Inclusive Practice with Individuals and Families

SW 254: INCLUSIVE PRACTICE WITH INDIVIDUALS AND FAMILIES
Fall 2008
Holland Hall 516

Instructor: Naurine Lennox, MSW, LICSW
Holland Hall 213, e-mail: lennox@stolaf.edu
Home: 507-663-1581 (before 9:00 pm)
Office 507-786-3350
Office Hours: Tuesday 10:00-11:00 and Fridays 9:00-10:00 (others by appointment)

PROGRAM MISSION

Social Work prepares liberally educated professional social workers to ethically serve diverse populations and promote a just global community.

DESCRIPTION

Social work majors study the "how-to" of social work practice, particularly intercultural communication. They describe strengths and problems of diverse individuals and families; frame goals and plans for change utilizing the planned change process and the systems perspective; and use ethical decision-making, informed by the scientific method, grounded in the liberal arts, and concerned with social justice. Students demonstrate learning in videotaped role playing and have an agency interviewing experience. Prerequisites: Social Work 221 and concurrent enrollment in Social Work 246. Offered Fall Semester.
DEFINITION OF GENERALIST PRACTICE

Generalist practice is multilevel intervention with clients (individuals, families, groups, organizations and communities) of diverse backgrounds. It uses the social systems framework, planned change process, empowerment perspective and strengths-based approach to practice. It is grounded in the liberal arts, scientifically informed and ethical.

INTENDED LEARNING OUTCOMES

At the conclusion of this course, the students should be able to:

State the St. Olaf definition of generalist social work practice from memory;
Compare and contrast social work Code of Ethics – National Association of Social Workers, International Federation of Social Workers, North American Association of Christian Social Workers, Radical SW Code of Ethics, etc.;
Demonstrate an ability to become self-aware, particularly of her/his own cultural expectations, beliefs, values, and ethical choices, in relation to major groups encountered in Minnesota;
Demonstrate beginning level skills of inclusive practice with individuals and families – engagement through intervention – in role play situations;
Recognize and apply evidence-based theories and models that are commonly used in inclusive practice with individuals and families;
Demonstrate the ability to carry out bio-psycho-social-spiritual-cultural assessments of both individuals and families;
Master and purposefully use oral and written communication skills appropriate for each phase of the planned change process and culturally appropriate with individuals and families;
Articulate and demonstrate in role plays selected phases of the planned change process with individual and family client systems, particularly the ability to initiate and strengthen a professional helping relationship;
Articulate and demonstrate in Story Circle assignments and role plays a strengths based, scientifically informed approach to assessing the client in the environment, using a social systems framework, and planning interventions;
Articulate the importance of, and demonstrate sensitivity to diversity, including differences of culture, class, gender, age, sexual orientation, religious belief, economic status, and locale in typical practice situations;
Articulate the importance and potential impact of evaluation of practice;
Identify the reciprocal relationship between social policy and generalist practice, particularly with individuals and families.

This course fulfills requirements for Oral Communication (ORC). Students are expected to meet the following ORC Learning Outcomes:

Improve their abilities to listen and speak effectively in interpersonal, small group, and/or public presentation settings;
Develop confidence as speakers and listeners;
Increase their abilities to use speaking and listening intentionally as a means of learning.

From prior required social work course (SW221) and the liberal arts prerequisites, students should be able to:

Name bio-psycho-social-spiritual-cultural variables that affect individual development and behavior;
Recognize and apply theoretical frameworks that help professionals understand the interactions among individuals, and between individuals and social systems (i.e., families, groups, organizations, and communities);
Identify the knowledge bases, professional values, and general skills related to beginning level practice;
Name and recognize the application of fundamental values and ethics of the social work profession expressed in the codes approved by the National Association of Social Workers (NASW) and the Minnesota Board of Social Work.

TEXTS AND MATERIALS
Required Books

Compton, B., B. Galaway, & B. Cournoyer. 2005. Social Work Processes (7th Ed.).
Belmont, CA: Brooks/Cole—Thomson Learning. ISBN: 0534365590.
Sarton, M. (1992) As We Are Now: A Novel. New York, NY: W. W. Norton & Company. ISBN: 0393309576.
Haddon, M. 2004. The Curious Incident of the Dog in the Night-Time. New York: Doubleday. ISBN: 1400032717.
Sheafor, B. W., & Horejsi C. R. 2007. Techniques and Guidelines for Social Work Practice (8th ed.). Boston: Allyn and Bacon—Pearson Education Inc.
ISBN: 0205578098.

Required Article

Payne, M. 1997. “Using social work theory in practice.” Chapter 2 from Modern Social Work Theory. Chicago, IL: Lyceum Books. Pp 26-71.

Additional Resources

Esten, G., & Willmott, L. 1993. Double bind messages: the effects of attitude towards disability on therapy. Women & Therapy, 14 (3-4), 29-41.

Goldberg, M. E. 2000. Conflicting principles in multicultural social work. Families in Society, 81 (1), 12-21.

Gross, E. R. 2003. Native American family continuity as resistance: the Indian Child Welfare Act as legitimation for an effective social work practice. Journal of Social Work, 3(1), 31-44.

Harrison, D., & Dziegeliwski, S. 1992. Social work practice with gay men, lesbian women and bisexual individuals. In D. Harrison & J. Wodarski & B. Thyer (Eds.), Cultural Diversity and Social Work Pracitce (pp. 135-155). Springfield IL: C.C. Thomas.

Hirayama, H., & Cetingok, M. 1988. Empowerment: A social work approach of Asian immigrants. Social Casework, 69(1), 41-47.

Hodge, D.R. 2005. Spiritual Lifemaps: A Client-Centered Pictorial Instrument for SpiritualAssessment, Planning, and Intervention. Social Work, 50 (1), 77-87. Available on Academic Search Premier.

Hodge. D.R. and A Nadir. 2008. Moving toward culturally competent practice with Muslims: modifying cognitive therapy with Islamic tenets. Social Work, 53 (1), 31-41. Available on Academic Search Premier.

Holody, R.1998. Encounters with privilege and multiculturalism. Reflections, 4(1), 17-22.

Lee, M.Y. 2003. A solution-focused approach to cross-cultural clinical social work practice: utilizing cultural strengths. Families in Society, 84(3), 385-395.

Miller, D.W. 2001. Programs in social work embrace the teaching of spirituality. Chronicle of Higher Education, 47(36), 12-13.

Nanji, A. 1993. The Muslim family in North America: continuity and change. In H.P. McAdoo (Ed.), Family, Ethnicity: Strength in Diversity (pp. 229-242). Newbury Park CA: Sage Publications.

Rose, S.M. 2000. Reflections on empowerment-based practice. Social Work, 45(5), 403-412.

Silverstone, B. 2005. Social work with the older people of tomorrow: restoring the person-in-situation. Families in Society, 86 (3), 309-320.

Websites
http://www.naswmn.org/        MN National Association of Social Workers
http://www.ifsw.org/               International Federation of Social Workers
http://www.iassw-aiets.org/     International Association of Schools of Social Work
http://www.nacsw.org/index.shtml      North American Association of Christians in Social Work
http://www.nacsw.org/statement.html (Statement of Faith and Practice)

COURSE FORMAT

The class will meet for 14 weeks on Tuesday from 1:20–2:45 pm and Thursdays from 2:15- 3:35 pm in Room 516 of Holland Hall. The course utilizes multi modes of instruction including videos, role playing, learning groups, discussion and small and large group exercises and assignments. Attendance and active participation in class discussion are expected and are an important part of the learning experience for everyone in class. This is the first course in a practice sequence. This is your chance to begin your preparation for practicum during the fall semester next year. Class lecturers, assignments, and activities will draw heavily upon the assigned readings or the course and your experiences. Evaluations of the course will be requested throughout the course.

PLAGIARISM POLICY

Submission of work that is not one’s own will result in a failing grade and could result in further disciplinary action by St. Olaf College. Therefore, it is important to properly site references. If you are uncertain of how to do this, please schedule an appointment to discuss this. (You may also reference the honor code in your student handbook).

POLICY ON DISABILITIES

Any student with a documented cognitive, physical or social/emotional disability needing academic accommodations is expected to speak with me during the first two weeks of class. All discussions will remain confidential. Students with a disability who do not have an accommodation letter to present to me must also contact Ruth Bolstad (bolstadr@stolaf.edu ) or Connie Ford (ford@stolaf.edu) in Student Disability Services in the Academic Support Center (x3288) located in the Modular Village.

WRITING PLACE AND TUTORING

Peer tutors in Writing Place offer help with any stage of the writing process. Walk-in tutoring is available Mon-Thur 8am-10pm, Fri 8am-6pm, Sun 1-10pm. Writing Place is located in The Den in Rolvaag, next to the computer lab.
Tutoring is available for English language learners. Interested students should meet with Su Smallen in the Academic Support Center. Call x3288 (507-786-3288) for an appointment.

ASSIGNMENTS

This course fulfills requirements for Oral Communication (ORC). All students are expected to complete the assignments; they are not optional. Social work professional responsibilities require that you be competent oral communicators. All oral presentations will be graded not only on content but on your speaking skills as well.

Oral Communication: A course that incorporates specific instruction, practice, and feedback to develop oral communication competence and confidence.
Guidelines:

An oral communication course must provide explicit instruction in effective oral communication through assigned readings, lectures, class discussions, and/or other instructional features of the course.
An oral communication course must emphasize speaking and listening as principal and integral means of learning. The course must provide several opportunities for students to practice their oral skills in course assignments, and it must provide students with specific feedback on the development of these skills.
Oral communication courses may emphasize any of the modes of communication, including presentations, small group debates or discussions, and/or one-on-one communication. (Note: This class uses interviewing and role playing particularly)

Comments:
1. The process of approving and monitoring the ORC attribute is slightly different from that of most other GE attributes. Instructors who wish to attach the ORC attribute to a course should, upon the first offering of that course with ORC, go through the usual process of proposing the course attribute to the GEC. Upon approval by the GEC the instructor of the course, whether the original proposer of the attribute or a new instructor, is thereafter free to teach the course either with or without the ORC attribute, in consultation with the department chair. Instructors should notify their department chairs of their intention, and the department chairs should in turn notify the registrar in writing as part of the information they submit for publication in the Class and Lab Schedule. The intent of this unique procedure is to enable a course taught at different times by different instructors, as well as multiple sections of a single course taught concurrently, to carry, or not to carry, the ORC attribute, depending on the wishes of the instructors and the needs of the department. Consequently, courses having the same course number may at times be taught with, sometimes without, the ORC attribute.
The oral communication requirement is intended to help students achieve a level of oral communication competence appropriate to the generally educated student. Thus, oral communication instruction should introduce strategies that improve students? effectiveness as speakers and listeners. Instructors may choose the modes of instruction that best support their overall course objectives.
2. Course assignments providing opportunities to practice speaking skills may take a variety of forms: individual presentations; debates; student-led discussions; group presentations; and individual interviews. In order to develop understanding, skill, and confidence, oral communication courses should include a minimum of three opportunities to practice oral skills. While these assignments may vary, in order to emphasize development, they should comprise a coherent sequence.
As in the case with speaking assignments, the means of providing feedback to students may take a variety of forms, such as individual conferences, written comments on assignments, in-class discussion, oral or written peer-evaluation, and self-evaluation.

Courses that offer explicit instruction, three or more opportunities for practice, and specific feedback will provide students at least the equivalent of one-quarter credit of oral communication education. This component, however, is integrated with the principal content of the course, so that students are simultaneously "learning to communicate" and "communicating to learn."

Faculty are encouraged to be selective in choosing the mode(s) of oral communication that best support the principal learning objectives and disciplinary practices of the course. For example, a course in counseling psychology might emphasize one-on-one communication, while a course in ethics might emphasize debate.

http://www.stolaf.edu/committees/gec/genedrequirements/oralcommunication.html

Class Attendance and Participation

Attendance and participation are critical to accomplishing the objectives of the course. You are expected to attend all sessions unless excused prior to class. Participation includes completing assigned readings, engaging in classroom discussions, exercises, and presentations.

Definition of Generalist Practice

Memorize and recite orally the Definition of Generalist Practice.

Guiding Principles Due Tuesday, Sept. 30

From the Guiding Principles from Sheafor chapter 5, present the essence of one of the Principles to the class and give an example; 5-minute maximum (you will be timed).

Genogram Due Thursday, Oct 23

Prepare a genogram of at least 3 generations of your family of origin before October 23. It is possible for you to use a format at: http//www.genopro.com/academic or to draw the genogram by hand. Include as many persons as possible in three generations and you may go beyond to a 4th generation if you wish. Ages, deaths, divorces, etc. should be included. Add short comments about relationships, health patterns, religion patterns, etc. on a separate page, if the information does not fit easily into "boxes" in the genogram. You are *not* required to use Genopro for your genogram, but it is available, if you would like to. You may also want to remember it when you are in practice or when you have family members who are trying to establish family trees.
Go to www.genopro.com/academic
Download genopro.
Use the code given in class to complete the download. It is good for 180 days, which will be enough time to complete your genogram.

In-class Interview and Social Assessment Due Tuesday, November 25

In-class exercise (November 13) on seeking/asking for information that is necessary to assessment and planning. In pairs, interview each other for approximately 15 minutes about a family experience that is having a strong impact on your life currently; choose a setting for the interview. Write a summary of the important data you gathered during the interview. The final paragraph should critically discuss reasons you selected the information you did as “important.” Why did you include some information and leave out other information? On a second page, describe the setting and how it helped or hindered your gathering of information, your eye contact, spatial distance, body language, touch, paralanguage messages and use of silence. To make a better assessment, use Sheafor, 11.1 p.249. Present essentials of the report as appropriate for team meeting, case conference, or court hearing (Sheafor, 247-252).

Northfield Retirement Center Project – Summary due Dec 4

During this course you will be assigned to a resident at the Northfield Retirement Center as a StoryPartner. You will engage with this resident in the format of the StoryCircles International Program at least seven times in order to practice your intake and engagement skills. The first two times we will go as a group during class time to the retirement center. You are required to go five more times during the semester on your own. We may introduce ourselves to the families of the resident. At the end of the designated meeting times, you will address termination issues. You will write a paper that includes descriptions of the StoryPartner, of the contacts, of the stories shared, and a summary of the interaction with the resident that would be appropriate to share with the NRC social worker. Details of the assignments will follow.

40 points for the paper:
*10 for fulfilling the assignment of 7 or more visits before Thanksgiving holiday
*10 for writing a well-organized, complete, thoughtful, factual and relevant description of the StoryPartner and with the interactions
*10 for integrating social work principles and concepts learned with from this class readings and meetings or from SW221 or SW146
*10 for analyzing the interactions and for analysis of self-knowledge or awareness and learning from this assignment

Video Role Plays and Process Recording

This semester we will extensively use in-class role plays and video taping to learn and practice social work skills. You will be required to participate in the role plays as both client and worker. These roles will be selected or assigned in class. We will use the role plays particularly to demonstrate data collection, planning/contracting, empathic and active listening, intervention, and termination. Write a process recording using the guidelines in Sheafor p.195 to critique your role as a social worker in the video taped role plays.

Diversity Card Presentation Due shortly after event & Dec. 9

St. Olaf offers a Diversity Card Program you are required to attend 1 of these events during this course. Shortly after the event write up a paragraph briefly describing the content of the event and one way in which the experience related to an objective of this course. On the last day of class I will ask students to report orally on the events that had the most impact on them.

SUMMARY OF GRADE DISTRIBUTION

Assignment	Points
Class Participation	10
Definition of Generalist Practice	5
Guiding Principles	5
In-class Interview and social assessment	20
Exam	30
Genogram	10
Northfield Retirement Center Project	40
Video Role Plays	20
Diversity Card Participation	10
Final Exam	50

Final Class Grade

200-190	A
189-170	B
169-150	C
149-130	D
Below 130	F

P denotes a grade from A to C

Remember: Social work students must achieve at least a "C" in all required social work courses in order to attain an accredited degree.

SCHEDULE

Thursday, Sept. 4
2:15-3:35 Helping as a Professional Social Worker
Forming relationships; introductions and listening
Read: Definition of Generalist Practice (in syllabus)
Sheafor and Horejsi, Chapter 2

Ask for Student Rep to the Department; Mon 9am Oct-Dec; Sept only
Tues 1:30 pm

Tuesday, Sept. 9
1:20-2:45 Generalist Practice and Forming Relationships
This class we will go to the Northfield Retirement Center for an orientation.
Read: Compton, Galaway & Cournoyer: Chapter 7 & 8
Sheafor and Horejsi, Parts 10.11& 10.12 pp.235-241; 11.22 pp.325-326.

Thursday, Sept. 11
2:15-3:35 Story Circle Training (on campus)
Read: “Family & Friends: sharing the stories…” and other handouts given by Story Circle Training staff at orientation.
Compton, Galaway & Cournoyer, Chapter 3& 4. Please read thinking about your relationships with your Story Partner.

Tuesday, Sept. 16
1:20-2:45 Discussion of readings and Northfield Retirement Center experiences so far.
Read: May Sarton’s, As We Are Now: A Novel. Locate parts of the novel that apply to the NRC experience
Due: Write/Recite the Definition of Generalist Practice
In class: make assignments of Guiding Principles for October 2

Thursday, Sept. 18
2:15-3:35 First class visit to Northfield Retirement Center for meetings with Story Circle Partners

Tuesday, Sept. 23 – collect MBTI
1:20-2:45 Lennox Rules
                  Read: Compton, Galaway & Cournoyer, Chapter 19
                  Okun, Fried & Okun, Chapter 4

Thursday, Sept. 25
2:15-3:35 Second class visit to Northfield Retirement Center for meetings with Story Circle Partners

Tuesday, Sept. 30
1:20-2:45        Due: Presentations by students of Guiding Principles.
            REMEMBER to schedule and meet with your Story Time resident.
            Read: Sheafor and Horejsi Chapter 6 & 7

Thursday, Oct. 2
2:15-3:35 Exam

Tuesday, Oct 7
1:20-2:45 Video: Big Mama – showing and discussion
Preparation for making a genogram
                  Read: Compton, Galaway & Cournoyer, pp. 59-60, exhibit 2-4, pp. 40-48.
                  Payne, chapter 2
                  Sheafor and Horejsi, pp. 49-52, Chapter 6, pp. 83-86. Models are present from pp 86-118. See which of those you find most compatible with your world view. Which might you feel most comfortable implementing.

Thursday, Oct 9

2:15-3:35 Myers Briggs Type Indicator – Guest presentation by Pat Smith, Center for Experiential Learning

Tuesday, Oct. 14
                  Fall Break – No Class
                  Prepare a genogram of at least 3 generations of your family of origin before October 21. You may use a format at: http://www.genopro.com/academic/ or make your own using
Sheafor pp. 247-251.

Thursday, Oct. 16
2:15-3:35 Assessment of Individuals and Families video – Big Mama
                  Read: Compton, Galaway & Cournoyer, chapter 10
                  For exhibit 10-3 consider the Story Time Poject’s mission and goals.
                  For exhibit 10-8 consider which if these you encountered in your Story Time experience.

Tuesday, Oct. 21 BC143
1:20-2:45 Using Genograms in work with families and youth in trouble
(Speakers for Family Group Decision Making: Deb Westfhal & Barb Handahl (MSW)) (confirmed) – role play open horseshow – and table for refreshments.
Barb - 507-475-2183   email: barbara.handahl@co.steele.mn.us
                  Read: Sheafor & Horejsi, chapter 11
                  Compton, Galaway & Cournoyer – Reading 4, pp.349-360.
                  Due: Genograms (see entry for Oct. 14 above).

Thursday, Oct 23
2:15-3:35 Mid-session update by Story Time staff, Don Forsberg
Also: Dave Jaeger from YouthWorks, a non-profit, multi-denominational missions organization.
Read: Compton, Galaway & Cournoyer, chapter 11

Tuesday, Oct. 28
1:20-2:45 Role Play “Making a service agreement”
                  Read: Compton, Galaway & Cournoyer, chapter 11,
Do #6 p. 236 “…use the format presented in Exhibit 11-5 to prepare a service plan that includes the problem for work, the goals or objectives, and the action plan.” We will use this plan for the role play.
                  Also consider #8, #9, & # 11 on p. 236

Thursday, Oct. 30 (Naurine at CSWE)
2:15-3:35 Videotaping outside class – tapes and assignments on Reserve RML
You are encouraged to use this time for small group videotaping experiences

Tuesday, Nov. 4

1:20-2:45 Social Work Information Literacy - Meet in BI Room in RML
Objectives:
Learn to read materials and develop discussion questions within the Social Work context (follows up on 221)
Develop an in-depth awareness of the social work journals (coverage, sponsorship) and the means to access particular titles (new in 254 and leads into 258/spring)
Evaluate scholarly materials: book reviews and review articles

Tuesday, Nov. 11

1:20-2:45 Adjusting practice to the culture of Individuals and Families
Video: Ethical health care with immigrant populations
Read: Compton, et al Chapter 6 Ethical Practice

Role plays of initial stage of individual or family client contact
There is a lot to accomplish in the first meeting and I would like to use this time to emphasize those things.
Read: Sheafor 8.1 Creating an effective helping relationship (p. 136-139) and 8.4 Helping skills (p. 146-153)
Also, Compton, et al Chapter 5, especially "authority from the agency" p. 104-110 and "Preparing for Engagement" p. 166-184.
Look at p. 365 in Sheafor. Not all the questions apply to the first contact, but this is a good list to look at. Since we often deal with feelings in initial sessions (it is a source of connection and trust building), 13.17 (p. 393-4) is a good source of feeling words.

You may use one of the following "initial" situations or Exhibits 5-4 (p. 107), Exhibit 8-13 (p. 182) or Exhibit 8-14 (p. 183) (Compton, et al) as your role play situations.

ROLE PLAY #1
You are a social worker in a job placement agency. An applicant comes to your who has recently lost a job and blames this loss on "cheap Hispanic labor." The client claims to want help to find a new job. (However, she/he repeatedly expresses racist stereotypes of Hispanics and looks to you for support of her views.)

ROLE PLAY #2
You are a social worker at a community action agency in a small rural town. An applicant comes in for assistance with housing. (You and the client immediately recognize you went to high school together, have many mutual friends and see each other occasionally in the community. There are no other social workers at the agency to refer this client to.)

REMEMBER to schedule and meet with your Story Time resident. If you are terminating the contact with your resident this week, read Compton, Galaway & Cournoyer, chapter 18.

Thursday, Nov. 13 In Class Interview and Social Assessment
2:15-3:35 Write Social Assessment in class
Begin Reading: The Curious Incident of the Dog in the Nighttime

In-class Interview and Social Assessment
In-class exercise (November 13) on seeking/asking for information that is necessary to assessment and planning. In pairs, interview each other for approximately 15 minutes about a family experience that is having a strong impact on your life currently; choose a setting for the interview. Write a summary of the important data you gathered during the interview. The final paragraph should critically discuss reasons you selected the information you did as "important." Why did you include some information and leave out other information? On a second page, describe the setting and how it helped or hindered your gathering of information, your eye contact, spatial distance, body language, touch, paralanguage messages and use of silence. To make a better assessment, use Sheafor, 11.1 p.249. Present essentials of the report as appropriate for team meeting, case conference, or court hearing (Sheafor, 247-252).

Tuesday, Nov. 18
1:20-2:45 Discuss The Curious Incident of the Dog in the Nighttime
small groups; questions handed out

Three groups discuss essential aspects of Phase I – opening and engagement;
Phase II – data collection/assessment/priority setting; and Phase II – evaluation and termination in preparation for watching videotaped interviews next class period

Thursday, Nov. 20 Watch videotaped interviews and evaluation using criteria developed on Tuesday, Nov 18 and from Compton & from Sheafor

Tuesday, Nov. 25
1:20-2:45        Role Play “Terminating with Clients”
                  Read: Sheafor and Horejsi pp.249-254
Compton, Galaway & Cournoyer, chapter 18

Thursday, Nov. 27 Thanksgiving Break – No Class

Tuesday, Dec. 2
1:20-2:45 Ethics and Values from the NASW Code of Ethics
Reread: Compton, Galaway & Cournoyer, Chapter 6

Thursday, Dec. 4
2:15-3:35 Discuss Teamwork and Essentials of Evaluating Practice
Read: Compton, Galaway & Cournoyer, chapter 15 & 17

Tuesday, Dec. 9
1:20-2:45 Last day of class – What we have learned about Inclusive Practice
Review Compton, Galaway & Cournoyer, Chapters 1 & 2

FINAL EXAM
Wednesday, December 17, 9:00-11:00 a.m.

The professor reserves the right to change the schedule and assigned readings as