SYLLABUS

SW3020
Social Work Practice Method II
3 credit Hours

Instructor: Kristen Carney, LMSW

Meeting: Saturdays 11:30am-2:00pm
Phone: 313-829-1740
Email: ei1812@wayne.edu
Location: Old Main 1145
Office Hours: By appointment

WAYNE STATE UNIVERSITY MISSION STATEMENT

Our mission is to prepare our students for challenging and rewarding careers, advance the boundaries of
scholarly and practitioner knowledge, and enhance the economic vitality of the city of Detroit, the state of
Michigan and beyond through our programs, research and community engagement.

SCHOOL OF SOCIAL WORK MISSION STATEMENT

As a school within an urban research university, the mission of the Wayne State University School of
Social Work is to transmit, develop, critically examine, and apply knowledge to advance social work
practice and social welfare policy in order to promote social, cultural and economic justice for the
betterment of poor, vulnerable, and oppressed individuals, families, groups, communities, organizations,
and society, by:

 preparing ethical and competent social work generalists, advanced practitioners and scholars at
the B.S.W., M.S.W., and Ph.D. levels, respectively, with learning that primarily emphasizes
urban settings;
 conducting research, primarily relevant to urban populations; and
 providing innovative leadership and service to the urban community and the profession.

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COURSE DESCRIPTION

This course is a continuation of four-course sequence and provides an introduction to a problem-

solving 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 ASSOCIATED BEHAVIORS

Competency Associated Behaviors

Competency 1: • make ethical decisions by applying the standards of the NASW
Demonstrate Code of Ethics, relevant laws and regulations, models for ethical
Ethical and decision-making, ethical conduct of research, and additional codes
Professional of ethics as appropriate to context;
Behavior • use reflection and self-regulation to manage personal values and
maintain professionalism in practice situations;
• demonstrate professional demeanor in behavior; appearance; and
oral, written, and electronic communication;
• use technology ethically and appropriately to facilitate practice
outcomes; and
• use supervision and consultation to guide professional judgment
and behavior
Competency 2: • apply and communicate understanding of the importance of
Engage Diversity diversity and difference in shaping life experiences in practice at the
and Difference in micro, mezzo, and macro levels;
Practice • present themselves as learners and engage clients and
constituencies as experts of their own experiences; and
• apply self-awareness and self-regulation to manage the influence
of personal biases and values in working with diverse clients and
constituencies.

Competency 6: • apply knowledge of human behavior and the social environment,

Engage with person-in-environment, and other multidisciplinary theoretical
Individuals, frameworks to engage with clients and constituencies; and
Families, Groups, • use empathy, reflection, and interpersonal skills to effectively
Organizations, engage diverse clients and constituencies.
and Communities
Competency 7: • collect and organize data, and apply critical thinking to interpret
Assess Individuals, information from clients and constituencies;

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 Families, Groups, • apply knowledge of human behavior and the social environment,
Organizations, person-in-environment, and other multidisciplinary theoretical
and Communities frameworks in the analysis of assessment data from clients and
constituencies;
• develop mutually agreed-on intervention goals and objectives
based on the critical assessment of strengths, needs, and challenges
within clients and constituencies; and
• elect appropriate intervention strategies based on the assessment,
research knowledge, and values and preferences of clients and
constituencies.
Competency 10: • Examine the distinct characteristics of the urban context and
Analyze the apply the analysis to social work practice
impact of the
urban context on a
range of client
systems, including
practice
implications

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)

TEXTBOOK SOURCES INCLUDED ARE:

Kirst-Ashman, K. K. & Hull, G. H. (2015). Understanding generalist practice (7th ed).

Belmont, California: Brooks/Cole.

Neukrug, E., & Schwitzer, A. M. (2006). Skills and tools for today's counselors and
psychotherapists: From natural helping to professional counseling. Southbank, Vic.:
Thomson/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

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problem-solving process begins in this course. The course is divided into four specific phases of
working with the client population: 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 described above.

GRADING AND ASSIGNMENTS There will be four assignments for the course:

ASSIGNMENT POINTS PERCENT COMPETENCY

BIO-PSYCHO-SOCIAL
PART A 25 25 1, 2, 6, 7, 10
PART B 20 20 1, 2, 10
IPTV 5 5 1, 2, 7, 10
PROCESS RECORDING 1 20 20 1, 2,10
PROCESS RECORDING 2 20 20 1, 2, 7,10
“PRECIOUS” PRESENTATION 5 5 1, 2, 6, 7, 10
FIELD EXPLORATION 5 5 1, 2, 6, 10
TOTAL 100 100

BENCHMARK ASSIGNMENT

A. Bio-psycho-social Assessment Part A and Part B

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:

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 100-95 A 94.9-90 A- 89.9-87 B+ 86.9-83 B 82.9-80 B- 79.9-77 C+
79.9-77 C+ 76.9-73 C 72.9-70 C- 69.9-67 D+ 66.9-63 D 62.9-60 D-

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 to give you specific feedback to help guide your development as a social worker.
Your work will be graded point by point by the items below, and it will be graded for its overall
quality. RUBRICS (Tentative, may be revised based on Course needs)

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. 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 Inter-professional Team Visit (IPTV) to the
home of an older adult. All students are required to participate in this project.

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ROLE OF THE STUDENT AND INSTRUCTOR

See University Statement of Obligation of Students and Faculty Members of the teaching and
learning process. http://www.bulletins.wayne.edu/Past/ubk%2005-07-output/gen22.html

POLICIES FOR THIS COURSE

Assignment Policy: Assignments must be turned in on the due date. All late assignments will
have 2 points deducted from the total points for each day it is late.

There will be no rewrites. I will be available for questions in person, via email and I will review
assignments during class session before 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 will
be considered an absence.

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 Instructor’s discretion should a student’s 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……………………………… 0 points deducted

Each subsequent missed
class………………………………………. 2 points deducted

1 or 2 late arrivals/early departures/late returns following a break- 0 points deducted

Each subsequent instance - 1 point deducted

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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 intentionally using another person’s words or ideas without giving credit to the
other person. Even if you revise or paraphrase the words of someone else or just use their ideas,
you still must give the author credit. 

Plagiarism, Cheating: See WSU References:

http://www.otl.wayne.edu/pdf/2006_july_aibrochure.

https://doso.wayne.edu/conduct/adacemic-integrity

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/

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

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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.

Emotionality & Self-Care

Social workers often deal with emotionally-laden topics such as suicide, self-harm, violence (e.g., child
abuse, sexual assault), death, and oppression. Therefore, this course necessarily includes content and
discussions on these topics. I will do my best to make this classroom a place where we can engage
empathetically and thoughtfully with challenging content. If you find the material to be overwhelming
while in the classroom, you should feel free to step outside to engage in self-care. You may also engage in
self-care in the classroom with non-distracting emotional regulation techniques. Please feel free to talk me
after class about your emotional reactions to the course content.

Stress and emotional reactions can be a common part of social work education and practice, but your
success depends heavily on our health and emotional well-being. Therefore, intentional and ongoing self-
care is essential to your wellbeing and success in the classroom and field. Self-care may involve exercise,
self-awareness, acceptance, self-compassion, joy, seeking supervision, seeking support from peers or a
professional, and explore options for decreasing/managing responsibilities. Before any situation becomes
unmanageable, there are support services on campus to assist you. In addition to the supports listed
below, your advisor can help you explore the supports and options that might help with your situation.

WSU STUDENT RESOURCES

Students with disabilities: http://studentdisability.wayne.edu/

Academic integrity and student code of conduct
https://doso.wayne.edu/conduct/adacemic-integrity
https://doso.wayne.edu/conduct/codeofconduct.pdf
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/

COURSE LEARNING UNITS

NOTE: INSTRUCTOR BASED ON THE NEEDS OF THE CLASS MAY MODIFY SYLLABUS
Class Content Assignments
Meetings
1/11 Review of the course expectations and syllabus. Review: NASW Code of Ethics

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Engagement and assessment (process)
1/18 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, Ways of attaining and
maintaining emotional health. Building alliances
with others. Competence, rating personal
characteristics
Discussion of Interviewing the Elderly specifically
geared to assist you in your IPTV project.
1/25 Planning in Generalist Practice
Practice: Steps in the planning process/ Identify
problems and translate into related needs. Specify
goals and objectives. Develop a contract
2/1 Role Play
2/8 Role Play
2/15 Working with and Understanding Families
* Review: Hepworth, Rooney &
Larson Chapter 4. Operationalizing
the cardinal social work values
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 6 Planning in
Generalist Practice
Review
Helper centered skills asking
appropriate questions, contrasting
open and closed questions with
empathic responding conducting a
structured interview asking effective
questions
Review
Helper centered skills asking
appropriate questions, contrasting
open and closed questions with
empathic responding conducting a
structured interview asking effective
questions
Kirst-Ashman chapter 7
Implementation Applications
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 Kirst Ashman Chapter 8 Evaluation,
Termination, and Follow-Up in
Generalist Practice
Kirst-Ashman Chapter 9
Understanding Families

Process Recording 1 Due

2/22 Field Internships Kirst Ashman Chapter 8 Evaluation,
Termination, and Follow-Up in
Guest Speaker, Kristyn Bryson, LLMSW Generalist Practice
Kirst-Ashman Chapter 9
Understanding Families

Field Paper Due

2/29 NO CLASS
3/7 Kirst-Ashman Chapter 10 Working
Working with Families with Families
Multi- Cultural and Gender Based Issues Kirst-Ashman Chapter 15 Brokering
and Case Management Kirst Ashman
Chapter 13 Gender-Sensitive Social
Work Practice

Draft of Part A Psychosocial due

3/14 NO CLASS SPRING BREAK

3/21 Family Role Play 1 Kirst-Ashman Chapter 16 Recording
in Generalist Social Work Practice
IPTV Due – Eco Map
3/28 Family Role Play 2

4/4 “Precious” Part A & B Assessment Paper Due

4/11 Discussion of “Precious” and application of Process Recording 2 Due
what we have learned about assessment,
interviewing, and families. Prepare
Presentations
4/18 Presentations “Precious”

NOTE: Syllabus subject to change based on the needs of the class

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COURSE ASSIGNMENTS

Assignment I: Client Assessment (45 points) total pts. A & B

This assignment is developmental. Part A of the assignment provides an overview of a 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. Bio psychosocial assessment (25pts)

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 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-psycho-social. You are to use a
pseudonym.

Every agency, school, hospital, etc. will have their own template of
information that they will want included. The following is a comprehensive
look at what might be included when you are out in the field. The clients age
will determine some of what is relevant here. For the purposes of this paper,
try to get as much information as possible with the understanding that the
longer you meet with a client more information is revealed as they learn to
trust you and themselves.

Minimally you must include the information that will earn you points. (see
rubric). Please use the headings in the rubric as you create this work.

Presenting Problem: Describe issue that the client says is the problem. Include any
precipitating factors and how long the problem has been present.
Example: Mary Smith (pseudonym) is a 25-year-old married Caucasian female who is

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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
Kroger 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 . . .
You see that in the first few sentences you pack in as much information as possible. Then you
go on to elaborate on more detail in the rest of the paper about the client.

Suggestions for Client History if relevant :

Birth and Family of origin history: length of pregnancy at birth of client; birth weight; any
issues present at birth; vaginal delivery or C-section; breast or bottle fed; any feeding issues; age
weaned; developmental milestones (e.g. age walked, talked, toilet trained, etc.); were they ever
told they had any developmental delays or were advanced developmentally.
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.

Health History: 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: 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: 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;

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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: 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: 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, Financial, Legal, Religious, Educational, Employment History, Immigration

Issues: Has client had military experience, if so need to explore what his/her experience has
been. Are or was there any legal history? Is the client on probation or parole? If so for what?
Any arrests? Family finances while growing up? Finances in client’s life currently?
Any immigration issues. If client is an immigrant is client here legally? Cultural issues relevant
to client’s mental health?

Strengths: What are the Clients strengths from their point of view, from yours?

DUE: March 7, 2020

Plan of Change (20pts)
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 doesn’t have to be.
A. Objective number one – should be somewhat measurable.

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 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 up 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

Part A and B DUE: April 4, 2020

Social Work 3020 Analytical Grading Rubric

Assignment 1: Client Assessment
45 Points possible (Total pts. A&B)

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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 to
give you specific feedback to help guide your

Points Achieved
Points available

Not Acceptable
development as a social worker.

Developing
Competent

Beginning
Excellent
*Rubric adapted from California State University, Long
Beach Analytical Writing Rubric.
http://www.csulb.edu/divisions/aa/personnel/fcpd/resour
ces/ge
*** All papers must include a cover page & include the
title of the assignment, information about the class
(SW3020), and the date you are handing it in.

Part A Bio-psycho-social Assessment Information = 25 points

I. Client and the client’s systems 2
Briefly identify the client’s demographics, whom the
client lives with, and how referred
II. Presenting Problem 6
Identify the presenting problem(s). Clarify what events
or behaviors have precipitated the problem.
III. Relevant Background History 7
Briefly describe relevant background history (childhood
experience, family system, educational and
occupational history, social functioning, health/physical
status, economic factors, substance use/abuse, and
previous treatment
IV. Client Strengths 3
Reflections: Discuss your personal reactions to the 5
client, and how that might impact the client
relationship.
Accurate writing mechanics: sentence structure, 2
spelling, punctuation, and uses this assessment
including the headings and subheadings.

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 Part B. Plan of Change: 20 pts
In the development of goals and objectives, assessment will be based on critical thinking and
whether the objectives logically follow the goals
Goal number one 2
Objective number one 2
Task one 1
Task two 1
Objective number two 1
Task one 1
Task two 1
Goal number two 2
Objective number one 1
Task one 1
Task two 1
Objective number two 2
Task one 1
Task two 1
Contract 2
Total 20

Assignment II: Field Exploration 6 points

Choosing a field assignment is an important part of your social work experience. One of the
components of making a good choice is knowing your own wants and needs (at least at the
moment). This assignment will help you work through your decision making by using self-
exploration, and research.

The assignment should be written with APA format in mind including references.
State the headings below and then answer each question.

Due: February 22, 2020

Self-Assessment:
a. Complete Field Education Self-assessment 1pts.
b. What area (s) of social work might you be interested in learning about? Why? 1pt.
c. What area(s) of social work would you not want to explore at this time? Why? 1pt.

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d. State 3 social work skills that you feel are important to learn in your BSW placement.
(Example: interviewing, groups, policy making, research, etc.) 1pt.

Preparation:
e. Completed Draft Student Detail Page. This will be in IPT.
f. Agency preference: Go on a job website (ex: Indeed. Com) and find 3 different job openings
that you would apply for if you could. Name the agency and describe the position. 1pt.
g. When looking for job positions write a paragraph commentary on what seems to be available
and what kind of people are, they looking for. 1pt.

Fit with Profession:

At various times throughout the application, admissions, and completion of the social work program,
students should reflect on their compatibility with the social work profession; working with specific
populations; and general professional development. The Self-Assessment includes questions that reflect
on fit for the profession. Students should be thinking about reasons for choosing social work as a
profession and what their educational needs are to ensure they are prepared for ethical and competent
practice.

Values and Ethics:

It is important that all potential applicants and current students read, review, and, when they begin field,
integrate the core values of social work into their practice. The values and ethics section of the self-
assessment focuses on how students are situated in relation to the ideals to which all social workers
aspire. These values and ethics go beyond only compliance with standards and conduct of the profession,
which is important, and become guiding factors and professional obligations after graduation.

Readiness for field:

The Readiness for field section of the self-assessment requires students to focus on areas that might
present difficulties and areas of strength. Students will reflect on skill performance: What task are they
uncomfortable performing independently and how would they develop the needed confidence to develop
the skill to perform that task? What are skills and competency from work or life experiences or course
content that prepare them for field?

The hope is that students will begin to understand how personal experiences influence practice. Students
will focus on interactions that may trigger strong responses or feelings of anxiety. Additionally, students
will focus on personal needs to achieve their goals, such as work schedules, family preparation, and
planning large events and activities during semesters when they are in field placement.

field education Self-assessment

Use the rating scale, please circle the response that best represents how you feel about each of the statements.

Scale
Survey Item Strongly Strongly
Disagree Agree
Disagree Agree
1. I am confident in my ability to
1 2 3 4
problem solve

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 2. I feel comfortable knowing what to
1 2 3 4
do for client/client systems
3. I am satisfied with choosing social
1 2 3 4
work as a career
4. I am able to engage in continual
self-evaluation and can self-correct 1 2 3 4
behaviors
5. I am comfortable asking for help 1 2 3 4
6. I am able to accept constructive
1 2 3 4
criticism and feedback
7. I am open to the points of view of
1 2 3 4
others
8. I am able to integrate personal
values with the values and ethics of 1 2 3 4
the social work profession
9. I recognize my personal biases 1 2 3 4
10. Writing reflective journals (Process
Recordings/PRACIS) provide
1 2 3 4
insights into my decision-making
skills
11. I feel ready for social work practice 1 2 3 4
12. I have prepared my family for the
1 2 3 4
field component of my program
13. I have prepared my employer for
1 2 3 4
the field component of my program
14. My personal/life experiences
influence my performance as a 1 2 3 4
student
15. I am able to look at my own
behaviors and consider how I 1 2 3 4
interact with other people

*Note to Students: The Office of Field Education will launch the placement cycle. Please be sure to check you
emails for detailed instructions on securing placement.
Your need to bring your Field Education Self-assessment, and Student Detail Page with you.

Assignment III: Process Recordings 40 pts. (20 points each)

During the semester, the student will be responsible for submitting two process recordings. You
will need to read these instructions carefully to complete these two assignments successfully.
One of the recordings will be related to an individual intervention and the other to a family
intervention.

Process Recording 1 DUE February 15, 2020

18
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, and your use of open and closed queries

Process Recording 2 DUE April 11, 2020

The second process recording will be on a family session (role play in class). 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. Client name (use a pseudonym and identify it as such)
B. Age of the client
C. Marital status of the client
D. Occupation of the client
E. Number of times you have seen client prior to this interview
F. Goals for the interview
G. Anything that would assist me in understanding the situation.

In the body of the process recording:

A. Dialogue needs to be the exact dialogue as the student remembers it. It will read
like a script for a play.
B. Feelings need to be your FEELINGS not what you THINK is going on with your
consumer.
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.

19
 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. How do you see yourself as being effective during the session?
B. What skills would you like to improve?
How do you compare your skills from last semester? (See comparative analysis
in rubric.)
C. 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).

Assignment IV: “Precious” Group Presentation 5 Pts.

This assignment will be an assessment of how you have integrated the competencies and practice
behaviors of this course. This will be a group grade. The groups are selected randomly. If you
are absent for the viewing of the movie, you will be responsible for viewing it on your own
before class. If you are absent for the group presentation or more than 30 minutes late to class,
you will need to write a 4 to 5-page paper dealing with your group’s competency (s) and practice
behaviors including references.

Grading Rubric
1. Participation by each member of the group measured by their verbal /creative
presentation. 1pt
2. Accurate explanation of your assigned competency and practice behavior. (In your own
words). 1pt.
3. Application /Explanation of how your assigned competency and practice behavior applies
to the struggles and issues dealing with the characters in the movie Precious. 2pts
4. Creativity of the presentation 1pt.

You will have an entire class period to work on your presentation, which will depict how the
competency and practice behaviors assigned to your group can be explained/ made operational
by using the story of Precious. The presentation will be 15-20 minutes long. I will make general
and specific suggestions to get you started. Feel free to use some, all or none of them. You may
work on your presentation outside of class.

20
General Suggestions:
o Use music; creative art, imagery, resources using the computer
o Use the Precious Discussion Guide posted in Content

Assignment V: IPTV- 5 pts

This assignment is part of a collaboration between the Wayne State University Medical School,
School of Pharmacy and the School of Social Work.

Principal Coordinator: Jennifer Mendez, PhD

Academic and Student Programs
Wayne State University School of Medicine
320 East Canfield #203
Detroit, MI 48201
313-577-2125

Co-coordinator: Cassandra J. Bowers/ Sheryl Kubiak

School of Social Work
5447 Woodward Avenue
Detroit, MI 48202

Introduction to the collaboration

As a health care professional student, you will be matched by Dr. Mendez of the School of
Medicine with two students from other disciplines (medicine, nursing, pharmacy, occupational
therapy, physical therapy, for example). Your team will interview an older adult on their health,
medications and/or social needs. You will attend an orientation to learn about geriatric teams,
aging, and assessment tools. You will visit your assigned older adult in their home or location of
their choice for about 1-1.5 hours. During these visits, team members 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 Canvas..

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.

Assignment requirements:
a. Prior to the visit, students will complete an aging attitudes assessment pre-test.
b. After the visit, students complete the aging attitudes assessment posttest.

21
 c. Students will work with 2 other students from other health related disciplines to complete
a home visit with older adults (Senior Partner participant).
d. The interdisciplinary student teams will conduct joint one to two hour interviews.
e. The role of the BSW social work students in the team is to complete an Eco map

Due Date for ECOMAP: March 21, 2020

The Eco-Map is an instrument used to identify and assess one’s 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 with your other team members. 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 Eco map 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 Eco map 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.

22
 Sample Eco-Map
Volunteer Neighbors
Work

Senior / Extended
Social
Wellness Family
organization/
Clubs Center or
organization Friends

Health
Care/ Church
Recreation Vision /Temple/
Mosque Caregivers
Client / Personal
support
Agency

Education /
Life Long Health
Learning Care/
Dental Caregiving
to others

Health
Care/
Human
Primary
Services Health Care
Agency Care / Physician
Pharmacist

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

Social Work 3020 Analytical Grading Rubric

 IPTV- The Eco- Map
5 Points available

Not Acceptable
Competent

Developing

Beginning
Possible points

Points achieved
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/g
e
The Eco -Map. include a cover page & include the title of the
assignment, information about the class (SW3010), the date
you are handing it in and your name.
The following information is included. If it is not relevant to
the person you interview denote this by writing NA.
Extended Family 1
Friends 1
Health Care- Vision; Dental, Pharmacist ;Senior Wellness 1
Center or Organization; Human Services Agency
Education/ Life long learning; 1
Volunteer Work; Recreation/ Hobbies; Church /Temple 1
Mosque
Complete the Eco-map. You will keep the copy that you 5
worked on together. This information should be given to your
instructor and the research team.
 Social Work 3020 Analytical Grading Rubric
Process Recordings 1&2
20 Points possible for each recording
Student

Beginning
Excellent

Competent

Developing
All papers must include a cover page &

Available Points

Achieved Points
Acceptable Not
include the title of the assignment,
information about the class (SW3020),and
the date of submission .
Introduction
 Client name, Age of Client, Marital 1
Status
Body
 Exact dialogue 1
 Your feelings 1
Analysis
 Identify what is going on with your 2
client 2
 Identify skill you are using 1
 Explain the reason for selecting the
skill or intervention used
2
 Explain where you are headed with
this client
 Identify what might work better in
the future
Self-Evaluation
 Provide an evaluation of your 1
overall skill during the session
 How do you see yourself as being 1
effective during the session?
 What skills would you like to 2
improve?
 Questions for the reader 2

Comparative Analysis
 Ability to record accurately the verbal 1
and non-verbal interaction between you
and the client (customer)
 Ability to recognize, understand and
verbalize in writing your feelings and 1
reactions to the situation, person (s),
 and or environment.

 Ability to analyze the interaction in 2

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,
and your use of open and closed
queries
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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