LEHMAN COLLEGE/CUNY GRADUATE SOCIAL WORK PROGRAM

Transcription

1 LEHMAN COLLEGE/CUNY GRADUATE SOCIAL WORK PROGRAM Culturally Informed Behavioral Health Services for At-Risk Children, Adolescents, and Transitional-Age Youth and their Families SWK 680 Semester: Spring 2015 COURSE DESCRIPTION This course focuses on effective prevention, clinical intervention and treatment for children adolescents, and transitional-age youth and their families, at risk for mental illness, substance abuse, suicide, and violent behavior in an urban environment. Course content will include evidence-based practices for child and adolescent treatment will be emphasized. Work with families/caretakers and culturally competent practice from a strengths based systems perspective will be emphasized. Risk, resiliency and facilitating coping skills will be integrated into assessment and treatment interventions. Developmental considerations, traumatic events and socio-environmental factors encountered by children and youth in an urban environment that impacting their well-being will be addressed. CORE COMPETENCIES AND EXPECTED LEARNING OUTCOMES (PRACTICE BEHAVIORS) Graduates are expected to demonstrate the integration and application of the ten core competencies listed below (left column) as evidenced by their associated practice behaviors (right column). Upon successful completion of this course, students should be able to demonstrate achievement of the expected knowledge, skills, and values-based learning outcomes identified below in bold type. Competencies Expected Learning Outcomes (Practice Behaviors) 1. Identify as a professional social worker and conduct oneself accordingly. 1. Identify need and advocate for client access to the services of social work. 2. Practice personal reflection and demonstrate positive change that assures continual professional development. 3. Recognize and attend to professional roles and boundaries. 4. Demonstrate professional demeanor in behavior, appearance, and communication appropriate to agency context. 5. Engage in career-long learning. 6. Use supervision and consultation. and Transitional-Age Youth and their Families/ HRSA2 ELECTIVE Page 1

2 2. Apply social work ethical principles to guide professional practice. 3. Apply critical thinking to inform and communicate professional judgments. 4. Engage diversity and difference in practice in the urban environment. 5. Advance human rights and social and economic justice. 6. Engage in researchinformed practice and practice-informed research. 7. Apply knowledge of human behavior and the social environment. 8. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. 7. Recognize and manage personal values in a way that allows professional values to guide practice. 8. Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statements of Principles. 9. Tolerate ambiguity in resolving ethical conflicts. 10. Apply strategies of ethical reasoning to arrive at principled decisions. 11. Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. 12. Analyze models of assessment, prevention, intervention, and evaluation. 13. Demonstrate effective oral and written communications in working with individuals, families, groups, organizations, communities, and colleagues. 14. Analyze and deconstruct the extent to which societal (a culture s) structures and values may present opportunities to maximize potential; oppress, marginalize, or alienate; and (or) create or enhance privilege and power. 15. Be sufficiently self-aware to eliminate the influence of personal biases and values in working with diverse groups. 16. Recognize and communicate an (their) understanding of the importance of differences (difference) in shaping life experiences. 17. Utilize themselves as learners and engage those with whom they work (as informants). 18. Confront the forms and mechanisms of oppression and discrimination, as well as counter veiling systems of empowerment. 19. Advocate for human rights and social and economic justice. 20. Participate in practices that advance social and economic justice. 21. Use practice experience to inform scientific inquiry. 22. Use research evidence to inform practice. 23. Utilize conceptual frameworks to guide the process of assessment, intervention, and evaluation. 24. Critique and apply knowledge to understand person and environment, with emphasis on the urban context. 25. Analyze, formulate and advocate for policies that advance social well-being. 26. Collaborate with colleagues and clients for effective policy action. and Transitional-Age Youth and their Families/ HRSA2 ELECTIVE Page 2

3 9. Respond to contexts that shape practice. 10. Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. 27. Continuously discover, appraise, and attend to changing communities, locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. 28. Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. 29. Substantively and affectively prepare for practice with individuals, families, groups, organizations, and communities. 30. Use empathy and other interpersonal skills. 31. Develop a mutually agreed-on focus of work and desired outcomes. 32. Collect, organize, and interpret client data. 33. Assess client strengths and limitations. 34. Develop mutually agreed-on intervention goals and objectives. 35. Select appropriate intervention strategies. 36. Initiate actions to achieve client and organizational goals. 37. Implement prevention strategies and enhance client capacities. 38. Help clients resolve problems. 39. Negotiate, meditate, and advocate for clients. 40. Facilitate transitions and endings. 41. Social workers critically analyze, monitor, and evaluate interventions. EVALUATION OF STUDENT S PERFORMANCE Attendance and punctuality 10% Constructive class participation 15% Asynchronous Assignments* 15% Midterm Paper- Case Intervention 30% Final Paper- Annotated Bibliography 30% *All 3-credit MSW courses are 3-hour hybrid courses; this course will require a combination of in-classroom and online sessions, and 1 hour of graded asynchronous learning each week. Assignments For the midterm paper, select a case from your field work. Present a biopsychosocial summary of your assessment, demonstrating your understanding of the presenting issues, familial and cultural considerations and your treatment formulation. Include your goals for the client. The emphasis of this assignment is how you intervene in this case. Describe your intervention and the theoretical perspective. Include a vignette of your work. The paper must include challenges and obstacles that you face (i.e. engagement, worker-client relationship) and your efforts to address the issues. and Transitional-Age Youth and their Families/ HRSA2 ELECTIVE Page 3

4 The final paper is an annotated bibliography of five peer-reviewed journal articles based on a topic that is an area of interest relative to services, interventions and/or issues impacting children, adolescents and transition-aged youth. Required Text Weisz, J., & Kazdin, A. (Ed). (2010). Evidence-based psychotherapies for children and adolescents ( 2 nd Ed.) The Guilford Press: New York Lehman College/CUNY, Social work program (2006). M.S.W. Program student handbook & field education manual. Lehman College: Bronx, NY Recommended Text Cohen, J., Mannarino, A., & Deblinger, E. (Ed). (2012). Trauma-focused CBT for children and adolescents.treatment applications. New York: Guilford Press Saxe, G., Ellis, B.H., & Kaplow, J. (2007). Collaborative treatment of traumatized children and teens: The trauma systems therapy approach. New York: Guilford Press Unit I. Introduction and Overview of Course Objectives The Context of the Urban Environment (Week 1) Phillips & Straussner, (2006). Children in the Urban Environment. Chapter 1. pgs or Garbarino, et.al. (1992).Children in Danger. Chapter 1 & 3 Unit II. Ethical Issues for Social Workers Working with Children & Adolescents (Week 2) Confidentiality & Safety in Urban settings Transference, counter-transference and triangulation Technology: Impact on contemporary problems & opportunities for children & adolescents in the urban environment Reading: Weisz, Chapter 2 Social Work Program (2006). Code of Ethics. Lehman College/CUNY M.S.W. Program student handbook & field education manual. Bronx, NY and Transitional-Age Youth and their Families/ HRSA2 ELECTIVE Page 4

5 Unit III. Developmental Perspectives (Weeks 3) A. Developmental Theories for Children Stages of cognitive, psychosocial & moral development Stages of racial & identity development B. Theories and Tasks of Adolescence: A Developmental Perspective C. Protective, Risk factors & Resiliency for Children & Adolescents in Urban Environments Weisz and Kazdin, Chapter 3 Garbarino, et.al. (1992).Children in Danger. Chapter 3 & 5 Kaplan, C. (1997). Adolescent Development: Risk, Vulnerability, and Resilience. In E. Norman (Ed.), Drug Free Youth. (pp.1-21). New York: Garland Publishing Masten, Best & Garmezy (1990). Resilience and Development: Contributions from the Study of Children Who Overcome Adversity. Development and Psychology 2, Search Institute (1997). Developmental Assets. Unit IV. A. Engaging and Assessment: of Children & Adolescents (Week 5) Webb, N.B. (Ed.) (2007). Play therapy with children in crisis. (3rd ed.). Chapter 1 & 2 Webb, N. (2006). Working with Traumatized Youth in Child Welfare. Chapter 10 Saxe, Ellis & Kaplaw, (2007) Collaborative Treatment of Traumatized Children and Teens. Chapters 3, 6 & 7 Zayas, L.& Katch, M., (1989) Contracting with Adolescents: An Ego- Psychological Approach. Social Casework 1, 3-9 and Transitional-Age Youth and their Families/ HRSA2 ELECTIVE Page 5

6 B. Engaging and Assessment with Parent(s), Family and/or Caregivers (Week 6) Family systems and dynamics The meaning of help seeking to the family Culture, class and environment Use of timelines, genograms and ecomaps Work with Families Weisz & Kazdin, Chapter 24; Chapters 11-14, (select 2) C. Interdisciplinary Collaborations to Support At-Risk Children, Adolescents and Transition-aged Youth- Guest Panel (Week 7) Unit V. Treatment Issues and Therapeutic/ Evidence Based Interventions (Weeks 8-13) Week 8: Trauma: Individual Work with Children: Play Therapy Use of Therapeutic Games with Adolescents Webb, N. (2006). Working with Traumatized Youth in Child Welfare. Chapter 6 Weisz & Kazdin, Chapter 19 Week 9: Depression & Suicide Weisz & Kazdin, Chapters 7 or 9, and 10 Holman, W. (1997). Who Would Find You? A Question for Working with Suicidal Children and Adolescents. Child and Adolescent Social Work Journal 14 (2), Week 10: Substance Use Weisz & Kazdin, Chapters 26 & 27 Week 11: Group Interventions Weisz & Kazdin, Chapters 5 & 8 and Transitional-Age Youth and their Families/ HRSA2 ELECTIVE Page 6

7 Week 12: Aggressive and violent behaviors Weisz & Kazdin, Chapters 15 & 17 Week 13: Select Clinical Issues and Interventions PTSD: Assessment Issues, Safety Plans and Treatment Working with Children and Adolescents that have been Sexually Abused TBA Unit VI: Breaks, Vacations, Terminations and Endings (Week 14) and Transitional-Age Youth and their Families/ HRSA2 ELECTIVE Page 7

8 Bibliography Brandell, J. (2011). Theory & practice in clinical social work (2 nd Ed). Thousand Oaks: Sage Boyd Franklin, N. (1989).Black families in therapy. New York: Guildford Press. Cohen, J., Mannarino, A., & Deblinger, E. (Ed). (2012). Trauma-focused CBT for children and adolescents:treatment applications. New York: Guilford Press Cohen, J., Mannarino, A. & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. New York: Guilford Press Davies, D. (2004). Child development. (2 nd Ed). New York: Guildford Press. Garbarino, Dubrow, et.al. (1992) Children in danger, Coping with the consequences of community violence. San Francisco: Jossey-Bass. Gibbs, J.T. & Huang, L.N. (1991). Children of color: Psychological interventions with minority youth. San Francisco: Jossey-Bass Herman, J. (1992). Trauma and recovery. New York: Basic Books Holman, W. (1997). Who would find you? A question for working with suicidal children and adolescents. Child and Adolescent Social Work Journal 14 (2), Kaplan, C. (1997). Adolescent development: Risk, vulnerability, and resilience. In E. Norman (Ed.), Drug Free Youth. (pp.1-21). New York: Garland Publishing Levy, T., & Orlans, M., (1998). Attachment, trauma, and healing. CWLA Press: Washington, D.C. Masten, Best & Garmezy (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychology 2, Morrow, D. F. (1996). Social work with gay and lesbian adolescents. Social Work, 38 (6), Phillips, N., Straussner, S., (2006). Children in the urban environment (2 nd Ed) Springfield, IL: Charles Thomas Publisher. and Transitional-Age Youth and their Families/ HRSA2 ELECTIVE Page 8

9 Saxe, G., Ellis, B.H., & Kaplow, J. (2007). Collaborative treatment of traumatized children and teens: The trauma systems therapy approach. New York: Guilford Press Search Institute (1997). Developmental assets. Social Work Program (2006). M.S.W. Program student handbook & field education manual. Bronx, NY Steiner, H. (1996). Treating adolescents. Jossey-Bass: San Francisco Viorst, J. (1993). Necessary losses. Fawcett Gold Medal: New York Webb, N. (2006). Working with traumatized youth in child welfare. New York: Guilford Press Webb, N.B. (Ed.) (2007). Play therapy with children in crisis. (3 rd Ed.). New York: Guilford Press. Weisz, J., & Kazdin, A. (Ed). (2010). Evidence-based psychotherapies for children and adolescents ( 2 nd Ed.) The Guilford Press: New York Werner. (1993). Risk, resilience and recovery: Perspectives from the Kauai longitudinal study. Development and Psychopathology 50, Williams-Gray, B., (2001). A framework for culturally responsive practice. In Boyd Webb, Nancy (Ed.), Culturally diverse parent child and family relationships. New York: Columbia University Press. Zayas, L. & Katch, M., (1989) Contracting with adolescents: An egopsychological approach. Social Casework 1, 3-9 and Transitional-Age Youth and their Families/ HRSA2 ELECTIVE Page 9