S.W. 521 Interpersonal Practice with Individuals, Families and Small Groups Prof. T. Powell; Fall, 2006 3796 Social Work Bldg., 1080 S. Univ. Office Hours: Mon. 11-12; Tues. 11-12:30; and by appt. Ann Arbor, MI 48109-1106 tpowell@umich.edu 734 763-5930 https://ctools.umich.edu/portal ... professionals--people you could call in the middle of the night if there was trouble, people whose being had begun to meld with their doing, who were what they did. Lynch, T. (1997). The Undertaking: Life studies from the dismal trade. New York: Penguin Books. 19. -- the test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time, and still retain the ability to function. One should, for example, be able to see that things are hopeless and yet be determined to make them otherwise. F. Scott Fitzgerald. The Crack Up. 1936 Text: Hepworth, D. H., Rooney, R. H., Rooney, G.D., Strom-Gottfried, K. & Larsen, J. H. (2006). Direct social work practice: Theory and skills, 7th ed. CA: Brooks Cole ISBN 0-534-64458-9. Text is available at Shaman Drum Bookshop 311-315 S. State Street, Ann Arbor, MI 48104, (734)662- 7407, (800)490-7023, http://www.shamantext.com/ Other required readings are in electronic format. The easiest way to get them is through CTools INTP 521 007 F06 They may also be obtained through Mirlyn. Click on Mirlyn . Click on the Course Reserves link at the top right corner of the page - For Course Name, enter sw 521 and click on SEARCH. Then click on Instructor. If you desire, I can loan you copies for photocopying. If you will not be in class because of Yom Kippur, Diwali, or Eid ul-Fitr, let me know so that we can make alternate arrangements. If you need an accommodation for a disability, please make an appointment with me at your earliest convenience. I can modify the assignments, class activities, and other aspects of the course to fit your circumstances. 1. Course Description: This course presents foundation knowledge and skills essential to interpersonal practice while considering the community, organizational, and policy contexts in which social workers practice. It integrates content on multiculturalism, diversity, social justice, and social change issues, and it relies on the historical, contextual, and social science knowledge presented concurrently in the foundation SWPS and HBSE courses. The student's field experience and future practice methods courses will build upon the skills presented in this basic course. Throughout this course, students examine social work values and ethics as well as issues of race, ethnicity, gender, sexual orientation, socio-economic state, age, religion, and ability as these relate to interpersonal practice. 521-out 2 2. Course Content: Students will learn various social work roles (e.g., counselor, group facilitator, mediator, broker, advocate and resource planner), recognizing that these roles must be based on an awareness of cause and effect and on the adherence to social work values and ethics. Students will understand the importance of developing relationships with clients, colleagues, supervisors, other professionals, and many other constituencies that make up the organizations in which they work. Students will also learn how self- awareness and the conscious use of self affect the helping relationship. In this course all phases of the IP treatment and prevention process (i.e. engagement, assessment, evaluation, planning, intervention, and termination) will be presented with attention to how they are applied to work with individuals, families, and small groups. Students will learn to assess problems in clients' lives that relate to attributes of the client (e.g. age, race, ethnicity, gender, sexual orientation, ability) as well as situational and environmental factors relevant to the client's social functioning. Students will understand patterns of functioning, to assess strengths and limitations, and to plan, implement and monitor change strategies. Students will learn the importance of evaluating methods of change based on situational effectiveness and on whether their implementation enhances the client's capacity for self-determination and the system's capacity for justice. Various prevention, treatment, and rehabilitation models will be covered as well as various IP skills. In subsequent IP courses, more emphasis will be placed on specialized assessment procedures, evaluation, treatment interventions, termination. 3. Course Objectives: Upon completion of this course, students will be able to: (1) Describe ecological-systems, bio-psycho-social, problem solving, structural, and pathology versus strengths based frameworks in practice with individuals, families, and small groups AND critique the strengths and weakness of these various frameworks. (2) Recognize the impact of race, gender, ethnicity, social class, sexual orientation, power and privilege on interpersonal practice by: (a) demonstrating self-awareness about how their attributes and life experiences impact on their capacity to relate to others with different personal attributes and life experiences. (b) describe how others who are very different may perceive them and how status and power issues impact professional relationships with clients, colleagues, and other professions. (c) recognize the role of privilege in one's ability to assess needs and intervene in the helping process. (3) Carry out the roles of advocate, broker, counselor/therapist, group facilitator, and resource developer and assess the appropriateness of these roles in context. (4) Demonstrate basic interpersonal practice skills including active listening, empathic responding, critical thinking, case recording, and contracting. (5) Conduct culturally sensitive and culturally competent interpersonal practice by: (a) engaging diverse client systems (b) employing assessment protocols of PIE, ecomaps, genograms, network maps, and group composition (c) articulating treatment and prevention goals, developing measurable treatment and prevention objectives, and employing measurement tools to monitor and evaluate practice while maintaining sensitivity to the special needs of clients. (d) implementing treatment protocols consistent with treatment plans and sensitive to clients' situations (e) recognizing basic termination issues that pertain to interpersonal practice. (6) Operationalize the NASW code of ethics and recognize value dilemmas that emerge in interpersonal practice. 521-out 3 4. Course Design: The course uses lectures, class discussions, role plays, small group work, videos, and CTools as appropriate. 5. Relationship of the Course to Four Curricular Themes: ? Multiculturalism and Diversity will be concentrated in the topics of relationship building, communication, assessment, intervention, termination and evaluation. These topics will explore how the differences between worker and client impact and shape these critical dimensions of social work practice. Critical consciousness about power imbalances between worker and client and between client and agency will also be explored. Multicultural content will be infused throughout the course especially in the assessment and intervention phases of the change process. Social Justice and Social Change will be central to the topic of various roles assumed by social workers and in clienthood. The focus of the course is on small system change (individual, families, and groups) but the larger social context and implications for change will be embedded in PIE, ecological assessment, and in the experience of applicants as they enter social agencies. These themes will be integrated into this course through the use of case examples and case scenarios that will be selected by the instructor to exemplify skills in practice. Promotion, Prevention, Treatment, and Rehabilitation will be themes reflected in various purposes and models of contemporary social work practice. In addition, this course will emphasize skills that can be implemented with promotion, prevention, treatment, and rehabilitation as practice goals and outcomes. ? Behavioral and Social Science Research will be presented in this course to support practice methods, skills and assessment procedures. Planning, decision-making and intervention procedures will be directly borrowed from the behavioral and social sciences. 6. Relationship of the Course to Social Work Ethics and Values: Social work ethics and values will be addressed within the course as they pertain to issues related to working with clients and colleagues. The NASW Code of Ethics will be used to give students direction about these ethical issues. In particular, this course will focus on client issues, such as confidentiality, privacy, rights and prerogatives of clients, the client's best interest, proper and improper relationships with clients, interruption of services, and termination. In addition, issues that arise when working with colleagues, such as referral, consultation, dispute resolution, and mediation will be addressed. 7. Source Materials: All wisdom is plagiarism; only stupidity is original. Hugh Kerr, "Preacher, Professor, Editor," Theology Today 45:1 (April, 1988), 1. Addis, M. E., & Mahalik, J. R. (2003). Men, Masculinity, and the Contexts of Help Seeking. American Psychologist, 58, 5-14. Gawande, A. (2004). The Bell Curve: Annals of Medicine. The New Yorker, 80(38, December 6), 82-91 Lum, D. (2004). Social Work Practice and People of Color: A process-stage approach, 5th ed. Pacific Grove, Calif. Brooks/Cole Pub, pp. 64-86. Berkman, C. S., Turner, S. G., Cooper, M., Polnerow, D., & Swartz, M. (2000). Sexual Contact With Clients: Assessment of Social Workers' attitudes and Educational Preparation. Social Work, 45(3), 223-235. 521-out 4 Corey, M. S., & Corey, G. (2002). Group Process and Practice (6th ed). Pacific Grove, CA: Brooks/Cole (Forming a Group, 98-120). Comas-Dias, L., & Jacobsen, F. M. (1991). Ethnocultural transference and countertransference in the therapeutic dyad. American Journal of Orthopsychiatry, 61(3), 392-402. Compton, B., Gallaway, B., & Cournoyer, B. R. (2005). Social Work Processes, 7th ed. CA: Brooks Cole, pp. 349- 360. Gilgun on eco maps White, W. L. (1998). Slaying the Dragon: The History of Addiction Treatment and Recovery in America. Bloomington, IL: Chestnut Health Systems/Lighthouse Institute (Ch. 27 Modern Addiction Treatment: Seminal ideas and evolving treatment technology, 287-313) Lukas, S. (1993). Where to Start and What to Ask: An Assessment Handbook. New York: W.W. Norton, pp.44-57 "How to conduct the first interview with a family". Powell, T. J. (1995). Self-Help Groups. R. L. Edwards (Ed.-in-Chief), Encyclopedia of Social Work . 19th Edition, Vol. 3, 2116-2123, Washington, D.C.: NASW Press. Wituk, S. (1998). Opportunities and experiences with self-help groups. The Community Psychologist, 31(2), 27-29. Corey, M. S., & Corey, G. (2002). Group Process and Practice (6th ed). Pacific Grove, CA: Brooks/Cole (Initial stage of a group, 126-138). APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61(4), 271-285. Westen, D., Novotny, C. M., & Thompson-Brenner, H. (2004). The Empirical Status of Empirically Supported Psychotherapies: Assumptions, Findings, and Reporting in Controlled Clinical Trials. Psychological Bulletin, 130(4), 631-663. Compton, B., Gallaway, B., & Cournoyer, B. R. (2005). Social Work Processes, 7th ed. CA: Brooks Cole, pp. 319- 325. "Endings" White, W. L. (1998). Slaying the Dragon: The History of Addiction Treatment and Recovery in America. Bloomington, IL: Chestnut Health Systems/Lighthouse Institute Ch. 29 Some closing reflections on the lessons of history, 328-342). Additional Recommended Resources Basch, M. R. Doing psychotherapy. New York : Basic Books; 1980. Berg-Cross, L.; Jennings, P., and Baruch, R. Cinematherapy: Theory and application. Psychotherapy in Private Practice. 1990; 8(1):135-156. Brown, Laura S. Subversive Dialogues : Theory in Feminist Therapy. New York: Basic Books; 1994. Budman, Simon H. and Gurman, Alan S. Theory and practice of brief therapy. 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New York: Columbia University Press; 1996. Gibbs, L. Gambrill E. Critical thinking for social workers: Exercises for the Helping Professions. Thousand Oaks, CA: Pine Forge Press; 1996. Gutierrez, Lorraine; Parsons, Ruth J., and Cox, Enid Opal. Empowerment in social Work Practice: A Sourcebook. Pacific Grove: Brooks/Cole; 1998. Hamill, Pete. A Drinking Life. Boston: Little Brown; 1994. Ho, Man Keung. Family Therapy with ethnic minorities. Thousand Oaks: Sage; 1987. Hopps, J.; Pinderhughes, E., and Shankar, R. The power to care: Clinical practice effectiveness with overwhelmed clients. New York: Free Press; 1995. Ivanoff, A.; Blythe, B. J., and Tripodi, T. Involuntary clients in social work practice. New York: Aldine DeGruyter; 1994. Ivey, Allen E. and Ivey, Mary Bradford. Counseling and Psychotherapy: A Multicultural Perspective. New Jersey: Prentice hall; 1997. Jordan, Catheleen and Franklin, Cynthia. Clinical Assessment for Social Workers: Quantitative and qualitative methods. 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Social Work Practice and People of Color: A process-stage approach, 4th ed. Pacific Grove, Calif. Brooks/Cole Pub.; 2000. Lynch, D.; Vernon, R. F., and Smith, M. L. Critical thinking and the web. Journal of Social Work Education. 2001; 37(2):381-386. MacKenzie, K. R. Time-managed group psychotherapy: effective clinical applications. Washington, D.C: American Psychiatric Association; 1997. Maki, Dennis R. and Riggar, T. F. Rehabilitation counseling: Profession and practice. New York: Springer; 1997. Malgady, Robert G. and Zayas, LUis H. Cultural and linguistic considerations in psychodiagnosis with Hispanics: The need for an empirically informed process model. Social Work. 2001; 46(1):39-49. Mattaini, M. and Kirk S. Assessing assessment in social work. Social Work. 1991; 36:260-266. Mattaini, Mark A. Clinical Practice with Individuals. Washington, DC: NASW Press; 1997. Mayo, Yolanda Quinones and Resnick, Rosa Perla. The Impact of machismo on Hispanic Women. AFFILIA. 1996(Fall):257-277. 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