IU School of Social Work is headquartered on the IUPUI campus with locations on 8 IU Campuses. The school also has the Department of Labor Studies
Social work is a dynamic profession concerned with the changing needs of people and society. To respond to such needs, the faculty, students, members of the practice community, and others regularly review the curriculum of the School of Social Work.
The MSW curriculum includes three distinct levels through which students progress toward the advanced degree in social work.
Regular standing students start in the foundation courses.
The purpose of the Clinical and Community Practice Concentration curriculum is to prepare students to work across the micro-to-macro continuum of social work services. Students will learn more breadth and depth in their knowledge base, including theories that underlie various types of social work practice. In addition, the Clinical and Community Practice Concentration curriculum serves to advance their critical thinking and foundation practice skills for entry into advanced practice courses in a variety of focus areas.
Students take courses in their selected focus area in conjunction with 600 level Concentration courses.
Students in this focus area assess mental health and addictions issues from person-in-environment, consumer focused, strengths-based, recovery-oriented, and other relevant perspectives. Competence in formulating intervention, prevention, or support and maintenance plans collaboratively with clients. Students gain preparation to serve as case managers, counselors, clinicians, and advocates for and with mental health and addictions consumers. Also, they are able to seek, discover, and evaluate relevant research studies and apply findings in evidence-based social work practice. Within the context of their practice, they conduct empirical evaluations of the effectiveness of interventions and services.
IU School of Social Work is headquartered on the IUPUI campus with locations on 8 IU Campuses. The school also has the Department of Labor Studies
IU School of Social Work IU South Bend
PartnershipsOffice of Education AssessmentThe Office of Education Assessment is responsible for the evaluation of student learning outcomes at the BSW and MSW level for the Indiana School of Social Work.
ToolsThis foundation course provides an overview of social work including the definition, scope, history, ethics and values of the profession. This course will provide an orientation to the resources and expectations of graduate education and the MSW program, within the framework of competency based education and an adult learner model. Students will develop basic communication, self-assessment and reflection skills necessary for success in the MSW program. Students will have an opportunity to survey various fields of practice and will begin to identify personal learning goals for their MSW education as well as develop a commitment to lifelong learning as a part of professional practice.
This foundation research course assists students in developing the knowledge, skills, and values necessary to evaluate the effectiveness of social work practice. Emphasis is placed upon knowledge of qualitative and quantitative designs, methods, and techniques that inform students of best practices in social work. Students will recognize the impact of ethnicity, gender, age, sexual orientation and gender identity on the research process and be able to critically review published studies with attention to bias in research.
This course provides content on the reciprocal relationships between human behavior and social environments. It includes empirically based theories and knowledge that focus on the interactions between and within diverse populations of individuals, groups, families, organizations, communities<strong>,</strong> societal institutions, and global systems. Knowledge of biological, psychological, sociological, cultural, and spiritual development across the life span is included. Students learn to critically analyze micro and macro theories and explore ways in which theories can be used to structure professional activities. Concepts such as person-in-environment are used to examine the ways in which social systems promote or deter human well-being, social, and economic justice.
This foundation course offers components of generalist practice theory, skills, and principles necessary for generalist practice with varied populations and client systems (individuals, families, small groups, communities, and organizations). The course introduces and prepares students for competent social work practice through the examination of personal values, professional ethics, and personal demonstration of essential practice skills (beginning, attending, establishing rapport, reflecting summarizing, exploring, questioning, contracting, and establishing clear and well formed goals) that will serve diverse populations with specific attention to gender, sexual orientation, gender identity, class, race and ethnicity.
This course examines the processes that influence the development of social policy and social services. Included are legislative and political processes, models of policy analysis, service delivery and policy implementation. Effects of these on people are considered from global, political, economic and social policy perspectives.
This course is developed around the general proposition that social workers utilize knowledge and skills to carry out roles and functions critical for practice. Such knowledge and skills include the application of social policy analysis, the legislative process, the role and impact of politics and political choice on the quality of life of people, and the effect of economic-social policy decision and judicial actions on social services. In addition, the course examines the variability of the common and uncommon attributes of service delivery systems.
This course builds upon 503 (HBSE I) and focuses on developing further knowledge of human behavior theories and their application to practice. Students will link course content to the concentration that the student has selected.
This course builds on the practice theories, principles, and skills introduced in the Professional Practice Skills course to prepare students for competent social work practice with individuals, families and groups. A strengths perspective will be emphasized, and students will be introduced to the fundamental components of the task-centered and solution-focused approaches to practice. The trans-theoretical model of change will be presented, so students can develop skills to engage clients in the process of change. Students will be prepared to complete assessments and to use intervention skills that will serve diverse populations with specific attention to gender, sexual orientation, gender identity, class, race and ethnicity.
This course provides students with knowledge, values and cognitive skills focused on social work practice at organizational, community and societal levels. Social work interventions at these levels include involvement of relevant stakeholders in the development and/or modifications of organizational, community and societal policies, programs and practices.
Recognizing the social, political, legal, and ethical implications of assessment, students enrolled in this course critically examine various conceptual frameworks and apply bio-psychosocial and strengths perspectives to understand its multidimensional aspects. Students learn to conduct sophisticated mental status and lethality risk interviews, engage in strengths and assets discovery, and apply the Diagnostic and Statistical Manual of the American Psychiatric Association and other classification schemes in formulating assessment hypotheses. They gain an understanding of the application of several relevant assessment instruments and learn to evaluate their relevance for service to at-risk populations, including persons affected by mental health and addictions issues. Students learn to collaborate with a diverse range of consumers and other professionals in developing meaningful assessments upon which to plan goals, intervention strategies, and means for evaluation.
The MSW Social Work Practicum I is an educationally-directed practice experience under the direct supervision of an approved agency field instructor. The practicum occurs as a culmination of the Intermediate curriculum, providing opportunities for the application and integration of classroom learning (theories, concepts and practice principles) in a practice setting. The practicum fosters the development of core competencies in generalist social work practice with emphasis on acquiring graduate-level, strengths-based interpersonal skills for work at all systems levels.
This advanced level practice course is designed to provide students with an overview of contemporary social work practice in school settings. Specific topical areas include the historical and contemporary contexts of social work service in school settings, legal mandates for social work practice in schools, social policies and trends in education affecting school settings and social work practice in schools, preventive and intervention methods and roles applicable to diverse populations in school settings, research issues and practice effectiveness, and multiculturalism and diversity issues in social work practice in schools.
The purpose of this course is to provide intensive study of a specific service delivery system and to provide an opportunity for synthesis and application of learning and practice of policy in that system. The content of the course will build on the values of the profession and focus on the role of the “social policy practitioner” in assisting individuals in the maintenance or attainment of optimal health, social and economic justice, and social well-being. This course examines the relationship of social work values and ethics to social policies and service delivery systems especially as they relate to oppressed populations and discrimination. Opportunities for students will be encouraged for direct involvement in the political and organizational processes used to influence policy and delivery systems.
This course is designed to develop and broaden student knowledge and skill in direct practice with children and adolescents. Social work practice will be examined within the context of meta-frameworks that include developmental stages/tasks, sexual development and orientation, gender issues, family context, culture, larger environmental systems, discrimination/oppression, and legal rights and responsibilities. Emphasis will be placed on practice methods including assessment, interviewing, comparative treatment models, and practice with special populations.
This course examines a number of single-system designs that can be used to evaluate practice or practice interventions with clients. The designs, which are n = 1 types of studies, can be used with any size system, e.g., individuals, couples, families, groups, or organizational (agency) units. Students in this course will learn a variety of single-system designs, the descriptive statistics that are used with such designs, graphing and plotting data, content on binomial and normal distributions, and tests of hypotheses with single-system designs. In addition, important issues for this course are the values and ethics that relate to the design selection, baseline and withdrawal phases, and appropriate analyses and reports of results.
This course furthers the knowledge, skills, and values students develop in the foundation-year research course. Students will apply their knowledge and skills in research to evaluate practice or program effectiveness in their concentrations, using research methods that are sensitive to consumers’ needs and clients’ race, ethnicity, gender, sexual orientation, gender identity, and additional aspects important to effective and ethical research.
This course is designed to build individual and group practice skills for work with children and families impacted by child physical abuse, sexual abuse, neglect and/or family violence. Emphasis will be placed on practice skills with children. Students will practice assessment and intervention skills guided by theories of child development, attachment and bonding, grief, and trauma. The goals of safety, permanency and well-being will be emphasized when assessing risk and trauma and intervening within the child welfare and school systems. Students will explore cultural differences and issues impacting particular oppressed and underserved populations.
This course will focus on the experiences of children and families in the child welfare system. Content will include interventions with families through all stages of change including preparation for change, separation and loss, the changed family system, reintegration as children transition into a family, and adolescents transitioning into independent living. Content will include the impact on families when the natural cycle of family development is disrupted. Special consideration will be given to various family types including adoptive, foster care, kinship, extended, single parent, multi-generational, and homosexual families. Practice content will emphasize strengths based and family-centered approaches and include knowledge and skill development to help children and families work through their family and personal crisis and grief in a timely manner to achieve permanency for children in safe and nurturing environments within 12 months after separation.
This course will examine the development of and build skills for the implementation of a wide range of prevention and intervention strategies to support child well-being provided at the community level. Special attention will be given to the philosophy of empowerment-oriented and client-driven service models. This course will provide content to build skills in developing and implementing mutual aid and self-help groups to support and educate children and families on issues such as parenting, domestic violence, grief/loss, conflict mediation and child abuse issues. The course will explore the community as a resource and discuss strategies of collaboration and advocacy services for families and children to prevent out-of-home placement or involvement in other formal child protection/juvenile justice services, such as models of community-building, youth development and family group conferencing/restorative justice. The course also provides frameworks for identifying and analyzing best practices in group and community-based services for children and families.
This course is designed to teach strategies and skills for working with families impacted by the challenges of addictions, domestic violence and mental illness. Building upon knowledge of assessment and intervention with diagnosed mental illnesses, students will analyze the relationships between and among the social problems of addictions, mental illness and domestic violence in relation to socioeconomic status, race, ethnicity, culture, religion, gender, sexual orientation, gender identity, age, physical and mental ability, and other socio-environmental factors of vulnerability. The class will provide students with the opportunities to describe and demonstrate a theoretical understanding of both the dynamics of being an involuntary client and the legal and ethical dilemmas that abound for social work practitioners working with them. The class will provide students with the opportunities to describe and analyze power differentials between the client and worker, as well as, devise, assess and implement strategies to minimize the behaviors that have been identified as “resistance”. The class will provide students with the opportunities to demonstrate knowledge, skills, judgment, sensitivity, and self-awareness necessary to resolve the challenges of social work practice with involuntary populations when utilizing strengths-based, empowerment and eco-systems perspectives.
Professional social work practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice.
The advanced generalist social work practitioner possesses the knowledge, values and skills for <em>autonomous</em> practice that meets the needs of all clients whether “client” is defined as an individual, family, small group, organization, community, or broader societal institution. The advanced generalist differentially applies advanced and current knowledge and skills in engaging, assessing, intervening with client systems of all sizes and in all fields of practice (mental health, addictions, child welfare, aging, among others, and including the intersection of these fields, such as addictions and aging). In addition, advanced generalist practitioners are prepared to evaluate practice not only for assessment of effectiveness, but also to ascertain if there is need for engagement of other systems. The advanced generalist practitioner continuously seeks new knowledge about evidence-based practices and enhances skills to adapt to client populations as well as to engage appropriate intervention teams (action systems) to fully meet client needs.
In this course, learners utilize knowledge of human development, diverse populations, organizational functioning, and community assets to proactively engage and assess client, target and action systems in collaborative helping processes that maximize the potential for effective interventions.
The purpose of this course is to provide intensive study on clinical interventions with individuals, families, and small groups across various fields of practice. The content of the course will provide opportunities for students to apply conceptual frameworks and ecological/system, strengths and empowerment perspectives to guide the processes of intervention and evaluation in work with individuals, families, and therapy groups. Students learn to attend to clients throughout all the phases of the intervention process from formulation of the intervention plan through transitions to effective termination. Students select appropriate interventions for clients struggling with a multiplicity of issues either through their own knowledge base or in collaboration with other specialized services and professions. Students learn that all phases of direct practice interventions are often helped or hindered by complex interactions with larger systems. In light of this complexity, students learn to advocate for clients and apply intervention modalities (as necessary and appropriate) in organizational and community contexts. In addition, students will learn how to reach out to and adapt services for consumers from diverse backgrounds.
651 (Practicum II) and 652 (Practicum III) together provide an in-depth advanced practicum experience for MSW students in a designated concentration. Students complete both of these practicum courses in the same community agency/organization under practice supervision of an approved agency field instructor and academic guidance of a faculty field liaison.
Practicum II and III build upon the more generalist-focused Intermediate Practicum I and deepen the integration and application of social work knowledge, values, and skills for advanced practice. Students engage in these advanced practicum courses while enrolled in the required concentration courses. Students spend a minimum of 640 hours in a setting that provides services and allows students an opportunity to engage in experiences that support mastery of all ten core competencies as operationalized by advanced practice behaviors.
651 (Practicum II) and 652 (Practicum III) together provide an in-depth advanced practicum experience for MSW students in a designated concentration. Students complete both of these practicum courses in the same community agency/organization under practice supervision of an approved agency field instructor and academic guidance of a faculty field liaison.
Practicum II and III build upon the more generalist-focused Intermediate Practicum I and deepen the integration and application of social work knowledge, values, and skills for advanced practice. Students engage in these advanced practicum courses while enrolled in the required concentration courses. Students spend a minimum of 640 hours in a setting that provides services and allows students an opportunity to engage in experiences that support mastery of all ten core competencies as operationalized by advanced practice behaviors.
This course addresses administrative, management, leadership, and supervisory skills necessary for leadership practice. Included are staff hiring, supervision, evaluation, and termination; working with boards and volunteers, leadership styles, strategic planning, and current best practices in administration.
This course focuses on knowledge and skills essential for developing core skills in fiscal management (which will include issues of budgeting, understanding balance sheets, audits, and theories of accounting) and resource development (including fund raising, grant writing and personnel policies) for social work leaders.
This course focuses on knowledge and skills essential for understanding, analyzing, and application in organizations, communities and political arenas. Such knowledge and skills include, but are not limited to: organizational theories, structures, and processes; examination and application of rural, urban and virtual community models, themes and practices; and, understand and involvement in political, social action and social change interventions and empowerment practices.
This course focuses on knowledge and skills essential for understanding, applying, and analyzing alternative, transformational models of program, organizational, and community planning. It is designed to enable students to achieve advanced mastery of the models, skills, and techniques of program planning. There is particular emphasis on inclusive, collaborative planning models that foster empowerment of diverse stakeholders in the planning processes.
The course transcends a focus on the basic technology of program development. It is centered upon applying, analyzing, and evaluating the technology of designing transformational planning as a powerful vehicle for organizational, community, and social change. The methods, roles, functions, and values associated with this course emphasize models, themes, and practices that promote cultural competency, advocacy, ethics, and social justice. The students will master knowledge and skills including, but not limited to: creating a social work program grounded in evidence based practices; applying advanced proposal writing skills; identifying funding and other resources; and, analyzing philanthropic trends.
Students enrolled in this course examine a wide range of community-based services provided for people with severe mental illness and/or severe addiction problems. Special attention is given to strength-based, client-driven, and evidence-based practice models. Content includes community-based services in areas of case management, employment, housing, illness management, family, dual disorder treatment, and consumer self-help. Students also examine a variety of issues involved in the provision of community-based services such as ethical and legal issues, quality and continuity of care, cultural competency, organizational and financial factors, and other relevant policy and practice issues.
Students enrolled in this course develop knowledge, values and ethics, skills, and judgment necessary for competent application of selected evidence-based, best practice approaches for service for children, youth, adults, and families affected by mental health and addictions issues. Students explore topics such as risk, resilience, recovery, and relapse-prevention; and consider implications of current social and policy factors affecting service delivery to persons affected by mental health and addictions issues. Students learn to discover, analyze, synthesize, and evaluate evidence of practice effectiveness and apply that knowledge in communication, strengths discovery and assessment, hypothesis formation, contracting, intervention and prevention planning, service delivery, and evaluation. Students develop professional understanding and expertise in the application of at least one evidence-based approach for service to individuals and families affected by at least one specific mental health or addictions issues.
The purpose of this course is to provide learners with knowledge and skills relevant to various aspects of social work practice in prevention, intervention, and treatment of selected addictions. Students draw upon previous and concurrent learning experiences and integrate values, knowledge, and skills acquired in other social work courses with the values, knowledge, and skills characteristic of addictions practice. The course assists students to develop a multidimensional understanding of prevention, intervention, and treatment needs of diverse populations and associated social work practice principles, methods, and skills. Students explore the relationships between and among addiction and socioeconomic status, race, ethnicity, culture, religion, gender, sexual orientation, gender identity, age, physical and mental ability, and other socio-environmental factors of vulnerability. Consistent with strengths and ecosystems perspectives, students consider the impact of social environments, physical settings, community contexts, and political realities that support or inhibit the emergence of addiction problems.
Students enrolled in this course develop professional knowledge and skill for group work services to and for persons affected by mental health and addictions issues. The phases of group development and intervention during the various group work stages provide a conceptual framework for the course experience. Students learn to serve children, youth, adults and families in groups that are therapeutic, growth producing and life enhancing. Students examine a number of theoretical perspectives including cognitive behavioral, communications, behavioral, and interpersonal approaches.
The purpose of this course is to provide learners with knowledge and skills relevant to interprofessional approaches to the treatment of substance use and co-occurring psychiatric disorders. The course includes prevention, intervention, and treatments of these disorders with diverse populations across the life span. Students draw upon previous and concurrent learning experiences and integrate values, knowledge, and skills relevant to their professional standards of practice. Consistent with strengths and ecosystems perspectives, students consider the impact of social environments, physical settings, community contexts, and political realities that influence the emergence of substance use and co-occurring disorders.
This course will focus upon the role of the social worker in health care settings. Issues such as team building, professional identity, patient advocacy, ethics and managed care will be addressed. Also, the impact of healthcare payment sources and healthcare choices for patients will be explored.
This course examines the impact of illness from the medical, psychosocial and environmental perspectives. Areas, such as coping with chronic illness, caregiver stress, grieving and loss, medical ethics and violence as a healthcare issue are examined. The needs of at-risk populations (i.e., children, survivors of sexual assault and domestic violence, frail elderly, individuals living with HIV/AIDS, etc.) are also examined.
The purpose of this course is to provide health concentration students with increased depth of knowledge in the area of practice with older adults in healthcare areas, such as acute care hospitals, rehabilitation facilities, adult day care and long-term care facilities. Effective social work practice with older adults relies on knowledge and application of evidence-based theories, assessments and interventions with this population.
This is an issue-oriented social work course on the policy and practice issues in loss, grief, death, and dying across the life span for diverse populations. The major educational goal is to evaluate and understand the many problems and key resources relevant to social work practice with persons encountering grief, loss, death and bereavement in the context of health care settings. Students will attain knowledge, values and skills to meet the demands for entry level practice with clients (and their families) encountering chronic or terminal illness.
The purpose of this course is to provide intensive study of a specific service delivery system and to provide an opportunity for synthesis and application of learning and practice of policy in that system. The content of the course will build on the values of the profession and focus on the role of the “social policy practitioner” in assisting individuals in the maintenance or attainment of optimal health, social and economic justice, and social well-being. This course examines the relationship of social work values and ethics to social policies and service delivery systems especially as they relate to oppressed populations and discrimination. Opportunities for students will be encouraged for direct involvement in the political and organizational processes used to influence policy and delivery systems.
The purpose of this course is to provide intensive study of a specific service delivery system and to provide an opportunity for synthesis and application of learning and practice of policy in that system. The content of the course will build on the values of the profession and focus on the role of the “social policy practitioner” in assisting individuals in the maintenance or attainment of optimal health, social and economic justice, and social well-being. This course examines the relationship of social work values and ethics to social policies and service delivery systems especially as they relate to oppressed populations and discrimination. Opportunities for students will be encouraged for direct involvement in the political and organizational processes used to influence policy and delivery systems.
The purpose of this course is to provide intensive study of a specific service delivery system and to provide an opportunity for synthesis and application of learning and practice of policy in that system. The content of the course will build on the values of the profession and focus on the role of the “social policy practitioner” in assisting individuals in the maintenance or attainment of optimal health, social and economic justice, and social well-being. This course examines the relationship of social work values and ethics to social policies and service delivery systems especially as they relate to oppressed populations and discrimination. Opportunities for students will be encouraged for direct involvement in the political and organizational processes used to influence policy and delivery systems.
The purpose of this course is to provide intensive study of a specific service delivery system and to provide an opportunity for synthesis and application of learning and practice of policy in that system. The content of the course will build on the values of the profession and focus on the role of the “social policy practitioner” in assisting individuals in the maintenance or attainment of optimal health, social and economic justice, and social well-being. This course examines the relationship of social work values and ethics to social policies and service delivery systems especially as they relate to oppressed populations and discrimination. Opportunities for students will be encouraged for direct involvement in the political and organizational processes used to influence policy and delivery systems.
The purpose of this course is to provide intensive study of a specific service delivery system and to provide an opportunity for synthesis and application of learning and practice of policy in that system. The content of the course will build on the values of the profession and focus on the role of the “social policy practitioner” in assisting individuals in the maintenance or attainment of optimal health, social and economic justice, and social well-being. This course examines the relationship of social work values and ethics to social policies and service delivery systems especially as they relate to oppressed populations and discrimination. Opportunities for students will be encouraged for direct involvement in the political and organizational processes used to influence policy and delivery systems.
This course examines a number of single-system designs that can be used to evaluate practice or practice interventions with clients. The designs, which are n = 1 types of studies, can be used with any size system, e.g., individuals, couples, families, groups, or organizational (agency) units. Students in this course will learn a variety of single-system designs, the descriptive statistics that are used with such designs, graphing and plotting data, content on binomial and normal distributions, and tests of hypotheses with single-system designs. In addition, important issues for this course are the values and ethics that relate to the design selection, baseline and withdrawal phases, and appropriate analyses and reports of results.
This course furthers the knowledge, skills, and values students develop in the foundation-year research course. Students will apply their knowledge and skills in research to evaluate practice or program effectiveness in their concentrations, using research methods that are sensitive to consumers’ needs and clients’ race, ethnicity, gender, sexual orientation, gender identity, and additional aspects important to effective and ethical research.
This course provides an overview of the social service delivery system for military personnel, veterans and their families (MVF). The course offers an overview of the social context and diversity dynamics of the military as a closed society. The course describes the unique cultures of the military, wounded warriors, and veterans. The course contrasts the structures, stressors, and resilience of military and veteran families. The course outlines the different social service delivery systems within the military, their missions, and ethical challenges when working within this setting. Combat environments, signature injuries, and treatment strategies for combat veterans are reviewed. The course examines the different roles and competencies of military social workers and how to best navigate this field of practice. Strengths, resilience, and coping skills of military personnel, veterans and their families will be highlighted.
This course provides an overview of telebehavioral health practice delivery and its role in the field of social work. The course outlines various desktop computing and mobile technologies that are used to mediate social work practice activities. Populations that are currently receiving telebehavioral health services and the types of services being delivered will be reviewed, as well as the strengths and limitations of these services. In addition to a focus on individual and group-based services, examination will include how and why telebehavioral health develops within organizations and how organizations can evaluate the effectiveness of the telebehavioral health services being provided.
Use of technology to deliver social work practice activities poses a range of ethical, legal, privacy and other risk-management issues. The course will examine how social workers can respond to these issues to protect their clients and practice ethically. This will include the production of a practice model that includes a plan for managing privacy, information security and mediating social presence through technology in telebehavioral health practice.
This course is a continuation of the Foundations of Telebehavioral Health in Social Work Practice course and focuses on telebehavioral health practice with individuals. It addresses identifying a client population, client issues, and best practice online mediums for identified client populations. Students in this course will develop online assessments and evaluation measurements for individuals. Students will create an emergency plan and develop information and referral resources. Students will also develop telebehavioral health policies that are necessary for telebehavioral health practice. Students will evaluate and analyze secure, HIPAA-compliant video conferencing platforms used in telebehavioral health practice. Students will evaluate third party reimbursement and payment policies and procedures for telebehavioral health services. Additionally, students will examine the importance of maintaining ongoing consultation and supervision for telebehavioral health practice.
Using technology to provide telebehavioral health services to individuals requires comfortability with the online medium used. Accordingly, this course includes role play opportunities using different online mediums. This will also include process recordings, evaluation of recorded sessions, and completion of treatment plan and progress notes.
This course follows the Foundations of Telebehavioral Health in Social Work Practice with a focus on telebehavioral health services delivery to groups. Asynchronous and synchronous modes of delivery are analyzed to evaluate their uses with a range of client system groups and mental health issues. Like telehealth services delivery to individuals, the need for telehealth services delivery to groups is partially in response to the problem of services scarcity in the United States, particularly, due to limited physical access. Rural populations experience the greatest scarcity of accessible mental health resources, however, meeting these needs through telehealth delivery contains risks and drawbacks.
Students will analyze best practices and policies for technology-mediated group work to address these risks. And, because groups are often used to complement primary treatments for purposes of providing informational and emotional support, students will develop a practice model for delivery to a population with whom they work or plan to work. Additionally, students will evaluate best practices for engagement, devise assessment protocols, and determine how to facilitate interventions that develop mutual aid in online groups, as well as synergize individual and group components of practice.
The purpose of this course is to provide learners with the knowledge and understanding of the history and mission of the social work profession, the variety of possible social work fields of practice, the legal regulations of the profession, the value base and ethical frameworks that influence decision-making, the application of critical thinking, the development of self-awareness and the practice of self-care for social work practice. This is inclusive of skills and conduct for professional practice.
This course will introduce MSW students to human rights and social justice perspectives in order to examine the shifting landscape of diversity, oppression, power, and privilege. The fundamental goal of the course is for students to develop critical consciousness in order to gain competencies to address diversity, privilege and oppression in social work practice. The importance of power and the dynamics of domination and subordination in multiple manifestations of oppression, particularly among historically oppressed groups, will be explored. An understanding of these concepts integrated with an understanding of one’s self within these systems is essential for social work practice.
This course focuses on reciprocal relationships between human behavior and the social environment with selected theoretical perspectives and their associated empirically-based theories, including strengths/empowerment, ecological/systems, behavioral, critical, and developmental perspectives and theories. Learners will use micro interviewing skills to apply these perspectives and theories throughout the planned change process to service diverse client needs and experiences. The integration of theory and practice through the planned change process will be guided by the biopsychosocial and spiritual perspective.
This course builds on Generalist Theory & Practice and focuses on developing further knowledge of clinical practice theory and its application to prepare students for competent social work practice with individuals and groups. A transtheoretical model of change is emphasized, and motivational interviewing methods and interventions are the focus for practice. Underlying theory, including behaviorism and person-centered therapy, are introduced to provide a foundation for the skills necessary for implementation of motivational interviewing techniques. Solution focused brief therapy (SFBT) is also introduced to students, which stresses a strengths based approach to practice and client empowerment. SFBT has roots in cognitive theory and this is reviewed to strengthen student understanding of both theory and practice skills. Students will be prepared to use intervention skills that can serve diverse populations and gain an understanding of how theory influences interventions with individuals and groups.
This course focuses on developing further knowledge of macro theory and practice in both a community and global context.
This course introduces students to the school social worker’s role as a specialized instructional support personnel (SISP), whose task is to enhance the ability of every school child to learn to his or her capacity. Through the study of research, practice, and policy issues facing school children, especially those with exceptionalities, students in this course will learn to promote educational services and expand educational success for children with exceptionalities, their families, schools, and communities. Students will learn the imperative for multidisciplinary collaboration that advances student well-being and supportive school environments. Recognizing the influence of historical and cultural contexts, diversity and oppression as well as social and economic forces shaping educational experiences are examined, specifically focusing on the occurrence of educational disparities and academic outcomes
This course is the first of two program evaluation courses, and is designed to be taken concurrently with course 651.
This course is the first of two practice evaluation courses, and is designed to be taken concurrently with SWK-S 651. This course examines a number of single-system designs that can be used to evaluate practice or practice interventions with clients or service users. The designs, which are n=1 types of studies, can be used with any size system, e.g., individuals, couples, families, groups, or organizational (agency) units. Students in this course will develop an evaluation plan specifying problems, goals, and outcomes with a service user or other single system, identify valid and reliable measures of outcome for use with identified service users or system targets, and identify an appropriate single-system design to evaluate the effectiveness of the proposed intervention on the observed outcome. This course furthers the knowledge, skills, and values students develop in the earlier practice and research courses. Students will apply their knowledge and skills in research to evaluate practice or program effectiveness in their concentrations, using methods that are sensitive to consumers’ needs and clients’ race, ethnicity, gender, sexual orientation, and additional aspects important to effective and ethical research.
An opportunity to engage in a self-directed study of an area related to the school's curriculum in which no formal course is available.
This course builds upon S503 (HBSE I) and focuses on developing further knowledge of human behavior theories and their application to practice. Students will link course content to the concentration that the student has selected.
This course builds on the practice theories, principles, and skills introduced in the Professional Practice Skills course to prepare students for competent social work practice with individuals, families and groups. A strengths perspective will be emphasized, and students will be introduced to the fundamental components of the task-centered and solution-focused approaches to practice. The trans-theoretical model of change will be presented, so students can develop skills to engage clients in the process of change. Students will be prepared to complete assessments and to use intervention skills that will serve diverse populations with specific attention to gender, sexual orientation, class, race and ethnicity.
This course provides students with knowledge, values and cognitive skills focused on social work practice at organizational, community and societal levels. Social work interventions at these levels include involvement of relevant stakeholders in the development and/or modifications of organizational, community and societal policies, programs and practices.
Following the Foundation curriculum and in relation to the other Intermediate curriculum courses, this course is concerned with helping organizational, community and societal units to: (1) empower themselves; (2) understand dynamics and consequences of human oppression and discrimination; (3) become knowledgeable in networking skills; (4) participate in the political process; (5) advocate for social and economic justice; (6) utilize and/or develop necessary resources for action; (7) examine strategies and techniques in working with large systems' practices, policy development, program organization, and administration tasks. This course will focus on ways to make social units and institutions more humane and responsive to human needs.
In this course, students are required to demonstrate respect for and acceptance of the unique characteristics of diverse populations. In social work practice, students will be prepared to complete differential assessment and intervention skills that will serve diverse populations, which include, but are not limited to, groups distinguished by race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin. Practice content will include strategies of intervention for achieving social, political, and economic justice for and combating the causes and effects of institutionalized forms of oppression. The content of this course includes material on people of color, women, and gay men and lesbians. Content includes a variety of philosophical frameworks and models of administration and organization, with an emphasis on practical skill building. The presentation and analysis of materials in this course will be a shared responsibility of all participants in the class. Where there will be lectures, videotapes, small group discussion, small task group assignments, written assignments and/or student presentations, the classroom-as-organization model will be the primary method of classroom instruction.
This course is designed to build individual and family practice skills for school social work with children, adolescents, and families, with an emphasis on the impact of traumatic life events, including poverty, homelessness, child physical abuse, sexual abuse, neglect and/or family violence. Students will learn how to engage with community partners and various child-serving systems to meet the needs of children, adolescents, and families. A primary focus of the course will be acquiring knowledge and skills for culturally responsive practice, including assessment, interviewing, and engagement with children, adolescents and families in a school-based context.
This is the second of two program evaluation courses. It is designed to take concurrently with course 652.
This course is the second of two practice evaluation courses, and is designed to be taken concurrently with SWK-652. In this second course, based on the program evaluation proposal developed in SWK 623 Practice Evaluation: Introduction, students will carry out the evaluation plan: collect the necessary information (data), accurately analyze this information, and effectively present the findings in written and oral forms, while being sensitive to the political and interpersonal contexts in which the evaluation takes place. This course furthers the knowledge, skills, and values students develop in the earlier practice and research courses. Students will apply their knowledge and skills in research to evaluate practice or program effectiveness, using research methods that are sensitive to programs’ needs and clients’ race, ethnicity, gender, sexual orientation, and additional aspects important to effective and ethical research.
Due to legal, familial, and other societal consequences of mental illness and addiction, social workers need to be equipped to address co-occurring disorders with clients who are referred by the court system and who may not necessarily have internal motivation for change. Moreover, social workers need to be prepared to deliver appropriate interventions that address both client and referral source needs to, ultimately, improve client functioning and well-being. Social workers need to fulfill the aforementioned goals while adhering to social work values and ethics. Both actual and potential complexities associated with effectively working with court-ordered clients presenting with a range of psychosocial problems, addressing the needs of referral sources, and managing associated ethical dilemmas necessitate a formal graduate social work course to address the unique needs of court-ordered clients.
This course assists graduate social work students in working with court-ordered clients and the referral source to address addiction, mental illness, domestic violence, anger management, and sexual aggression issues in accordance with the reasons for client referral to treatment. Graduate social work students build upon assessment and intervention knowledge gained in their foundation and concentration courses to engage, assess, intervene, and evaluate outcomes associated with court-ordered clients. The course will provide students with opportunities to demonstrate knowledge and skills regarding assessment of motivation to change and the tailoring of appropriate interventions for a particular stage of change. Students will apply motivational interviewing skills and cognitive-behavioral interventions to address resistance and change, respectively. The course will aid social work students in building client self-efficacy and internal locus of control beyond simply fulfilling court mandates.
This seminar introduces students to integrated healthcare practice with youth and families. Designed to be transdisciplinary, the course will incorporate students from various Departments and Schools such as social work, medicine, clinical psychology, nursing, mental health counseling, and education. Areas of foci include principles, theories and models of integrated care; applicable biomedical terminology; youth and familial developmental models; biopsychosocial-based clinical assessment of disorders of childhood and adolescence; biopsychosocial determinants of health among youth; the impact of familial systems on treatment for youth; treatment of common medical and psychosocial concerns among youth; use of psychopharmacology with youth; ethical considerations for treatment of adolescents and emerging adults; substance use and misuse among youth; and youth sexual and reproductive health. Students will gain knowledge and skills necessary to conduct direct practice within an integrated care environment, implement biopsychosocial screenings within a primary care setting, provide behavioral/emotional health consultation, and conduct integrated care-based practice evaluation.
Building upon the student’s foundation of general social work ethics knowledge, this course seeks to integrate various models and frameworks into practice at micro, mezzo and macro settings. Emphasis will be placed on the need for a core framework to minimize extraneous impacts on the ethical decision making process, while understanding that frameworks tend to have inherent internal conflicts. A detailed self-analysis process, focused on personal moral development and expression, will be a focus of the course to ensure a full understanding of the self as it applies to personal ethical conflicts and those perceived in systems and others. The study of ethical frameworks and self will intersect as students are guided toward an understanding of how both individual and systemic influences must be considered in maintained ethical practice. Consideration will then be given to applying this knowledge in ethically monitoring, engaging and correcting systems and behaviors in practice settings.
Due to the legal, familial, and other societal consequences related to the many different types of trauma, including military combat, accidents, life-threatening events, interpersonal violence, sexual assault, natural disasters, secondary trauma, adverse childhood experiences, and childhood physical and sexual abuse, social workers need to be equipped to assess and intervene with clients exposed to trauma. Moreover, social workers need to be prepared to deliver appropriate trauma responsive care that addresses both client and referral source needs. Trauma assessment methods, research on prevalence, policy issues, comorbid psychological and medical diagnoses, and social correlates will be examined. Various long-term impacts will be viewed as posttraumatic adaptation, and students will distinguish between the adaptive and pathological accommodations survivors have been required to make recognizing strengths in survival.
This course assists graduate social work students in assessing and intervening in the impact of trauma on individuals and within families while attending to strengths and resilience. The course will examine a range of traumatic experiences and their differential impact trauma survivors, families and society. Graduate social work students build upon assessment and intervention knowledge gained in their foundation and concentration courses to engage, assess, intervene, and evaluate outcomes associated with trauma exposed clients. The course will provide students with opportunities to demonstrate knowledge and skills regarding assessment and intervention with clients exposed to trauma.