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Winter, 2014

SW3020 Social Work Practice Methods, 902, 21111
Day:
Wednesday 8:30AM – 11:15AM Room Number: UC1-212
Instructor: Lois Garriott
Office Hours: by appointment
Phone:
Cell (586) 354-5647
E-mail:
ab4655@wayne.edu
Internet:
Blackboard.wayne.edu

COURSE DESCRIPTION
This course is a continuation of four-course sequence. This course provides an Introduction to a
problem-solving guide for effecting situational change; emphases on assessment in the problemsolving process and on worker-client interactions during the middle and ending phases of
service. This course provides exploration of Comparing and contrasting knowledge, skills and
dynamics in work with individuals and small groups.
COURSE COMPETENCIES AND PRACTICE BEHAVIORS
2.1.2 Apply social work ethical principles to guide professional practice
Practice Behaviors:
Recognize and manage personal values in a way that allows professional values to guide
practice
make ethical decisions by applying standards of the NASW Code of Ethics; tolerate
ambiguity in resolving conflicts; apply concepts of ethical reasoning to arrive at principled
decisions
2.1.3 Apply Critical thinking to inform and communicate professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research based
knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and

evaluation; demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues
2.1.9 Respond to contexts that shape practice
Practice Behaviors:
Continuously discover, appraise, and attend to changing locales, populations, scientific and
technological developments, and emerging societal trends to provide relevant services; Provide
leadership in promoting sustainable changes in service delivery and practice to improve the
quality of social service
SSW 11 Analyze the impact of the urban context on a range of client systems, including
practice implications
Practice Behaviors:
Examine the distinct characteristics of the urban context and apply the analysis to social work
practice
TEXT AND REQUIRED MATERIALS
Kirst-Ashman, Karen K., & Hull, Grafton H., (2011). Understanding Generalist Practice
6th Ed) Belmont, CA: Brooks /Cole..
Neukrug, Ed. (2002). Skills and techniques for human service professionals: Counseling
environment, helping skills, treatment issues. Pacific Grove CA: Brooks/Cole
INTRODUCTION:
This is the second of four courses in social work practice in which the purpose continues
to be preparation of the student for entry-level professional social work practice. Within
this course, emphasis is placed on the micro level of practice, working with individuals
and families, both voluntary and involuntary. It includes developing a knowledge and
skill base related to the helping relationship and issues that are unique to the helping
relationship. An overview of the problem solving process begins in this course. The
course is divided into four specific phases of working with the client population. The
phases include assessment, contracting, implementation, and termination.
The beginning phase of assessment includes relationship building, information gathering
and problem identification. The middle phase includes contracting and plan
implementation with clients as well as monitoring, evaluating and documenting progress
toward treatment plan goals. Termination, the final phase of the process, revolves around
determining when the client no longer needs service as well as unplanned termination.
There is a continued emphasis on the examination of values and working with ethnic
minorities of color, women, and other at-risk-populations. Students are in their first

semester of field placement, and some assignments and class discussion revolve around
their relationships with the organization as well as the client.
PERFORMANCE CRITERIA
Through written assignments, small group projects, and class participation, the student
will be expected to meet the knowledge and skill objectives outlined in II above.
GRADING AND ASSIGNMENTS There will be four assignments for the course:
Assignment:

Bio-psycho-social
Video Recording
IPTV
Process Recording
TOTAL

Points
40
10
10

Competency

10
30
100

11
2.1.10

2.1.3, 2.1.4
2.1.10

BENCHMARK ASSIGNMENT
*A. Biopsychosocial assessment
GRADING POLICY
Students may pass the course with a grade of D but must maintain [achieve] a C (2.0) average
during the junior and senior years. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.waye.edu/ubk-outputindex.html ).
Grade distribution:
100-95 A
76.9-73 C

94.9-90 A72.9-70 C-

89.9-87 B+
69.9-67 D+

86.9-83 B
66.9-63 D

82.9-80 B62.9-60 D-

79.9-77 C+

ORGANIZATION OF THE COURSE
This is the second of four courses in social work practice in which the purpose continues
to be preparation of the student for entry level professional social work practice. Within
this course students continue to apply principles that guide professional practice with
particular emphasis placed on the micro level of practice, working with individuals and
families, both voluntary and involuntary. It includes developing competencies related to
the helping relationship and issues that are unique to the helping relationship. An
overview of the problem solving process begins in this course. The course is divided into
four specific phases of working with the client population. The phases include

communication skills necessary for effective interactions with clients, assessment,
contracting, implementation, and termination.
The beginning phase of assessment includes relationship building, information gathering
and problem identification. The middle phase includes contracting and plan
implementation with clients as well as monitoring, evaluating and documenting progress
toward treatment plan goals. Termination, the final phase of the process revolves around
determining when the client no longer needs service as well as unplanned termination.
There is a continued emphasis on the examination of values and working with ethnic
minorities of color, women, and other at-risk-populations. Students are in their first
semester of field placement, and some assignments and class discussion revolve around
their relationships with the organization as well as the client.
The individual and family sequence is taught in an experiential mode to enable the
student to learn first hand the dynamics involved in working with this population. A
variety of structured exercises and lectures are used to introduce theory, and to provide a
basis upon which students begin interacting with their client population. Students are
encouraged to take responsibility for their own learning needs, and to provide the
instructor with feedback regarding these needs.
Students in this course will participate in a one day Interprofessional team Visit to the
home of an Older Adult. All students are required to participate in this project.
ROLE OF THE STUDENT AND INSTRUCTOR
See University Statement of Obligation of Students and Faculty Members of the
teaching/learning process.
http://www.bulletoms.wayne.edu/fib/fib2d.html
POLICIES FOR THIS COURSE
Course Management Considerations
 Time management is a key element in successfully completing this
course.
 Please do not hesitate to contact me when you are experiencing
problems.
 Remember it is important to be courteous to your fellow classmates. It
is absolutely ok to disagree with your fellow students or me however,
put downs are unacceptable. This is also true of emails to fellow
students. Rudeness or threats to other students or the instructor will
be referred to the program director and the instructor and director will
decide what should happen from there. There is never a reason to be
disrespectful of anyone!!!
 You are in charge of your learning, make your efforts count.

Course Requirements
 Read the assigned readings
 Engage in positive and meaningful classroom discussion with
classmates concerning the topic being discussed
 Late assignments will lose 10% of the points allowed for that assignment.
 Because attendance is important you will be allowed one absence with no penalty.
However, for the second absence 1 point each will be deducted from your final grade.
Starting with the third absence, 5 points will be deducted for each class missed.
 If you arrive more than ½ hour late you will be counted as late for that class and ½ of the
absence penalty will be deducted. The same will apply if you leave early by more than ½
hour. A pattern of late arrivals or early departures even of less than ½ hour will be noted
and the times will be accumulated and counted as if they were late or absences depending
on the amount of time accumulated.
 Anyone caught text messaging during class will have 4 points deducted from their final
grade for each incident.
 Please turn your cell phones off or on vibrate during class. 4 points will be deducted for
use of cell phones or laptop during class time unless the laptop use is a part of a
classroom assignment.
 If you are having a family emergency of any kind and need to leave your phone on
vibrate, you may do this and take any calls you receive outside of the classroom.
 Papers need to be submitted in the correct order (Cover page at the beginning,
introduction at the beginning and evaluations or conclusions at the end.
 Academic honesty is an expectation in this course. Any academic dishonesty will result
in a failure for the entire course and can include removal from the social work program.
This includes cheating of any kind (plagiarism, working together on a take home exam,
etc).
WSU STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/

COURSE LEARNING UNITS
Unit
Content
Assignments
1
Review of the course expectations and syllabus.
January 8
Lecture related to generalist practice and work with Module 5 – Understanding Infant
individuals and families. Characteristics of the
Adoption
effective helper, being empathic, being open, being Nondirective Techniques for Informed
real, having high internality, being an experiencer of Decision Making
life, having good emotional health being an alliance
builder, being competent.
Practice: Rating characteristics, Are you empathic?
How open are you? Keeping secrets, Locus of
control and Locus of Responsibility, Allowing
yourself to experience. Ways of attaining and
maintaining emotional health. Building alliances
with others. Competence, rating personal
characteristics.
2
Engagement and assessment ( process)
Kirst-Ashman chapter 5 Engagement
January 15 Practice: Practice: pre-interview process, realityand Assessment in Generalist Practice
versus ideal skills and attitudes.
optional text: Neukrug C. 3, Stages of
the Helping Relationship: Theory,
Process, and Skills.
3
Planning in Generalist Practice
Kirst-Ashman Chapter 6 Planning in
January 22 Practice: Steps in the planning process/ Identify
Generalist Practice
problems and translate into related needs. Specify
goals and objectives. Develop a contract
4
Working with families
Kirst-Ashman Chapter 10 Working With
January 29 Practice: Discuss Process Recordings
Families
5
Understanding Families
Kirst-Ashman Chapter 9 Understanding
February 5 Practice: Genograms, eco-maps- sociograms
Families
Biopsychosocial part A due by February
9
6
Implementation applications
Kirst-Ashman chapter 7 Implementation
February 12
Applications
7
Begin viewing video tapes
1st Process Recording due by February
February 19 Practice: Develop baseline data on level of client 23
functioning.
Review Process Recordings
Helper centered skills asking appropriate questions,
contrasting open and closed questions with empathic
responding conducting a structured interview asking
effective questions

8
Evaluation, Termination and follow-up Practice:
February 26 Review baseline data, has intervention worked
(determine measurement tool to be utilized for
evaluation of effectiveness of practice.
Explore address and practice termination session.
follow-up small group discussion regarding reasons
for follow-up
9
Brokering and case management
March 5
Gender-sensitive social work practice
Practice: Discussion of purchase of service
agencies
Multicultural Counseling
March 12
10
March 19
11
March 26
12
April 2
13
April 9
14
April 16
15
April 23

Kirst Ashman Chapter 8 Evaluation,
Termination, and Follow-Up in
Generalist Practice

Kirst-Ashman Chapter 15 Brokering and
Case Management
Kirst Ashman Chapter 13 GenderSensitive Social Work Practice

Spring break—Have fun!!!
Cross-cultural simulation in class
If you are not in class today and on time,
Mandatory Class
you will have to write a paper to make
up for what you have missed.
Values, ethics, and resolution of ethical dilemmas Kirst Ashman Chapter 11
Practice:
2nd Process Recording Due by March 29
Recording in Generalist Social Work Practice
Kirst-Ashman Chapter 16 Recording in
Practice: Develop “Dummy folder”
Generalist Social Work Practice
Evaluation of practice skills
Final Biopsychosocial and plan of
Self review and provide feed-back review from change due by April 13
partner, class and instructor.
View video recordings
Evaluation of practice skills
All video feedback forms due by April
Self review and provide feed-back review from 20
partner, class and instructor.
View video recordings
Wrap-up/evaluation
Final Exam
Examining the parallel processes in the termination
and evaluation phase.

NOTE: Syllabus subject to change based on the needs of the class
COURSE ASSIGNMENTS
Assignment I.: Client Assessment (40 points)
This assignment is developmental. Part A of the assignment provides an overview of the client related to
environmental and systemic impact on the functioning of the client. Part B will require the client and you
to develop a plan of change based upon presenting issues as well as covert issues which, if alleviated, can
lead to a more satisfactory level of functioning


Biopsychosocial assessment

Part A of this assignment will be handed in first for feedback and then both parts of the paper will be handed
in as one complete document for the final grading after you have corrected anything that may need correcting
once you receive the feedback . You will not receive a complete grade for the class if you hand in just part B
at the end of the class.
You MUST submit parts A and B together as a complete assignment for you to receive a grade for the
assignment
For a complete case file, the client’s past history and present situation must be investigated (Woodside et al
2003). A bio-psycho-social assessment provides information about the way an individual experiences problems,
past problem-solving behaviors, developmental stages, and interpersonal relationships. This assignment is
designed to assist you in developing your writing skill and your interviewing techniques.
You are to identify a person on whom you want to conduct a bio-psyco-social. You are to use a pseudonym and
identify the name as a pseudonym.
History to include:
Presenting Problem: Describe issue that the client says is the problem. Include any precipitating factors and
how long the problem has been present. All Biopsychosocials begin like the following example. I expect yours
to begin in this way also. Remember for purposes of this paper we are going to identify this as a pseudonym, in
a real case in an agency you would not be using a pseudonym.
Example: Mary Smith (pseudonym) is a 25 year old married Caucasian female who is separated from her
husband and currently lives with her mother and her two children (female 2 years old, male 4 years old) in her
mother’s home. She has been employed as a cashier at Krogers for 3 years but is in danger of being fired
because of her poor attendance due to the recent separation from her husband. Ms. Smith is coming to see a
social worker because of the stress she is experiencing over her separation, over living with her mother, over the
threat of the loss of her job and a recent miscarriage. . .
All papers must begin with the above format. You see that in the first few sentences you pack in as much
information as possible. Then you go on to elaborate in the rest of the paper about the client.
Family of Origin History:
Include: age of parents at client’s birth; parent’s marital status at birth of identified client; names, ages,
occupations marital status of siblings; were pregnancies planned or accidental; if parents divorced or separated
reasons for that; if parents not living age of death and cause; current age of parents; atmosphere in home while
client was growing up; how holidays were celebrated (be specific) ; educational level of parents and siblings;
health of parents and siblings; if any siblings not alive, cause of death; explore how the concept of death was
handled in the family; any physical or sexual abuse; any other factors that client believes it is important for
social worker to know.
Developmental History:
Include: length of pregnancy at birth of client; birth weight; any issues present at birth; vaginal delivery or Csection; breast or bottle fed; any feeding issues; age weaned; developmental milestones (e.g. age walked, talked,
potty trained, etc); were they ever told they had any developmental delays or were advanced developmentally.
Health History:
Include: health at birth; childhood illnesses; childhood surgeries; chronic illnesses; accidents; broken bones;
adult illnesses; adult surgeries; weight issues; family illnesses; if female, age at first menses; and medications
currently taken or allergic to.

Relationship/Sexual History
Include: information about childhood friendships; current friendships; duration of friendships; age began
dating; sexual orientation; age of first sexual experience; ability to enjoy sexuality/have orgasms; current sexual
relationship(s); birth control/protection; any sexually transmitted diseases (should also be listed under health
history).
Family of Creation History
Include: committed relationships; age at marriage, if married, or commitment if not legally married; age of
partner(s) at commitment (marriage or other commitment); reason for marriage(s); names and ages of any
children; nature (describe level of satisfaction with relationship) of relationship with husband/wife/partner;
divorces; reasons for any divorces; breakups in committed relationships; reasons for breakups; relationship with
children; education levels and employment of partner and children; pregnancies; delivered; abortions; were
pregnancies planned or accidental; if planned, reason client wanted child; adoptions; babies given up for
adoption; foster children; marital history of children; any abuse in relationships; current relationship with
children; current relationship with partner, if any.
Substance Use/Abuse History:
Include: information about any substance use, abuse or addictions. This would include the age of first use, how
recently the person had used any substance, the amount of substance used. Please include cigarette smoking,
eating addiction and gambling addiction in this section. Please also include any treatment history. If there has
been treatment and treatment failed please state the reason for its failure.
Mental Health History:
Include: previous Mental Health treatment; reasons for treatment; where treatment was received; how long did
treatment last; how successful it was; were any medications prescribed.
Military History
Has client had military experience, if so need to explore what his/her experience has been?
Financial History
Family finances while growing up? Finances in client’s life currently?
Legal history is or was there any legal history? Is the client on probation or parole? If so for what? Any
arrests?
Immigration issues
Any immigration issues. If client is an immigrant is client here legally? Cultural issues relevant to client’s
mental health?
Religious History
Include: Religion/spirituality in family of origin; importance of religion/spirituality in family of origin; history
of religious involvement; current religion/spirituality; any issues with religion/spirituality (be specific about
religion, “Christian” does not describe religion it only describes beliefs).

Educational History
Include: information about primary education; secondary education; any special education services received;
degrees/honors received; any desire for further education; beliefs about own intelligence.

Employment History
Include: chores client had at home; all employment which client can remember; dates of employment,
information about the employment; did client enjoy job; why did client change jobs; level of income; is level of
income consistent with training.
Strengths
Include: strengths, talents, skills, and support systems identified by the client and by you, the social worker, in
your interview (be specific).
B. Plan of Change
This includes developing a problem statement, developing a goal for the identified change; objectives
(which are measurable) must also be developed. Next you will develop tasks (or action steps) to lead to the
objectives. You must include time lines in this section and a means by which you evaluate the completion
of the tasks. Part B will be based on the Generalist Intervention Model in your text and will follow the
guidelines outlined in your text through step 4. After step 4 you will follow the outline I will give you in
the classroom. You must include a contract as a part of your plan of change and there are several to choose
from in your textbook.
Follow the directions in the book through number 4 then develop goals, objectives and tasks (action steps)
according to the following directions.
Directions for goal setting
Arrangement should look like this:
I. Goal number one – can be vague but doesn’t have to be.
A. Objective number one – should be somewhat measurable.
1. Task number one – should be absolutely measurable.
2. Task number two – should be absolutely measurable.
B. Objective number two – should be somewhat measurable.
1. Task number one – should be absolutely measurable.
2. Task number two – should be absolutely measurable.
II.

Goal number two – can be vague but doesn’t have to be.
A. Objective number one – should be somewhat measurable.
1. Task number one – should be absolutely measurable.

2. Task number two – should be absolutely measurable.
B. Objective number two – should be somewhat measurable.
1. Task number one – should be absolutely measurable.
2. Task number two – should be absolutely measurable.
You can have two to four goals but you must have at least two. You must have at least two objectives for every
goal and at least two tasks for every objective. You can, however, have more objectives and tasks as necessary
to achieve the goals.
Example of one Goal:
I. Ms. Smith will increase her self-confidence.
A. Ms. Smith will report that she was assertive 1 time within one month
1. Ms. Smith will purchase the book “How to say no without feeling guilty
2.

Ms. Smith will read the book

You must end your paper with a contract. Pick one of the examples displayed in your
text.

Process Recording Paper: 30 (15 points each)
During the course of the semester, the student will be responsible for submitting two process recordings. You
will need to read these instructions carefully in order to complete these two assignments successfully. One of
the recordings will be related to family intervention and the other to individual intervention.
Process Recording 1
The first process recording will be on a family session. It will not include a process recording from last
semester and it will not include a comparison.
Instructions on the format for the process recordings:
Process recordings should use one of the forms provided in this syllabus or on the web site for this course. A
cover page should include the title of the assignment, information about the class (3020), the date you are
handing it in and your student identification number, please do not use your social security number.
A. An introduction needs to be provided at the beginning of the process recording. The introduction
includes:
1.
2.
3.
4.
5.
6.

Client name (use a pseudonym and identify it as such)
Age of the client
Marital status of the client
Occupation of the client
Number of times you have seen client prior to this interview
Goals for the interview

7. Anything that would assist me in understanding the situation.

B. In the body of the process recording:
1. Dialogue needs to be the exact dialogue as the student remembers it. It will read like a script
for a play.
2. Feelings need to be your FEELINGS not what you THINK is going on with your consumer.
3. Analysis will:
a. Identify your understanding of what is going on with your consumer.
b. Identify the skill you are using in a particular response.
c. Explain the reason for selecting that skill or intervention at that point.
d. Explain where you are heading with this client.
e. Self-evaluate the effectiveness of the skill or intervention used.
f. Identify what might work better in the future.
g. Include anything else you think might be relevant to your consumer or your skill
development.
C. At the end of the process recording, provide an evaluation of your overall skill during the session
1. How do you see yourself as being effective during the session?
2. What skills would you like to improve?
3. What questions do you have for the reader so you can receive feedback on your skills?
( Note: General questions are not acceptable they must be specific questions regarding your skills and they must
have depth).
Process Recording 2
The individual process recording will include both a complete new process recording and one of your process
recordings from SW3010. First do a complete process recording without thinking about the comparison as
described below:
Instructions on the format for the process recordings:
Process recordings should use one of the forms provided in this syllabus or on the web site for this course. A
cover page should include the title of the assignment, information about the class (3020), the date you are
handing it in and your student identification number, please do not use your social security number.
A. An introduction needs to be provided at the beginning of the process recording. The introduction
includes:

1.
2.
3.
4.
5.
6.
7.

Client name (use a pseudonym and identify it as such)
Age of the client
Marital status of the client
Occupation of the client
Number of times you have seen client prior to this interview
Goals for the interview
Anything that would assist me in understanding the situation.

B. In the body of the process recording:
1. Dialogue needs to be the exact dialogue as the student remembers it. It will read like a script
for a play.
2. Feelings need to be your FEELINGS not what you THINK is going on with your consumer.
3. Analysis will:
a. Identify your understanding of what is going on with your consumer.
b. Identify the skill you are using in a particular response.
c. Explain the reason for selecting that skill or intervention at that point.
d. Explain where you are heading with this client.
e. Self-evaluate the effectiveness of the skill or intervention used.
f. Identify what might work better in the future.
g. Include anything else you think might be relevant to your consumer or your skill
development.
C. At the end of the process recording, provide an evaluation of your overall skill during the session
1. How do you see yourself as being effective during the session?
2. What skills would you like to improve?
3. What questions do you have for the reader so you can receive feedback on your skills?
( Note: General questions are not acceptable they must be specific questions regarding your skills and they must
have depth).
D. You will then add a comparative analysis of your skills over the last semester. Do not forget to
include any of these parts of the assignment. This process recording requires the student to demonstrate
knowledge, concepts and skills learned over two semesters. Students are to utilize a process recording
completed in SW 3010 and compare it to the one completed this semester. Comparisons will occur on
the following dimensions:
1. Ability to record accurately the verbal and non-verbal interaction between you and the client
(customer)
2. Ability to recognize, understand and verbalize in writing your feelings and reactions to the
situation, person (s), and or environment.
3. Ability to analyze the interaction in terms of what was happening during the interaction,

4. Your ability to obtain information from the client (consumer) via appropriate interviewing
techniques.
5. Your ability to be empathetic, your use of open and closed queries

Video Taping.
Video
Each student will make a video recording of an interview with another student. You are to use
the highest skill level that you can and as many skills (empathic responding, furthering,
summarizing, paraphrasing, problem solving, assertiveness, etc.) as you can during the interview.
As we did last semester, your video will be uploaded to Youtube and you will be divided into
groups of 3. The feedback form has been motified to reflect that you can use questions,
sparingly, this semester.
Feedback/evaluation should address both strengths and skills that still need some practice.
Please be specific when giving feedback. It is not helpful to use statements like “You did a really
good job.” It is more useful to say “When you used empathic responding, she really opened up
about her feelings.” Or “I like the way you used hand gestures to illustrate your point.” Or “I
think it would be useful for you to work more on your summarizing skills.”
You will lose points if your feedback is not specific and helpful to your group member's growth
and skill development.
You will need to do a feedback sheet on each group member, including yourself.
For this semester you will also be presenting your video to the class for feedback from all of the
other students.
Interprofessional Project:
Research Information Sheet for Health Care Professional Students
Older Adult Home Visit Program:
Fostering an Interprofessional Approach to Patient Care
Principal Investigator (PI):
Jennifer Mendez, PhD
Academic and Student Programs
Wayne State University School of Medicine
320 East Canfield #203
Detroit, MI 48201

313-577-2125
Co Investigator Cassandra J. Bowers/ Cheryl Waites
School of Social Work
4756 Cass Avenue
Detroit, MiI 48202
Purpose
The purpose of this research study is to evaluate the learning from a Wayne
State University medical, pharmacy, and social work students’ older adult
home visit program. Learning assessments will focus on team care, impact
of home visits, and use of assessment tools. This study is being conducted at
Wayne State University.
Study Procedures
As health care professional students, you will be asked to interview older
adults on their health, medications and/or social needs. You will need to
watch videos and or attend lectures to learn about geriatric teams, aging,
and assessment tools. You will visit your older adult in her/his home or
location of her/his choice for about 1-1.5 hours. During these visits,
students will use standardized or profession specific assessment tools to
learn about aging, social constructs, function, falls, medications, and/or
social supports. You will enter the findings from your assessments without
older adult identifiers into Blackboard.
You will also complete learning assessments after the home visit. Optional
debriefing sessions with faculty will be conducted to gather student input on
the learning experience.
Benefits
As a participant in this study, no direct benefits exist. However the findings
will help the faculty make course improvements to increase the learning
experience for future Wayne State University health care students. The
findings on this learning experience will also be published in health care
journals to help other colleges and schools implement similar programs.
Risks
There are no risks to participating in this research project.
Costs
There will be no costs to you for participation in this research study.
Compensation
You will not be paid for taking part in this study.
Interprofessional Team Visit Project: Geriatric Care in Social Context Senior Home Visiting
Program

This project is part of a research study with the Wayne State University Medical School, School
of Pharmacy and the School of Social Work
A. Prior to the visit, students will complete an aging attitudes assessment pre-test.
B. After the visit, students complete the aging attitudes assessment post test.
C. Students will work with Medical students and in some cases pharmacy students to
complete a home visit with older adults (Senior Partner participant).
D. Students will conduct joint one to two hour interviews.
E. BSW social work students will complete an Ecomap
ECOMAP
Home Visiting Ecomap
Wayne State University
School of Social Work
BSW Students
The Eco-Map is an instrument used to identify and assess ones social support system. Social
support refers to the information, encouragement, and tangible assistance that is offered to a
person, by others and is perceived by the person as being beneficial to his or her functioning.
Instructions for completing the maps are found below. Be aware that as a member of an
interdisciplinary team you must work collaboratively. This requires joint planning before the
visit.
ECOMAP CONSTRUCTION
B. Bring two copies of the instrument to the home visit.
C. Place family/individual of interest in the center circle.
D. Review, label and/or add environment systems with participant.
E. Identify systems in which the person is involved. Using your interviewing skills ask
questions to obtain information regarding the persons social network.
F. Focus your interview with older adult participant on the 7 inner circles.
G. The Ecomap should be constructed with the older adult as much as possible.
H. Draw lines depicting presence of and nature of the relationship.
o Solid, thick line connotes important/positive relationships. (

)

o Broken line connotes weak, tenuous relationships. (- - - - -)


o Hatched line connotes conflicted, stressful relationships. ( -------- )
You can write brief descriptions above the line with additional information.
Note direction and flow of energy between the person and the system (this identifies the
resources going into and out of the system).
Conclude the interview by sharing/discussing the information gathered. Point out the
strongest social support systems.

Ask the older adult to complete the Ecomap and mail it to you. You will keep the copy
that you worked on together. This information should be given to your instructor and the
research team.

Eco-Map
Volunteer
Work

Neighbor
s

Extended
Family

Senior /
Wellness
Center or
organization

Social
organization
/ Clubs

Friends
Church/Temple/
Mosque

Recreatio
n

Health
Care/
Vision

Caregivers
/ Personal
support
Agency

Client
Health
Care/
Dental

Educatio
n / Life
Long
Learning

Health
Care /
Pharmacist

Human
Services
Agency
Identify systems in which the person is involved.
Fill in the connections where they exist.
Indicate the nature of the connections by drawing different kinds of lines:
Draw arrows along the lines to signify flow of energy, resources, etc. (Sheafor

Caregiving
to others

Health
Care/
Primary
Care
Physician

for strong, - - - - - - for tenuous, and -------- for stressful.

& Horejsi, 2003)

Family/ Relatives
Areas of Life

Nam
e

1.Household
2.Family/Relati
ves
3.Friends
4.Clubs/Organi
zations
5.Caregivers
6.Work/Volunte
er wk
7.HealthCare
Providers
8.Human
Services
9.Neighbors
#

Concret Emotion
e
al
Support Support
1.Hardly 1.
Ha
ever
rdly
2.Somet
ever
imes
2.
So
3.Almos
metime
t
s
Always 3.
Al
most
Always

Informati
on/
Advice
1.Hardly
ever
2.Someti
mes
3.Almost
Always

Critical

Direction
of Help

1.Hardly
ever
2.Somet
imes
3.Almos
t Always

1.
Go
es both
ways
2.
Yo
u to
them
3.
Th
ey to
you

#

#

#

#

Adapted from Sheafor& Horejsi, 2003)

#

Closene
ss

How
How
often
long
seen
known
0.Does
 Not
 Less
not
very
than
see
close
1
1.Few
year
 Sort of
times
 1 to 5
close
/Yr
years
 Very
2.Mont
 More
close
hly
than
3.Week
5
ly
years
4.Daily

#

#

#

Course Rubrics
Rubrics are designed to make clear the grading process by informing you, the student, what key elements are expected by
your instructor. Your work will be evaluated by the criteria listed in each rubric in order to give you specific feedback to
help guide your development as a social worker. Your work will be graded point by point by these items; and it will be
graded for its overall quality.
RUBRICS (Tentative, may be revised based on Course needs)
Social Work 3020 Analytical Grading Rubric
Assignment 1: Client Assessment
40 Points possible =40

Points Achieved

Not Acceptable

Note: After the first spelling error, -1 point will be deducted for each spelling error
After the first grammatical errors, -1 point will be deducted for each grammatical error

Beginning

Part A BioPsychosocial Assessment Information
1.25
Presenting Problem
1.25
Family of Origin History
1.25
Developmental History
1.25
Health History
1.25
Relationship/Sexual History
1.25
Family of Creation History
1.25
Substance use /Abuse History
1.25
Mental Health History
1.25
Military History
1.25
Financial History
1.25
Legal History
1.25
Immigration Issues
1.25
Religious History
1.25
Educational History
1.25
Employment History
1.25
Strengths
Part B. Plan of Change:
2.5
Step 1
2.5
Step 2
2.5
Step 3
2.5
Step 4
2.5
Goals
2.5
Objectives
2.5
Tasks
2.5
Contract

Developing

Competent

Excellent

Points available

This rubric is designed to make clear the grading process by informing you, the
student, what key elements are expected by your instructor.
Your work will be evaluated by the criteria below in order to give you specific
feedback to help guide your development as a social worker. Your work will
not be graded point by point by these items; it will be graded for its overall
quality.
*Rubric adapted from California State University, Long Beach Analytical
Writing Rubric. http://www.csulb.edu/divisions/aa/personnel/fcpd/resources/ge
*** All papers must include a cover page & include the title of the assignment,
information about the class (SW3020), the date you are handing it in and your
student identification number. All papers must include an introduction and
conclusion. You will receive a zero if your paper does not include these
components. Also if your paper is not in-depth and overall comprehensive in
every area, you will fail this assignment.. If you lose spelling and grammar
points, it will bring down the overall quality and grade of your paper in every
area.

Points ______
Comments

Social Work 3020 Analytical Grading Rubric

Process Recording One
15 Points possible =15

0.2
0.2

Body

Exact dialogue
Your feelings
Quality of skill usage

1
1
2

Analysis

Identify what is going on with your
client
 Identify skill you are using
Explain the reason for selecting the
skill or intervention used

Explain where you are headed with this
client

1
1
1
1
1

 Identify what might work better in
the future
Self Evaluation

Provide an evaluation of your
overall skill during the session
How do you see yourself as being
effective during the session
What skills would you like to
improve
Questions for feedback

1
1
1
2

Note: After the first spelling error, -1 point will be deducted for each spelling error
After the first grammatical errors, -1 point will be deducted for each grammatical error
Points ______

Points Achieved

0.2
0.2
0.2

Not Acceptable

Client name
Age of client
Marital status of client
Number of contacts with client prior
to recorded interview
Goals of the interview

Beginning

Introduction

Developing

Competent

Excellent

Points Available

Student
All papers must include a cover
page & include the title of the
assignment, information about the
class (SW3020), the date of
submission and your student
identification number. All papers
must include an introduction and
conclusion. You will lose points if
your paper does not include these
components

Comments

Social Work 3020 Analytical Grading Rubric

Process Recording Two:
15 Points possible =15

Exact dialogue
Your feelings
Quality of skill usage

1
1
2

Analysis

Identify what is going on with your
client
 Identify skill you are using
Explain the reason for selecting the
skill or intervention used

Explain where you are headed with this
client

.75
.75
.75
.75
.75

 Identify what might work better in
the future
Self Evaluation

Provide an evaluation of your overall
skill during the session
How do you see yourself as being
effective during the session
What skills would you like to
improve
Questions for feedback
Comparison
Record accurately verbal and non verbal

.75
.75
.75
1

Points Achieved

0.2
Body

Not Acceptable

0.2

Beginning

0.2
0.2
0.2

Developing

Client name
Age of client
Marital status of client
Number of contacts with client prior
to recorded interview
Goals of the interview

Competent

Introduction

Excellent

Points Available

Student
All papers must include a cover
page & include the title of the
assignment, information about the
class (SW3020), the date of
submission and your student
identification number. All papers
must include an introduction and
conclusion. You will lose points if
your paper does not include these
components

interaction.
Recognize, understand and verbalize your
feelings and reactions to the situation.
Analyze the interaction. in terms of what was
happening
Your ability to obtain information via
appropriate interviewing techniques (i.e. few
questions).
Your ability to be empathic.

.5
.5
.5
.5
1

Note: After the first spelling error, -1 point will be deducted for each spelling error
After the first grammatical errors, -1 point will be deducted for each grammatical error
Points ______
Comments

Social Work 3020 Analytical Grading Rubric
IPTV
10 Points possible =10

The student will write one paragraph on the experience of
coordinating all the facets of the pre-interviewing process
with the multidisciplinary team members.

3.

The student will provide instructor with the Eco-Map created
during the home visit and submit it with the Project Paper
onto Blackboard.

4.

The student will apply critical thinking to inform and
communicate professional judgments.

5.

This will include an in depth comprehensive overview of the
two hour client interview.

Beginnin

2.

Developi

The student will write an in-depth comprehensive overview
of the entire ITVP research experience.

Compete

1.

Excellent

*** All papers must include a cover page & include the title of the assignment, information about
the class (SW3010), the date you are handing it in and your student identification number. All
papers must include an introduction and conclusion. You will receive a zero if your paper does
not include these components. Also if your paper is not in-depth and overall comprehensive in
every area, you will fail this assignment.. If you lose spelling and grammar points, it will bring
down the overall quality and grade of your paper in every area.

Points

This rubric is designed to make clear the grading process by informing you, the student, what key
elements are expected by your instructor.
Your work will be evaluated by the criteria below in order to give you specific feedback to help
guide your development as a social worker. Your work will not be graded point by point by these
items; it will be graded for its overall quality.
*Rubric adapted from California State University, Long Beach Analytical Writing Rubric.
http://www.csulb.edu/divisions/aa/personnel/fcpd/resources/ge

4

3

2

1

0

The paper will:
6.

Note direction and flow of energy between the person and
the system (this identifies the resources going into and out of
the system). The student will identify macro, micro and
mezzo systems being utilized with the client.

7.

Conclude the interview by sharing/discussing the information
gathered. Point out the strongest social support systems.

8.

Complete the Eco-map and turn it in to Blackboard. You will
keep the copy that you worked on together. This information
should be given to your instructor and the research team.

All papers must include a cover page & include the title of the assignment, information
about the class (SW3020), the date you are handing it in and your Email address ID. I
will deduct one point for each item you miss in this area
Note: More than 3 spelling errors (-4 points) IN EVERY AREA ABOVE
More than 3 grammatical errors (-4 points) IN EVERY AREA ABOVE
Errors in Clarity, Precision, Relevancy, Breadth and Logic will lower your overall score in two ways. One way is by the individual item
category, also by lowering your score in EVERY/ALL categories listed above if the errors bring down the OVERALL “ quality” of the
paper. If the overall quality of the paper is affected, then your score in the areas of Excellent, Competent, Developing, Beginning, and
Not Acceptable will also be reduced as a result of the “quality” of your paper. Keep in mind that all papers in this course are to be
written with a deep comprehensive analysis.

Overall Evaluation: Points Possible______

Excellent  Competent  Developing
Comments

 Beginning  Not Acceptable
Grade ______

SELECTED BIBLIOGRAPHY
Benjamin, A. (2001). The helping interview with case illustration (4th ed). Boston: Houghton Mifflin Company.
Brill, N. I. & Levine, J. (2012). Working with people: The helping process (9th ed). Upper Saddle River, NJ:
Pearson.
Compton, B. R., Galaway, B. & Cournoyer, B. (2004). Social work process (7th ed). Pacific Grove, California:
Brooks/Cole Publishing.
Corey, M. & Corey G. (2011). Becoming a Helper. (6th Ed). Belmont, CA: Brooks /Cole.
Corey, G., Corey, M. & Callanan, P. (2010). Issues and ethics in the helping profession (8th Ed). Belmont,
CA: Brooks /Cole
Cournoyer, B. R. (2011) Social work skills workbook (6th ed). Pacific Grove, CA: Brooks/Cole.
Dolgoff, R., Harrington, D. & Lowenburg, F. M. (2012). Ethical decisions for social work practice (9th Ed).
Belmont, CA: Brooks /Cole.
DuBois, B. L. & Miley, K. K., (2010). Social work: An empowering profession (7th ed). Upper Saddle
River, NJ: Pearson.
Early, T. & Glen Maye, I. (2000). Valuing families: Social work practice with families from a strengths
perspective. Social Work, 45(2), pp.118-130.
Egan, G. (2014). The skilled helper: A problem-management and opportunity-development approach to
helping (10th ed). Belmont, CA: Brooks /Cole.
Gambrill, C. (2012). Social work practice: A critical thinker’s guide (3rd Ed). New York: Oxford University
Press.
Ginsberg, L. H. (2000). Careers in social work (2nd ed).

Needham Heights, Massachusetts: Allyn & Bacon.

Grobman, L.M. (Ed.) (2011). Days in the lives of social workers: 58 professionals tell "Real-Life" stories from
social work practice (4th ed). Harrisburg, Pennsylvania: White Hat Communications.

Grobman, L.M. (Ed.) (2010). The field placement survival guide: What you need to know to get the most from
your social work practicum (2nd Ed). Harrisburg, Pennsylvania: White Hat Communications.
Haynes, K. S. & Holmes, K. A. (1995). Invitation to social work. New York: Longman.
Hepworth, D. H., Rooney, R. H., Rooney, D. G., Strom-Gottfried, K. & Larsen, J. A. (2012). Direct social
work practice: Theory and skills (9th ed). Pacific Grove California: Brooks/Cole Publishing.
Kirst-Ashman, K. K. & Hull, G. H. (2011). Understanding generalist practice (6th ed). Pacific Grove, CA:
Brooks/Cole.
Kirst-Ashman, K. K. & Hull, G. H. (2012). Generalist practice with organizations and communities (5th ed).
Pacific Grove, CA: Brooks/Cole.
LeCroy, C. W. (1998). Case studies in social work practice (2nd ed). Belmont, California: Wadsworth.
LeCroy, C. W. (2012). The call to social work: Life stories (2nd ed). London: Sage Publications.
Levine, J. (2012). Working with people: The helping process (9th Ed). Upper Saddle River, NJ: Prentice Hall.
Logan, Freeman, & McRay, R. (1990). Social work practice with black families: A culturally specific
perspective. New York: Longman Publishing Company.
Lum, D. (2010). Culturally competent practice: A framework for understanding diverse groups and justice
issues (4th Ed). Belmont, CA: Brooks/Cole Publishing.
McGoldrick, M., Gerson, R. & Petry, S. (2008). Genograms: Assessment and intervention (3rd ed). New
York: W. W. Norton.
Melcher, M. J. (2002). Becoming a social worker: Reflections on a clinician's transformative journey (Best of
the New Social Worker, 1). Harrisburg, Pennsylvania: White Hat Communications.
Miley, K. K., O’Melia, M. W, Dubois & B. L. (Ed.). (2012). Generalist social work practice: An empowering
approach (7th ed). Upper Saddle River, NJ: Pearson.
Morales, A. T., Sheafor, B. W. & Scott, M. E. (2011). Social work: A profession of many faces (12th Ed).
Upper Saddle River, NJ: Prentice Hall.
Payne, M. (2014). Modern social work theory (4th ed). Chicago: Lyceum Books.

Poulin, J. & contributors. (2010). Strengths-based generalist practice: A collaborative approach (3rd Ed).
Belmont, CA: Brooks/Cole Publishing.
Ragg, D. M. (2000). Building effective helping skills: The foundation of generalist practice. Boston: Allyn &
Bacon.
Rivas, R. F. & Hull, G. H. (2003). Case studies in generalist practice (3rd ed). Pacific Grove, California:
Brooks/Cole.
Royse, D., Dhooper, S. S. & Rompf, E. L. (2011). Field instruction: A guide for social work students (6th Ed).
Upper Saddle River, NJ: Prentice Hall.
Saleebey, D. (Ed.). (2011). The strengths perspective in social work practice (6th Ed). Upper Saddle River, NJ:
Prentice Hall.
Shulman, L. (2012). The skills of helping: Individuals, families, groups and communities (7th ed). Pacific
Grove, California: Brooks/Cole.
Waites, C. (Ed). (2008). Social work practice with African American families: An intergenerational
perspective. New York: Routledge.
Woodside, M. & McClam, T. (2011). Generalist case management: A method of human service
delivery (3rd Ed). Belmont, CA: Brooks/Cole Publishing.
Yanca, S. J. & Johnson, L. C. (2007). Generalist social work practice with families. Boston: Allyn & Bacon.
Zastrow, C. (2013). The practice of social work: A compreshensive worktext (10th Ed). Belmont, CA:
Brooks/Cole Publishing.
Websites
Child Welfare League of America: http://www.cwla.org
Council on Social Work Education: http://www.cswe.org
Defining Social and Economic Justice: (see External Links for connecting to this site)
www.cesj.org/thirdway/economic_justice_defined.htm
National Association of Social Workers: http://www.naswdc.org

National Black Child Develolpment Institute: http://www.nbcdi.org
Project Resilience "The website that teaches a strengths based approach to education, treatment,
and prevention" http://www.projectresilience.com
Strengths Based Services International: http://www.empowerkids.org
Social Work Resources:
http://sophia.smith.edu/~jdrisko
Social Work Resources on the Web:
wwwlibrary.csustan.edu/lboyer/socwork/resources.htm