Instructor: Allan Barsky Office Hours: ½ hour before & after class

Office: PF-A 4218 Call to schedule appointments for other times

Telephone: 220-7550 Email: abarsky@fau.edu

This graduate level course will provide an in-depth and advanced understanding of current social work practice theory, its historical roots, and present development. The focus will be on clinical interventions and social work processes with individuals, families, and other small social systems.

Students in this class will have completed their first professional social work degree or its equivalent. Accordingly, students are expected to come into this class with a solid understanding generalist social work practice and basic social work skills required to translate social work theory into practice. More specifically, the following capabilities are expected:

The knowledge and understanding of a person-in-environment social work framework that provides a base for the application and the evaluation of professional practice;

The ability to delineate one’s own personal values and relate them to professional values;

The competency to conduct appropriate assessments in an ethical, effective manner; and

The willingness to select models of intervention after a thorough analysis of multiple models of intervention and an understanding of empirical evidence.

The course provides an opportunity to analyze and integrate knowledge from elective courses and other core courses in the student’s programme. The Advanced Practicum, SOWK 687, is a co-requisite (unless permission of the Faculty is provided). The Practicum and Integrative Seminars are critical for linking theory in this course with practice situations from the field. Although this course is primarily a theory course, students will have opportunities to discuss practice implications during class and in written assignments.

1. To provide an overview of clinical social work; its history, premises, and relationship to the broad field of social welfare.

To explore values, issues and structural tensions confronting clinical social workers as part of the larger social welfare enterprise.

2. To explore current theory grounded in the person-in-environment perspective for understanding clinical social work.

To examine various theories and clinical social work methods, assessing their underlying assumptions, values, and claims to effectiveness.

To examine the knowledge requirements for effective practice and critically evaluate available clinical models.

To establish how personal, social, interactional, environmental, and contextual factors play a part in the development and maintenance of the problems social workers face.

To understand the role of stress and resources in the immediate social environment, specifically targeting ways in which contextual factors play a part in the development and maintenance of the problems social workers face.

To explore how different clinical methods affect and are affected by various forms of social oppression (e.g., racism, sexism).

To compare current theories relevant clinical practice, including developmental, systemic, constructivist, feminist, and narrative perspectives.

3. To develop a frame of reference that will lead to self-monitored decisions and to greater latitude for discretionary judgement. This includes basing decisions on responsible empirically based practice and understanding the dynamics of selecting theories beyond transitory trends in social work.

The first three classes will provide a framework for thinking critically about clinical practice methods. Students will learn how to make informed and deliberate choices concerning the use of practice theory, taking the following factors into account: personal and professional values, agency and societal context, presenting problem, client characteristics (including ethnocultural diversity), worker characteristics, development and construction of theory, scientific theory, and empirical research.

The course will first explore traditional social work methods, specifically generalist social work practice, the biopsychosocial model, the Life Model of Social Work, and the person-in-environment perspective. The class will then explore traditional methods (such as cognitive-behavioral therapy, family systems therapy, and psychoanalysis) and emerging methods (such as narrative therapy, spiritual counselling, and feminist counselling). The class will determine the specific methods to be analysed during the first three weeks, as students select topics for class presentations and written assignments.

This course will use a combination of instructor-led and student-led discussions, small group workshops, and guest lectures. Each week, students will be asked to prepare for class by reading articles from the course reading package or from articles distributed in class. In order to enhance the level of critical analysis and class participation, an eight-step Preparation Outline (below) will help students prepare for discussion in class. The agenda for most classes will including the following:

Overview of the readings for the week: Key Terms and Concepts; Author’s Key Messages; Major Themes and Subtopics

Issues for Discussion: Questions students have about the content of the readings; Issues students want to prioritize for discussion

Critical Analysis: See Mumm and Kersting’s (1997) questions for critical thinking (attached).

Linkages, comparisons and contrasts with other knowledge

Application to Practice

Role play and Reflection / Videotape Examples

The class discussions and course assignments are designed to help students develop their own model of practice. Students will also be encouraged to focus upon methods of social work they hope to "master" during their MSW programme.

The class times are Thursdays from 9:00 to 11:50 a.m. The latter part of each class will be reserved for experiential excertices (including communications laboratories), videotapes, individual meetings with the professor, working together in small groups, or independent study.

Reading the assigned materials will allow you to participate more effectively in class and enrich our discussion. The following guidelines provide a framework for reading and taking notes on articles. This will help you absorb and integrate what you are learning, as well as provide you with notes that you can use for assignments in this class and in the future. We will also use this format to structure in-class discussions.

Definition of Terms and Concepts: List all key concepts from the readings that were unfamiliar to you prior to reading. Write down definitions for the ones that you can understand from the text or by looking up in a dictionary. Highlight the concepts that you are still uncertain about, so that you can ask about them in class.

General Statement of the Author’s Message: Write down, in your own words, a general statement of the author’s message.

Identification of Major Themes or Subtopics – List the subtopics of the article. Write out a brief statement of the subject matter of each subtopic.

Allocation of Time: Identify subtopics that you had trouble understanding or that you think would provide a profitable discussion.

Discussion of Subtopics: For each subtopic identified in point 4, design a question that you would ask.

Integration of Material with Other Knowledge: Write down the meaning or usefulness the material has for understanding other concepts. Indicate how this material substantiates, contradicts or amplifies other social work knowledge you have learned.

Application of the Material: Write down how the relevance of the material to social work practice: your current field placement, prior work, or work that you may consider in the future. How will the ideas in the reading affect the way you think and practice in the future?

The following questions can be used to help you think critically about different theories and clinical methods:

According to this theory or clinical method [CM], what determines human behaviour?

What are the major tenets of this theory or CM? Which tenets do I accept and why? Which tenets don’t I accept and why?

Are the assumptions clearly defined? Are the assumptions reasonable? Are the theory or CM’s assumptions ethically and socially consistent with my own and social work’s assumptions?

Can the principles of the theory or CM be practically applied?

How applicable is the theory or CM across settings, different clients, and problem?

Is the theory or CM clear, easy to understand and logical?

Does the theory or CM address cultural, ethnic, or racial [and other diversity] issues?

What is the empirical support for the theory or CM?

Is the theory or CM original?

How does the theory or CM compare and contrast with other theoretical or clinical approaches? (derived from Mumm and Kersting, 1997, p. 80)

The grade for the course will be based on three assignments, as described below. If you want to negotiate an alternative method of evaluation with the instructor, please submit a request in writing by the third class. For example, some students may prefer to do a self-directed studies project or one large term paper rather than a paper and a take-home exam. In your proposal, please indicate the topic, method of presentation, parameters (length, format), and proposed criteria for evaluation. This will give you an opportunity to individualize your learning experience in this course.

Write a paper (10 to 15 pages, double spaced, 11-12 point font) about a clinical theory used by social workers [see list below]. Describe the historical roots of the model, theoretical premises, and client populations with which it is used. Critique the theory according to criteria discussed in class.

This paper may be submitted individually or in groups of two to three. If submitted as a group, then all members of the group will receive the same grade.

Examples of clinical methods: Adlerian therapy, Existential therapy, Person-centered therapy, Gestalt therapy, Reality therapy, Cognitive therapy, Structured family therapy, Milieu therapy, Psychodrama, Therapeutic family mediation, Meditation, Case advocacy (please select a specific method rather than a topic that encompasses a range of methods: e.g., biopsychosocial approach)

DUE DATE: October 26, 2000

Percentage of Final Grade: 40%

During the second or third class, we will divide the class into small groups (two or three people) for the purposes of preparing student presentations. The presentations may be based upon your papers from Assignment 1; however, we will try to ensure that there is a broad range of theories covered and avoid duplication of topics between groups. Each presentation should describe key concepts from the theory, its historical context, a critique using criteria discussed in class, and a clear enunciation of how this theory does or does not qualify as a social work intervention.

Prior to the presentation, you are encouraged to meet with the instructor to discuss your ideas and plan for a creative presentation (e.g., using multimedia). Each group will be allotted 45 to 60 minutes, including time for questions and class discussion.

On the third last class, the class will be provided with several case examples. Students are expected to select one and analyse it based on an appropriate theory. The case should show a synthesis of theory and case dynamics and the development of a case plan. You will be expected to present an assessment and beginning treatment plan for it from a social work perspective. Particular attention should be paid to how your analysis constitutes a social work framework, and how you selected the theory. The primary theory that you select for this assignment must NOT be the same as the theory you presented in Assignment 1 and 2 (to ensure that students become deeply familiar with at least two theories during this course).

Grading will follow the University grading system.

Grades will be based on the quality of an assignment with respect to academic research, organization, analysis, and presentation.

A Demonstrates superior understanding of the issues in question. Excellent review of the relevant literature. Presents own ideas, creative thinking, and a critical evaluation of the literature. Organizes material in logical manner. Clearly relates theory to practice issues.

B Demonstrates good understanding of issues and relevant literature, along with organized thinking. Shows some creativity and critical analysis, but relies primarily on other’s opinions and ideas.

C Presents sufficient literature review, but does not demonstrate an understanding that issues are clearly understood.

D Provides insufficient or irrelevant review of the literature. Does not demonstrate an understanding of relevant issues. Ideas are poorly organized.

If you decide to do only two assignments, please do not assign them equal weight (50-50), as this makes averaging difficult. Give more weight to the assignment which requires more work or is the latter one in the course, where you will be using an accumulation of knowledge from the full term.

Grades will take the following criteria into account:

Academic research: Is the research (literature review, interviews with practitioners) thorough? Are references current and appropriate to the topic? Does the material used demonstrate an awareness of the complexities of the issues? [Consider the strength and balance of the literature cited: original authors versus summaries; classical versus current literature; peer reviewed literature in academic journals versus popular literature; generally accepted expertise; empirical or theoretical support; authors from diverse backgrounds (including local or Canadian perspectives)]

Organization: Does the paper follow a logical sequence? Are headings or introductory paragraphs used to facilitate reading?

Analysis: Are difficult concepts explained? How strong is the critical analysis of the material presented? Does the critique use a broad range of criteria for the analysis? How skilful is the presentation of the arguments? Is theoretical material directly related to practice issues?

Presentation: Does the paper follow APA format (Fourth Edition, 1994)? Is the writing grammatically correct? Are authors cited in the paper included in the Reference list? Is the paper clear and concise?

Students must ensure that they understand standard academic requirements regarding the recognition and use of published work. Assignments containing plagiarism will automatically be assigned a failing grade, and disciplinary measures as spelled out in The University Calendar will be invoked. Refer to the University calendar for a complete description of what constitutes plagiarism (Available: http://www.ucalgary.ca/pubs/calendar/current/How/HOW_LB.htm )

Late Assignments

Unless there are extenuating circumstances and prior arrangements have been agreed to by the instructor, assignments received after the due date will be subjected to a loss of 1/2 a letter grade if one week late, or a full letter grade if two weeks late. Assignments will not be accepted if more than two weeks late.

There is a package of required readings for Allan Barsky’s section of SOWK 671 (L02) on sale in the University of Calgary Bookstore. In addition, articles and materials will be made available by the instructor and students. If students would like to order a textbook that surveys various methods (e.g., Corey or Corsini &Wedding), we can arrange fore a group order through the bookstore.

Copies of Corey, 1995, have also been ordered as recommended reading. Although this book is not required reading, it may be useful to have a book which provides an overview of various clinical methods for this and other courses in your programmme.

Allen-Meares, P., & Garvin, C. D. (2001). The handbook of social work direct practice. Thousand Oaks, CA: Sage. [sss.sagepub.com]

Bergen, A. E., & Garfield, A. E. (1994) (Eds.). Handbook of psychotherapy and behavior change (4^th ed.). New York: John Wiley.

Billups, J. O. (2000). Faithful angels. Washington, DC: NASW Press.

Brown, C. (1994). Feminist postmodernism and the challenge of diversity. In A. S. Chambon & A. Irving (Eds.). Essays on postmodernism and social work (pp. 33-46). Toronto: Canadian Scholars Press.

Campbell, J. (Ed.). (1995). Assessing dangerousness: Violence by sexual offenders, batterers, and child abusers. Newbury Park, CA: Sage.

Corey, G. (2000). Theory and practice of counseling therapy (6^th ed.). Pacific Grove, CA: Brooks/Cole. ISBN: 0534348238

Corsini, R., & Wedding, D. (Eds.) (1995). Current psychotherapies. Itasca, IL: F.E. Peacock.

Derezotes, D. S. (1999). Advanced generalist social work practice. Thousand Oaks, CA: Sage.

Dorfman, R. A. (Ed.) (1998). Paradigms of clinical social work. New York: Brunner/Mazel. [375 pages; ISBN: 0876308825]

Epston, D., & White, M. (1992). Experience, contradiction, narrative and imagination. Adelaide, South Australia: Dulwich Centre Publications.

Friedman, S. (Ed.). (1993). The new language of change. New York: Guilford.

Fukuyama, M. (1999). Integrating spirituality into multicultural counseling. Thousand Oaks, CA: Sage.

Furman, B., & Ahola, T. (1992). Pick pockets on a nudist camp: The systemic revolution in psychotherapy. Adelaide, South Australia: Dulwich Centre Publications.

Galper, J. H. (1980). Social work practice: A radical perspective. New Jersey: Prentice Hall. [Out of print]

Gambrill, E. (1990). Critical thinking in clinical practice: Improving the accuracy of judgments and decisions about clients (pp. 1-25). San Francisco: Jossey-Bass.

Gambrill, E. (1997). Social work practice: A critical thinker’s guide. Oxford, UK: Oxford University Press. [ISBN 0195113322]

Garvin, C., & Seabury, B. A. (1997). Interpersonal practice in social work: Promoting competence and social justice. Boston: Allyn & Bacon.

Germain, C. B. & Gitterman, A. (1996). The life model of social work practice: Advances in practice and theory. New York: Columbia University Press.

Geva, E., Barsky, A., & Westernoff, F. (Eds.) (2000). Interprofessional practice with diverse populations: Cases in point. Westport, CN: Greenwood. (http://www.greenwood.com)

Gladding, S. (1996). Counseling: A comprehensive profession (3^rd ed.). Englewood Cliffs: Prentice Hall.

Gilligan, S. G. (1987). Therapeutic trances. New York: Brunner/Mazel.

Goldenberg, I., & Goldenberg, H. (1996). Family therapy: An overview. Pacific Grove, CA: Brooks/Cole.

Gonzalez, R. C. (1998). A technically eclectic blend of paradigms and epistomologies for multicultural clinical relevance. In C. Franklin & P. S. Nurius (Eds). Constructivism in practice: Methods and challenges (349-375). Milwaukee, WI: Families International.

Gorey, K. M., Thyer, B. A., & Pawluck, D. E. (1998). Differential effectiveness of prevalent social work practice models: A meta-analysis. Social Work, 43, 269-278.

Hartman, A., & Laird, J. (1998). Moral and ethical issues in working with lesbians and gay men. Families in Society: The Journal of Contemporary Human Services, 79, 263-276.
* From a special issue of the Journal on Ethical Dilemmas.

Heinonen, T., & Spearman, L. (2000). Beyond problem solving. Toronto: Irwin (http://www.irwin-pub.com/high/subject.cfm).

Hepworth, D. H., & Larson, J. A. (1997). Direct social work practice: Theory and skills. Pacific Grove, CA: Brooks/Cole. [677 pages, ISBN: 0534251048]

Herring, R. D. (1999). Counseling Native American/Alaskan Native populations. Thousand Oaks, CA: Sage.

Irving, A. (1994). From image to simulacra: The modern/postmodern divide and social work. In A. S. Chambon & A. Irving (Eds.). Essays on postmodernism and social work (p. 19-32). Toronto: Canadian Scholars Press. [ISBN 1-55131-051-6; 13 of 75 pages]

Kruk, E. (Ed.) (1997). Mediation and conflict resolution in social work and the human services. Chicago: Nelson-Hall.

Impber-Black, E. (Ed.). (1993). Secrets in families and family therapy. New York: W. W. Norton.

Ivanoff, A., Blythe, B., & Tripodi, T. (1994). Involuntary clients in social work practice. New York: Aldine De Gruyter.

Johnson, L. C. (1997). Social work practice: A generalist approach (6^th ed.). London: Allyn & Bacon. [464 pages; ISBN: 0205270557]

Jordan, C., & Franklin, C. (1995). Clinical assessment for social workers: Quantitative and qualitative methods. Chicago, IL: Lyceum.

Kershaw, C. J. (1992). The couple’s hypnotic dance. New York: Brunner/Mazel.

Knudtson, P., & Suzuki, D. (1992). Wisdom of the elders. Toronto: Stoddart.

Linzer, N. (1998). Social work values and ethics. Binghampton, NY: Haworth Press.

Miller, S. D., Duncan, B. L., & Hubble, M. A. (1997). Escape from Babel: Toward a unifying language for psychotherapy practice. New York: Norton.

Moscarello, R., Myers, M., Doidge, N., & Ennis, J. (1998). Gender issues in psychotherapy. In P. Cameron, J. Ennis, & J. Deadman (Eds.). Standards and guidelines of psychotherapy. Toronto, ON: University of Toronto Press.

Mumm, A. M., Kersting, R. C. (1997). Teaching critical thinking in social work practice courses. Journal of Social Work Education, 33(1), 75-84.

Nichols, M., & Schwartz, R. (1997). Family therapy: Concepts and methods (4^th ed.). Needham Heights, MA: Allyn & Bacon. [640 pages; ISBN 0205269834]

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Gambrill, E. (1999). Evidence based practice: An alternative to authority based practice. Families in Society, 80, 341-350.

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Thouless, R. H. (1974). Straight and crooked thinking. Thirty-eight dishonest tricks of debate. London: Pan Books.

Campus security will escort individuals, day or night. Call 220-5333. Use any campus phone, emergency phone or the yellow phone located at most parking lot pay booths.

It is a student's responsibility to request academic accommodation. If you are a student with a disability who may require academic accommodation and have not registered with the Disability Resource Centre, please contact their office at 220-8237. If you are seeking academic accommodation, please notify your instructor no later than 14 days after the commencement of this course.

Please submit this form to Allan Barsky during first class.

Student: _________________________________________________________

Phone: (Day) ______________ (Eve) ______________________

Current work setting/placement (if any): ________________________________

Preferred Area(s) of Practice: Gerontology ____ Mental Health _____ Child Welfare _____

Family ____ Justice ______ Addictions _____ Other ________________

Prior education (location of BSW program, other degrees and professional training):

________________________________________________________________________

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Student expectations for course or other comments ______________________________

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