SOCIAL WORK IN MEDICAL SETTINGSI. COURSE DESCRIPTIONII. COURSE OBJECTIVESIII. TEACHING METHODSRequired ReadingsV. COURSE REQUIREMENTSSpecial Accommodations for Students with a DisabilityPolicy on Scholastic DishonestySafetySeptember 8 Topics:Societal, political and organizational shifts impacting SW iSeptember 29 -Ethnographic Interview DueTopics:ReadingsOctober 6 Chronic IllnessOctober 13 Topics:Hospice , palliative and end of life careOctober 27 Topics:Community and faith based organizations in health careBenbenishty, R. & Chen, W. (2003). Decision making by the chNovember 24 Happy Thanksgiving-No ClassDecember 1 Intervention Paper DueTopics:Complementary Approaches to HealthRequired ReadingsBenbenishty, R. & Chen, W. (2003). Decision making by the ch______________________________________________________________________________THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 360K (U) Instructor: Barbara Jones, Ph.D., CSW SW 387R21 (G) Unique Number: 64440 (U) Email: [email protected] 64620 (G) Semester: Fall 2004 Phone: 475-9367 Meeting Time: Wed. 2:30-5:30 Office Room: 3.122F Meeting Place: SWB 2.132 Office Hours: Wednesday 1:30-2:30 (or by appointment) SOCIAL WORK IN MEDICAL SETTINGS I. COURSE DESCRIPTION This elective practice course is designed to explore aspects of social work practice in healthcare settings with a biopsychosocial and family-centered perspective. The foundation of the course is social work values and ethical decision-making process as illuminated in the NASW code of ethics. Practice issues to be explored include: the subjective experience and reactions to living with illness, change and adaptation, grief and loss, values and ethical dilemmas, economic justice and access issues in health care, disenfranchised populations and cultural humility and awareness. The complexities of health care social work will be examined in various settings including: inpatient, outpatient, clinics, home care agencies, hospice and community based centers. The current shifting role of social work in the interdisciplinary medical setting will be discussed. Students will be encouraged to think about their roles in facilitating health and wellness to individuals, families and communities. The role of individual differences (i.e., gender, race/ethnicity, spirituality, etc.) and societal / cultural beliefs in relation to situations involving illness will be highlighted. Skill development will focus upon all phases of the helping process, including attention to the unique aspects of termination with clients coping with illness. Examination of personal attitudes and experiences involving grief and loss will facilitate increased self-awareness. II. COURSE OBJECTIVES Upon completion of this course the student will be able to: 1. Demonstrate an understanding of the historical significance of social work in medical settings and explore the current range of opportunities for practice. 2. Demonstrate an understanding of contemporary health care issues related to societal, political and organizational changes in health care. 3. Demonstrate an understanding of the impact and meaning of illness, life-threatening conditions, grief and bereavement on children, adults and families. 4. Demonstrate an understanding of the common psychosocial and spiritual challenges faced by individuals, families and communities confronting illness. 5. Demonstrate an understanding of the cultural factors at work in the clinical interface with individuals in medical settings. 16. Demonstrate an understanding of the health care issues as they relate to cultural diversity, social justice, and disenfranchised populations. 7. Demonstrate an understanding of the nature of illness, its multidimensional aspects and the interrelationship between environmental, social, psychological, and biological factors in its cause, course and outcome. 8. Demonstrate an understanding of the clinical dimensions of clinical practice in the context of health care and multidisciplinary practice. 9. Develop a reflective awareness of the practitioner’s experiences of health and illness and the importance of self-care. III. TEACHING METHODS This course is designed to include a variety of teaching/learning methodologies to achieve the course objectives. These activities will include readings, writings, discussions, lectures, speakers, videos, in-class group activities, student presentations, self-reflection and community experience. IV. REQUIRED READINGS Required Text (available at University Co-op) Cowles, L.F. (2003). Social work in the health field: A care perspective (2nd ed.). Binghamton, NY: Haworth Press Required Readings A course packet of required readings (Jones) will be available to borrow from the LRC or for purchase by enrolled students at Abel’s Copies located at 715D W.23rd St. (512) 472-5353. V. COURSE REQUIREMENTS 1. The class experience is co-constructed and students are expected to attend class 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 and experiential learning assignments. Failure to attend class and demonstrate through discussions that one has comprehended the readings will be considered in assigning the final grade. Punctuality is an important professional practice. Class will begin promptly at 2:30. Students should make every effort to arrive on time. Late arrivals can disrupt the class process. Students will be allowed one unexcused absence. If a student misses more than the allotted excused absence, the professor reserves the right to lower that student’s final grade by one point for each class missed beyond the one allowed. If a student is going to be absent, efforts should be made to contact the professor in advance. Students are responsible for any material missed due to absence. 2. Except in the case of extended 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. 2If accepted, late assignments will be assessed point penalties at the