UNIVERSITY OF ILLINOIS AT CHICAGO
JANE ADDAMS COLLEGE OF SOCIAL WORK
Fall, 2008
Mark Mattaini, DSW, ACSW
http://home.earthlink.net/~mattaini
Room 4541
(Revised) mattaini@earthlink.net
SOCW 430:
PRACTICE I: GENERALIST PRACTICE
WITH
INDIVIDUALS, FAMILIES, AND GROUPS
PREREQUISITE: Admission to MSW Program
CREDITS: 3
Practice I and II present generalist social work as a basic
helping method used by social workers to assist individuals, groups, families,
organizations, and communities to achieve personal and social change.
Consistent with the College mission, Practice I is committed to educating
professional social workers who can provide leadership in the development and
implementation of policies and services on behalf of the poor, the oppressed,
racial, ethnic and sexual minorities, and other at-risk urban populations.
Practice I provides an overview of generalist social work as a
method and process covering fundamental concepts, values, principles, and
skills with special attention to Individuals, Families, and Groups. The course
is taught in an ecosystems, empowerment, and strengths framework that
integrates culturally competent and ethno-conscious practice across systems in
a community context. Practice labs provide opportunities for knowledge and
skill application including case examples and content focusing on current
issues in social work and social welfare.
TEXTS
Required:
Mattaini, M.
A., & Lowery, C. T. (2007). Foundations of social work practice: A
graduate text (4th ed.). Washington, DC: NASW Press.
Saleebey, D.
(Ed.). (2009). The strengths perspective in social work practice (5th ed.).
Boston: Pearson Allyn and Bacon.
Ross, R.
(2006). Returning to the teachings (2nd ed.). Toronto:
Penguin Canada.
American
Psychological Association, Publication Manual (5th
ed.).
Recommended:
The current
edition of the Publication Manual of the American Psychological Association.
Online and Electronic Reserve Readings: Additional readings for the course are
available in one of two ways. Some are available online through the library
website, and others are available on electronic reserve (ERes). Please see
attached instructions for how to access those readings. This course does not
use the Blackboard system. Plan ahead on these readings; occasionally the
online and ERes systems go down.
Knowledge:
1.
Comprehend the basic concepts and principles of the generalist social work
method for collaborative assessment, planning, and intervention.
2.
Understand the relationship between the generalist social work method and the
professional value base of social work within an ethical framework.
3. Discern
how the dynamics of power and oppression relate to social issues and the social
work response.
4. Recognize
how characteristics of age, culture, race, class and income level, religion or
spirituality, disability, gender, and sexual orientation affect the helping
process.
5. Achieve a
beginning understanding of practice theories related to individuals, families,
and groups.
6. Achieve a
beginning understanding of evidence-based practice and various methods for
assessing effectiveness.
Skills:
1. Develop
beginning skills in the professional use of self and empathic sensitivity in
the communication between workers and client systems.
2. Apply
critical thinking skills within professional contexts, including synthesizing
and applying appropriate theories and knowledge to practice interventions.
3. Apply an ecosystems
and strengths-based perspective that demonstrates an understanding of the
multiple contexts for individual, family, and group functioning.
4. Identify
issues of oppression and strategies for pursuing social justice within agency
and community settings.
5. Implement
a collaborative, shared power approach to assessment, planning, and
implementation focusing on strengths and resources consistent with social work
values and ethics, and the College mission.
6. Develop
an ability to operationalize the generalist intervention process for defining
issues, engaging with client systems, collecting and assessing data,
identifying a focus for work, contracting within a planned change process,
implementing and evaluating an intervention, and termination and follow-up.
7. Use
appropriate methods and technological advances to monitor and evaluate
intervention outcomes at the individual, family, and group levels.
All students will be held accountable for adhering to academic and
non-academic standards of conduct as described in the JACSW Student Handbook,
available on the College website. Additional copies can be obtained from the
Office of Student Affairs.
1. Class
Participation (20% of grade). The course is heavily experiential, and therefore
participation is required. Participation is defined as on-time attendance for
complete class sessions, attentive non-verbal behavior; offering comments
relevant to course discussions, and active participation in in-class laboratory
exercises. Class sessions you do not attend will be graded 0. Please treat colleagues with respect
and maintain confidentiality regarding any personal information shared in
class. Clients should never be
individually identifiable in written or oral discussions; in some cases you may
need to change pertinent information or present some information only in
general terms to maintain confidentiality (further discussion of this area will
be included in our consideration of professional ethics).
2. Monitoring
Assignments due every class session beginning with the 2nd,
and ending with the 12th (10% of grade). Weekly written
monitoring assignments using the format presented during the first class
session. Late submissions are not
accepted. (Form
available on the online version of this syllabus on my website, as well as
from the instructor.)
3. Interteaching Records (30% of grade). A portion of each class session after
the first will be spent in interteaching, a process in which student dyads will
work together to answer specific questions applying the required readings for
that week to practice situations. The answers developed will be submitted in
written form and graded. To
participate in interteaching, students must have previously read the
material; time in interteaching sessions cannot be spent skimming the
required readings, but rather on developing answers to the questions
distributed. Everyone is
absolutely expected to complete all assigned readings, and to come to every
class session prepared.
Acceptable comments should reflect critical thinking. For example, the
following excerpt is acceptably professional:
ÒParts of Pamela Miller's critique of the contract model appear to be
misguided. The contract model does not dictate a minimalist approach to social
work. On the contrary, the contract protects the client by making the social
worker accountable. In addition, the contract usually reflects a reciprocal
understanding between worker and client of the client's problem.Ó
The following excerpt, by contrast, is not acceptably
professional, either in content or grammatically:
ÒPamela Millers' article is silly. In my exprience, and according to my
therapist, contracts should always be used by social workers. The critiqe
therefore is unfair.Ó
4. Social Justice
in Practice Paper (15% of grade). A 6-8 page (APA style) discussion of social
justice issues as they play out in your field placement agency, due at the 8th
class session. This paper should focus on what happens during practice, and
events that occur in the agency and other immediate life settings for clients,
not on larger policy issues (although certainly those can be noted). Some use
of the social justice literature is required (typically about 3 outside
readings in additional to course readingsÑso this will require some independent
research), but this paper focuses particularly on observation of and
reflections on specific events and transactions. May draw on multiple
perspectives on justice (e.g., distributive justice, procedural justice, participatory
justice, human rights, communal/group rights, oppression theory, and
ecofeminist thought). Material on social justice in Chapter 2 of the
Foundations text will give you a start on this.
5. Final Paper (25% of the
course grade). A 12-14 page paper (APA style), demonstrating a clear
understanding of the practice process (engagement, envisioning, assessment, and
intervention) within a shared power, generalist practice framework as applied
to an actual person or family is due at the 13th class session. A suggested
outline for this paper is attached. It is possible to complete this paper even
if you are only seeing clients for one session. (Students working only with
groups should contact the instructor well in advance to discuss how to approach
this paper.)
Papers will be graded as follows. For the social justice paper,
the emphasis is on content and integration; for the final paper, use of
literature is equally important. Style and presentation is important for both papers:
Use
of literature: (use of WWW resources is encouraged, but such resources should
not constitute a majority of literature cited)
Expected:
Coherent application of course readings, 3.0
Excellent:
Coherent application of course readings and at least 8 others, 3.5
Outstanding:
Outstanding application of course readings and at least 20 others, 4.0
Content and Conceptual integration:
Expected:
Paper is clearly organized, with clear connections between sections, 3.0
Excellent:
Paper is clearly organized, and content reflects an analysis based on critical
thinking, 3.5
Outstanding:
Content of paper clearly goes far beyond the level expected of a beginning
graduate student in ways that can be clearly specified by the reader. Papers
achieving this level should begin to approach publishable quality, and are very
uncommon; 4.0
Style
and presentation:
Expected:
On-time, APA style, with minimal grammatical errors and of quality that would
be acceptable in agency practice. 3.0
Outstanding:
Presentation goes far beyond the level expected of a graduate student. 4.0
Note
that grades are not curved; cooperation among students is encouraged, and
competition will not benefit anyone in this system. Please keep in mind that
the purpose of professional school is not to work for grades, but to prepare
for practice that will contribute to collective well-being; grades are used to
encourage active engagement in learning activities and are not a reflection of
your value as a human being.
Students requiring accommodations for disability must follow
established University procedures, as follows:
I. Go to the UIC Office of Disability Services to obtain
confidential verification of the disability and a statement of accommodations recommended
by that office.
2. Show the UIC Office of Disability Services accommodation letter
to the instructor of the class for which the student requests accommodation. In
the case of field instruction classes, the letter should be shown to the
College field liaison or the Director of Field.
3. Accommodation letters are to be shown to the instructor at the
beginning of the course or before the start of the course.
Students needing
accommodations for religious reasons should, at the beginning of the semester,
contact the instructor by e-mail to identify appropriate class work to make up
any missed sessions or other work.
ACADEMIC
INTEGRITY: Complete
academic integrity is expected (please see Student Handbook for details).
Plagiarism, self-plagiarism, leaving others to do what should be joint work, or
other forms of dishonesty regarding work done are serious ethical concerns, and
must be handled as such.
WRITING CENTER: Excellent writing skills are
required for professional practice. Students requiring assistance in this area
may self-refer to the UIC Writing Center, or may be referred by the instructor.
CELLULAR TELEPHONES AND PAGERS: Cellular
phones and pagers may not be used during class time. Please consult with your
instructor regarding genuinely emergency situations.
ÒTell them to think
before they actÓ (Carol H. Meyer)
Sessions 1 & 2 (8/25 & 9/8). THE SOCIAL
WORK PROFESSION AND SOCIAL WORK MISSION. (First monitoring assignment due on 9/8)
¥ Critical approach to knowledge-building and practice
effectiveness
¥ Development of professional self and identity
¥ Introduction to generalist practice including methods, models,
and fields of practice
READINGS
(2-Week Assignment):
Mattaini, M.
A., & Lowery, C. T. (2007). Foundations of Social Work Practice. Chapter 1,
Foundations.
Cates, J. C.
(2007). Compassion, Control and Justice in Social Work History. Chapter 7, Foundations.
LAB 1: Self-knowledge for practice
LAB 2: Empathic Listening
¥ Code of Ethics, Ethical dilemmas
¥ Accountable practice as an ethical issue
READINGS:
NASW Code of
Ethics (Appendix A, Foundations).
Mattison, M.
(2007). Professional Values and Ethics. Chapter 4, Foundations.
Strom-Gottfried,
K. (2003). Understanding adjudication: Origins, targets, and outcomes of ethics
complaints. Social Work, 48, 85-94. Online
Lowery, C.
T. (2007). Social Justice and International Human Rights. Chapter 3, Foundations. (focus on womenÕs issues, womenÕs
rights as human rights)
Universal
Declaration of Human Rights (Appendix B, Foundations)
LAB 3a: Ethical practice
LAB 3b: Morality & Social
Justice
¥ Ecosystems
¥ Strengths
¥ Generalist Intervention Process
READINGS:
Mattaini, M.
A., & Lowery, C. T. (2007). Perspectives for practice. Chapter 2, Foundations.
Saleebey, D.
(2009). Chapter 1: Introduction: Power in the People, & Chapter 5: The
strengths approach to practice. In Saleebey.
Mattaini, M.
A. (2007). Generalist Practice: People and Programs. Chapter 13, Foundations.
LAB 4: Transactional
Ecomapping
Session
5 (9/29). MODELS FOR WORKING WITH INDIVIDUALS, ENGAGEMENT, ASSESSMENT &
PLANNING (Monitoring assignment due)
¥ Overview
of prevalent models used in work with individuals
¥ Emphasis
on strengths, diversity and social justice
¥ Voluntary
and involuntary clients
¥ Community context
for work with individuals
¥ Begin
content on engagement with individuals
¥
Identifying a focus for work
¥ Assessment
with models highlighted above
¥ Methods of
assessment within framework of strengths, empowerment, and ecosystems
¥ Culturally
competent assessment
¥ Introduce
monitoring as an on-going assessment process
READINGS:
Mattaini, M.
A. (2007). Chapter 7: Practice with Individuals. Chapter 8, Foundations.
Anderson, K. M., Cowger,
C., & Snively, C. (2009). Assessing strengths: Identifying Acts of
Resistance to Violence. Chapter 10 in Saleebey.
Barnes, A. (2008). Race
and hospital diagnoses of schizophrenia and mood disorders. Social Work, 53(1), 77-83.
Canda, E. R.
(2009). Chronic Illness and Transilience Along My Spiritual Path. Chapter 4 in
Saleebey.
LAB 5:
Engagement & Assessment Exercises
Session
6 (10/6). PLANNING AND IMPLEMENTING INTERVENTIONS WITH INDIVIDUALS (Monitoring
assignment due)
¥ Goal
setting, treatment planning, and contracting
¥ Types of
social work interventions, e.g. case management
¥ Roles and
functions of social workers in the helping relationship e.g. broker, mediator
READINGS:
Nelson-Becker,
H., Chapin, R., & Fast, B., (2009). The strengths model with older adults:
Critical practice components. Chapter 9 in Saleebey.
Kisthardt,
W. E. (2009). The opportunities and challenges of strengths-based,
person-centered practice. Chapter 3 in Saleebey.
Crisp, C.,
& McCave, E. L. (2007). Gay affirmative practice: A model for social work
practice with gay, lesbian, and bisexual youth. Child and Adolescent Social
Work Journal, 24(4), 403-421. (online)
Crisp, C.
(2006). Homophobia and use of gay affirmative practice in a sample of social
workers and psychologists. Journal of Gay and Lesbian Social Services, 18(1), 51-70.
(online)
LAB 6: Work with Transactional Webs
Session
7 (10/13). EVALUATION OF PRACTICE AND PRACTICE EFFECTIVENESS (Monitoring
assignment due)
¥ Evidence-based practice
¥ Managed care
¥ Documentation and record-keeping
¥ Skills for monitoring outcomes in individual practice
¥ Practice effectiveness and diversity issues
READINGS:
Mattaini,
M.A. (2007). Chapter 6: Monitoring Social Work Practice. In Foundations.
Gambrill, E.
(1999). Evidence-based practice: an alternative to authority-based practice. Families
in Society, 80, 341-350. (online)
Rapp, R. C.,
& Lane, D. T. (2009). Implementation of brief strengths-based case
management. Chapter 8 in Saleebey.
LAB 7: Practice Monitoring
Session
8 (10/20). DIVERSITY, CULTURAL COMPETENCY, ACCULTURATION, ETHNO-CONSCIOUS
PRACTICE (Social justice in practice paper due; Monitoring
assignment due)
¥ Empowerment and shared power
¥ Relationship between ethno-conscious practice and oppression
¥ Intergroup relations
¥ Welfare reform
READINGS:
Lowery, C.
T. (2007). Diversity, Ethnic Competence, and Social Justice. Chapter 5 in Foundations.
Waller, M.
(2006). Strengths of indigenous peoples. Chapter 3 in Saleebey.
Ross, pp.
x-135. (Chapters: The movement towards teaching and healing; healing inside the
whirlwind of sexual abuse; Digging for the roots of the healing vision; Towards
a fluid reality; Watch your language)
Bricker-Jenkins,
M., Barbera, R. A., & Young, C. (2009). Poverty through the lens of
economic human rights. Chapter 14 in Saleebey.
LAB 8: Diversity & Culture
Session
9 (10/27). PLANNING AND IMPLEMENTING INTERVENTIONS WITH INDIVIDUALS (Monitoring
assignment due)
¥ Types of social work interventions, e.g. solution-focused
¥ Maintenance and termination
READINGS:
Sullivan, W.
P., & Rapp, C. A. (2009). Honoring philosophical traditions: The strengths
model and the social environment. Chapter 12 in Saleebey.
Franklin,
C., Moore, K., & Hopson, L. (2008). Effectiveness of solution-focused brief
therapy in a school setting. Children and Schools, 30(1), 15-26.
(online)
Lethem, J.
(2002). Brief solution focused therapy. Child and Adolescent Mental Health,
7(4), 189-192. (online; look for ÒChild and ÉÓ not ÒChild
&Ó)3
Black, C. J.
(2003). Translating principles into practice: Implementing the feminist and
strengths perspectives in work with battered women. Affilia: Journal of
Women and Social Work, 18, 332-349. (online)
LAB 9:
Ecobehavioral and cognitive behavioral practice with individuals
Session
10 (11/3). MODELS FOR WORKING WITH FAMILIES, ENGAGEMENT, ASSESSMENT &
PLANNING (Monitoring assignment due)
¥ Overview of prevalent models used in work with couples and
families
¥ Definition of family, family treatment, and recognition of
family variations
¥ Indications for family work and engagement of the family
(including reluctant members)
¥ Cultural issues in engagement of families
¥ Identifying focal concern(s)
¥ Assessment of the family including alliances, communications,
strengths, conflict, hierarchy in the context of the family's ethnicity/culture
¥ Assessment of the ecosystem
¥ Assessment of the focal concern(s)
¥ Plan to monitor changes in foci
¥ Choosing foci that give all family members something to gain
¥ Establishing an agreement/contract for work (time limits,
participants, foci, goals)
READINGS:
Mattaini,
M.A. (1999). Clinical Intervention with Families,
Washington, DC: NASW Press. Chapters 1 (An ecobehavioral perspective on the
family; pp. 3-23), & 2 (The practice process with families; pp. 24-59). (ERes)
Benard, B.,
& Truebridge, S. L. (2009). A shift in thinking: Influencing social
workersÕ beliefs about individual and family resilience in an effort to enhance
well-being and success for all. Chapter 11 in Saleebey.
Early, T.
J., & GlenMaye, L. F. (2000). Valuing families: Social work practice with
families from a strengths perspective. Social Work, 45, 118-130. (online)
LAB 10:
Engagement and Assessment with Families
Session
11 (11/10). PLANNING AND IMPLEMENTING INTERVENTIONS WITH FAMILIES (Monitoring
assignment due)
¥ Involving the family in developing interventions
¥ Culturally relevant intervention strategies with couples
¥ Culturally relevant intervention strategies with families
¥ Implementing interventions in the home
READINGS:
Lowery, C.T.
(2007). Social work with families. Chapter 9 in Foundations.
Patterson,
S. L., & Marsiglia, F. F. (2000). "Mi casa es su casa": Beginning
exploration of Mexican Americans' Natural Helping. Families in Society, 81(1), 22-31.
(online)
LaSala, M.
C. (2007). Queering ideas: The descriptive and theory-building potential of
qualitative research with lesbian and gay families. Journal of Gay and
Lesbian Social Services, 18(2), 61-72. (online)
Saleebey, D.
(2004). The power of place: Another look at the environment. Families in
Society, 85, 7-16. (online)
LAB 11:
Family Communication
Session
12 (11/17). PLANNING AND IMPLEMENTING INTERVENTIONS WITH FAMILIES, CLINICAL
SUPERVISION (Monitoring assignment due)
¥ Intervening in the family context
¥ Evaluating outcomes and modifying intervention strategies
¥ Maintenance of change and termination
READINGS:
Henggeler,
S. W., Schoenwald, S. K., Borduin, C. M., Rowland, M. S., & Cunningham, P.
B. (1998). Multisystemic treatment of antisocial behavior in children and
adolescents. New York: Guilford. Chapter 1: Empirical, conceptual, and
philosophical bases of MST (pp. 3-20); and Chapter 2: Clinical foundations of
MST (pp. 21-57). (ERes) (includes material on supervision)
Walsh, F.
(1997). Family therapy: Systems approaches to clinical practice. In J. R.
Brandell (Ed.), Theory and Practice in Clinical Social Work (pp.
132-163). NY: The Free Press. (ERes)
LAB 12: Multisystemic intervention
and clinical supervision
Session
13 (11/24). GROUP - INTRODUCTION, ENGAGEMENT & ASSESSMENT (Final
Paper due; no monitoring assignment due)
¥ Overview of prevalent models used in group work
¥ Mutual aid and empowerment perspective
¥ Preplanning stage of group work-composition and design
¥ Multicultural issues-group composition
¥ Preaffiliation stage of group work-engagement skills
¥ Establishing group structure & purpose
¥ Worker's role and skills
READINGS:
Magen, R.H.
(2007). Practice with groups. Chapter 10 in Foundations.
DeCarlo, A.,
& Hockman, E. (2003) RAP Therapy: A group work intervention model for urban
adolescents. Social Work with Groups, 26(3), 45-59. (online)
Jones, L.
V., & Hodges, V. G. (2001). Enhancing Psychosocial Competence Among Black
Women: A Psycho-Educational Group Model Approach. Social Work with Groups,
24(3/4), 33-52. (ERes)
Parker, L.
(2003). A social justice model for clinical social work practice. Affilia,
18, 272-288. (online)
LAB: Group
work with women; group work with adolescents
Session
14. (12/1) GROUP MIDDLE/WORK PHASES. MONITORING AND INTERVENING IN GROUP
DYNAMICS. REVIEW AND INTEGRATION OF GENERALIST PRACTICE. (No monitoring
assignment due)
¥ Worker role & skills
¥ Evaluating group member change/evaluating design and
facilitation
¥ Assessing group dynamics
READINGS:
Ross,
131-277. (Chapters: The first step to reconnection; The healing path has
potholes, too; The whirlpool vision of crime; At the crossroads; Choosing the
healing path; Getting started on the healing path; And finally É the starting
point)
Smokowski,
R. P., Rose, S., Todar, K., and Reardon, K. (1999). Post-group-casualty status,
group events, and leader behavior: An early look into the dynamics of damaging
group experiences. Research on Social Work Practice, 9, 555-574. (online)
LAB 14:
Culture circles and talking circles
Guidelines for
Final AssignmentÑSocW 430
The assignment is a 12-14 page paper in perfect APA style, that
demonstrates a clear understanding of the practice process (engagement,
envisioning, assessment, and intervention) within a shared power, generalist
practice framework, as applied to an actual person or family. The page limit includes
a cover page, reference list, and all figures and diagrams included. YOU MUST
USE APA STYLE HEADINGS TO ORGANIZE YOUR WORK.
The
following is a suggested outline for completing the assignment. Variations are
possible; these should be discussed individually with the instructor.
Incorporate literature from your course readings, other courses, and any other
sources that can inform the work in a sophisticated way. Where you do not have
the necessary information, or where you would need client input to practice
from a genuinely shared power stance, simply indicate this, and work
hypothetically. You may choose to take a family perspective even if you are
only seeing one member of the family. In situations where there is additional
information that you feel is important, that you don't have and that might
affect your work, you can simply indicate what that information is. In most
cases, including those of very short-term work, it should be possible for you
to complete the paper for a single client or a single family. In a very few
situations (usually only if you see cases only once for less than 30 minutes),
you may find it easier to discuss two or three cases, and to make some
comparisons among them in the areas listed below. As noted in the syllabus, if
you are working only with groups, you should meet individually with the
instructor. If you are not seeing any clients, you should consult with the
instructor, who will then contact the field department to follow up with your
agency field instructor (ÒsupervisorÓ).
1.
Organizational Setting. Clarify (in less than half a page) where the case is being
seenÑthe type of agency. Material related to the effects of the organizational
context on the case more specifically is included in #3, below.
2.
Engagement and Envisioning. Discuss briefly, in perhaps one page, your
understanding of what brought your client (or family) to the agency, the steps
you took to achieve early engagement, and the responses of the client (family)
to these efforts. How does the client envision her/his/their life changing as a
result of your work? What does the client want? (This is relevant even to
involuntary cases.)
3.
Ecosystemic Scan.
Include in this scan those features of the case that are relevant and salient
to achieving a sufficiently broad perspective for initial interventive
planning. This may include selected history, as well as current strengths,
obstacles, and transactions, the organizational and community context of the
case, and cultural factors. In addition to narrative (of perhaps 2-3 pages), include
at least one graphic representation as an aid in conceptualizing the case
holistically.
4.
Contracting for Change Targets/Focal Issues. Drawing on the material
above, specifically identify from one to three priority areas of focus
(problems to address, goals to achieve), which you and your client(s)
contracted to work on (or discuss why the contracting process was
unsuccessful). Briefly note how agreement was reached (between one-half
and one page.)
5.
Contextual Analysis of Change Target(s). Analytically examine the area(s) of
focus selected in the last step, examining them in terms of causes, obstacles
to their resolution/achievement, strengths and resources available to work
with, and other important factors. You are encouraged to use theory and
research here; you are also encouraged to use the approaches to contextual
analysis discussed in the course readings. (Approximately two to three pages.)
6.
Identification of Tasks. Using the evidence-based practice process, identify
session tasks (interventions) you believe are suggested by the previous
analysis, as well as home and environmental tasks (to be completed by worker or
client), recognizing that final selection depends on collaborative
decision-making with your client(s). The interventions should both (a) flow
from the above steps, and (b) be based on the best available evidence (note
that this requires a literature search). Indicate who might carry out the
tasks, why you feel the tasks selected are responsive to the needs of the case,
and possible obstacles you can foresee. (Approximately two to three pages,
depending on the complexities of the case).
7.
Monitoring Plan.
In one to two pages, discuss how you might track progress in the case,
particularly related to the identified change targets. How would you know if
the case were proceeding successfully? What sort of records would you keep? Provide
an example of one way of tracking progress in the case (graph, chart,
sequential ecomap, or something creative).
Feel
free to be creative, and to do your best work, even if the final product looks
somewhat different from that described here (so long as you approach the case
in a coherent way). For example, if you have chosen to pursue the assignment
from a particular theoretical framework, and found particular strengths and
weaknesses in the approach when applied to the case, you may wish to discuss
these. Approach the assignment as a learning opportunity and a challenge to
help you deepen your knowledge and skills, and therefore your effectiveness
with clients, rather than simply a means to a grade.
Accessing
Electronic Readings for SocW 430
There
are two kinds of electronic readings used in this course, online journal
articles and Electronic Reserve. Both can be accessed from campus labs or from
home, but to access them from home you will need to have activated your
University computer account so you have your University NetID and password for
University computer access. Please refer to your registration materials or go
online to:
http://www.uic.edu/depts/accc/accts/altpswd.html#3
to
activate your account if you have not done so. If you have trouble, please
contact the University Help Desk.
Online
Journal Articles
are accessed through the library website. Most can be found through this page:
http://www.uic.edu/depts/lib/reference/resources/journals/
but
since changes do occur, you may occasionally have to access them through the
online library catalog (UICCAT), or in other creative ways. It is always smart
to plan at least a couple of weeks ahead so that if you have trouble finding
things you can ask for help. Occasionally errors in such things as volume or
page numbers may occur, so you should also practice looking for articles
through Social Work Abstracts and PsycINFO, both of which can be accessed through
the libraryÕs Electronic Resources page:
http://www.uic.edu/depts/lib/reference/resources/electronicresources.shtml
(You
will also need to know how to use those abstract resources for preparing paper
assignments.)
Electronic
Reserves
are accessed through the libraryÕs ERes page:
http://uic.docutek.com/eres/default.aspx
which
is found under ÒServicesÓ rather than ÒResourcesÓ on the library home page. You
can locate the course by course number (SocW 410), course name (Human
Behavior), instructor (ÒMattainiÓ), or department (Social Work).
You
will need the Course Password to access ERes documents; the password is
ÒPRACTICE08Ó (case-sensitive).