| Child
Development: 0 -
60 months http://www.mcnellie.com/develop/checklist.xls |
|
| http://www.mcnellie.com/develop/manual.doc |
|
|
|
|
| www.cdc.gov/growthcharts/ |
Supervision:
Supervisionreview.doc
Supervision.ppt
http://www.mcnellie.com/525/Supervisionreview.doc
http://www.mcnellie.com/525/supervisionshortcourse.doc
http://www.mcnellie.com/525/supervision.ppt
Children
Services:
http://www.mcnellie.com/525/childwelfarenotes.doc
Therapies:
Bowenpresent.doc
Bowen.doc
familytherapyreview.doc
conjointpresntation.doc
bowenpresent.doc
bowen.doc
adler.rtf
Behaviortherapy.ppt
Familytherapy.ppt
Miltonerickson.ppt
Behaviortherapy.ppt
http://www.mcnellie.com/525/hypnoticscripts.doc
Family Therapy:
familytherapyreview.doc
Statistics:
http://www.mcnellie.com/525/standarddeviation.doc
Diagnostic Assessment:
http://www.mcnellie.com/525/diagnosticassessment.rtf
Dream
Interpretation:
dreaminterpretation.doc
dreamsaremadeof.doc
dreamsymbols.doc
dreamtopten.doc
http://www.mcnellie.com/525/dreamsymbols.doc
For fun, a brain exercise: right-brain-leftbrain-test
Human Behavior:
| Therapies.doc | NonverbalCues.ppt | BodyLanguage.doc |
Ethics Model:
EthicsModel.doc
http://www.mcnellie.com/525/4/EthicsModel.doc
Ethics
Codes.doc
Erikson's
developmental chart
http://mcnellie.com/erikson.html
Eriksondevelopmentassessment.doc
Graph
Profilechart
Total Scale
Scores
General review of advanced
generalist practice with
individuals and families in rural settings. Discussion of
social
workers in others areas of practice within rural communities.
Solution focused interventions
with Families
http://www.mcnellie.com/525/solutionfocus.ppt
Review for Final
hypnoticscripts.doc
(1) K&H 9-10
(2) Mander
(1) K&H 7-8
(1) K&H
5-6
(2) Smith &
Hall
(1) K&H 3-4
(2) Heydt &
Sherman
(1) K&H 1-2
(2) Marts,
Eun-Kyoung, McRoy, & McCroskey
(B) Introduction to Family system;
Defining
family
(1) Marsh
Working
in rural settings: ethical implications
(A)
Terminating
and
followup
(1)
Mattison,
Jayaratne, Srinika,
& Croxton
Working in rural settings: ethical implications
| Week 6/7 See
nonverbal cues link below |
(B) Advanced evaluative evidence and tools,
Recordkeeping and reporting
(1) Reid
(2) Bigler.
(B) Identifying and utilizing client strengths,
Theory selection for individuals
(1)
McMahon, p. 80-105
(2) De Jong
& Miller
(B)
Advanced Generalist skills,
(1)
McMahon, p.107-127
(2)
(B)
Rural oppression and poverty,
Self-determination and informed consent,
the tension of empathy and boundaries
(1) Cohen
(2) Green, Gregory, & Mason
(3)
(B) Therapeutic
relationships in the rural context, Managing dual relationships
(1)
McNellie
(2)
Johner (http://www.socialworker.com/jswve/content/view/30/44/ )
(3) Gottlieb (http://kspope.com/dual/gottlieb.php#copy)
(4) Younggren (http://kspope.com/dual/younggren.php)
Test 1, Test 1 answers
Week
1: Introduction
to Advanced Generalist Practice in a Rural
Context
(A) Personal
Introductions. Review syllabus. Overview of class goals.
(B) Ethical dilemmas and case studies, the
changing
rural environment and people
None
MSW PROGRAM
SWK 525 Advanced
Generalist Practice
R.
Bruce McNellie,
Ph.D.,MSSW,LCSW,DCSW,LPC,LMFT http://www.mcnellie.com/525
Prerequisites:
Completion of
Professional Foundation or Advanced Standing
Corequisite:
SWK 510, SWK
517 mcnellie@mcnellie.com rmcnellie@sfasu.edu
(936)560-9437
COURSE
SYLLABUS
I. Course Purpose
Advanced Practice I is required during the
first
semester of the concentration. It builds
on all courses taken during the foundation and focuses on obtaining
depth and
breadth of knowledge across complex problem areas, populations at risk
and
practice settings within a rural context.
Greater skill and autonomy in a wider selection of problem
solving,
assessment, intervention and evaluation strategies with individuals and
families is learned. Greater depth in
awareness, sensitivity and professional response to issues of ethics,
values,
diversity, social and economic justice and populations at risk is
achieved.
Linking with Advanced Practice II, focusing
on
organizations and communities that is taught concurrently, students
gain
integration and mastery across advanced generalist levels of practice. Horizontal integration also occurs with
concurrent advanced policy and research courses. The
combination and integration of these
advanced generalists concentration courses with the foundation prepares
students for the following block placement.
TEXTS:
Required
Text:
Kilpatrick, A. C. &
The MSW program of SFASU features a
generalist
foundation and a single concentration:
Advanced Generalist Practice in a Rural Context, both defined
below.
It is important to note here that the BSW
program
and the MSW program have developed a shared definition of generalist
practice,
given below.
Generalist
practice is
a practice perspective that serves diverse client systems utilizing an
ecological systems approach focusing on persons, families, groups,
organizations and communities within the context of the rural social
environment. It is not confined by a
narrow cadre of theories; rather; it is versatile enough to allow
problems and
situations as well as strengths, capacities and resources to determine
the
practice approach. Generalist practice
employs a problem solving framework and a broad knowledge, value and
skill base
which demands ethical practice and on-going self-assessment. Briefly, generalist social work practice:
(This
is a shared definition by both the BSW and MSW programs.)
Advanced
Generalist Practice builds on
the generalist foundation, incorporating the elements listed
above, but characterized by a greater depth, breadth, and autonomy as
demonstrated through specialized knowledge across problem areas,
populations-at-risk and practice settings, with a greater selection of
diverse
interactions across practice levels.
Briefly
advanced generalist practice requires:
The
concentration for the MSW program is advanced generalist practice for
rural contexts.
Rural
practice is
social work both in and with rural communities, and it is also social
work with
rural people. Rural communities in a
limited geographic sense are non-metropolitan, in that they have
populations of
less than 50,000 and are not adjacent to a metropolitan area. Social work with rural people is
characterized by social exchange between people and systems that is
less formal
and more personal than that of urban environments.
Social exchange theory and Gemeinschaft and
Gesellschaft are appropriate theoretical basis for understanding these
exchanges.
Social problems such as high poverty rates, inadequate housing, inadequate health care, scarcity of resources and professional, socio-economic underdevelopment, and physical distance from services and transportation are frequently identified as important problems and issues for rural communities. Development of resources, use of natural helping networks, and community development are often proposes as appropriate interventions in these communities. Important opportunities and strengths such as “sense of community”, intimacy among community residents, orientations toward self-sufficiency, and an abundance of personal space, often go unnoticed by outsiders.
III. COURSE OBJECTIVES
Upon
successful completion of this course, students will be able to:
1.
Define advanced generalist social work
practice within a rural context.
2.
Demonstrate an understanding of the
underlying theories in social work practice, as they
pertain to individuals and families in rural settings.
3.
Demonstrate
understanding of social work values and ethics in advanced
practice with individuals and families in the rural context.
4.
Apply
knowledge of human behavior in the selection of differential
assessments and application of advanced problem solving strategies in
complex
situations in rural settings.
5.
Demonstrate
knowledge of specialized interventions with individuals and
families, and their applications in social work practice with rural
populations.
6.
Demonstrate
an understanding of the contribution of empirical research
in informing rural social work practice strategies.
7.
Demonstrate
knowledge of differential evaluation strategies utilized in
advanced social work interventions with individuals and families in
rural settings.
8.
Demonstrate
an understanding of the need for cultural competence
necessary to promote social and economic justice in social work
practice
situations in rural settings.
9.
Demonstrate the ability to understand,
utilize, develop, manage and coordinate human
service
networks and organizations in order to improve service delivery to
rural
clients
and to advocate for
non-discriminatory social and economic systems.
IV. INSTRUCTIONAL
METHODS
This course will be taught in
lecture/discussion
style with use of videos and experiential exercises as appropriate. In order to be successful in class, it is
important that students attend regularly, read the assigned material,
and come
to class prepared to discuss what they have read. Lectures will not
duplicate the
reading material except to clarify or expand upon it.
Students are expected to be active learners
and to ask for clarification when they have questions.
V. COURSE
SCHEDULE
Week 1 (A) Personal
Introductions. Review syllabus. Overview of
class goals.
(B) Ethical dilemmas and case studies, the
changing
rural environment and people
None
Week 2 (A) From
Generalist to Advanced Generalist with individuals
(B) Therapeutic
relationships in the rural context, Managing dual relationships
(1)
McNellie
(2)
Johner (http://www.socialworker.com/jswve/content/view/30/44/ )
(3) Gottlieb (http://kspope.com/dual/gottlieb.php#copy)
(4) Younggren (http://kspope.com/dual/younggren.php)
Week 3 (A) Problem-solving method, Engagement, Advanced
data
collection
(B)
Rural oppression
and poverty, Self-determination and informed consent,
the tension of empathy and boundaries
(1) Cohen
(2) Green, Gregory, & Mason
(3)
Week 4 (A) Differential
assessment tools and strategies
(B)
Advanced Generalist skills,
(1)
McMahon, p.107-127
(2)
Week 5 (A) Specialized
interventions with individuals
(B) Identifying and utilizing client strengths,
Theory selection for individuals
(1)
McMahon, p. 80-105
(2) De Jong
& Miller
Week 6 (A) Evaluating
progress
(B) Advanced evaluative evidence and tools,
Recordkeeping and reporting
(1) Reid
(2) Bigler.
Week 7 Paper
#1 due.
(A)
Terminating
and followup
(B)
(1) Mattison,
Jayaratne, Srinika,
& Croxton
Week 8 Midterm
Exam
(B) Introduction to Family system;
Defining
family
(1) Marsh
Week 9 (A) Engaging
families
(B)
Levels
of Family Need, Ecological Systems
(1) K&H 1-2
(2) Marts,
Eun-Kyoung, McRoy, & McCroskey
Week 10 (A) Assessment
and planning
(B)
Family
Diversity, Family spirituality and values
(1) K&H 3-4
(2) Heydt &
Sherman
Week 11 (A) Strengths-based family care
(B)
Family
preservation, case management
(1) K&H 5-6
(2) Smith &
Hall
Week 12 (A) Evaluating families
(B)
Interventions:
Structural & social learning
(1) K&H 7-8
Week 13 Paper
#2 due
(A)
Situations
for Brief Therapy
(B)
Interventions:
Solution-focused & family systems
intervention
(1) K&H 9-10
(2) Mander
Week 14 (A) Interventions:
Narrative & object relations
(1) K&H 11-12
Week 15 Final
Exam
VI. COURSE
REQUIREMENTS
Students
are expected to attend all class sessions.
Because this class serves as a laboratory for
learning/practicing skills
and techniques, class participation is an important part of the
student’s
learning experience. Absences and/or a persistent pattern of lateness
will
affect a student’s grade. See attached
descriptions of assignments. In all written assignments, students are
expected
to use APA style. Plagiarism will not be
tolerated and assignment will be given an automatic F.
Assignment
1 (Individuals)
100
points
Assignment
2 (Families)
100
points
Midterm
Exam
100 points
Final
Exam
100
points
Total
400 points
VII. EVALUATION AND GRADING
Grading
Scale:
270-300 A
240-269 B
210-239 C
180-209 D*
Below
180 F*
*Not
applicable as credit
toward graduate degree
“Throughout their educational program, students should be impressed with the fact that cheating and plagiarism are morally degrading and that these practices seriously interfere with learning and intellectual development.”
“Plagiarism: Courtesy and honesty require that any ideas
or material borrowed from another must be fully acknowledged. Offering the work of another as one’s own is
plagiarism. The subject matter of the
ideas thus taken from another may range from a few sentences or
paragraphs to
entire articles copied from books, periodicals, or the writing of other
students. The offering of materials
assembled or collected by others in the form of projects or collections
without
acknowledgements is also considered plagiarism.
Any student who fails to give credit for ideas or materials
taken from
another is guilty of plagiarism.” SFASU
Student Handbook
Honesty
and representing one’s knowledge and abilities appropriately are
important
ethical principles of the social work profession. Any
student found to have plagiarized or to
have cheated on an assignment will be given a 0 on that assignment. Given the limited number of graded
assignments in this course, a 0 could have serious consequences for the
student’s academic standing.
Appropriate
attribution is expected on all works that have been used in any
assignment.
This includes any published or unpublished works by anyone and any
personal
work that has been turned in for any assignment or has been published.
Papers
that have been previously turned in for course credit are to receive
appropriate attribution as either a published or unpublished work.
General
Policies for the
Course
Students
are expected to arrive on time and stay for the duration of the class.
Class
participation is expected.
The
Office of Disability Services is committed to providing equal
opportunities in
higher education to academically qualified students with disabilities
who
demonstrate a reasonable expectation of college success. Disabled
students
attending this university will be integrated as completely as possible
into the
University community. The university shares responsibility with the
student for
modifying campus facilities and programs to meet individual need.
Students with
disabilities at
Assignments
must be submitted on the due date. Late work receives a grade of 0
(unless
previous arrangements have been made with the instructor). The only
exceptions
to this policy are University excused absences. These exceptions are
the
illness of self or a near family member and death of a near family
member. The instructor should be notified
in these
cases prior to the beginning of the class period.
All
assignments must be submitted in electronic form for grading. The preferred format is
Microsoft Word. If another format is used, such as WordPerfect, Rich
Text
Format (rtf), or other word processing software, it must be compatible
with MS
Word. Papers should be submitted to:
SELECTED
BIBLIOGRAPHY
Advanced
Generalist Practice
SWK 525
Cohen, M. B. (1989).
Social
work practice with homeless mentally ill people: engaging the
client. Social Work,
34(6), 505-509.
Cox, K.
(2008).
Tools
for building on youth
strengths. Reclaiming
Children and Youth, 16(4),
19-22.
Deacon,
S. A.
& Piercy,
F. P. (2001). Qualitative
methods in family evaluation:
creative assessment techniques. American Journal of Family
Therapy, 29(5), 355-373.
Gottlieb,
M. (1993). Avoiding
exploitive dual relationships: a
decision-making model. Psychotherapy, 30(1),
41-48. (http://kspope.com/dual/gottlieb.php#copy)
Graziano, M. (2008). Tapping
into strengths. Psychotherapy
Networker Magazine, 32(3), 21-22.
Green, R.,
Gregory, R., & Mason, R.
(2006). Professional
distance and social work: stretching the elastic? Australian Social Work, 59(4),
449-461.
Heydt, M. J.
& Sherman, N. E. (2005).
Conscious use of self: tuning the instrument
of social work practice with cultural competence. Journal
of Baccalaureate Social Work, 10(2),
25-40.
Johner,
R. (2006) Dual
relationship legitimization and client
self-determination. Journal of Social
Work Values and Ethics, 3(1). (http://www.socialworker.com/jswve/content/view/30/44/)
Mander,
G. (2005). Suitability
and context for brief
therapy. Psychodynamic Practice, 11(4),
417-428.
Marsh, J. C. (2002). Learning
from clients. Social
Work, 47(4), 341-343.
Marts, E. J.,
Eun-Kyoung, O. L.,
McRoy, R., &
McCroskey, J. (2008).
Point of engagement: reducing disproportionality and improving
child and
family outcomes. Child Welfare,
87(2), 335-358.
Mattison, D.,
Jayaratne, S.,
& Croxton, T.
(2002). Client or former client?
Implications of ex-client definition on social work practice. Social Work, 47(1), 55-64.
McMahon, M.
(1994). Knowledge for advanced generalist
practice. In Advanced generalist practice with an international
perspective.
(pp. 80-106).
McMahon,
M. (1994). The
methodology of advanced generalists. In Advanced
generalist practice with an
international perspective. (pp. 107-127).
McNellie,
B. (2001). The
advanced rural generalist. The New
Social Worker, 2, 16-17.
Reid, William J. (1994). The
empirical practice movement. Social
Service Review, 68(2), 165-184.
Rosen, A.
& Livne, S.
(1992). Personal versus
environmental emphases in social workers' perceptions of client
problems. Social
Service
Review, 66(1). 85-96.
Smith, D. C.
& Hall, J. A. (2008).
Strengths-oriented family therapy for
adolescents with substance abuse problems. Social Work, 53(2),
185-188.
De Jong, P.
& Miller, S. D. (1995).
How to interview for client strengths. Social
Work 40(6), 729-736.
Taylor, M.
F. (2006). Is
self-determination still important? what
experienced mental health social workers are saying. Journal of
Social Work
Values and Ethics, 3(1). (http://www.socialworker.com/jswve/content/view/29/44/)
Younggren, J. N. (2002). Ethical decision-making and dual relationships. (http://kspope.com/dual/younggren.php)
Suggested Texts:
Cialdini, R. B. (2001). Influence,
4th edition.
Pease, A. & Pease, B. P.
(2004). The definitive book of body language.
Some of the external readings are included below. See each week's
assignment for the specific readings required. Some of these are large
files so it may take a bit to download. Either be patient or go to
broadband or cable site and save to a disk for use.:
bigler.pdf
cohen.pdf
cox.pdf
deaconpiercy.pdf
dejongmiller.pdf
douglas.pdf
gottlieb.pdf
graziano.pdf
greenetal.pdf
heydtsherman.pdf
johner.pdf
mander.pdf
marsh.pdf
martsetal.pdf
mattisonetal.pdf
mcmahon1.pdf
mcmahon2.pd
mcnellie.pdf
reid.pdf
rosenlivne.pdf
smithhall.pdf
taylor.pdf
younggren.pdf
Sample LMSW Exam
Questions-webpage , (http://www.mcnellie.com/525/test6.html)
MSW PROGRAM
SWK 525
Dr.
R. Bruce McNellie, LCSW,DCSW
Advanced
Generalist Practice
mcnellie@mcnellie.com
Fall,
2008
936
371 2910
This assignment will examine intervention strategies in advanced social work practice with individuals. The paper should be about 12-15 pages in length, typewritten, and using APA style of writing.
Select from issues that pertain to rural
populations: crime, substance/alcohol
abuse, poverty, inadequate housing, inadequate health care or mental
health
care, scarcity of resources and professional resources, socio-economic
underdevelopment and physical distance from services, lack of
transportation
and school dropout.
Students
will select a case scenario for an individual with a specific problem
within
the rural context. Within that problem
area, address the following:
1. Briefly describe the problem area from ecological systems and strengths perspectives, taking into consideration the rural context.
2.
Identify
and discuss the
differential assessment strategies, tools, protocols and techniques,
considering
aspects of human behavior in the rural environment. Choose from among
differential assessments the most appropriate assessment tool(s), and
explain
your choice. Additionally, describe
and
give examples of how these would be used in this situation.
3.
Identify
the aspects of this
situation that require advanced skills.
Choose the specialized intervention(s) most appropriate for the
problem,
considering the risk factors, cultural implications, and the rural
context. Explain your choice.
What ethical dilemmas might you encounter in
the choice of the intervention strategy, and how will handle them? How might you modify the intervention
strategy for adaptation in rural settings?
4.
Describe
specific methods
for evaluating progress toward problem resolution, taking into
consideration
the rural context. Include a description
of any measurement tools used.
Additionally, describe and give examples of how these would be
used in
this case.
5.
Describe
how you would
handle termination and follow-up. What
ethical dilemmas might you encounter, and how will you handle these in
this
rural setting?
6.
Describe
any foreseeable
problems using the preferred intervention strategy with oppressed
populations.
MSW PROGRAM
SWK 525
Dr.
R. Bruce McNellie, LCSW,DCSW
Advanced
Generalist Practice
mcnellie@mcnellie.com
Fall,
2008
936
371 2910
This
assignment will examine intervention strategies in advanced social work
practice with families. The paper should
be approximately 10-15 pages in length, typewritten, and in APA style
of
writing. Students will select a rural
family with a specific problem area to be addressed, and will answer
the
questions (follow the directions) below.
A minimum of four references is required. References
should support the specialized
intervention and practice applications.
Select from issues that pertain to rural
populations: crime, substance/alcohol
abuse, poverty, inadequate housing, inadequate health care or mental
health
care, scarcity of resources and professional resources, socio-economic
underdevelopment and physical distance from services, lack of
transportation
and school dropout.
1. Briefly describe the problem area from ecological systems and strengths perspectives, taking into consideration the rural context.