This course provides students the opportunity to integrate concepts developed in the liberal arts courses, social science courses and social work courses, including field education. Through the Field Education Seminar students clarified their emerging context of service or philosophy of social work as the integrating focus. This course examines student responsibility for continued professional development, contribution to the social work profession, and ultimately for assuming leadership roles. At the heart of effective professional practice is ethical decision making. The ethical dilemmas confronting social workers as well as processes for making ethical decisions will be an integrating focus of this course. This in turn will clarify each worker's responsibility for continuous professional development including the responsibility for demonstrating leadership in practice.

In this course, social inequality or "stratification" is defined as those processes whereby members of society are sorted (and sort themselves) into higher and lower statuses based on differential access to wealth, power, and prestige. The position in this course is that unequal access to society's resources is intimately bound up with gender, gender identity, social class, and race, which are interwoven and mutually reinforce one another. More specifically, lower or working social class, female gender, and non-white race and ethnicity make up the minority groups that systematically have less access to society's resources.

To become effective generalist practitioners, social workers learn a broad range of areas and methods of practice at the micro, mezzo and macro levels. The first course begins with the introduction to perspectives and approaches for work with individuals and families. The second course builds on the first and moves to the presentation of theories and concepts for practice with groups and larger systems. This course is designed to introduce students to specific knowledge, values and skills useful to influence and achieve change in small groups, organizations and community settings. The course emphasizes integration and application of the above through the concurrent field education placement.

This elective course seeks to introduce students to the ways that theory and evidence are used to guide intervention with individuals, families, and groups. The focus of this course is on the ways that effective direct practice intervention must integrate different sources of knowledge: evidence (what has worked in the past with people with similar problems); theory (frames of reference for understanding how problems are generated and solved); clinical wisdom, and client preferences. Students will learn straightforward rubrics for locating and evaluating research evidence that may be used to generate intervention possibilities. Second, students will study and critique several key intervention theories and models (psychodynamic, cognitive, behavioral, family systems, group work) and apply them to case materials. Finally, the class will explore processes and problems that cut across direct practice models, such as the enhancement of change motivation.

The practice of social work is uniquely guided by a comprehension of shared relationships between human beings and their social environments. As entry-level social workers, students in this course will broaden their knowledge base in order to work with individuals, families, groups, and communities. Students will learn to use a multidimensional, biological, psychological, social, and spiritual assessment framework to understand human development across the lifespan within the social context. Content in this course includes theories and evidence-based research findings concerning human development and interactions among individuals, groups, societies, and economic systems. Continuing their learning in Introduction to Sociology and Social Inequality, students will deepen their understanding of the role of social systems as supporting or thwarting human health, well-being, and social functioning. Students will carry out observation of social interaction, interview, and write as informed by theory and evidence-based research findings in order to integrate social work knowledge, values, and skills. Knowledge and experiences in this course are intended to further prepare the student to participate in the processes of generalist social work practice.

This course is designed to enable students to apply the methods of social research to the evaluation of social work macro and micro practice (including individual practice) and programs. Students are expected to become familiar with issues related to the design, monitoring, and assessment of social work programs and interventions, using both quantitative and qualitative methods. Through assignments, readings, and class exercises, the course provides a more in-depth preparation for the three research roles of 1) evaluator of practice, 2) evaluator of programs, and 3) producer of research.

Childhood trauma, including maltreatment and witnessed violence, effects individuals in many different ways. Specifically, trauma impacts the development of children, adolescents, and adults in ways that may potentially result in lifelong neurophysiological, psychological and social changes. The profoundly negative effect of cumulative childhood stressors, known as Adverse Childhood Experiences (ACEs), across the lifespan is also well known. This course will explore the concept of trauma, in terms of defining and categorizing the various types individuals may be exposed to (such as: disasters, catastrophic trauma, community violence, and sexual exploitation, also trauma related to accidents, combat, invasive medical procedures, traumatic grief, among many others) and will examine the effects along with new evidence-based practices (EBPs) and practice guidelines. The purpose of this course is to immerse students in the knowledge base regarding trauma and its effects, including the neuroscience of trauma, and resulting effects, as well as issues related to working ethically and effectively with child, adolescent, and adult victims of child maltreatment, interpersonal traumas, manmade/natural disasters, and other types of chronic stress and trauma. Cultural status, including race/ethnicity, gender, sexual orientation, socioeconomic status, disability status, and others in understanding and working with traumatized victims and survivors within a strengths perspective will be intertwined within the content.

This junior-level course builds on earlier foundation courses such as Introduction to Social Work, Introduction to Sociology and Social Services: Theory and Practice, and American National Government. The social work profession is committed to social justice, social change, and political action. The purpose of this course is to help students understand what drives social welfare policy, how it impacts our lives, and how we can influence and change it. This course is designed to be theoretical and practical by providing students the opportunity to view social policy within historical, economic, and socio-political contexts; to understand the process of social policy development, implementation, and evaluation; and to practice policy skills.

This course explores major forms of emotional distress in adults, children, and youth, including classification trends, issues, and models. The course provides an introduction to clinical syndromes in terms of diagnostic methodology, research and social concerns and their implications for at risk groups. This introductory course will familiarize social work students with the major mental disorders. Since mental health issues are ubiquitous in social work settings and practice, it is appropriate that social workers, regardless of concentration or specialization, be acquainted with the language, taxonomy, conceptualizations, and developments in the study of Clinical Assessment and Diagnosis . For those desiring to expand knowledge in this area, the advanced curriculum offers this opportunity. This course serves as the prerequisite for further study of Clinical Disorders. The Diagnostic and Statistical Manual of Mental Disorders-5 (DSM-5) is used as the organizing framework for this course. Though controversial, the DSM-5 has become the standard diagnostic tool used by local, state and federal governments, major health insurance carriers and by several of the academic disciplines. In this course, however, we will critically examine the DSM and its relevance for social work practice.DSM-5 conceptualizes a mental disorder as a clinically significant behavioral or psychological syndrome or pattern that occurs in an individual and that is associated with present distress (e.g., a painful symptom) or disability (i.e., impairment in one or more important areas of functioning),or with a significantly increased risk of suffering death, pain, disability, or an important loss of freedom. The adequacy and appropriateness of this conceptual framework to illuminate and enhance understanding of the human phenomena seen in social work practice is addressed throughout the course. Factors such as cultural differences, race and ethnicity, social class, gender and age are discussed in terms of their possible influence on clinical judgment and the diagnostic process.

Advanced practice with family systems, with an emphasis on systems-analytical perspective that includes environing systems as well as internal dynamics of the family system. Differential use of the major theoretical approaches in family therapy. Emphasis on a social work framework and on such traditional family social work techniques as advocacy, brokerage, and provision of concrete services. This course provides in-depth level, theory and advanced clinical practice for social work with the diverse family configurations (including single, reconstituted, gay/lesbian families) that social workers encounter in agency-based practice. The course will include lecture, discussion, role-playing, written case materials, and videotaped clinical interviews.

This course is designed to explore and address issues of domestic violence. This course will also cover other forms of abuse and teach bystander intervention from a social justice perspective. The curriculum motivates students to engage in critical dialogue with a concentration on gender violence, sexism, sexual assault, relationship violence, and harassment. Students will examine abuse in intimate partner relationships. The highly interactive discussions utilize realistic scenarios and challenge traditional gender roles, conveying concrete options for students to interrupt, confront, and prevent violence in their communities. This course confronts myths and realities connected with rape culture and empowers students to develop leadership skills while learning to serve as effective bystanders.

In this course, the student will have the opportunity to examine the nature of alcohol and other drugs (AOD) of dependence, addiction and its impact on the addicted individual and the people in their especially the family. The Diagnostic and Statistical Manual of Mental Disorders , Fifth Edition (DSM-5) 2013 categorizes what we have previously identified as alcoholism as Alcohol Use Disorder. The current lexicon on addiction and dependence makes a distinction between them for both alcohol and other drugs. Alcohol dependence is viewed as a biological phenomenon that dramatically affects the physiology, psychology, and social behavior of the addicted person. The alcohol dependent person, family, friends, work-mates, and professional helping people are viewed as a system, all of whom are affected by the presence of addiction in a person and, who, in turn, affect the outcomes for the dependent and/or addicted person. For purposes of clarity, this course will also encompass information about other substance use disorders and at times, will refer to Alcohol and Other Drugs (AOD), or to the term Chemical Dependence.

The course is intended to empower the student to identify addiction and dependence and to understand healthy and appropriate ways to respond, and from a treatment perspective, whether or not the student is involved in behavioral science. Students will learn to recognize the AOD dependent individual, trauma that has occurred to the individual, and to their family members within various social service contexts. Students will learn professional behaviors and methods that promote recovery and identify those that may be contraindicated. By attending open 12-Step Alcoholics Anonymous and/or other self help meetings, students will learn the power of self-help groups to support recovery for the dependent and members of his/her social system. Students will choose and develop an area for deeper study, writing and presentation. This introductory overview of alcoholism or other drug dependence/addiction, impact of trauma, and the family system will include lectures via powerpoint, videos, forum discussion assignments, AA/ALANON or other self hep meetings, written activities, and presentations.
 

This course focuses on therapeutic interventions for children (approximately infancy to middle school age), with a particular emphasis on how their developmental needs are addressed within various system structures (e.g., family/household, school, community settings). As children generally reside in families, various family forms and risk statuses will be examined with a focus on anti-oppressive social work practice. This course provides assessment, engagement, and intervention strategies for children involved with various child-serving systems. Emphasis is on assessment of developmental aspects of child and family well-being (with a broad and diverse definition of family), identification of risks, strengths and resiliency factors, and sociological and psychological knowledge of how family and community contexts affect children. Focus is on advanced direct practice with children who are at risk because of systemic stressors and/or mental health challenges. The importance of attachments and stability to children’s resilience and well-being are emphasized. Crisis intervention skills are addressed as well as case management, and work with other community service systems.

Practice, theory and research about group dynamics and group work in task groups, psychoeducational groups, support groups, and therapeutic groups are analyzed and applied as part of learning the basics of group work in human services settings. Group work has a long and honored past as a method of intervention in many social work settings. This course will integrate experiential aspects of involvement with groups within the class, as well as incorporate readings that allow students to critically evaluate application of theories of group intervention and group dynamics. Ability to differentially use the professional self in different group modalities (psycho-educational, support, traditional therapeutic, task-based, etc.) will be a focus of the course. Supervision and Consultation for Clinical Practice.

Analysis of supervisory roles in human service organizations. Covers the three functions of supervision - supportive, educational and administrative. Course designed primarily for the first line supervisor but covers concepts and theories applicable to general supervision and management. This course prepares students for the role of supervisor in human service organizations with particular emphasis on supervision of social workers providing direct service to clients. Theoretical and technical approaches to the educational, administrative and supportive functions of the supervisor, as well as issues of monitoring and evaluating worker performance are addressed. Issues posed by differences of gender, age, race, ethnicity and sexual orientation between supervisor and worker are also addressed.

This course explores the current uses of the creative arts in social work practice, including music, drama, art and dance. This course will utilize both lecture and experiential exercises to explore the therapeutic value of creative approaches. Students will also be encouraged to express their own creativity and apply these approaches to practice. There will be an emphasis on how trauma impacts the brain and the use of creative approaches for healing. This class is designed for mental health practitioners interested in gaining a clearer understanding of the theory and practice of the use of the mediating properties found in the expressive arts in therapy and counseling as applied to clinical and school settings with children, adolescents, and adults.

The Field Education Practicum I and Seminar ,  the fall semester course that provides students with the opportunity to apply social work knowledge, values, and skills for generalist social work practice in an approved human service agency. Students intern at the same agency for the fall and spring semesters. Students are expected to demonstrate their ability to apply the Social Work Program Competencies (SWPC 1- 9) and related behaviors while completing 200-250 hours of agency placement. Simultaneously, students participate in a weekly synchronous seminar. Students also receive collaborative supervision with the agency Field Supervisor and the Field Education Coordinator/Faculty. The course focuses on the following key elements:

• Integration of social work theory and practice
• Creation of an observational learning environment
• Development of a social work professional identity
• Cultivate critical insights into practice-related ethical issues
• Acquire peer feedback related to practice opportunities and challenges

The seminar is a weekly synchronous class. Each week, students will come to class prepared to discuss issues related to what they are observing and learning in their respective field placements. Assignments are developmental and becoming increasingly more challenging as the semester progresses. This is a 1-credit course that aligns with the field placement as a comprehensive interactive course.

The weekly seminar serves as a professional and peer supervision/consultation session using small and large group discussions. Through active discussions, interactive assignments, and self- directed learning, students enhance their personal and professional skills related to the social work profession.

The Field Education Practicum II , is  a spring semester course that provides students with the opportunity to apply social work knowledge, values, and skills for generalist social work practice in an approved human service agency. Students intern at the same agency for the fall and spring semesters. Students are expected to demonstrate their ability to apply the Social Work Program Competencies (SWPC 1- 9) and related behaviors while completing 450-480 hours of agency placement. Simultaneously, students participate in a weekly synchronous seminar. Students also receive collaborative supervision with the agency Field Supervisor and the Field Education Coordinator/Faculty. The course focuses on the following key elements:

• Integration of social work theory and practice
• Creation of an observational learning environment
• Development of a social work professional identity
• Cultivate critical insights into practice-related ethical issues
• Acquire peer feedback related to practice opportunities and challenges

Students will attend a weekly synchronous seminar and will be prepared to discuss issues related to what they are observing and learning in their respective field placements. Assignments are developmental and becoming increasingly more challenging as the semester progresses. This is a three-credit course field practicum and a 1 credit field seminar.

The seminar is a weekly synchronous class. Each week, students will come to class prepared to discuss issues related to what they are observing and learning in their respective field placements. Assignments are developmental and becoming increasingly more challenging as the semester progresses. This is a 1-credit course that aligns with the field placement as a comprehensive interactive course.

Two site visits occur in the Field Practicum II, either synchronous or face to face depending on location. The Field Faculty Liaison, Field Supervisor, Task Supervisor (if applicable), and the student attend all meetings. These meetings intend to explore the student’s progress to date, including an overview of case assignments, client contact, hours, and any relevant personal and/or professional issues.
 

The Senior Field Education Practicum III  is the second-year fall practicum course that provides students with the opportunity to apply social work knowledge, values, and skills for generalist social work practice in an approved human service agency. Students are expected to demonstrate their ability to apply the Social Work Program Competencies (SWPC 1- 9) and related behaviors. Students have now completed Year 1 and will be assigned a different placement experience for year two. Field Practicum III and IV will require students to complete the minimum of  900 hours in the field, as required by the Council on Social Work Education. In addition to the 450-480 hours of agency placement in Field Practicum III , students participate in weekly synchronous seminar. Students also receive collaborative supervision with the agency Field Supervisor s and the Field Education Coordinator/Faculty. The course focuses on the following key elements:

• Integration of social work theory and practice
• Creation of an observational learning environment
• Development of a social work professional identity
• Cultivate critical insights into practice-related ethical issues
• Acquire peer feedback related to practice opportunities and challenges

Each week, students will attend a synchronous seminar class prepared to discuss issues related to what they are observing and learning in their respective field placements. Assignments are developmental and becoming increasingly more challenging as the semester progresses.

The weekly seminar serves as a professional and peer supervision/consultation session using small and large group discussions. Through active discussions, interactive assignments, and self- directed learning, students enhance their personal and professional skills related to the social work profession.

Two site visits occur during Field Practicum III - either face to face or by Zoom: two visits in the Fall semester and two visits in the Spring semester. The Field Faculty Liaison, Field Supervisor, Task Supervisor (if applicable), and the student attend all meetings. These meetings intend to explore the student’s progress to date, including an overview of case assignments, client contact, hours, and any relevant personal and/or professional issues.
 

The Field Education Practicum  IV is the final semester field practiucm that provides students with the opportunity to apply social work knowledge, values, and skills for generalist social work practice in an approved human service agency. Field Education Practicum and Seminar IV is the final internship in the MSW Program. Students are expected to demonstrate their ability to apply the Social Work Program Competencies (SWPC 1- 9) and related behaviors. Students will continue in the spring semester with the same agency they were placed in the fall semester. At the completion of Field Practicum IV will have accrued the minimum of 900 hours in the field, as required by the Council on Social Work Education. Students are required to participate in a weekly synchronous seminar. Students also receive collaborative supervision with the agency Field Supervisor s and the Field Education Coordinator/Faculty. The course focuses on the following key elements:

• Integration of social work theory and practice
• Creation of an observational learning environment
• Development of a social work professional identity
• Cultivate critical insights into practice-related ethical issues
• Acquire peer feedback related to practice opportunities and challenges

Each week, students will attend a synchronous seminar class prepared to discuss issues related to what they are observing and learning in their respective field placements. Assignments are developmental and becoming increasingly more challenging as the semester progresses.

The weekly seminar serves as a professional and peer supervision/consultation session using small and large group discussions. Through active discussions, interactive assignments, and self- directed learning, students enhance their personal and professional skills related to the social work profession.

Two site visits occur during Field Practicum IV- either face to face or by Zoom: two visits in the Fall semester and two visits in the Spring semester. The Field Faculty Liaison, Field Supervisor, Task Supervisor (if applicable), and the student attend all meetings. These meetings intend to explore the student’s progress to date, including an overview of case assignments, client contact, hours, and any relevant personal and/or professional issues.