UNIVERSITY OF ILLINOIS AT CHICAGO
JANE ADDAMS COLLEGE OF SOCIAL WORK
Fall, 2007
Mark Mattaini, DSW, ACSW
http://home.earthlink.net/~mattaini
Room 4541
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.).
(2006). The strengths perspective in social work practice (4th ed.). Boston:
Allyn and Bacon.
Ross, R. (2006). Returning
to the teachings (2nd ed.). Toronto: Penguin Canada.
Students should also
be very familiar with 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
separate instructions distributed to all students for how to access those
readings. Plan ahead on these readings; occasionally the online and ERes
systems go down.
Recommended:
Reid,
W. J. (2000). The task planner: An intervention resource for human service
professionals. New York: Columbia University Press.
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
sessions. 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 (10% of grade). Weekly written monitoring assignments using the
format presented during the first class session. Late submissions are not accepted. (Form available here, 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:
Pamela 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 the practice setting and context of your
field placement, due at the 8th class session (10/22). This paper should focus
on what happens during practice, and events that occur in practice and other
immediate live settings for clients, not on larger policy issues (although
certainly those can be noted). Some use of the social justice literature is
expected, but this paper focuses particularly on observation of and reflections
on specific events and transactions.
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 (11/26). A suggested outline
for this paper will be distributed at the 10th class session. It is possible to
complete this paper even if you are only seeing clients once. (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.
CELLULAR TELEPHONES AND PAGERS: Cellular phones and
pagers may not be used in the classroom. Please consult with your instructor
regarding genuinely emergency situations.
Sessions 1 & 2 (8/27 & 9/10). THE SOCIAL WORK
PROFESSION AND SOCIAL WORK MISSION
¥ 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. (2006).
Chapter 1: Introduction: Power to 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 (10/1). MODELS FOR WORKING WITH INDIVIDUALS, ENGAGEMENT, ASSESSMENT &
PLANNING
¥ 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.
Cowger, C., & Snively, C. (2006).
Assessing client strengths: Individual, Family and Community empowerment.
Chapter 6 in Saleebey.
Solomon, A. (1992).
Clinical diagnosis among diverse populations: A multicultural perspective. Families
in Society, 73(6), 371-7. (online)
Canda, E. R. (2006).
The significance of spirituality for resilient response to chronic illness: A
qualitative study of adults with cystic fibrosis. Chapter 4 in Saleebey.
LAB 5: Engagement
& Assessment Exercises
Session
6 (10/8). PLANNING AND IMPLEMENTING INTERVENTIONS WITH INDIVIDUALS
¥ 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:
Fast, B., &
Chapin, R. (2006). The strengths model with older adults: Critical practice
components. Chapter 9 in Saleebey.
Weick, A. & Chamberlain, R. (2006). Solving Problems from a
Strengths Perspective, Chapter 7 in Saleebey.
Kisthardt, W. E.
(2006). The opportunities and challenges
of strengths-based, person-centered practice. Chapter 10 in Saleebey.
Anderson, F. S.
(2005). Generalist practice with gay and lesbian clients. In J. Poulin with
contributors, Strengths-based generalist practice (pp. 357-383). Belmont, CA:
Brooks/Cole.(ERes) READ CRITICALLY
LAB 6: Work with Transactional Webs
Session
7 (10/15). EVALUATION OF PRACTICE AND PRACTICE EFFECTIVENESS
¥ 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. (2006).
Strengths-based case management: Enhancing treatment for persons with substance
abuse problems. Chapter 8 in Saleebey.
LAB 7: Practice Monitoring
Session
8 (10/22). DIVERSITY, CULTURAL COMPETENCY, ACCULTURATION, ETHNO-CONSCIOUS
PRACTICE
¥ 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)
Baptist, W. et al.
(2006). That history becomes you: Slave narratives and todayÕs movement to end
poverty. Chapter 12 in Saleebey, 2006.
LAB 8: Diversity & Culture
Session
9 (10/29). PLANNING AND IMPLEMENTING INTERVENTIONS WITH INDIVIDUALS
¥ Types of social work interventions, e.g. solution-focused
¥ Maintenance and termination
READINGS:
Chapter 14: Honoring philosophical
traditions: The strengths model and the social environment. In Saleebey, 2006.
Watkins, A. M., &
Kurtz, P. D. (2001). Using solution-focused intervention to address African
American male overrepresentation in special education: A case study. Children
& Schools, 23, 223-234. (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 (11/5). MODELS FOR WORKING WITH FAMILIES, ENGAGEMENT, ASSESSMENT &
PLANNING
¥ 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. (2006).
Using strengths-based practice to tap the resilience of families. 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 (11/12). PLANNING AND IMPLEMENTING INTERVENTIONS WITH FAMILIES
¥ 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)
Laird, J. (1996).
Family-centered practice with lesbian and gay families. Families in Society,
77(9),
559-572. (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 (11/19). PLANNING AND IMPLEMENTING INTERVENTIONS WITH FAMILIES, CLINICAL
SUPERVISION
¥ 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 (11/26). GROUP - INTRODUCTION, ENGAGEMENT & ASSESSMENT
¥ 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)
Harvey, A. R., &
Rauch, J. B. (1997). A comprehensive Afrocentric rites of passage program for
black male adolescents. Health and Social Work, 22, 30-37. (online)
Berwald, C., &
Houtstra, T. (2002). Joining feminism and social group work practice: A womenÕs
disability group. Social Work with Groups, 25(4), 71-83. (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. (12/3) GROUP MIDDLE/WORK PHASES. MONITORING AND INTERVENING IN GROUP
DYNAMICS. REVIEW AND INTEGRATION OF GENERALIST PRACTICE.
¥ 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)
Saleebey, D. (2006).
Community development, neighborhood empowerment and individual resilience.
Chapter 13 in Saleebey, 2006.
LAB 14: Culture
circles and talking circles