Three credits. Prerequisite: must be taken concurrently with the second semester of the first year of field placement.
In-depth exploration of the skills of working with individuals, groups, and families. Social work practice with individuals, emphasizes the interdependence between assessment and intervention, the transactional nature of helping, and monitoring and evaluation of practice. Social work practice with groups, focuses on types of groups, leadership, forming and beginning the group, the role of mutual aid and use of program activities. Practice with families give emphasis to the family as a functional unit and the diversity of life style and structure and its capacity to respond to the needs of its members and changing environmental factors.
Three credits. Prerequisite: IGFP 5301; must be taken concurrently with first semester of second year of field placement.
Overview of theoretical approaches to working with individuals, groups and families. Helps students to think critically about the use of theory in practice, evidence based practice, and ways of learning and knowing, including use of supervision. Introduction to psychodynamic, attachment, cognitive, and behavioral, as well as solution‐focused approaches and motivational interviewing. The stages of group development, group dynamics and other content related to social work practice with groups. Theoretical frameworks such as systems, multisystemic and attachment on which family practice approaches are based.
Three credits. Prerequisite: IGFP 5302; must be taken concurrently with second semester of second year of field placement.
Builds upon content in previous IGFP courses about practice with individuals, groups and families within the context of oppression and privilege, while integrating core concepts related to trauma, strengths, resilience, and empowerment. Primary focus on the differential knowledge and skills needed to work effectively in various fields of practice (e.g., health care, schools, and the criminal justice, child protection, substance abuse and mental health systems). Systems of care, interdisciplinary teams, and policies impacting social work within each field of practice, as well as common clinical approaches and other interventions with the populations served in these settings.
Helps students develop a conceptual frame of reference for understanding small group processes. Focus on establishing a theoretical and conceptual appreciation of how small groups function. Students will develop an increasingly wide range of conceptual tools to identify and assess group processes. Students will gain a better understanding of small group interaction as it impacts individuals, interpersonal relationships and interactions with others beyond the group. Experiential as well as didactic study methods will be used.
Three credits. Prerequisite: IGFP 5301; open only to MSW students with consent of instructor.
Provides a theoretical base and group work practice skills for working with populations who have been diagnosed with a clinical condition(s). Focus on understanding how to use a strength‐based, recovery oriented therapeutic group to foster the social and emotional growth that will promote optimal functioning and prevent relapse in persons with clinical conditions. Biological, behavioral, cognitive‐behavioral and psychodynamic theories will be used to understand factors that contribute to clinical conditions and to develop the type of therapeutic group that responds to the social and emotional needs of the members of the group. Focus will be on diverse settings (inpatient, outpatient, prison, residential halfway houses) where clients with clinical conditions are served in open-ended and closed groups. DSM V will be used to develop diagnostic skills and understanding.
Practice course paying equal attention to the values, skills, and knowledge required for social work practice with children, adolescents, and their families. These youth have a range of bio-psychosocial problems related to mental disorders. Students will learn a range of assessment and intervention skills and will become familiar with current psychiatric classification systems, such as the Diagnostic and Statistical Manual (DSM) and the International Classification of Diseases (ICD). Students will demonstrate the ability to access the most recent empirical and practice knowledge, and to develop skills related to work in a variety of mental health settings. Mental disorders will be learned within the context of larger bio-psychosocial systems. Attention is paid to differences based upon such variables as age, gender, ethnicity, race, religion, sexual orientation, and physical ability.
Practice course paying equal attention to the values, skills, and knowledge required for social work practice with adults and older adults who have a range of bio-psychosocial problems related to mental disorders. Students will learn a range of assessment and intervention skills and become familiarized with current psychiatric classification systems, such as the Diagnostic and Statistical Manual (DSM) and the International Classification of Diseases (ICD). Students will demonstrate the ability to access the most recent empirical and practice knowledge and to develop skills related to work in a variety of mental health settings. Mental disorders will be learned within the context of the larger bio-psychosocial system and attention is paid to differences based upon such variables as age, gender, ethnicity, religion, sexual orientation, and physical ability.
Three credits. Prerequisite: Students should currently be in field practice or employed in a casework-oriented agency. Approval must be granted by instructor, advisor, and Office of Student and Academic Services.
Provides knowledge of significant theories, theorists, practice skills and techniques for family therapy, as well as the growing professional self‐awareness of the practitioner. Provides: a) opportunities to study the use of family practice with particular problem situations; b) critical analysis of changes in current theories, emerging theories and integration of theories; c) analysis of research in family practice; and d) an ongoing seminar for discussion of cases.