Syllabi for Msw Courses for Generalist Practice With Individuals, Families and Communities

Plionis Course Syllabus MSW

Social Work Theory and Do
Competency in Straight and Indirect Practise

Course Purpose

The purpose of this form is to equip students with the declarative knowledge they need for social work practice as start year interns in field placement. The course presents ii skill sets; one needed for direct (clinical) practice and another for policy, advocacy, management, and community practice. It teaches the differential utilize of self in clinical practice (the art of healing) and in policy, advocacy, management and community practice (the fine art of leadership). 2 different communication skill sets are taught; one for clinical practice and some other for communication in macro practice. The course teaches students how to use the decision tree to navigate different client system sizes, methods, and theories to arrive at handling decisions reflective of best practices in both direct and indirect practice. The grade establishes the foundation for 2nd year concentrations or specializations.

Standards of cultural competency applicable to all areas of practise are taught equally are the legal and regulatory statutes and procedures that govern practice. The course encourages critical thinking by requiring students to prioritize interventions and admission and evaluate the empirical evidence for or against a particular intervention. It requires students to access and appraise multiple theories and multiple methods consequent with generalist practice and open up assessment. Client data is presented as circuitous and often in demand of more i method and more than one theory in the same instance, therefore the class teaches students how to build a case-specific model of practice using more than ane method and more than than 1 theory in the same case. Constructs relevant to value analysis, ethical controlling and moral scrutiny are taught.

Anchored to the decision tree, the course is designed to increase competency in generalist practice past providing students with a guide to theory and show-based decision-making at each footstep of the hierarchy. The grade illustrates, through cases and process recordings, the process of moving from declarative knowledge to procedural knowing to the enactment of an intervention appropriate for clinical practice or for policy, advocacy, management or customs do.

Course Objectives
(See chapter objectives for refinement of course objectives)

>Knowledge (Declarative Knowledge)

By the cease of this grade should possess declarative cognition nearly:

1. The standards of cultural competency
2. The legal and regulatory context of social piece of work practice
3. A wide variety of theories borrowed from psychology, sociology, political science, economic science and moral philosophy and their applicability to social work practice
4. How declarative noesis leads to the enactment of a therapeutic or change process through procedural and tacit knowing.
5. The desired stop-goals of policy, advancement, direction, and community practice which are ideologically and value-based. e.g. normative and prescriptive
6. How the practitioner"s use of cocky in clinical do differs from the use of cocky needed for policy, advocacy, management and customs practice
7. Relationship every bit a key ingredient in therapeutic outcome
8. Bear witness-based social piece of work practise
9. 5 models of clinical practice: the fiduciary model, crisis intervention, example advocacy, case management, and welfare services for children and families
10. Therapy applied to individuals, families, and groups as a part of directly practice
11. Four models of macro practice: the policy and programme context of social welfare, crunch management, class advocacy, and the use of groups in 4 areas of macro practise: policy, advancement, direction and community practice
12. Communication skills needed for clinical practice and those needed for policy, advocacy, management, and community exercise.
13. The limitations of a specific method, theory, or empirical finding
14. The contra-indications of a theory, method, or empirically supported handling
15. Missteps and ruptures in the worker-customer relationship
16. The harmful effects of improperly applied exercise models

Skills (Application of Noesis- Procedural and Tacit Knowing)

By the end of this grade you should demonstrate commencement competency in social piece of work theory and practice past being able to:

1. Utilise two skill sets: one for clinical practice and some other for policy, advocacy, direction and community practise
2. Engage in the differential utilise of self; the art of healing in clinical practise, and the fine art of leadership in policy, advancement, management and community practice
3. Utilize the standards of cultural competency to all areas of exercise
4. Accommodate to the legal statutes governing clinical and macro practise
5. Establish an appropriate working relationship with all client systems
6. Access and assess (levels of bear witness) the empirical evidence relevant to the case state of affairs at hand, regardless of the organisation"s size
7. Access and appraise (critical thinking) the multiple theories and methods relevant to each stride of the conclusion hierarchy.
8. Prioritize interventions for the instance/state of affairs at hand, using the steps of the decision tree
9. Build a case-specific model of do (handling program) using more than i theory or more one method equally warranted by the facts of the case or state of affairs at hand
10. Move from declarative noesis to the enactment of an intervention through procedural and tacit knowing while under field supervision.
11. Appoint in ethical assay and decision-making when ethical dilemmas occur
12. Examine theories, methods, and bear witness for underlying value-supposition and for their cultural relevance or bias
13. Apply communication skills and formats appropriate to each area of social work practice: clinical, policy, advocacy, management and community practice
14. Go competent in the apply of crisis intervention, crisis management, instance management, case & class advancement, therapy with individuals, families, and groups, and services delivery to recipients of kid and family unit welfare.
15. Become competent in managing the dynamics of social groups used or institute in policy, advocacy, management and community practice.
16. Exercise effective and upstanding leadership (leader and led)

Values

1. Respect different means of knowing: faith, science, philosophical and moral reasoning
Respect both straight and indirect exercise every bit methods having value equal to one another and differential value in their proper or improper application.
1. Appreciate the different skill sets required for direct and indirect exercise
2. Capeesh generalist practice as a framework that allows for open cess of systems of different sizes, multiple theories, multiple methods, and appraisal of empirical testify
3. Respect the differences that may exist between personal, professional and client values
4. Honor the legal and fiduciary context inside which social work practice occurs
5. Respect the regulatory and procedural context of agency-based policies and programs
6. Attach to the NASW code of Ethics and upstanding determination-making processes; respect the importance of moral scrutiny.
7. Commit to upstanding and effective leadership (leader and led)
8. Respect cultural differences and similarities
9. Appreciate the linkage between research, theory and best practices.
10. Respect the worth and dignity of all homo beings and all client populations served by social piece of work.
11. Respect all venues of social piece of work exercise
12. Respect the principles of democracy (deliberation, nondiscrimination, non-repression) as essential to rational discourse, critical thinking, and moral scrutiny.

III. Course Requirements

A. Required Reading
Plionis, Elizabeth Moore (2007) Competency in generalist practice: A theory and bear witness-based guide to controlling. New York: Oxford.

B. Recommended Reading
Instructor preference-See Companion Website for suggestions

C. Assignments
See Companion Website for suggestions

Lecture Schedule (Semester Format- 15 Sessions- One per week)

Class 1: Introduction to the Course and Text

Preface and Chapter ane: Text
The Decision Tree. Seven Case Scenarios
Class Two: The Legal Context of Social Piece of work Practise

Chapter 2: Text
The Fiduciary Model of Social Work Practise
Client Rights and Worker Duties

Class Three: The Context of Social Welfare as Social Piece of work Practice

Affiliate 3: Text
Mission statements, policies and programs
Bureau administrative structure

Grade Iv: Advice Skills- Clinical Practice

Chapter 4: Text
Interviewing skills for clinical practice
Process Recordings
Class 5: Advice Skills- Macro Practice

Affiliate 5: Text
Fiduciary, Task, Public Relations, Persuasive

Form Half-dozen: Use of Self in Clinical Exercise

Chapter 6: Text
Relationship and the art of healing
Does therapy work? Does the therapist thing?

Grade Seven Use of Self in Macro Practice

Affiliate 7: Text
The art of leadership
Leader and led

Course Eight Crisis Intervention and Crisis Direction

Affiliate 8: Text
Clinical Crisis Intervention

Affiliate 9: Text
Crisis Management

Class Nine Case Direction with Highly Vulnerable Client Populations

Affiliate 10: Text
Care vs. Cure epitome
Systems driven and consumer driven case direction

Class X: Case and Grade Advocacy

Affiliate 11: Text
Broker and adversarial instance advocacy
Public policy advocacy and human rights advancement

Class Eleven: Work with Individuals

Chapters 12 and 13: Text
Belief Bonding and Therapeutic Alliance
A example-specific model of practice; Mr. R

Class Twelve: Family Therapy

Affiliate 14: Text
Four clinical models

Class 13 Family and Child Welfare Services

Chapter 15: Text
Alleviating poverty
Child and adult protective services

Class Fourteen Group Therapy

Chapter xvi: Text
Curative factors and the anti-group
Therapeutic groups vs. analytic groups

Grade Fifteen: The Apply of Groups in Macro Practice

Chapter 17- Text
Inclusion/exclusion- inter-grouping dynamics; tolerance
Deliberation and conclusion-making: work and governance
Reform and social modify; conflict
Customs and individual rights

Note: The syllabus does not fix aside a class session for a mid-term exam nor account for holidays. Affiliate 18 is not included on the syllabus.

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Source: https://global.oup.com/us/companion.websites/9780195177992/course_syllabus_MSW/