability In compliance with the Rehabilitation Act of 1973 (Section 504) and the Americans with Disabilities Act, the instructor is available to discuss appropriate academic accommodations with the student. Students with disabilities who need special accommodations should notify the instructor at the beginning of the semester. Please present a copy of the approved accommodations for instructor’s records. To insure that the most appropriate accommodations can be provided, students should contact the Services for Students with Disabilities (SDD) Office at 471-6259 or 471-4641 TTY. VI. Course Assignments There are 7 graded worksheets (some are take-home, some of the take-home worksheets may be collaboratively answered, and some of worksheets will be answered in class, either collaboratively or individually.) Due dates announced first class day. Examinations There an open-note examination. The focus of the examination is two-fold: a. the application of selected concepts, the most important of which will be discussed and reviewed during class and b. the evaluation, selection, and design of a social service intervention which takes into account both the appropriate psychological theory and the scientific research which supports the use of that particular theory The examinations will heavily emphasize concepts from the worksheets, as well. Student generated handouts: Each student will be required to prepare a written summary of the major points of a chapter from one of the texts and provide copies for fellow classmates and the instructor.4Additionally, this summary should address both in writing and