Course Descriptions

This course builds on the skills, values, knowledge, and processes of the generalist curriculum, serving as a bridge between generalist and advanced assessment theory and practice. Specifically, the course extends the person-in-environment assessment perspective of Generalist Practice with the addition of more intensive assessment of the individual’s inner world, including psychodynamic conflicts processes and ego defenses. The course is entitled “Advanced Clinical Assessment and Diagnosis” rather than “Psychopathology” to remind students that clinical assessment need not lead to a diagnosis of mental illness. The course covers practitioner self-awareness, the relationship between mental health and mental illness, risk and resilience, bio-psycho-social-spiritual assessment, a strength-informed cooperative assessment process, a critical use of the DSM-5, and major types of mental illnesses and their evidence-supported treatments.

This clinical course furthers generalist practice with experience in the use of evidence-based and evidence-informed practice that responds to major mental health concerns. A focus will be developing competence in the effective use of self in applying brief treatment modalities that include skills in working with the change process, crisis intervention, interpersonal therapy, and solution-oriented approaches. An introduction to working with clients who have experienced trauma will include the fundamentals of cognitive behavioral models to support the use of advanced clinical skills. Students will develop client service plans based on the selection of appropriate theories, intervention models, and evidence-informed interventions, including psychoeducation. Students will gain experience as reflective and collaborative practitioners utilizing a practice orientation that attends to human rights and social justice for diverse individuals, families, groups, and communities.

This course focuses on the theory and practice of cognitive behavioral social work. Several common problems of children, adolescents, and adults are examined, including aggression, depression, and anxiety disorders. Techniques that effectively treat these problems such as cognitive reframing, behavior modification, assertiveness training, stress management, the use of homework and bibliotherapy, and the evaluation of practice will be introduced.

The course will provide an introduction to definitions and competencies connected with evidence-based practice (EBP) and an overview of the history, theoretical foundations, and implementation of several nationally (and internationally) acclaimed evidence-based family treatment models. Over the course of the semester, students will receive didactic training in the theory and practice of these treatment models, and hands-on training utilized within the models. Didactic presentation and discussions will be supplemented by case presentations by providers of the models and by testimonials from families that have received in-home services. Students completing the course will be able to distinguish between the different models and have an understanding of the shared core competencies for home-based family therapists, as well as an understanding of evidence-based practice.

This course provides an introductory overview of major themes of family intervention. The approach is eclectic and integrates theory and practice. The styles of Ackerman, Satir, Minuchin, Bowen, and others are emphasized.

The issue of substance use disorders has created a serious and widespread public health problem that has a significant negative impact on individuals, families, communities, organizations, and society as a whole. Among the topics covered in this course are: screening, assessment, diagnosis, intervention, and treatment, including gender, age, race, and cultural factors. There will be an emphasis on examining the neurobiological aspects of the development and evidence-based treatment of substance use disorders. There is a focus on the treatment needs of different client populations, including youth, adults, older adults, and family members of individuals with substance use disorders.

This course will use a case analysis format to introduce students to the common concepts underlying evidence-based treatment for traumatized children and adolescents. Trauma is broadly defined and includes children and adolescents exposed to traumatic events including, but not limited to, natural disasters, war, abuse and neglect, medical trauma, witnessing interpersonal crime (e.g., domestic violence), and other traumatic events. The course will highlight the role of development, culture, and empirical evidence in trauma-specific interventions with children, adolescents, and their families. It will address the level of functioning of primary caregiving environments and assess the capacity of the community to facilitate restorative processes.

This course prepares social workers for basic clinical skills in providing palliative care to individuals who are seriously ill or at end of life and their families. This course covers: the historical, medical, legal, fiscal, and ethical context of palliative care; settings and models of palliative care delivery; the role of the social worker on the interdisciplinary palliative care team; clinical skills, including communication with persons with serious illness, their family members, interdisciplinary team members, and other service providers; assessment and supportive counseling; goals of care, advance care planning, and shared decision-making; palliative care across the life cycle; the social work role in pain and symptom management; cultural dimensions of palliative care; spirituality in palliative care; challenging ethical issues; self-care; and the future of palliative social work.

This course focuses on the knowledge, values and skills appropriate for social work practice within the school setting. Understanding of the school context and its politics is highlighted. Special attention is given to working with students, teachers, parents and administrators as well as on interfacing with the community. Emphasis is placed on the tasks of social assessment for educational planning, the formulation of goals and objectives,record keeping, accessing school resources and external referrals. Theoretical approaches include problem solving, crisis and role theory, play therapy, brief treatment and group treatment.

This course, designed for people in their specialist year, prepares students for the direct practice of integrated behavioral health in primary care and other health care settings. Students will become knowledgeable of the roles of behavioral health providers working in health care settings, theories and models of care delivery, and systemic and cross-cultural issues affecting health and health outcomes. Building upon core competencies from generalist practice, students will develop skills in engagement, assessment, intervention, and evaluation in integrated health care. In addition, students will develop social work competencies necessary for supporting patients across a range of health conditions and health care settings and effective interprofessional practice. The importance of ethics and collaborating with individuals, families, and the health care team will be underscored.

Most social workers will encounter suicidal clients more than once in their careers. While suicide is the ultimate act we wish to avoid, practitioners must also intervene with non-fatal suicidal behaviors that occur with higher frequency. These include suicidal ideation or thoughts; suicidal verbalization, often in the form of suicide threats; intentional self-harm; and suicide attempts. Research on suicidal behavior now indicates that non-fatal suicidal behaviors are often most effectively reduced via systematic focus and specialized intervention strategies. Understanding the risk factors for and protective factors against suicide is a critical step in this process. A more nuanced understanding of which specific risk and protective factors are relevant for an individual client based on their age, gender, and ethnicity is yet another critical step in arriving at an accurate evaluation of risk. Equally important is to understand how to implement interventions to reduce suicidal behavior. It is the goal of this course to provide the fundamental knowledge needed to conduct an evidence-based suicide risk assessment with clients and to utilize evidence-based practices targeting suicidal behavior. This class will prepare beginning practitioners to assess and manage the clinical risks associated with suicidal behavior as well as expose them to the most recent empirical research advances in treating suicidal behavior.

This course will investigate: the theoretical framework(s) for understanding grief, loss and bereavement; review multiple experiences/ definitions of grief; address the impact of both culture and religion on the grief experience; review complicated and uncomplicated grief in adults; and address the basics of childhood and adolescent grief. The course will also introduce various counseling intervention techniques, and present a sample of complementary and cognitive focused interventions.

This course prepares social work practitioners who operate within and through frameworks of human rights; empowerment practices; and social, economic, and environmental justice. Learners will be trained to engage in social change at all levels of society in order to become social workers who are committed to equity in all forms. By cultivating advanced community and organizational practice skill development, the course focuses on transforming and enhancing capacities in communities and organizations through inclusive and collaborative strategies while increasing access to resources, innovations, and collaborations. A multidimensional model of organizational and leadership practice within a macro practice lens is used to organize and integrate theories, research, and content. Emphasis is on learning to implement changes within macro-level contexts that is consistent with social work values, human rights, social justice, and equity.

This course provides a history of community organizing, especially in the context of the social work profession and as a way of meeting the needs of vulnerable and at-risk populations and communities. Focus is on the various community organizing models and the array of roles and functions of community organizers. Emphasis is on practice strategies and tactics for assessing, planning, implementing, and evaluating community organizing projects and campaigns.

A significant portion of work in the social welfare arena involves the nonprofit sector, which depends on philanthropic resources and public funding to function and survive. Resource development in the nonprofit sector relates to every dimension of social work practice. On a micro level, funding supports the direct services provided by social workers and other human service professionals. On a macro level, organizational administrators and community leaders collaborate with foundations and other philanthropic entities to support organizational, community, and societal change. This course introduces students to resource development and stewardship via two predominant channels: fundraising and grant making. The course emphasizes supporting the well-being of vulnerable populations. In addition to the development of foundational knowledge and concrete skills, the course conceptualizes philanthropy and fundraising within the framework of human rights, social justice, and the NASW Code of Ethics.

This course examines supervision and staff development as management functions in diverse agency settings and within the context of social work values and ethics. The philosophy, functions, principles, and methods of supervision—as well as staff development and training—are covered. Emphasis is given to the knowledge and skills required to motivate and retain an effective and multicultural workforce and to effectively supervise varying levels of staff (volunteers, nonprofessionals, professionals) during turbulent times.

This course focuses on intervention and program evaluation research. Students will develop skills in designing evaluation strategies to provide evidence for practice. The course will include how to critically analyze, monitor, and evaluate interventions and program processes and outcomes. Application of findings to improve practice effectiveness at the micro, mezzo, and macro levels will be discussed.

The use of evaluative research in social welfare planning, program development, and theory building are examined. Recent evaluations of social work practice, including interventions on a social policy, neighborhood, family, and individual level, are reviewed. Traditional research designs are considered, but emphasis is placed on emerging models of evaluation. Course is appropriate for students preparing for direct service practice.

This advanced policy practice course builds on the competencies acquired in the foundation year. The course introduces a rights-based approach to policy practice and advocacy. Using human rights principles, students will learn how to use specific policy analysis frameworks to plan for and develop advocacy strategies that facilitate social change. Students will learn and apply specific advocacy skills, addressing policy issues in community, organization, and legislative settings.

This course explores the similarities and differences among helping systems in the United States and other societies. This includes consideration of historical, economic, political, and social forces that influence the nature and functioning of those systems. Other topics covered include social development and the globalization of social problems.

This course aims to expand students’ understanding of the global context and to equip students to work with diverse communities locally or internationally. International social development increasingly becomes the core component of change, hence the essence of social work as a profession with international coherence and global reach. As small communities everywhere are part of a larger machinery affecting the social and economic tapestry of the world, it is crucial for social work professionals to gain a better understanding of significant global issues and to be prepared to engage in global social development as agents of change. The course will focus on enhancing students’ skills in the areas of community building, community needs assessment and capacity mapping, community organizing, stakeholder analysis, and advocacy. The course is designed around the following themes: (1) international social development and social work’s theoretical perspectives and the roles of a social worker in the global context; (2) globalization, global issues, and the consequences of these issues for communities and their residents from an international perspective; (3) human rights and the implications of choosing to become an agent of change from a human rights perspective; and (4) international social development’s current approaches, best practices, and future trends. This is an administrative elective.

This advanced policy practice course builds on the competencies students acquire in their generalist year. The course focuses on health care policies and advocacy and expands upon the rights-based approach to policy practice in health care. Students will actively participate in analyzing existing disparities in health and health care and the causes of these disparities by reviewing the evolution and interactions of federal, state, local government, and private policies. The course will address the current system and its challenges and opportunities, highlighting the importance of affordability, accessibility, quality, and availability. Students will learn to apply rights-based advocacy skills, addressing policy issues in community, organizational, and legislative settings.