SWK 530 01: Advanced Generalist Practice with Individuals

DOWNLOAD PDF

SWK 530 - Advanced Generalist Practice with Individuals

2023 Summer Syllabus, Section 01, CRN 6081

Course Information

You are responsible for knowing this material, so please read carefully. Any changes will be announced in a Blackboard Announcement. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.

This syllabus describes the requirements and procedures for Advanced Generalist Practice with Individuals (SWK 530). You are responsible for knowing this material, so please read carefully. Any changes will be announced in class and via Blackboard Announcements. You will be responsible for any changes. Your continued enrollment in this course is your implicit agreement to abide by the requirements of this class.

Times and Location

T 8pm-9:40pm in UND Online

Instructor Information

Barbara Kitko

Email: Barbara.kitko@UND.edu

Office: Gillette Hall, Room 105B

2023 Summer Office Hours:
By appointment 

Office Phone: 701-777-3765

Stephanie Homstad

About the Professor

Course Description

Advanced Generalist Practice with Individuals helps students refine and deepen their conceptual and technical knowledge of social work practice with individuals. The course equips students with advanced generalist skills to guide engagement, assessment, intervention, and evaluation with individual clients. Course assignments promote ethical and evidence-based practice relevant to diverse populations.

SWK 530:  Advanced Generalist Practice with Individuals: 2 credits.  Prerequisite or co-requisites: Admission to Advanced Generalist Concentration, SWK 527, SWK 529. In Advanced Generalist Practice with Individuals, students will refine and deepen their conceptual and technical knowledge of social work practice with individuals.  This course equips students with advanced generalist skills to guide engagement, assessment, intervention, and evaluation with individual clients.  The course assignments promote ethical and evidence-based practice relevant to diverse populations. 

Learning Outcomes

At the conclusion of SWK 530, students learn how to apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with diverse clients, systematically and purposefully.  Students develop advanced skills to guide culturally responsive assessment, intervention, and evaluation with individual clients.   

At the conclusion of SWK 530, students will demonstrate sufficient mastery of the following competencies and operationalized through behaviors reflected in the competencies.  Students will be able to perform at least satisfactorily with individuals in their advanced field placement.  

Social Work Competencies:  

Competency 1: Demonstrate Ethical and Professional Behavior  

Competency 2: Engage Diversity and Difference in Practice  

Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice  

Competency 4: Engage In Practice-informed Research and Research-informed Practice  

Competency 5: Engage in Policy Practice  

Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities  

Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities  

Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities  

Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities 

Course Materials

Diagnostic and Statistical Manual - 5.  This is available electronically through the Chester Fritz Library.  The direct link is: http://dsm.psychiatryonline.org/dsmLibrary.aspx, but you need to be logged into the library to access.    

Desk Reference to the Diagnostic Criteria from DSM-5 (Recommended but optional)  

  • ISBN: 9780890425633  

  • Additional required readings available on Blackboard

Technical Requirements/Assistance

Whether you’re taking courses in the classroom or online, it’s important to have the right technology and equipment.  Visit the UND Technical Requirements webpage for more information. Students are expected to use their official UND email in the course. For technical assistance, please contact UND Technical Support at 701.777.2222. Visit the University Information Technologies (UIT) website for their hours, help documents and other resources.

Minimum Technical Skills Needed

In order to succeed in this course, at a minimum, you should be able to:

  • Navigate in and use basic Blackboard functions
  • Download and open electronic documents
  • Create, save, and upload/attach electronic documents
  • Send, receive, and manage email

Course Logistics

Access and Log in Information

This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.

This course requires students access Cengage’s MindTap application. MindTap is integrated into Blackboard.  It is a web-based learning platform that requires broadband internet access and supported web browsers and plugins.  

Course Overview

The course content is organized by week for this semester. Each week contains learning objectives, weekly activities, and a variety of links to articles, video/audio files, and other instructional resources to enhance the learning experience and support the various topics. Quizzes, papers, and assignments will be used to assess your comprehension and application of those materials. 

Resources

Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.

Course Requirements/Expectations

  1. The student will review the syllabus and course schedule posted in Blackboard.
  2. The student will access and follow all course instructions found in the weekly area of the Blackboard course.
  3. The student will participate in any lecture or discussion sessions on campus or online as provided and as part of this course.
  4. The student will complete and submit assignments, exams, quizzes, etc. by the dated noted and in the manner described in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
  5. The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.
  6. The student will abide by NASW Code of Ethics, The student handbook and UND Code of Student Life. 

Instructor Responsibilities and Feedback

The instructor will provide feedback on all assignments and group activities by Thursday of the following week. 

The instructor is available to meet with students to answer questions, provide feedback and offer advice, please arrange a meeting time via email or phone. 

Communication

The instructor will communicate in a professional manner, utilizing time in class and in classroom announcements.  If you have questions on assignments or missed class periods you are encouraged to first ask a peer the question before you email or call the instructor.  

Announcements

Announcements will be posted in Blackboard on a regular basis. Be sure to check the class announcements regularly.

Email

If you need to contact me directly, check the Faculty tab in Blackboard or the syllabus for my contact information. I will respond back to you within 48 hours excluding weekends, holidays, and school breaks. 

Course Etiquette

When participating in class it is important to interact with your peers in an appropriate manner. Always use professional language (no netspeak) in your postings and emails. It is expected you will demonstrate respect to your classmates even if you disagree with their ideas. 

Assessment Summary

Assignments: 

Case Study Assignment 

For the case study, students will be required to provide a diagnostic impression and will write a brief summary of justification. (1 page – bullet format).  All points are allotted for accuracy and the justification of the diagnosis.   

Due:   June 29 @ 11:59 PM (CST)

Points Possible:  150 points (late papers may receive point deductions)  

Grading Requirements:  See assignment instructions, grading rubric in Blackboard

Format: 1-2 pages – bulleted   

Diagnostic Assessment Assignment  

Purpose:  To practice utilizing the DSM 5 and writing up a Clinical Summary.  

Assignment:   You will pick a full-length film to utilize the DSM 5 to assess the main character’s mental health diagnosis.  A list of possible films/movies will be provided (see a suggested list of films on BB), other films can be used with the permission of the instructor.   

Due:    July 12, 2023

Points Possible: 300 points   

Format:   2-3 pages double-spaced  

Interview Assignments #1 & #2

Purpose:  To improve your interview skills as well as applying interventions in working with an individual.    

Assignment:  You will be asked to conduct two separate interviews. Each interview should be recorded and no less than 15 minutes.  

Students will engage in practice of interviewing skills utilizing role play client situations.  Interviews will be conducted during class when at all possible.  However, some interviews may need to be held outside of class time due to time constraints.  Students will be divided into groups of two for the interview process.  One person in each group will be responsible for recording the sessions.    

 

The first interview will be used to join with the client (i.e. development of the therapeutic relationship) and identify the client’s presenting problem.      

  1. Clearly describe the identifying information, the presenting problem, and initial assessments of the client’s situation (this will be your description or case conceptualization that you loaded on blackboard!).  

  2. Discuss the beginning goals developed in collaboration with the client.  The goal(s) answers the question: How will we know when our work together is done?   

  3. Analyze your interview process.   

    1. Demonstrates full awareness of how professional social work values guide all practice decisions within this interview process.  

    2. What did you observe in your own behavior (verbally and/or non-verbally) that you believe developed/furthered the therapeutic relationship?   

    3. What did you observe in the client (verbally and/or non-verbally) that suggested your actions furthered the therapeutic relationship?   

    4. List at least two skills you feel you did well and identify two areas (skills) that you would like to improve.  

Reflection Paper = 3-4 pages, double spaced  

Due:  June 8, 2023 @ 11:59 PM

 

The second interview will consist of the clinical social worker picking a treatment modality and structuring a 15-20 minute therapy session.  Students will again, view the interview recording and write up an analysis that includes the following elements:  
  

  1. Clearly describe the identifying information, the presenting problem, and initial assessments of the client’s situation (example in Blackboard). 

  2. Discuss the treatment modality and the rational for choosing it.  What did you plan for the session? (ex. Psychoeducation, introducing a skill, practicing a skill)  

  3. Analyze your interview process.    

    1. List at least two skills you feel you did well.   

    2. Identify two areas (skills) that you would like to improve.  

    3. What did you observe in your own behavior (verbally and/or non-verbally) that you believe developed/furthered the therapeutic relationship?   

    4. What did you observe in the client (verbally and/or non-verbally) that suggested your actions furthered the therapeutic relationship?   

Due:  August 2, 2023 @ 11:59 PM

Points possible:  200 points each  

Format:  3-4 pages, double spaced

Assignment                                               Final Grade

  1. Case Study                                                         150   Points
  2. Diagnostic Assessment                                      300   Points
  3. Interview #1                                                        200   Points
  4. Interview #2                                                        200   Points
  5. Attendance & Participation                                100   Points

            Total: 950 Points

Final Grade Scale

> 90% A

80 % - 89% B

70% - 79% C

60% - 69% D

< 59.9% F

Schedule of Topics and Assignments

Day: Date: Reading(s): Agenda/Topic: Due:
Tue 5/16 Review Syllbus, Overview of DSM-5: Definition, Processes & Principles Introductions, Syllabus, course review. Overview of DSM-5 Introduction Review Syllabus, Course Expectations & Blackboard
Class Activity
Tue 5/23 Blackboard Readings: Nightfall Ch. #8, O'Hare (pp 17-24) Assessment, Psychosocial Assessment with Mental Status Exam Assessments in class
Case Study Practice
Tue 5/30 Blackboard Reading: O'Hare Ch #4; Best Practice Guidelines for Behavioral Interventions Selecting & implementing & testing interventions.
Evaluating Programs		 Developing a hierarchy for systematic desensitization.
Case Study Practice
Tue 6/6 BB: MI Overview & Tips FRAMEWORK for Motivational Interviewing. Professor Muhs Interview Assignment #1 (Assessment) Due June 8
Tue 6/13 DSM-5 Adult Disorders (Mood, Anxiety, Personality, Psychotic & Substsance Use Disorders Adult Disorders 
Tue 6/20 DSM-5 Adult Disorders Continued Finish Adult Disorders, time allows start with childhood disorders Midterm
Tue 6/27 DSM 5 Childhood Disorders,
Blackboard: DSM Pocket Guide 30 minute pediatric diagnostice interview		 Assessment for Suicide Risk; Anxiety; Depression; Substance Abuse; Contracting; Treatment Planning Case Study: Due June 29 @ 11:59 PM
Tue 7/4 No Class
Tue 7/11 Blackboard Reading: Solution Focused Training Manual Solution Focused Brief Intervention Diagnostic Assessment Due: July 13 @ 11:59 PM
Tue 7/18 BB Reading Cognitive Behavioral Therapy Cognitive Behavioral Therapy
Tue 7/25 BB Reading: The Body Keeps Score Ch. #4
Brene Brown Bodcast w/ Dr. Perry & Oprah
Recommended Dax Sheppard Podcast		 Trauma Informed Care
Course Wrap-up
Tue 8/1 Finals Week Interview Assignment #2 Due Aug 2

Course Policies

The section below contains examples of course policies you may wish to include in your course such as late work, class participation, netiquette, technology statements, etc.  You may fully edit this section to add and/or remove polices as they pertain to your course.

Assignment Policy

Due dates for each assignment or activity will be posted in Blackboard.  Submission deadlines will be indicated by Blackboard submission time stamp. 

Late Work

Professional social work practice dictates that social workers are responsive and timely in their work with and on behalf of their clients.  It is expected that all work will be submitted on Blackboard by the designated due date.  Blackboards submission time stamp on your assignment will be verification of submission date and time.

Assignments turned in late will result in a 10% deduction each day, unless prior approval was granted by the instructor.

Class Participation

According to the UND handbook, Students are expected to attend all classes, precluding emergencies, and participate meaningfully in all learning opportunities.   https://und-public.courseleaf.com/undergraduateacademicinformation/undergraduateacademicinformation/universityattendancepolicyandprocedure/

Participation includes demonstrating both speaking and active listening skills during classroom activities.  At least as important as speaking, active listening is a powerful and legitimate form of participation and includes screen presence (where applicable) and displaying positive nonverbal body language that reflects engagement with the learning process and respecting the person who is speaking. Speaking includes discreet and appropriate questioning, commenting, and sharing opinions regarding the classroom content. 

Incompletes

It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.

Resolution of Problems

Should a problem occur, you should speak to your instructor first. If the problem is not resolved, meet with [insert name here]. If the problem continues to be unresolved, go to the department chair, and next to the college dean. Should the problem persist, you have the right to go to the provost next, and then to the president.

Netiquette

When participating in class (online or in person) it is important to interact with your peers in an appropriate manner. Netiquette is a set of rules for behaving properly online. Here are a few basic points to remember when communicating in this course:

Be scholarly. Use proper language, grammar, and spelling. Explain your thoughts, justify opinions, and credit the ideas of others by citing scholarly resources. Avoid misinforming others when you are unsure of the answer.  When discussing something and supplying a guess, clearly state that.

Be respectful. Respect the privacy of others. Do not share personal or professional information about others unless permission has been granted. Respect diversity and opinions that differ from their own. Be tactful when you communicate.

Be professional. Everyone should strive to give their best impression online. Truthfulness, accuracy, and running a final spell check are appropriate expectations for university students. Writing in a legible font and limiting the use of emoticons is considered professional behavior. Profanity and participation in hostile interactions, known as flaming, is unprofessional as well as disruptive.

Be polite. Students should address professors and instructors by the appropriate title or requested name. Students should interact online politely, just as they would be expected to do in a physical environment. Sarcasm, rudeness, and writing in all capital letters (shouting) should be avoided.

Pronouns

Everyone has the right to be addressed by the name and personal pronouns that correspond to their gender identity, including non-binary pronouns, for example: they/them/theirs, he/her/hers, etc.

I recognize that preferred names and pronouns may change during the quarter, if at any point during the quarter you would like to be addressed differently, please let me know.

As part of our commitment to inclusion in this course, it is important that all students in this class respect the preferred names and pronouns of their peers. Mistakes in addressing one another may happen. If you make a mistake or are corrected, please briefly apologize and correct yourself.

Technology Statement

In this class we will have a technology policy that is designed to support your attention to one another and to the course material.  We will spend the majority of our time engaged in activities that depend upon you being present and attentive to one another, and course content we will study. We are all challenged these days by the ways in which our digital devices—including laptops, tablets, phones, and watches—can steal our attention away from our immediate surroundings. Technology should be used for educational purposes only during scheduled class times.

University of North Dakota Policies & Resources

Academic Integrity

Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.

As a scholastic matter, the professor has the discretion to determine appropriate penalties for the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter and will have little tolerance and/or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.

Access and Opportunity, Disability Support, & Medical Services

The University of North Dakota is committed to providing equal access to students with documented disabilities. To ensure access to this class and your program, please contact Disability Services for Students (DSS) to engage in a confidential discussion about accommodations for the classroom and clinical settings. Accommodations are not provided retroactively. Students are encouraged to register with DSS at the start of their program. More information can be obtained by email UND.dss@UND.edu or by phone at 701.777.2664.

COVID-19

UND is committed to maintaining a safe learning environment while providing quality learning experiences for our students. COVID-19’s continued presence within our UND community may necessitate changes in classroom management as the academic year progresses. As such, UND asks students and instructors to be flexible when necessary to promote a safe environment for learning. Please do not attend an in-person class or lab if you are feeling ill, particularly if you are experiencing symptoms of COVID-19, or if you have been directed by health professionals to quarantine or isolate. If you are not able to attend class or lab, please notify your instructor as soon as possible and discuss options for making up any missed work in order to ensure your ability to succeed in the course. If you will have an extended absence due to serious illness or other uncontrollable circumstances, you may request an absence notification through the Office of Student Rights and Responsibilities. Similarly, if your instructor is ill they may need to cancel class or temporarily move your course to online delivery to ensure that you are able to complete the course successfully.  Instructors may require students to wear masks in the classroom or in the laboratory as a preventative measure designed to facilitate uninterrupted classroom engagement and to facilitate health and safety in the classroom.   If your instructor does require masks in class or in a laboratory, you are expected to comply with that request.

UND also strongly encourages all members of the University community, including students, to get vaccinated, seek out testing when needed, and model positive behavior both on- and off-campus to foster a healthy and safe learning environment for all students. Individuals who would like to discuss disability accommodations regarding masks should contact the Disability Services for Students (DSS) office at 701.777.2664 or UND.dss@UND.edu. Individuals who are unable to wear a mask due to a sincerely held religious belief should contact the UND Equal Opportunity and Title IX Office at 701.777.4171 or UND.EO.TitleIX@UND.edu.

Religious Accommodations

UND offers religious accommodations, which are reasonable changes in the academic environment that enable a student to practice or observe a sincerely held religious belief without undue hardship on the University. Examples include time for prayer or the ability to attend religious events or observe a religious holiday. To request an accommodation, complete the student religious accommodation request form. If you have any questions, you may contact the Equal Opportunity & Title IX Office.

Pregnancy Accommodations

Students who need assistance with academic adjustments related to pregnancy or childbirth may contact the Equal Opportunity & Title IX Office or Academic Affairs to learn about your options. Additional information and services may be found at Pregnancy Resources.

Notice of Nondiscrimination

It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to Donna Smith, Assistant Vice President for Equal Opportunity & Title IX and Title IX/ADA Coordinator, 102 Twamley Hall, 701.777.4171, UND.EO.TitleIX@UND.edu or the Office for Civil Rights, U.S. Dept. of Education, 230 S. Dearborn St., 37th Floor, Chicago, IL 60604 or any other federal agency.

Reporting of Discrimination, Harassment, or Sexual Misconduct

If you or a friend has experienced sexual misconduct, such as sexual harassment, sexual assault, domestic violence, dating violence, or stalking, please contact the Equal Opportunity & Title IX Office or UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171; donna.smith@UND.edu; or visit the Title IX webpage. You may also contact the Equal Opportunity & Title IX office if you or a friend has experienced discrimination or harassment based on a protected class, such as race, color, national origin, religion, sex, age, disability, sexual orientation, gender identity, genetic information, pregnancy, marital or parental status, veteran's status, or political belief or affiliation.

Faculty Reporting Obligations Regarding Discrimination, Harassment, or Sexual Misconduct

It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual misconduct or of discrimination or harassment based on a protected class that they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been impacted by discrimination, harassment, or sexual misconduct, you can find information about confidential support services on the Equal Opportunity & Title IX webpage..

UND Cares Program

How to Seek Help When in Distress

We know that while college is a wonderful time for most students, however, some students may struggle or have issues that arise. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares Program Webpage.

How to Recognize When a Student is in Distress

The term “distressed” can mean any of the following:

  • Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
  • Student has cut off or minimized contact with family or friends.
  • Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
  • Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
  • Student is acting withdrawn, volatile, tearful, etc.
  • Student is acting out of character or different than usual.
  • Student is talking explicitly about hopelessness or suicide.
  • Student has difficulty concentrating or difficulty carrying on a normal conversation.
  • Student has excessive dependence on others for company or support.
  • Student reports feeling out of control of one’s emotions, thoughts, or behaviors.

Land Acknowledgement Statement

Today, the University of North Dakota rests on the ancestral lands of the Pembina and Red Lake Bands of Ojibwe and the Dakota Oyate - presently existing as composite parts of the Red Lake, Turtle Mountain, White Earth Bands, and the Dakota Tribes of Minnesota and North Dakota. We acknowledge the people who resided here for generations and recognize that the spirit of the Ojibwe and Oyate people permeate this land. As a university community, we will continue to build upon our relations with the First Nations of the State of North Dakota - the Mandan, Hidatsa, and Arikara Nation, Sisseton-Wahpeton Oyate Nation, Spirit Lake Nation, Standing Rock Sioux Tribe, and Turtle Mountain Band of Chippewa Indians.

Additional Resources

It is my goal to foster an environment of mutual respect in which everyone feels comfortable voicing their opinions, sharing their stories, and learning about potentially heavy or personally relevant material. If, at any point, you feel like the information covered in this class elicits thoughts, feelings, or concerns that you would like to discuss further, don’t hesitate to reach out to me, or the UND Counseling Center (701-777-2127).

Further, if you experience extenuating circumstances, sexual violence, identity-based harm, or any other personal crisis during the semester, don’t hesitate to reach out to me so we can provide academic assistance and help you in this course, and put you in contact with the appropriate resources and services (if needed).