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SYLLABUS

SW3020
Social Work Practice Method II
3 credit Hours
Instructor: Karen Weiner, LMSW, ACSW, C-SSWS
Course # 20894-902
Meeting: Wednesday-January 14- April 22, 2015 8:30-11:15 AM
Phone: 0ffice 313- 577-7718: Cell-248-506-0304
Email: Ah 9301 @Wayne.edu
Location: UNIV-Macomb
Office Hours: Thompson Home #211- by appointment

COURSE DESCRIPTION
This course is a continuation of four-course sequence. This course provides an Introduction to a problemsolving guide for effecting situational change; emphases on assessment in the problem-solving 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
2.1.4 Engage diversity and difference in practice
Practice Behaviors
Gain sufficient self-awareness to eliminate the influence of personal bias and values in working with diverse
groups; recognize and communicate the importance of difference in shaping life experiences
2.1.9

Respond to contexts that shape practice


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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
UNDERSTANDING GENERALIST PRACTICE 3RD CUSTOM EDITION FOR WAYNE STATE UNIVERSITY SCHOOL
OF SOCIAL WORK (Includes necessary printed access card for online/blackboard content)
TEXTBOOKS SOURCES INCLUDED ARE:
Kirst-Ashman, Karen K., & Hull, Grafton H., (2015). Understanding Generalist Practice
( 7th ed. ) Chicago, IL: Nelson Hall.
Neukrug, E. &Schwitzer A (2006). Skills and tools for todays counselors and psychotherapists: From Natural
Helping to Professional 1st Edition, Belmont: CA Brooks/Cole, Cengage Learning.
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.

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

POINTS PERCENT

COMPETENCY

AGE

BIO-PSYCHO-SOCIAL
PART A
PART B
VIDEO RECORDING/IN CLASS
IPTV
PROCESS RECORDING I
PROCESS RECORDING 2
FINAL EXAM @ 40 POINTS
OR TWO TESTS @ 20 POINTS
EACH
TOTAL

100
80
80
20
20
20
40

25
20
20
5
5
5
10

400

100

2.1.3
2.1.4, 2.1.9
2.1.4, 2.1.9, 2.1.10
2.1.11
2.1.10
2.1.10

BENCHMARK ASSIGNMENT
A. Bio-psycho-social Assessment Part A and Part B
B. Video Recording/In Class
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/ubkoutputindex.html ).
Grade distribution:
100-95 A
79.9-77 C+

94.9-90 A76.9-73 C

89.9-87 B+
72.9-70 C-

86.9-83 B
69.9-67 D+

82.9-80 B66.9-63 D

79.9-77 C+
62.9-60 D-

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,
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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
Assignment Policy: Assignments must be a hard copy and turned in on the due date. All late assignments will have 1 point deducted
from the total points for each day it is late.
There will be no rewrites. I will be available for questions and to review a draft of your work
(No more than 3 days) before the due date.
Attendance Policy:
With the understanding that some students may encounter a situation necessitating their absence from class, students are permitted one
absence from this course before losing points from their grade. For each subsequent absence, students will lose two grade points.
Due to a variety of reasons, some students might occasionally arrive late or need to leave early. In consideration of such possibilities,
students are permitted two late class arrivals or early leaves. For every subsequent late arrival or early leave, students will lose one
point from their grade. A late arrival or an early leave is defined as 90 minutes. Any more than that period of time will be considered
an absence.
Each student will fill out a notecard at the end of each class, including their name, a comment about the class, the date and time of
arrival and departure. This written record will be used to document your attendance and participation.
Please note: Late arrivals following a break and early departures before break are also subject to point deductions after the second
such instance. If the point total for the number of missed classes, late arrivals, late returns following a break, and/or early departures
exceeds ten, the student may not receive credit for the course irrespective of other performance criteria.
This policy is subject to modification at the Instructors discretion should a students life circumstances warrant alteration of the
policy. Such circumstances may include severe illness of the student or immediate family member, or a death in the family. Should
any such situations occur, request for modification of the attendance policy must be discussed with the Instructor.
One missed class.
Each subsequent missed class.

0 points deducted
2 points deducted

1 or 2 late arrivals/early departures/late returns following a break.


Each subsequent instance

0 points deducted
1 points deducted

ELECTRONIC COMMUNICATION POLICY:


As a courtesy to classmates and the instructor, the use of electronic communication devices and indulging in disruptive or rude
behaviors (texting, surfing the net, doing work other than what is being assigned during this class period, chatting incessantly with
others) will not be accepted. 2 points will be lost by each display of such behavior after one warning.

PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to the other person. When you use someone elses words,
you must put quotation marks around them and give the writer or speaker credit by revealing the source in a citation. Even if you
revise or paraphrase the words of someone else or just use their ideas, you still must give the author credit in a note.
Plagiarism, Cheating: See WSU References:
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
http://www.doso.wayne.edu/codeof conduct.pdf
(William Harris, Anti-Plagiarism Strategies for Research Papers, http://virtualsalt.com/antiplag.htm, March 7, 2002)
You must cite sources from the Internet or any other form of electronic media used in your work. Any paper suspected of plagiarism
will be reviewed at Turnitin.com to verify that it is your work and properly cited.
Any paper that is plagiarized will result in an F for the class and a referral to the University for further Disciplinary Action.

FORMAT
All papers written in the School of Social Work require APA format. You may purchase the
Publication Manual of the American Psychological Association (6th edition), or you may
visit the website listed below
http://owl.english.purdue.edu/owl/resource/560/01/ There is also a link for this site under
external links.
WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the world. The site is a wiki, which
means that anyone can edit entries simply by clicking on the edit this page link.
Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a paper-based reference source in some
important ways. In particular, mature articles tend to be more comprehensive and balanced, while other (often fledgling) articles may
still contain significant misinformation, un-encyclopedic content or vandalism. Users need to be aware of this in order to obtain valid
information and avoid misinformation which has been recently added and not yet removed.
However, sometimes Wikipedia can give you ideas about where to look for legitimate sources if they have cited reviewed journal
articles in their entries. You should be able to find most of the information that you might need for this program (not just this class) at
the Wayne libraries.

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/
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COURSE LEARNING UNITS


NOTE: INSTRUCTOR BASED ON THE NEEDS OF THE CLASS MAY MODIFY SYLLABUS
Unit
Jan.14,
2015

Jan.
21,
2015

Jan.
28,
2015
Feb.4,
2015
Feb.
11,
2015
Feb.
18,
2015
Feb.25,
2015

March
4,2015
March
11,

Content
Review of the course expectations and syllabus.
Lecture related to generalist practice and work with
individuals and families. Characteristics of the
effective helper, being empathic, being open, being real,
having high internality, being an experiencer of life,
having good emotional health being an alliance builder,
being competent.
Dr. Bowers will be speaking about the IPTV Project
.
Engagement and assessment (process)
Practice: Practice: pre-interview process, reality versus
ideal skills and attitudes. 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

Assignments

Planning in Generalist Practice


Practice: Steps in the planning process/ Identify
problems and translate into related needs. Specify goals
and objectives. Develop a contract
Working with families
Practice: Discuss Process Recordings

Kirst-Ashman Chapter 6 Planning in


Generalist Practice

Understanding Families
Practice: Genograms, eco-maps- sociograms

Kirst-Ashman Chapter 9
Understanding Families

Implementation applications

Kirst-Ashman chapter 7
Implementation Applications
Draft of Psychosocial due

Bring a hard copy of the syllabus or


your laptop.

Kirst-Ashman chapter 5 Engagement


and Assessment in Generalist
Practice
Take the RAS on p. 181 and be
prepared to discuss this in group

Kirst-Ashman Chapter 10 Working


With Families

Role Play and Review


Helper centered skills asking appropriate questions,
contrasting open and closed questions with empathic
responding conducting a structured interview asking
effective questions
Role Play and Review continued
Kirst Ashman Chapter 8 Evaluation,
Termination, and Follow-Up in
Generalist Practice
Brokering and case management
Gender-sensitive social work practice

Kirst-Ashman Chapter 15 Brokering


and Case Management Kirst Ashman
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2015

Practice: Discussion of purchase of service agencies


Multicultural Counseling

Chapter 13 Gender-Sensitive Social


Work Practice

March
25,
2015
April
1,2015
April
8,
2015
April
15,
2015
April
22,
2015
NOTE:

Recording in Generalist Social Work Practice


Practice: Develop Dummy folder

Kirst-Ashman Chapter 16 Recording


in Generalist Social Work Practice
Process Recording # 1 Due
IPTV Due

Role Play # 2
Role Play # 2 continued
Class Simulation

Role Play # 2 Due

Wrap-up/evaluation
Examining the parallel processes in the termination and
Final Exam
evaluation phase.
Syllabus subject to change based on the needs of the class

COURSE ASSIGNMENTS
Assignment I.: Client Assessment (100 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
A.

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 clients 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.
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
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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
mothers 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 clients birth; parents 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.
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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 clients life currently?
Legal history are or were 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 clients
mental health?

Draft will be due: Feb. 18, 2015


B. Plan of Change (80pts)
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. You must include a contract as a part of your plan of change
and there are several to choose from in your textbook. (See chapter 6).
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 doesnt 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 doesnt 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:
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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

Part A and B Due: March 4, 2015


Process Recording Paper: 40 pts. (20 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 individual intervention and the other to family intervention.
Process Recording 1 Due March 25, 2015
The individual process recording will include both a complete new process recording and one of your process
recordings from SW3010. 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:
Ability to record accurately the verbal and non-verbal interaction between you and the client (customer)
Ability to recognize, understand and verbalize in writing your feelings and reactions to the situation,
person (s), and or environment.
Ability to analyze the interaction in terms of what was happening during the interaction, Your ability to
obtain information from the client (consumer) via appropriate interviewing techniques, ability to be
empathetic, your use of open and closed queries
Process Recording 2 Due April 15, 2015
The second 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.
Outline:
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 your name, the title of the assignment, information about the class (3020), and the
date you are handing it in.
An introduction needs to be provided at the beginning of the process recording. The introduction includes:
.A
.B
.C
.D
.E
.F
.G

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.

In the body of the process recording:


A.
B.

Dialogue needs to be the exact dialogue as the student remembers it. It will read
like a script for a play.
Feelings need to be your FEELINGS not what you THINK is going on with your
consumer.
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Analysis will:
1. Identify your understanding of what is going on with your consumer.
2. Identify the skill you are using in a particular response.
3. Explain the reason for selecting that skill or intervention at that point.
4. Explain where you are heading with this client.
5. Self-evaluate the effectiveness of the skill or intervention used.
6. Identify what might work better in the future.
7. Include anything else you think might be relevant to your consumer or your
skill development.
At the end of the process recording, provide an evaluation of your overall skill during the session
A.
B.
C.

How do you see yourself as being effective during the session?


What skills would you like to improve?
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).
Video Recording/Practice in Class- 80 pts. (See 4 dates above)
Each student will create the assigned process recordings by interviewing a fellow member of
class. 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.
You will evaluate your skill level yourself. You will then ask for feedback on your skills from
your client (classmate). Next you will ask the other people in your group for feedback.
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.
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
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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 Due April 1, 2015
Home Visiting Ecomap
Wayne State University
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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
Bring two copies of the instrument to the home visit.

Place family/individual of interest in the center circle.

Review, label and/or add environment systems with participant.

Identify systems in which the person is involved. Using your interviewing skills ask
questions to obtain information regarding the persons social network.
Focus your interview with older adult participant on the 7 inner circles.
The Ecomap should be constructed with the older adult as much as possible.
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.

13

Eco-Map
Volunteer
Volunteer
Work
Work

Neighbors
Neighbors

Extended
Family

Senior /
Wellness
Center or
organization

Social
Social
organization/
organization/
Clubs
Clubs

Friends
Friends

Church
/Temple/
Mosque

Client

Recreation
Recreation

Health
Care/
Vision

Caregivers
Caregivers
// Personal
Personal
support
support
Agency
Agency

Health
Care/
Dental
Caregiving

Education
Education //
Life
Life Long
Long
Learning
Learning

Health Care
/
Pharmacist
Human
Services
Agency

Caregiving
to
to others
others

Health
Care/
Primary
Care
Physician

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

for

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.

Points Achieved

Not Acceptable

Beginning

Developing

Competent

Excellent

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.
*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 available

RUBRICS (Tentative, may be revised based on Course needs)


Social Work 3020 Analytical Grading Rubric
Assignment 1: Client Assessment
100 Points possible

Part A Bio-psycho-social Assessment Information = 100 points


Presenting Problem
10
Family of Origin History
10
Developmental History
10
Health History
10
Relationship/Sexual History
10
Family of Creation History
10
Substance use /Abuse History
4
Mental Health History
10
Military History
2
Financial History
10
Legal History
2
Immigration Issues
2
Religious History
2
Educational History
2
Employment History
3
Strengths
3
Part B. Plan of Change:
In the development of goals and objectives, assessment will be based on critical thinking and whether the
objectives logically follow the goals
Formulate a contract with your client = 80 points
Goal number one
10
Objective number one
7
Task one
4
Task two
4
Objective number two
7
Task one
4
Task two
4
Goal number two
10
Objective number one
7
Task one
4
Task two
4
Objective number two
7

Task one
Task two

4
4

Note: More than 3 spelling errors (-4 points) IN EVERY AREA ABOVE
More than 3 grammatical errors (-4 points) IN EVERY AREA ABOVE
Overall Evaluation: Points Possible______
Excellent Competent Developing Beginning Not Acceptable
Grade ______ Comments

Social Work 3020 Analytical Grading Rubric

Introduction

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

1
1
1
1
1

Exact dialogue
Your feelings

1
1

Body

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

Identify what might work better in


the future

2
1
2
1
2

Self Evaluation
Provide an evaluation of your
1
overall skill during the session
2
How do you see yourself as being
2
effective during the session
What skills would you like to
improve
Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error

Points Achieved

Not Acceptable

Beginning

Developing

Competent

Excellent

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 receive a zero if your paper does
not include these components

Points Available

Process Recording 1
20 Points possible

Social Work 3020 Analytical Grading Rubric

Introduction

Client name
Age of client
Marital status of client
Number of
Goals of the interview

1
1
1
1
1

Exact dialogue
Your feelings

1
1

Body

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

Identify what might work better in


the

2
1
2
1
2

Self Evaluation
Provide an evaluation of your
1
overall skill during the session
2
How do you see yourself as being
2
effective during the session
What skills would you like to
improve
Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error

Faculty comments

Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error

Points Achieved

Not Acceptable

Beginning

Developing

Competent

Excellent

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 receive a zero if your paper does
not include these components

Points Available

Process Recording 2
20 points possible

Points achieved

Not Acceptable

Beginning

Developing

Competent

Excellent

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 (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 indepth 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.

Possible points

Social Work 3020 Analytical Grading Rubric


IPTV
20 Points available

The student will write an in-depth comprehensive


4
overview of the entire ITVP research experience
The student will write one paragraph on the
2
experience of coordinating all the facets of the preinterviewing process with the multidisciplinary team
members
The student will provide instructor with the Eco-Map 4
created during the home visit.
The student will apply critical thinking to inform and 2
communicate professional judgments.
This will include an in depth comprehensive
5
overview of the two hour client interview.
The student will identify macro, micro and mezzo
2
systems being utilized with the client
Conclude the interview by sharing/discussing the
1
information gathered. Point out the strongest social
support systems.
Complete the Eco-map .You will keep the copy that
you worked on together. This information should be
given to your instructor and the research team.
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

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WEBSITES
Association of Baccalaureate Social Work Program
www.bpdonline.org /
Child Welfare League of America: http://www.cwla.org
Cultural Competence:
http://www.air-dc/cecp/cultural/default.htm
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 Development 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