FORDHAM UNIVERSITY SCHOOL OF SOCIAL SERVICES SOCIAL WORK AND HIV/AIDS

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1 FORDHAM UNIVERSITY SCHOOL OF SOCIAL SERVICES SWGS 6103 SOCIAL WORK AND HIV/AIDS COURSE DESCRIPTION. The complexity of societal, organizational, familial, and personal issues associated with Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) sets the spectrum of HIV Disease apart from every other contemporary public health and social problem. HIV has generated challenging policy, ethical, and service delivery issues for health care institutions, mental health centers, and social service agencies. The discrimination and stigma associated with the illness resounds in every systemic context. Every social worker will be affected by HIV in some way. To be effective, service providers and planners must possess basic knowledge about the biological, psychological, spiritual, and social aspects of HIV; human development; cultural competence; and practice approaches that have evidence for effectiveness. PLACE IN THE CURRICULUM. This course is an elective in the clinical curriculum. COURSE OVERVIEW The state of HIV disease in the U.S. will serve in this course as a case study for deepening our understanding of all aspects of social work: crisis intervention, counseling, management, advocacy, planning, and ethics. This course will focus on knowledge, values, critical thinking, and social action. Learners will examine individual and familial issues in order to understand the interrelatedness of personal and political concerns. Learners will begin to analyze the differential impact on ethnic and cultural groups, distribution of resources, ethical dilemmas, interaction of systems, and societal responses. This course is grounded in a concern for social justice and a commitment to case and class advocacy. COURSE OBJECTIVES By the end of the course, it is hoped that the participants will be able to: 1. Apply the knowledge, values, and skills of social work to the personal context of HIV Disease. 2. Discuss the facts and myths about HIV, including transmission, prevention, and treatment. 3. Place HIV disease in a cultural context, identifying some of the important effects on individuals, couples, families, groups, and service providers, and understand the range of diversity affected by the pandemic.

2 4. Express the value and ethical issues raised by HIV, including stigma, discrimination, and oppression in all its forms. 5. Demonstrate increased skills in critical thinking, prevention and supportive intervention, and cultural competence as they relate to HIV disease. 6. Analyze the complexity of bio-psycho-social-spiritual dilemmas which HIV disease poses for persons who are infected and their significant supports. 7. Use HIV disease as a case study to develop one s own reflective professional identity and to begin to integrate social work values, genuine use of self, and practice skills. 8. Delineate various social work interventions and responses to increase the functioning of individuals, couples, families, and groups. REQUIRED READINGS Required textbooks can be purchased at the bookstore or ordered through another bookstore or on-line. They are also in the library reserve room. They are: 1. Hoffman, Mary Ann (1996). Counseling Clients with HIV Disease: Assessment, Intervention, and Prevention. New York: Guilford. 2. Stine, G. J. (2008). AIDS update NY: McGraw Hill. 3. Shernoff, Michael (Ed) (1999). AIDS and Mental Health Practice: Clinical and Policy Issues. New York: Haworth. Additional required articles, chapters, and handouts are on e-reserve. IF YOU NEED ACCOMMODATION FOR A DISABILITY you must present a statement from the Fordham Office of Disabilities in the beginning of the term. If you are unable to meet a deadline and wish to request an extension or incomplete, contact the instructor at least three days prior to the due date. Assignments may be submitted after the indicated due date only with prior permission of the facilitator. Incomplete grades must be prearranged as well. You may lose points for missing deadlines. Course Requirements To successfully complete this course, students will be expected to participate in 15 sessions of one hour and fifty minutes. While instructors develop their own assignments for their students, a minimum of two assignments are required.. Assignments may take the form of a written paper, an in-class examination, class presentations or logs on reading assignments. 2

3 Guided Instruction Assignments In addition to classroom assignments, student will complete 10 additional hours of guided instructional time Individual instructors, in their personal syllabi will identify specific guided instructional assignments that students will undertake. These can include tracking HIV related information in the media, interviews with directors and staff of AIDS service organizations and governmental agencies, or reports on relevant DVD s or video tapes on HIV related information. DETAILS OF WEEKLY SESSIONS Session 1: Introduction to the course and each other. Stine: Chapter 1. Session 2: Introduction to HIV disease Stine: Chapter 6, 7. Hoffman, M.A. (1996). Disease progression: Physical and neurocognitive changes. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp. 7-23). New York, NY: The Guilford Press. Hoffman, M.A. (1996). Assessing Personality: Disease Cofactors, and Demographic Characteristics of Clients with HIV Disease. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. Wheeler, D. Where is social work going. Health and Social Work, /2007. Session 3 Issues in Transmission, Prevention and Testing Hoffman, M.A. (1996). Counseling for Prevention: Understanding Risk Factors. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. Shernoff, M. (2006). Condomless sex: Gay men, barebacking and harm reduction. Social Work: Wheeler, D. (2005). Working with positive men: HIV prevention with Black men who have sex with men. AIDS Education and Prevention:17-Supplement A, Stine: Chapter 8, 9, 13. 3

4 Session 4: Biological and Treatment Vectors in HIV/AIDS Stine: Chapter 3, 4, 5 Wheeler, D. & Shernoff, M. (1999). The role of mental health professionals in medical decision making regarding protease inhibitors. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp. 3-18). New York: Haworth. Halin-Willinger, et. al (1999). Social work with hospitalized AIDS patients: Observations from the front lines of an inner-city hospital. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth Mapou, R.I. & Law, W.A. (1994). Neurobehavioral aspects of HIV disease and AIDS: An update. Professional Psychology: Research and Practice, 25(2), Kremer, H. & Ironson (2006). To tell or not to tell: Why people with HIV share or don t share with their physicians whether they are taking their medication as prescribed. AIDS Care: 18-5, Session 5 Ethical issues surrounding HIV practice. Hoffman, M.A. (1996). Ethical and professional issues in counseling persons with HIV disease. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press.. Patania, S. (1998). Ethical Issues in Clinical Practice. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth. (E-reserve) Session 6: The context of HIV infection: Stigma versus Support Herek, G. M. & Capitanio, J. P. (1993). Public reactions to AIDS in the United States: a second decade of stigma. American Journal of Public Health, 83(4), Hoffman, M.A. (1996). Assessing the Social Support of Clients with HIV Disease. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. Poindexter, C. (2002). It don t matter what people say as long as I love you: The stigma of raising HIV-affected or HIV-infected grandchildren. Journal of Mental Health and Aging, special issue, 8(4), Stine: Chapter 14. 4

5 O Hare, T., Williams, C.L., & Ezoviski, A. (1996). Fear of AIDS and homophobia: Implications for direct practice and advocacy. Social Work, 41(1), Emlet, C.A. (2006). You re awfully old to have this disease: Experiences of stigma and ageism in adults 50 years and older. The Gerontologist 46-6, Session 7 A Values, oppression, and cultural competence. Hoffman, M.A. (1996). Multicultural Considerations in Counseling Persons with HIV Disease. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. Flacks, H. (1999). Entrusted with secrets - working with immigrants with HIV. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth.. Howard, K. (1999). A question of survival: Issues in counseling homeless persons with HIV. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth.. Kurtz, S. (2005). Post-Circuit blues: Motivations and consequences of crystal meth use on gay men in Miami. AIDS & Behavior:9-1, Grimaldi, J.(1999). HIV care for male-to-female pre-operative transsexuals. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth. Lombardi, E. (2001). Enhancing transgender health care. American Journal of Public Health:91, Phillips, L.(2005). Deconstructing Down Low discourse: The politics of sexuality, gender, race, AIDS and anxiety. Journal of African-American Studies:9-2, Session 8: Clinical Issues surrounding HIV/AIDS; Common Concerns Shernoff, M. (1998). Getting Started: Basic Skills for Effective Social Work with People with HIV and AIDS. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth.(on E-Reserve) Poindexter, C. (2000). Common Concerns: Social and psychological Issues for Persons with HIV. In Lynch, V. (Ed). HIV/AIDS at the Year 2000: A Sourcebook for Social Workers, (pp ). Boston: Allyn & Bacon. (on E-reserve) Hoffman, M.A. (1996). Interventions to facilitate adaptation to changes in life goals and roles. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. 5

6 Session 9: Use of self in HIV work. Mallon, G. (1999). Losing Lawrence: the death of a child in a residential child welfare facility. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth. Stewart, P. (1999). Reflections from the field: Looking beyond the behavior to see the need - A case study. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth. Hoffman, M.A. (1996). Counseling the Caregivers: Significant Others and Health Care Providers. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. Session 10: Case Management, Family and Couples Counseling Austin, J. & Smith, M. (1998). Housing for people with HIV. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth.. Grube, B. & Chernesky, R. (2001). HIV/AIDS case management tasks and activities: The results of a functional analysis. Social Work in Health Care, 32, 3, Remien, R. & Smith, R. (1999). Couples of mixed HIV status: therapeutic and policy issues. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth. Shelby, D.(1998). Disrupted Dialogues: Working with Couples. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth. Session 11: Group Work & AIDS Smith, M. & Curell, A. (1998). Clinical Issues in Groups for HIV-infected Individuals. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth. (on E-reserve) Thomas, M.(1999). An exploration of change: The influence of combination therapies on PWA support groups. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp.31-42). New York: Haworth. 6

7 Weiner, L. (1999). Telephone support groups for HIV-positive bereaved mothers of young children. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth. Session 12: Issues in Psychotherapy and HIV/AIDS. Hoffman, M.A. (1996). The Counseling Relationship: Boundaries, Transference, and Countertransference. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. Hoffman, M.A. (1996). Interventions to facilitate emotional adaptation to HIV disease. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. Hoffman, M.A. (1996).Interventions to facilitate cognitive and behavioral adaptation to HIV disease. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. Hoffman, M.A. (1996). Intervention to prepare for death and the dying process. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press. Shernoff, M. (1999). Dying well: Counseling end-stage clients with AIDS. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth. Session 13: Gender & HIV/AIDS. Taylor-Brown, S. (1998). Talking to women with HIV about Childbearing Issues. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth. (on E-reserve) Cadwell, S. (1998). Providing Services to Gay Men. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth. (on E-reserve) Derevenco, M. & Frederick, R. (1999). Internalized homophobia in the psychotherapy of gay men with HIV/AIDS. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth. Wheeler, D. & Miller, D.(1999). HIV/AIDS mental health services to Black men. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth. 7

8 Session 14 HIV/AIDS across the Life-Span. Anderson, G. (1998). Providing Services to Elderly People with HIV. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth.(E-Reserve) Newman, P. (1999). Coming out positive? HIV prevention for GLB youths. In Shernoff, Michael (Ed), AIDS and Mental Health Practice: Clinical and Policy Issues, (pp ). New York: Haworth. Taylor-Brown, S. (1998). Talking with Parents about permanency planning. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth. (E-Reserve) Wiener, L. (1998). Counseling Parents and Children with HIV. In Aronstein, David M. & Thompson, Bruce J., HIV and Social Work: A Practitioner s Guide, (pp ). New York: Haworth. (E-reserve) Shippy, R.A. & Karpiak, S. (2005). Perceptions of support among older adults with HIV. Research on Aging:27-3, Linsk, N. & Mason S. (2005) Stresses on grandparents and other relatives caring for children affected by HIV/AIDS. Social Work and Health, 32. Session 15: Final wrap up; Discussion of themes in the course. Hoffman, M.A. (1996). Epilogue: What we can learn from HIV Disease. Counseling clients with HIV disease: Assessment, intervention and prevention, (pp ). New York, NY: The Guilford Press 8

9 FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE Guide for Grading Policy and Recommended Grade Equivalents A A B B B C C Below 70 F Students With Disabilities Any student with a documented disability (e.g. physical, learning, visual, hearing, psychiatric, etc.) and who has registered with the Office of Disability Services at may be entitled to accommodations. Students should register with the Office of Disability Services at the beginning of the semester. 9

10 What is Plagiarism? Plagiarism is a form of academic dishonesty, which involves using someone else s written work or even ideas without giving proper credit or presenting as one s own, work that has been partially or wholly prepared by someone else. Someone else may be another student, a published author, a professor, a friend, or a business or on-line service that sells or distributes such papers or materials. These ideas and words can come from an Internet source, a newspaper article, an unpublished dissertation, a conference presentation, the popular press and scholarly journals as well as other sources. The nature of the work most commonly plagiarized is written work. However, it also can be ideas, concepts, organizational structure, data sets, electronic media, logos and other graphics. Plagiarism is considered a form of fraud or lying. One does not have to intentionally attempt to deceive the reader to be guilty of plagiarism. Plagiarism also can happen inadvertently by not knowing how and when to cite sources. Plagiarism prevents students from learning new material and skills. It cheats students of learning opportunities by not allowing them to be challenged and to grow intellectually. Examples of plagiarism include: Copying someone else s text verbatim, without using quotation marks and giving credit to the source. It is no defense to claim one has forgotten to do so. Paraphrasing someone else s work without giving him or her credit. Rewriting borrowed material by simply dropping a word here and there, substituting a few words for others, or moving around words or sentences, without giving proper credit. With the advent of the Internet, plagiarism has taken two forms: - Buying a term paper and trying to pass it off as one s own. [These are relatively easy to spot.] - Downloading or cutting and pasting text directly from on-line sources without giving proper credit. Copying a classmate s work or using a former student s paper. Even copying one sentence constitutes plagiarism. Making up a citation or making up data. Can one plagiarize one s self? Yes! Typically, self-plagiarism takes one of two forms. - Either the person submits work for a course that was written for a previous course, or she or he turns in the same paper (or sections of the paper) for two different courses simultaneously. Self-plagiarism is considered as serious as plagiarizing someone else s work. What are the penalties for plagiarism? Plagiarism is not only a serious academic offense, it is also considered to be a breach of professional ethics. Consequently, the penalties can be quite severe. The student who plagiarizes can receive a failing grade not only for the assignment, but also for the entire course. This is up to the discretion of the professor teaching the course. The matter may also referred to Dean Susan Egan at Lincoln Center. In Tarrytown, the matter may be referred to Dean Jane Edwards. The Deans determine what other actions to take, including whether dismissal of the student from the program is warranted. Please refer to the GSSS Student Handbook for an explanation of the consequences of plagiarism. Why do some students plagiarize if it can potentially cost them their careers? Most students who do plagiarize are not secure with either their knowledge of the material or their writing skills. They fear receiving a bad grade for the assignment. They consider themselves as good or excellent students. The thought of receiving a bad grade is emotionally threatening. 10

11 Many students who plagiarize are overwhelmed and have not allotted enough time to research and write the paper. Some students who plagiarize do so to save time and effort. They do not realize that many professors have electronic search engines designed to detect plagiarism. How can you maintain your academic integrity and avoid plagiarism? Plan your time wisely. Give yourself ample time to research and write your first draft of your paper. Know when to use quote marks, single quote marks, and when you may simply give the name of the author and the date of publication of the source. This means you have to know the difference between a paraphrase and a quotation. There is a distinct difference. Have someone who is familiar with academic writing read early drafts of your paper. Buy a copy of the American Psychological Association s Publication Manual. This manual contains the standards that faculty at GSSS adhere to when writing and publishing papers. Attend APA writing workshops offered at GSSS. Use the writing clinic at GSSS. When in doubt as to whether or not you are citing a source properly, consult your course instructor. 11