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Course Syllabus

Course Number/Title/Credits: SOWK 693, Advanced Practicum and Seminar I, 3 Credits

Catalog Course Description: Field education is the signature pedagogy for social work education. MSW students
complete their field placement practicums at social service agencies within their geographic area. Field placement
practicums allow student practitioners the opportunity to build, apply, and integrate classroom training and
evidence-based interventions within a practice setting. As Brandman MSW students gain direct practice experience
working with diverse populations, they also help to strengthen opportunities, resources, and capacity for local
agencies that provide direct services for vulnerable families and communities.

Practicum Seminar I is the first in a sequence of four, that integrates student learning and application of social
work advanced generalist practice knowledge, skills and values within the context of an agency specific
experience.

LEARNING OUTCOMES and ASSESSMENT:


Types of Learning Outcomes include:
✓ Course Learning Outcome – Result of finishing a course.
✓ Program Learning Outcome – Result of finishing a program.
✓ Institutional Learning Outcome – Result of finishing a degree at an institution, reflecting the core learning
values and experiences of all graduates.

(**SIGNATURE ASSIGNMENT**). Case Engagement and Assessment

Access the following link(s) for information on the Program Learning Outcomes (PLOs) and Curriculum Map
related to this course:
<insert link>

Access the following link(s) for information on the Institutional Learning Outcomes (ILOs) and Curriculum Map
related to this course:
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Prerequisites: Advanced Standing status or successful completion of all 500-level MSW required courses;
successful completion of all advanced fieldwork application requirements listed in the catalog; and permission of
Director of Field or MSW Assistant Director of Field Education.

Co-Requisite: SOWK 622

Restrictions: Advanced Standing Social Work Majors only

Learning Outcomes: (2015 EPAS Competencies)


● Demonstrate Ethical and Professional Behavior
Last Revision Date: 7/1/2016
Students at the advanced level articulate their process of ethical decision making, demonstrate
understanding of the NASW Code of Ethics, use professional engagement and practice methods and
techniques in their work with client systems, use professional supervision and consultation to guide
professional judgement and decisions and distinguish between personal and professional ethics, values and
behaviors.
● Engage Diversity and Difference in Practice
Students at the advanced level challenge and advocate to eliminate oppression, discrimination and privilege
at the micro,mezzo and macro level (personal, institutional and societal), to positively impact the wellbeing
of those marginalized due to ethnicity, gender, physical or mental ability, religion or sexual orientation, or
other areas of difference and diversity.
● Advance Human Rights and Social, Economic, and Environmental Justice
Students at the advanced level use their knowledge of the negative impact discrimination, oppression and
racism has on clients and client systems. This knowledge informs and guides their engagement,
intervention and planning with vulnerable populations.
● Engage In Practice-informed Research and Research-informed Practice
Students at the advanced level use practice experience with clients and client systems to formulate
scientific research inquiry. Students utilize these practice experiences to develop research based practice
and implement evidence-based informed interventions, especially with at-risk and marginalized vulnerable
groups.
● Engage in Policy Practice
Students at the advanced level identify policy implications at the micro, mezzo and macro spheres of
practice that impact well-being, access, and delivery of social services to individuals, groups and
populations - by communicating these implications to stakeholders and policy makers. Student utilize
critical thinking that advances human rights; provides analysis; formulates policy and advocates for social,
economic and environmental justice for clients and client systems.
● Assess Individuals, Families, Groups, Organizations, and Communities
Students at the advanced level demonstrate sensitivity to interpersonal and cultural context dynamics that
are strengths-based in application to enhance a client-practitioner alliance; Students apply knowledge of
human behavior and the social environment, person-in-environment and other theoretical frameworks that
help analysis of assessment data gained from client systems; students demonstrate appropriate techniques
for a range of presenting problems based on a comprehensive assessment with their clients; student develop
interventions strategies that are mutually agreed upon with the client.
● Intervene with Individuals, Families, Groups, Organizations, and Communities
Students at the advanced level implement strategies that are culturally thoughtful and relevant to their
client’s diversity locatedness; Students at this level select and modify social work interventions based on
ongoing assessment with clients to achieve goals and enhance client and client system capacity; students
use collaboration with other professionals as appropriate to achieve agreed upon outcomes and goals;
Students engage in advanced level advocacy (negotiation, mediation, etc…) on behalf of vulnerable and
diverse client populations; students utilize appropriate case transitions and termination methods.
● Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
Students at the advanced level evaluate outcomes of their interventions and calibrate, modify and adjust
further work as needed to further work with clients and client systems; Students select appropriate methods
to evaluate intervention outcomes; Student critically analyze and evaluate intervention, program processes

Last Revision Date: 11/1/2017


and outcomes to improve practice effectiveness at the micro, mezzo and macro levels, incorporating varied
theoretical frameworks in the evaluation process.

Essential Equipment and Facilities: By the end of the first week of class, students must have the ability to
access MyBrandman, the Blackboard portal to their class site, and other key locations necessary to meet course
requirements. Individual browser preferences vary, and, at times, some work with Blackboard better than others.
Therefore, if you try one browser, such as Firefox, and you have difficulty, try another browser, such as Internet
Explorer. Since versions of Microsoft Office vary, students who do not use the most recent version may need the
free conversion software available via the Microsoft.com website. Java is also required for courses. Students who
do not have Java may download it for free at java.com.

Academic Integrity: As a learning community of scholars, Brandman University emphasizes the ethical
responsibility of all members to seek knowledge honestly and in good faith. Students are responsible for doing
their own work. Academic dishonesty of any kind will not be tolerated. Violations of academic integrity include,
but are not limited to, cheating, plagiarism, or misrepresentation of information in oral or written form. Plagiarism
means presenting someone else's idea or writing as if it were your own. If you use someone else's idea or writing,
be sure the source is clearly documented. Further information may be found in the Brandman University Catalog
available under Academic Resources in MyBrandman.

Americans with Disabilities Act Statement: According to the Americans with Disabilities Act (ADA) of 1990, an
individual with disability is defined as having functional limitations resulting from a diagnosed disability and
applies to an individual who has a physical or mental impairment that substantially limits one or more of the
individual’s major life activities; has a record of such an impairment; or is regarded as having such an impairment.
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, that may
impair or impact their ability to successfully complete assignments, tasks or satisfy course criteria are requested to
notify their Advisor or Campus Director in order to understand how to apply for Student Disability Services. If and
when the student is granted formal approval by the Director of ADA Services, both the student and professor will
be notified. It is highly suggested that the student contact their professor to discuss the accommodations during the
first week of the session. The granting of accommodations will not be retroactive and cannot jeopardize the
academic standards or integrity of the course.

University Policies: Students are responsible for complying with university policies including, but not limited to:
incompletes, course drops, and student conduct. Information may be found in the Brandman University Catalog
available under Academic Resources in MyBrandman.

Online Brandman Library Resources: Click on “Library” menu item on the left side of your Blackboard course.

Texts are available at the Brandman Online Bookstore: See “Bookstore” under Academic Resources in
MyBrandman.

Required Text: None

Course Learning Objectives:

By the end of the course, students should be able to:

Last Revision Date: 11/1/2017


1. Apply advanced generalist practice values, traditions, ethics and methods, demonstrating mastery of social
work professional knowledge, skills and values effectively with clients and client systems.
2. Apply competent informed practice at the advanced practitioner level in client engagement, assessment,
and intervention strategies with individuals, families, groups, communities and organizations.
3. Demonstrate culturally sensitive and competent advanced generalist practice addressing issues critical to
diversity, populations at-risk, and economic, environmental and social justice.
4. Utilize advanced practice skills and intervention strategies that are strength-based to identify human
potential and aid in individual and collective empowerment of individuals, families, groups, communities
and organizations.
5. Use supervision and consultation in the process of continued self-awareness development and enhanced
professional development.

Major Study Units:

1. Ethical practice
2. Assessment and Intervention
3. Diversity and practice
4. Human rights and social justice
5. Evidence based practice
6. Policy practice and advocacy
7. Evaluation of practice

Instructional Strategies: This class includes readings, textual and video instruction, exercises, discussions, and
projects. Instructional Strategies may be further explained in the course Blackboard site.

Attendance Policy

Requirements for students’ attendance and participation will be defined by each instructor based on the following
policy:

• Monday of the first week is considered the first day of class for online and blended instruction. This includes
instruction for fully online classes and online instruction supporting blended classes.

• Regular onsite attendance is expected for student success. If a student misses more than one onsite class or
one week of engagement in an online class, the student may, at the discretion of the instructor, fail the course.
Students are expected to attend all classes, particularly the first night of class.

• For practicum hours submissions, the week is calculated starting on Sunday and ending on Saturday as one
week. Regular weekly submission of practicum hours is expected for student success.

• Students should consider withdrawing from a course if they will be absent more than once. Instructors may,
but are not obligated to, accommodate students under extraordinary circumstances, but the student must
request accommodation and provide requested supporting documentation. Students enrolled in blended
courses must attend at least one class during the first two weeks of classes.

• If a student misses a portion (e.g., arriving late or leaving early) of an onsite course, the student’s grade may
be adversely affected. Students who are not in attendance for at least 75 percent of any scheduled class may be
considered absent for that class. Students should discuss missing portions of a class with their instructor to
determine how their grade may be affected.

Last Revision Date: 11/1/2017


• Regular online attendance/participation and engagement is expected for student success in both fully online
and blended courses. Online participation is evident through posting to a discussion board, blog, completing
assignments including journal entries, or taking quizzes and exams.

• Schools and programs may have different attendance policies. Refer to school and program specific
information for additional attendance policies.

Letter Grade/Percentage Equivalents:

Grade Point System


(Rounded up at .5 and up)
A = 93%-100% B = 83%-86% C = 73%-76% D = 63%-66%

A- = 90%-92% B- = 80%-82% C- = 70%-72% D-= 60%-62%

B+ = 87%-89% C+ = 77%-79% D+ = 67%-69% F=59% and below


Per the 2017-18 catalog, a “D” stands for Unacceptable work. No credit is awarded toward graduation or program
requirements.

Methods of Evaluation for Determining Grades: Discussion boards; reflection activity; signature
assignments; process recording

DISCUSSION BOARDS - Bi-weekly Discussion Boards: After completion of readings and video content each
week, students will answer discussion questions every other week. The discussion will be a student led discussion
based on the reading and video content for the week. Students will independently critically analyze and respond to
the discussion board questions and respond to peer submissions.

READINGS - Students are expected to complete all readings by the due dates listed in the course outline. The
discussion boards cover material contained in the readings. It is the responsibility of the student to obtain the
reading and ask questions that arise about the readings.

SIGNATURE ASSIGNMENT - The signature assignment is the major assignment and carries the most weight
regarding the grade for this course. The signature assignment is a case vignette scenario where the student is
required to utilize advanced engagement and assessment skills in completing the assignment.

CRITICAL REFLECTION WRITING ASSIGNMENT - There are two required critical reflections which
require students to examine, assess, evaluate and summarize content from one of the assigned writings or videos.
Students provide their perspective of the writings, their agreement or disagreement, their synopsis of the content
and personal impact of the content. There is one optional critical assessment due Week 7, which is extra credit and
worth 10 points.

PROCESS RECORDING - Students complete one process recording either through direct interview or direct
observation of a client to complete this assignment

VIDEO BLOG - Students complete and submit a video blog highlighting their perspectives on advanced practice
during weeks one and eight of the academic session. Students will have opportunity to provide input and feedback
on each other’s video blogs.

Last Revision Date: 11/1/2017


Assignment Detail

Assignments - Refer to Rubric(s) in Course Information on Due Date Possible Points


Blackboard

**SIGNATURE ASSIGNMENT** Case Engagement and Week 7 100 points


Assessment
(See signature assignment instructions and rubric in course
information section in Blackboard)

Discussion Board Posts (5 at 10 points each) Weeks 1, 3, 5, 6, 8 50 points

Process Recording Week 5 50 points

Video Blog (2 at 25 points each) Weeks 1 and 8 50 points

Critical Reflection Writing Activity (2 at 25 points each; one Weeks 2, 4 (*week 7 50 points
optional, extra credit opportunity in week 7) is optional and for 10
points extra credit)

Total: 300

Class by Class Outline for Online and Blended courses:

Week Topics Assignments

Week 1 Ethical Practice Required Readings -


● NASW Code of Ethics 2018
CLO 1,2 Review of Revised ● Social Work Values: The Moral Core of the Profession
Code of Ethics ● Critical Commentary: Social work ethics.

Videos:
● Ethics Excerpt 1
● Ethics Excerpt 2
● Ethics Excerpt 3

Assignment Due:
Discussion Board
Video Blog #1

Preparation:
Review Signature Assignment Components

Week 2 Culturally competent Required Readings:

Last Revision Date: 11/1/2017


CLO 3 practice
● Cultural Competence and Social Work Education: Moving
Toward Assessment of Practice Behaviors.
http://www.tandfonline.com/doi/full/10.1080/10437797.2016.1174
634?src=recsys
● From Cultural Competence to cultural Consciousness:
Transitioning to a Critical Approach.
● Cultural Competence: A Journey to an Elusive Goal.

Videos:
● Cultural Competency: Managing Your Prejudices
● Cultural Competency: Managing Your Prejudices, #7

Assignment Due:
Critical Reflection Writing Activity

Preparation:
Work on Signature Assignment Component 1

Week 3 Human Rights and Required Readings:


Social, Economic, and ● Equity and Fairness: Linking Social Justice and Social Work
CLO 3 Environmental Justice Practice.
● Conceptualizing Social Justice in Social Work: Are Social
Workers “Too Bogged Down in the Trees?”
● Human Rights and Social Work in Historical and Contemporary
Perspectives.

Recommended Reading:
● Financial Capability and Asset Building: Building Evidence for
Community Practice.
● Financial Capability and Asset Building in Social Work Education.

Videos:
● Working for Social Justice
● Education for Social Change

Assignment Due:
Discussion Board

Preparation:
Work on Signature Assignment Component 2

Week 4 Evidence based Required Readings:


practice ● The Current State of Evidence-Based Practice in Social Work: A
CLO 4 Review of the Literature and Qualitative Analysis of Expert
Interviews.
● NASW Practice Snapshot: Evidence-Based Practice.
● Teaching Evidence-Based Practice: Towards a New Paradigm for

Last Revision Date: 11/1/2017


Social Work Education.

Recommended Readings:
● Evidence-Based Practice and Social Work Education: A View
From Washington.

Videos:
● Evidenced Based Practices for Counselor and Social Workers.
● Evidenced-based Practice
● https://www.youtube.com/watch?v=7dzkS0ioqqw

Assignment Due:
Critical Reflection Writing Activity

Preparation:

Work on Signature Assignment Component 3

Week 5 Policy Practice and Required Reading:


Advocacy
CLO 3, 5 ● Clinical Social Workers: Advocates for Social Justice
https://journals.iupui.edu/index.php/advancesinsocialwork/article/
viewFile/209/212

● Social Policy Advocacy Evaluation: A More Complete Model for


Social Work.
http://www.profdevjournal.org/articles/131027.pdf
Videos:
● What is Advocacy? https://www.youtube.com/watch?
v=lWOYg5hsJjA

● NASW News: Social Workers in Public Office:


https://www.youtube.com/watch?v=yeVxtGTKcnE

● Advocacy Strategies. https://www.youtube.com/watch?


v=Ccr8WLFNkjw

● Congresswoman Barbara Lee; The importance of a Background in


Social Work. https://www.youtube.com/watch?
v=XmWEIMaOtdg

Assignment Due:
● Discussion Board
● Process Recording Assignment

Preparation/Reminder:
● Work on Signature Assignment Component 4
● *Mid-term Evaluation with Instructor

Week 6 Advanced Required Reading:


Engagement and ● Evaluating a social work Engagement Approach to Involving
Last Revision Date: 11/1/2017
CLO 5 Assessment Inner-City Children and Their Families in Mental Health Care
http://www.nctsnet.org/nctsn_assets/Articles/151.pdf

● Evidence-Based Best Practices in Engagement of Families


https://www.dss.virginia.gov/files/division/dfs/fe/intro_page/toolki
t/additional_info/eb_best_practices.pdf

● Engaging with involuntary service users in social work


http://www.socialwork.ed.ac.uk/__data/assets/pdf_file/0011/37874
/engaging_briefing.pdf

Recommended Reading:
● Connecting with Clients.
http://ct.counseling.org/2014/08/connecting-with-clients/

● Developing trust in your effectiveness as a helper.


http://ct.counseling.org/2017/09/developing-trust-effectiveness-
helper/

Assignment Due:
Discussion Board

Preparation:
Work on Signature Assignment Component 5

Week 7 Advanced Required Reading:


interventions with ● Technology-based Interventions in Social Work Practice: A
CLO 1-5 clients Systematic Review of Mental Health Interventions.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4214072/


● Outcomes of Social Work Intervention in the Context of Evidence-
based Practice.
http://journals.sagepub.com.libproxy.chapman.edu/doi/pdf/10.117
7/1468017310381309

Videos:

● Hospital Social Work - Crisis intervention with Mr. Olsen.
https://www.youtube.com/watch?v=WoguNvbpyaY

● A Clinical Social Work Intervention.


https://www.youtube.com/watch?v=cc4vU9TqGZ4

Assignment Due:
● Signature Assignment
● *Critical Reflection Writing Activity (Optional: 10 extra credit
points)

Last Revision Date: 11/1/2017


Reminder:
Turn in Signature Assignment
Complete course evaluation

Week 8 Practice Required Reading:


evaluation/Agency ● Program Evaluation: Lessons from the Field
CLO 4-5 evaluation http://www.socialworker.com/feature-
articles/practice/Program_Evaluation
%3A_Lessons_From_the_Field/
● Social Work Practitioners and Practice Evaluation: How Are We
Doing?
https://libres.uncg.edu/ir/uncp/f/Social%20Work%20Practitioners
%20and%20Practice%20Evaluation_How%20Are%20We
%20Doing.pdf

Video:
Understanding Program Outcomes: How to Set Up and Measure the
Things that matter
https://www.youtube.com/watch?v=QrtnjNgQ4qA

Assignment Due:
Discussion Board
Reflective Practitioner Video Blog #2

Last Revision Date: 11/1/2017