SW204C_Demetral by welcomegong1


									                                California State University, Division of Social Work
                                               Fall 2008
Dr. David Demetral, Ph.D., LCSW
(916) 278-7168                                           E-mail: d.demetral@comcast.net
Office Hours: Thursday 10-12; 6-7.

                  Second Year Advanced Practice Course(s)
 “ Synthesis”: The combination of multiple seemingly separate elements to form a coherent
whole; a complex whole is informed and formed; reasoning from the general to the particular;
logical deduction.

“Integration”: From the Latin meaning whole or entire; combining parts so that they work
together or form a cohesive whole; a process by which subsystems are analyzed, understood, and
combined to form a more complete whole.

General Description:
   SW 204C/D represents the third and fourth semester practice courses in the Social Work
curriculum. The course demands that the students engage in synthesis and integration of the
divergent yet related content areas in the foundation first year in practice, human behavior and
social environment theory, diversity, policy, and research classes. SW 204C/D course(s)
vertically builds upon and expands the SW 204A/B in substantial ways. Where the SW204A/B
course(s)provided an opportunity for the student to achieve foundation competence in the
provision of direct and indirect services within an agency setting, SW 204 C/D course(s)
demands that the student display synthesis and integration in preparation for more autonomous
practice. Conceptually SW 204 A/B provided increased awareness and knowledge about
generalist practice, which was then primarily shaped by the field setting in which the student was
placed. SW 204C/D extends this learning conceptually by demanding synthesis and integration of
the foundation content in all six areas of the foundation curriculum into the skillful independent
application of social work evidenced-based intervention strategies with individuals, families, and
                The Horizontal/Vertical Integration of Curriculum Content (EP4)

Diversity (EP4.1):
   Content on diverse populations is integrated with the purpose of assuring cultural competence
beyond the required diversity course SWRK 202. SW 204 C/D requires the student to draw upon
their awareness and knowledge gained in SW 202 into this course when considering the socio-
political context of the problem presentation, and the potential range of interventions that dignify
and fit that particular social political client’s system. Global patterns of social stratification and
multi-levels of violence related to gender, class, ethnicity, orientation, disability, and ageism is
fully explored in assessment and intervention in the four modules covered in the SW 204 C/D
year long classes. SW204C/D incorporates advanced theoretical exposure to postmodern and
social constructivism frameworks that form a foundation for the Recovery Models in mental
health, the solution focused, narrative, and feminist frameworks of advanced practice, and post-
modern cognitive behavioral theory and practice throughout, but especially in the module that
addresses violence and trauma against women, children, ethnically diverse populations, gays,
lesbians, bi-sexual, and transgender, and the aging and aged.

   Social Work 204C/D integrates diversity content throughout the course(s) through case
studies, course assignments (the biopsychosocial assessment(s), ethical dilemmas,
and theoretical material), practice simulations, role-plays, guest speakers, course readings and
media. Through professional self-reflection

Human Behavior and the Social Environment (EP 4.3):
   SW 204C/D requires the student to have an integrated knowledge of the theories of human
behavior covered in SW 235A/B, particularly developmental-systems-biological, family and
small group dynamics, so that when considering complex intervention alternatives it is being
done within the context of basic theory mastery in each of these areas. In this way SW204C/D
extends the SW235A/B series into evidenced-based practice models based on advanced
theoretical integration of the biological-psychological-and social political contextual domains
into a strengths based, client centered intervention. One of the modules in the SW204C/D
yearlong course addresses trauma using Attachment theory, Trauma Focused Cognitive
Behavioral Theory, Interpersonal Theory as well as the psychobiological base of trauma.

Social Welfare Policies and Services (EP4.4):
    Beyond the “micro” level of theoretical formulation, trauma is conceptualized globally at
multiple levels that allows for an assessment of policies across nations that differentially impact
risk. The role of poverty, interpersonal violence, gendered violence; ethno-violence, gang and
drug relate violence is all considered from global perspectives. Application of the risk and
resilience models based on fostering protective factors and prevention are a foundation of SW
204C/D Advanced Practice course(s).

Research (EP4.6):
   Evidence based practices are infused at every level of SW204C/D requiring the student to
build upon the competence they have achieved in evaluating clinical practice research in SWRK
210 in the first year. Evaluation of individual, family, and group practice as well as the selection
of only practice strategies that represent best practice and are evidenced based represents the
overarching commitment to research and effective practice in SWRK 204C/D.
Promotion of Social and Economic Justice (EP4.2):
   The National Association of Social Worker is committed to bringing a deeper analysis and
more lasting solutions to the crisis of violence facing communities throughout the world and in
the United States. This commitment is reflected in the advanced practice course as the
overarching theme of the course is the understanding the connections between violence and
sustainable human development. This content serves as an excellent preamble to the module on
trauma as demands that the student conceptualize the three layers of violence: Individual
violence (harmful actions against people); Institutional Violence (harmful actions within
institutions that obstruct the resilience and spontaneous unfolding of human potential); and the
structural and cultural violence which results from the harmful actions that result from the way
societies think and construct what is normal, or valued. This demands that the second year
student commit politically to analysis of and intervention into the requisites for human
development including income level, equity, poverty, human rights, democracy, environmental
protection, and peace. This “sets the stage” for the trauma module to be conceptualized globally,
as well as demands that the student broaden the lenses used in the assessment
and conceptualization of targets for intervention. This broadened “lens of assessment” allows the
advanced student the opportunity to synthesis and integrated multi-level conceptualizations into
their assessment, intervention, and evaluation of interventions formulated on fostering strengths
and building resilience.

Social Work Values and Ethics (EP4.):
    In Social work 204C/D students are expected to use analytic skills to recognize advanced
clinical ethical dilemmas and apply decision-making strategies to more complex clinical
situations than in the foundation year. Students go beyond fundamental issues of self-
determination, confidentiality, informed consent and boundaries to gain a deeper understanding
of the interface between legal and ethical responsibilities. They expand their knowledge of many
areas of the NASW Code of Ethics including ethical mandates regarding cultural competency,
the application of social work values regarding social and economic justice, scope of
competency, determination of harm to self and others, duties to warn, conflict of interest,
determining competence and capacity, documentation, and situations were consultation should be

   In the field students are required to recognize their own biases, values, attitudes, and feelings
about other’s backgrounds, ethnicities, cultures, religions, lifestyles, and personalities. They must
be able to work with client systems of various cultural, ethnic, and racial backgrounds, regardless
of gender, sexual orientation, age, disability, and with a variety of problems and value sensitive

Social Work Practice (EP4.5):
  SW 204C/D is a yearlong course that is divided up into four modules: Violence & Trauma;
Children & Families; Mental Health and Recovery; & Health and Wellness. The multiple faculty
who teach the SW 204C/D course(s) have the academic freedom to cover these themes or
modules in any particular order but the theme of multi-level violence sets the stage for all of the
modules, regardless of order. It also allows the faculty the range of academic freedom to infuse
politics, economics, and social justice issues, issues of differential access, and the concept of
social constructivism into the clinical dialogue. This is also the context in which clinical
concepts like risks, protective factors, and resilience are presented.

Module One: Trauma and Recovery Model
    The interplay between the social context that serves as an antecedent to violence and trauma,
and the psychobiological responses of the victimized are considered in this module. The specific
traumas of child physical and sexual abuse as well as the power of the neglectful invalidating
environments are fully explored. Domestic Violence (including violence against Gay, Lesbian,
Bisexual and Transgender, the Disabled, and the Aged) is considered from the structural and
institutionalized antecedents to the neuro-biological base of trauma. Students are encouraged to
complete the Simmons College NASW Domestic Violence certificate training. The socio-
political, structural and contextual factors are explored as antecedents to institutionalized trauma,
and then the synthesis of biological, affective, cognitive, and behavioral modalities are
considered from assessment to treatment. In other words, the student is expected to synthesize
and integrate the contextual factors as well perform a differential diagnostic assessment and
apply the evidenced based practice models of Attachment Theory, Trauma Focused Cognitive
Behavioral Therapy (TFCBT), Herman’s Recovery Model, and infuse holistic approaches into a
complete recovery intervention. Students are required to complete web-based training towards
certification in TF-CBT.
   Concepts like resiliency, protective factors, vulnerability, and even predisposition to traumatic
responses and experiences are fully explored in this module within a life cycle framework with
consideration to social and cultural adaptations. Beyond empowerment of the victimized, this
module also demands that the student fully synthesis and integrate knowledge of trauma
transference, vicarious trauma, and compassion fatigue into their practice. Self care and
spirituality are also weaved throughout this module.

Module Two: Children, Adolescents, and Families
    This module provides a multi-level and interdisciplinary perspective on intervention with
children and adolescents based on best practices and theory on interventions that promote healthy
development of children and adolescents as well as environments that support human
development. The model used in the module on children and families is based on the practice
literature that incorporates risk and protective factors, including the construct of resilience. The
Multi-Contextual Model is used to assess race, ethnicity, gender, orientation, power, and culture.
In this module the “language of trauma” is interpreted as an adaptational coping response to
violence. The student becomes an interpreter of the language of what “maladaptive behavior” is
trying to tell us, and how a more humanistic response to the child and adolescent using
biological-psychological-and social interventions is synchronous with social work ethics and
values. Attachment, Cognitive Behavioral, Family Systems, Solution Focused, Eco-Behavioral,
Psycho-Educational and Strength based models of intervention are covered in this module.
Collaborative practice strategies with schools, foster families, courts, and social service agencies
are a framework for multi-level practice in this module. This allows for multiple faculty teaching
this yearlong course the academic freedom to explore postmodern frameworks and socially
constructed modules of intervention like the Narrative and Constructivist Cognitive Behavioral
 models for the assessment and treatment of conditions like eating disorders, substance abuse,
youth suicide, homeless youth and run away youth, and gangs.

Module Three: The Mental Health-Recovery Module

   Using predominately a Postmodern-Constructivist philosophical and theoretical base, the
mental health module focuses on the shift in mental health policy and practice in the United
States, and particularly in California to a recovery-based model of practice. The practice in this
module is based on the strengths based model of social support for persons in recovery from
chronic and persistent mental illnesses. The socio-political construction of mental illness is
explored as well as the realization that differential diagnosis is essential in today’s clinical
practice context. The role of the social worker as advocate, coach, mediator, family educator, and
political activist are explored in this module. The Recovery Model is the overarching model for
this module. The Constructivist Cognitive Behavioral Model, the Interpersonal Model, and the
Psych-Educational model are presented as methods of best practice and evidenced based

Module Four: Health and Wellness
    The purpose of this module is to allow for an advanced bio-psycho-social approach to
understanding differential impact of contextual factors like poverty on health risk. The model of
ecological social work practice that considers the “person in the environment”
is the overarching model of this module. This module allows the faculty and students to focus on
a range of vulnerable populations including a concentrated training in gerontology (obtaining the
NASW certificate), persons with HIV/AIDS, adolescent health (eating disorders, pregnancy,
suicide), or with areas of practice like drug use/abuse/dependence.

Integration with SW 295C/D
         The second year of field practicum (295 C/D) is taken concurrently with the SWRK 204C
and SW204D courses. In order to facilitate integration of practice and field, practice instructors
generally serve as field liaison for students in their class. As part of their field assignment
students continue the foundation year requirement of writing weekly journals of their field
experience. These are read by the field liaison and are expected to include integration of class
material and to demonstrate self-awareness and self-reflection. Students in consultation with
their field instructors choose appropriate quantitative and qualitative measures for determining
client or project progress and outcomes. Practice class papers include questions that require
application of knowledge and theory to practice situations from the field. Field instructors
receive a copy of the course syllabus and may be involved in assignments required of the

Specific Knowledge, Skills, and Values Competencies
   At the conclusion of this yearlong practice sequence you should be able to
demonstrate mastery via written probed response, behavioral display in laboratory role-play, and
behavioral display in the field practicum site of the following:
Course Objectives
   Build on the theoretical frameworks that students bring from the foundation curriculum
(generalist, ecosystem, strengths, and empowerment perspectives).

   1. Apply and provide a rationale for the use of multiple theoretical models and
        intervention skills to individuals, families and small groups.
   2. Fully develop, articulate and apply an integrated practice approach that is informed by
       empirical support.
   3. Demonstrate a heightened sense of self as it relates to the dynamics of difference
       and commitment to social justice.
   4. Apply skills for culturally competent practice with and on behalf of individuals, families and
       small groups.
   5. Demonstrate an increased sense of self: awareness of strengths and limitations, development
       of professional boundaries, and awareness of transference and counter transference,
   6. Apply ethical decision-making models to legal and ethical dilemmas in practice.
   7. Select evaluation strategies that are appropriate to the needs of the situation and are
       grounded in social work theory and research (both qualitative and quantitative methods)
       as evidenced by in class assignments and class discussions.
   8. Apply leadership skills in practice contexts (e.g., small group facilitation, case
       conferencing, multidisciplinary teams, interagency collaboration, advocacy, and program
   9. Develop differential assessment, diagnosis and intervention plans based upon relevant
       theoretical models and the social work perspective.
   10. Develop the conscious use of relationship as a principle skill in social work practice with
       and behalf individuals, families and small groups.
   11. Apply the core aspects of advanced practice to specific practice situations (e.g., field
       placement, client populations, agencies, programs, and services).

Skills Objectives:
Demonstrated behavioral competence (skills) in the classroom laboratory, the field practicum, and in
written probes:
   1. Initiating and completing accurate, in depth bio-psycho-social assessments and complex
        family, and group. These assessments will address at least two levels of concurrent areas of
        intervention (individual at the micro level and at the messo level); (examination, response
        sets, & field journal)
   2. Skill in gathering, utilizing, and evaluating data on client systems and problems as a basis
        for understanding their complex characteristics (i.e. assessing the individual, family, or small
        group within the context of the neighborhood environment); (examination, response sets, &
        field journal)
   3. Skills in developing in collaboration with the client’s system(s) realistic goals, objectives, and
        techniques designed to prevent problems, promote change, and improve the quality of the
        transactions within/between the client’s system and the ecology in which it exists (i.e.
       developing collaborative linkages to address and support micro level client systems change
       efforts); (field journal)
   4. Skills at developing realistic contractual agreements and relationships with client systems
      that permits the coordination of interventions while encouraging and protecting the rights of the
      client’s system to determine its own destiny (i.e. using advocacy, brokerage, mediation skills
      with messo systems to address and facilitate supportive commitments on behalf of the micro
      client system); (field journal)
   5. Demonstrated skillful application of intervention(s) in client systems and complex problem
       situations in consistent and deliberate ways that will improve, modify, or prevent
       dysfunction/maladaptive coping (i.e. apply a trauma specific intervention with a foster child
       while simultaneously training the foster parent to understand the etiological sources of trauma
       and intervene in reliable and supportive as in the natural environment, as well as how to
       advocate for the child in the mental/health system for adequate clinical services) ;
       (examination; classroom discussions; field journal)
   6. Skills at determining and using the most appropriate strategies and tools for evaluating the
       effectiveness of intervention in relation to those problems identified across two of the
       micro/messo/macro levels concurrently; (response sets, field journal, examination)
   7. Skills in gathering, recording, understanding, and utilizing primary and secondary data and
       research findings as a basis for change in evidence based practice techniques and strategies and
       as a means of evaluating movement (or lack thereof) in the client’s system;
       These skills will be assessed in the professional journal, in the in-class simulations and
       laboratories, in the practice vignettes, in the field placement, and in the class presentations of
       cases from the field and in class examination.

Values Objectives
   Students are expected to have internalized, and display in their practice, as well as written probed
assignments, the following values upon completion of this advanced generalist course:
  1. Respect for the inherent worth and dignity of the individual, group, family, community,
  2. Acceptance of the client’s right to self-determination, direction, and autonomy;
  3. Acceptance of the legitimacy of efforts to improve existing social conditions, institutions,
      systems, and policies for the welfare of the individual or group served;
  4. Respect for the differences in culture, gender, race, age, ethnicity, and class and an acceptance
     of their inherent value in practice.

Format of the Course
   Students are in multiple placements, with varying degrees of autonomous concurrent
(micro/messo/macro) practice opportunities, and each section of this course is made up of a mixture
of student/consumers at different levels of competence in the expected areas.
   Realizing this reality, this course is structured within a process/experiential “laboratory type”
framework. Every week is devoted to a practice demonstration/simulation using specific case
material relevant to that section of the course (i.e. if the class is covering trauma and violence-
specific vignettes will be used to role play and discuss assessment and intervention ideas using
theoretical models as the framework for the discussion

Special Requirement
   The NASW Code of Ethics is embraced as a framework for this course and our discussions of
practice with persons experiencing vulnerable life conditions. Issues related to discussions of
ethnicity, diversity, class, and even spirituality of course will come up in an advanced clinical
practice course. We all come from personal experiences, with emotional histories and legacies
that influence our current “projections” in the classroom. We must commit to these “projections”
being safe, empathetic, respectful, and neutral in tone. This is demanded in the NASW Code of
Ethics. We will be requesting that the persons participating in this class respect an oath of
confidentiality. Anything shared within the class shall remain in the class, unless otherwise
publicly acknowledged beforehand by the individual and the group. "Victim making" resulting
from put downs or "slugs" will require the professor to intervene upon derogatory comments in
order to insure "safety" in the classroom. A repeated pattern of this type of unethical behavior
will result in a request to leave the class, and an administrative drop will be initiated.

Disability Adaptation
   Any student who requires adaptation or modifications, note taking, or space modifications
should consult with the Professor after obtaining the notification of modification from the
Students with Disabilities Center.

Methods of Evaluation:
     Demonstration of competence is insured using the following methodologies in this course:
    1. Professional Practice Journal:
        On September 25th, 2008 & November 6th, 2008 you are expected to submit a reflection
journal for review and critique. You will receive feedback on a student feedback sheet completed by
the professor who considers the breadth and depth of your ability to integrate the material into the
field practicum, as well as style of presentation, and quality of writing. You are to address any of the
 Write about what you are doing in field in terms of case observation, interviewing, your
     individual/group work, etc. If you are seeing clients (whether the "client" is an individual,
     family, small or large group), write about two or three cases. If you are observing/shadowing
     cases, reading files, facilitating community meetings, apprenticing a leadership role, write
     about this. Your first entries could primarily introduce the internship and your field
 Do not make this writing a “play by play” recording of everything you are doing in field.
     Instead, describe the cases and analyze what you are attempting to accomplish in the case (or
     describe and analyze what someone else is attempting to accomplish with the case). You
     may also raise a practice or ethical question that you want input on from your instructor and
 Evaluation of My Practice: In later entries you could should address how effective are you in
     your practice with your clients? Is what you are doing actually helping? Are you helping the
     clients achieve the outcomes they desire? How will you know? Take time in these entries to
     discuss how you plan to evaluate your practice. Talk with your field instructor and get
     his/her ideas. Your agency may have a protocol they want you to use (for instance, they may
     use a rating scale or specific standardized measures to gauge client change). Related to this
     topic is the issue of "Evidenced-Based Practice (EBP)." Are you using EBP (e.g.,
     interventions for which scientific evidence consistently shows improved client outcomes
 Personal Exploration:
         Write about anything that you learned about yourself –any personal reactions from your
         placement, your clients, practice class, etc. Discuss any counter-transference you notice.
         (Recall that the more contemporary definition of counter-transference has become more
         relational. As Cooper and Lesser (2008, p.37) explain, it is both the worker's "own
         unconscious processes and/or an appropriate reaction" by the worker to the client). How
         is your self-care and how might this be influencing your fieldwork? Are you carrying any
         gratitude, resentment, and/or expectations about your clients or the placement that
         influence your work?
 Field Instruction: Write about what you are doing in your instruction hour, how it is going,
     what you like/dislike about it, etc. Are you meeting at least one hour per week? Is your
     instruction adequate?
 Your entries must reflect input from the field supervisor, thus insuring an integration-cross
 communication between the field and the classroom. This journal must be typed, and each previous
 cluster of entries must be kept in a cumulative folder, which will represent the year portfolio
 experience within the practice context.
                       Grading 75 points each x 2 for the semester=150 points.
    3. Assignments: There are three (3) Web-Based Trainings in this course. All of them are
        focused on providing you with advanced training and a certificate of competent completion at
        the end of each web-based training.
 Domestic Violence=50 pts NASW Certificate
 Trauma Focused CBT=75 pts.
 Credit/No credit Webb readings assignment= 25 pts.
 Ethics & the Law= NASW Certificate 50 pts.                    Total=200 pts.

   4. In Class Final Examination:
   This examination is being conducted in class on December 11th. It will made up of multiple
choice, short answer, and a clinical assessment and treatment probe. 200 pts.

Plagiarism (claiming the work of someone else as your own) will result in a grade of FAIL for
the course. It is considered plagiarism if you copy from your textbook or claim ideas that belong
to others without citing the source of those ideas. Refer to the APA Manual (latest edition) pp.
349-350 and p.395 for clarification on this principle. Students should be aware of CSUS policy
regarding plagiarism. This information can be obtained through the University Policy Manual in
 the section pertaining to Academic Honesty (see CSUS website: www.csus.edu).
   As future social workers, each of you will be called upon to write letters, reports and other
documents that will impact the lives of individuals, groups, funding, and may even inform social
policy. It is in this spirit that I encourage you to use the written assignments in this class to hone
your writing skills. We are fortunate to have access to a writing tutor here in the Division of
Social Work. The development of writing skills is a lifelong endeavor; therefore I encourage you
to seek out the assistance of the writing tutor and other campus resources should the need arise.
   5. Participation in class discussions and exercises.
         If you miss two (2) classes your grade will automatically be lowered one full letter
 grade. If you miss three (3) classes you will be dropped from the course.
   Active student participation will allow students to get the most out of this class. Taking risks
even if the environment does not feel completely “safe” is encouraged. In order to enhance
feelings of safety, and to create a positive learning environment, the following must apply:
     Students are prompt, attend the entire class session.
     Students have read the assigned material and come to class prepared, complete all their
        work and turn assignments in on time.
     Students feel that they have a voice: feel that when they speak, people listen with open
        minds, open hearts and open ears and do not ridicule others.
     Students get their needs met by interacting with classmates and by raising their concerns
        and criticisms with the instructor, Students realize that each has partial knowledge and
        therefore needs one another to develop a fuller understanding.
     Students assume responsibility for their expressions of bias, bigotry, and intolerance.
        Everyone should assume that dissent, debate, and disagreement are part of how we learn:
        Students behave in a non-violent manner.
     Students resolve issues that they may have with other class members. If students are not
        sure how to accomplish this task, students and instructor can discuss possible strategies. It
        is not acceptable to miss class in order to avoid interaction with other classmates.

 Attendance Grade is determined as follows:
    10= Present, verbal and non-verbal language represent that you are psychologically supportive
of classmates, the professor and their opinions, respectful of the process, prepared and sharing in
the class; not frequently leaving the room; Not arriving late.
    8=Present, verbal and non-verbal language represent that you are psychologically supportive
of classmates, the professor and their opinions, respectful of the process, do not actively
participate in the process/discussion; left room often; were late to class.
     6=Leaves room excessively; attitude is less than supportive; appears to be dis-interested, not
participating and avoiding contributions supportive of class; leaves class often, chronic pattern of
lateness (must see Professor Demetral).
            Total possible: 140 points.

   1. Briere, John, Ph.D., & Scott, Catherine, M.D., Principles of Trauma Therapy, Sage, 2006,
       ISBN 0-7619-2921-5, Required; approximately $39.56 New; $28.49 used;
   2. University Reader (indicated as CP in course outline), (see Attachment A for Ordering
       Instructions); $51.00 (includes tax and shipping).

Module One: Violence and Trauma as a Vulnerable Life Condition
                                Violence as an Overarching Theme
  The National Association of Social Worker is committed to bringing a deeper analysis and
more lasting solutions to the crisis of violence facing communities throughout the world and in
the United States. The Global Crisis of Violence: Common Problems, Universal Causes, Shared
Solutions serves as a valuable contributor to the overarching theme of violence as the antecedent
to Trauma that comes in module one of the Advanced practice course. The first part of the
advanced practice course provides a framework for understanding the connections between
violence and sustainable human development. The preamble to the module on trauma is the
section of the course that demands that the student conceptualize the three layers of violence:
Individual violence (harmful actions against people); Institutional Violence (harmful actions
within institutions that obstruct the resilience and spontaneous unfolding of human potential);
and the structural and cultural violence which results from the harmful actions that result from
the way societies think and construct what is normal, or valued. This demands that the second
year student commit politically to analysis of and intervention into the requisites for development
including income level, equity, poverty, human rights, democracy, environmental protection, and
peace. This sets the stage for the trauma module, as well as allows for students who are placed in
more macro or messo placements to see where their area of practice fits as well as the student
placed in a more micro clinical type placement.

Session One: September 4th, 2008 TRAUMA Module
  * Introductions
   * Course Overview & Expectations
   * Group Process Reflection on Video
                       ***Video: Challenges of Violence Worldwide:
                           NASW Violence & Development Project
1. Demetral, The Global Crisis of Violence and Maldevelopment, (CP1)

2. World report on violence and health
File Format: PDF/Adobe Acrobat
World report on violence and health: summary. Geneva, World Health Organization, 2002.
www.who.int/violence_injury_prevention/violence/world_report/en/summary_en.pdf -

Session Two: September 11th, 2008 Poverty, Homelessness, Violence, and Sustainable
                                            Human Development

1. Aponte, Harry, The Stresses of Poverty and the Comfort of Spirituality, In Spiritual
Resources in Family Therapy, pages 76-90(CP 2)

2. Demetral, Poverty as a Form of Violence (CP3)

3.City Mayors: Homeless in US cities
City Mayors reports on homelessness in US cities. ... the National Law Center on Homelessness
& Poverty have chosen the above top 20 meanest cities in 2005 ...
www.citymayors.com/society/homeless_usa2.html - 34k
4.US Homelessness and Poverty Rates Skyrocket While Billions are ...
US Homelessness and Poverty Rates Skyrocket .... The 2002 survey of 25 cities by the US
Conference of Mayors recorded a 19% increase in the requests for ...
www.informationclearinghouse.info/article4305.htm - 77k

 5.Who is Homeless?
File Format: PDF/Adobe Acrobat - View as HTML
Homelessness and Poverty, in 2004, 25% of homeless were ages 25 to 34; ... ten U.S. cities,
22% said they had left their last place of residence because of ...
www.nationalhomeless.org/publications/facts/Whois.pdf -

6. National Coalition for the Homeless
A Dream Denied: The Criminalization of Homelessness in U.S. Cities ... of homelessness and
the National Law Center on Homelessness & Poverty’s (NLCHP) ...
www.nationalhomeless.org/publications/crimreport/summary.html - 27k - Cached

Session Three: September 18th, 2008 BASICIDS & the Biological Base of Trauma

  1. Demetral, “Multi-Modality-Modality Profiles and Corresponding Treatments, (CP4)
  2. Demetral, Trauma’s Impact on the Immune System, Health & Intimacy (CP5)
  3. Demetral, The Psychobiology of Stress (CP6)
  4. Mary Sykes Wylie, The Limits of Talk, Psychotherapy Networker, Jan/Feb 2004, pages
     30-36, (CP7)
  5. Babette Rothschild, Applying the Brakes, Psychotherapy Networker, Jan/Feb 2004 pages
     42-46, (CP8)

                        Video: Trauma, Brain, and Relationships: Helping Children Heal

Session Four: September 25th, 2008 Principles of Trauma Therapy: A Guide to Symptoms,
                              Evaluation, and Treatment: Adults-Assessment
      1. Briere, and Scott (TEXT), Chapters one through five, pages 1-84.

          Note: The second half of this class will be devoted to a support session and discussion
          of the field practicum. Field Journal is Due.

Session Five: October 2, 2008 Domestic Violence
                ***Dr. Shelia Bollenbach, WEAVE Guest Presentation *****

Assignment 1 (50 pts): Log onto http://www.simmons.edu/ssw/dvtraining and complete the
seven quizzes for the seven units. You must attend this class, do the readings listed below, and
present your pre-test & post-test to Dr. Demetral for the Domestic Violence Certificate.
      1. Summers, Nancy, Case Management for Survivors of Rape and Domestic Violence,
           Fundamentals for Practice with High Risk Populations, Thompson Brookes Cole,
           pages, 79-141,(CP9).
      2. Poverty and Sexual Violence
           File Format: PDF/Adobe Acrobat - View as HTML
           focus groups on poverty and sexual violence in Spring 2005. ...... as action steps for
           prevention of both poverty and sexual violence are. needed. ...
           www.pcar.org/resources/poverty.pdf - Similar pages
       3. Expanding Solutions for Domestic Violence and Poverty: What ...
          (Research does suggest that poverty makes violence against women more likely to
         happen and more severe [Straus &Gelles, 1990].) Housing and economic justice ...
           www.mincava.umn.edu/documents/expandin/expandin.html - 46k - Cached -

   Session Six: October 9th, 2008 Principles of Trauma Therapy: A Guide to Symptoms,
                      Evaluation, and Treatment: Adults-Treatment

      1. Briere, and Scott (TEXT), Chapters six through eleven, 87-183.

                 Treatment of Complex PTSD in Children and Adolescents

       Session Seven: October 16th, 2008 Treatment of Complex PTSD in Children and
                                     TFCBT WEB TRAINING
Assignment 2: (75 pts.) TF-CBTWeb Information (Requires the free Adobe® Reader to view)
 Go to www.musc.edu/tfcbt and read the three-page brochure about this exciting self-paced
training opportunity, register, and log in. Trauma-Focused Cognitive Behavioral Therapy is an
evidence-based treatment for children who have experienced sexual abuse or other serious
traumatic events. TF-CBTWeb is a free web-based training course intended for mental health
clinicians who are interested in learning how to use this technique with their clients. TF-CBTWeb
is designed to allow you to learn at your own pace, and, once completed, to allow you to return to
the web site as often as desired to "brush up" on the techniques, watch the demonstration videos,
or download the resources. The entire training has printed resource materials for you to actually
use in your practice. This training course will expose you to the following components of the
Trauma Focused Cognitive Behavioral Therapy approach with children and adolescents:
    1. Psycho education
    2. Stress management
    3. Affect Expression and Modulation
    4. Cognitive coping
    5. Creating the trauma narrative
    6. Cognitive processing
    7. Behavior management training

    8. Parent child sessions
   At the end of the self-paced training you will have to complete the evaluation. You cannot
proceed to each section without completing the post-test for that section. Print out the post-test(s)
and submit them to Dr. Demetral, along with a one-page critique of the self-paced training for
credit and how you could infuse TF-CBT into your clinical practice with children and
                               Module Two: Vulnerable Families
                     Strategies for Counseling Children & Their Families

Session Eight: October 23rd, 2008 Social Work Practice with Families: A Resiliency-Based
                       Approach-Family Intervention Laboratory

     1. Betty Carter & Monica McGoldrick, The Expanded Life Cycle: Individual, Family, and
        Social Perspectives, in The Expanded Family Life Cycle, Third Edition, 2005, pages 1-
        24; (CP10);

Session Nine: October 30th, 2008 An Ecological-Developmental Framework for Helping

   1. Nancy Boyd Webb, Social Work Practice with Children, TEXT, pages 3-17; 59-100.
Assignment 3 (Credit/NC-25 pts.):
      Outline your answers to question(s) 2 & 3 on page 99 of Webb. Be prepared to discuss
your answers in the small group roundtable clinical dialogue groups in class.

Session Ten: November 6th, 2008 Individual, Family, Group, & School Based Interventions
                        Persons with a Developmental Disability
   1. Mark C. Holter, Autistic Spectrum Disorders: Assessment & Intervention, in Intervention
with Children and Adolescents, Paula Mears and Mark Fraser, pages 205-228. (CP12)
            The second half of this class is devoted to field practicum dialogue & support
                        Second Field Journal is Due

Session Eleven: November 13th, 2008 Helping Children in Special Circumstances
                                      Lost Childhoods
               Risk & Resiliency among Runaway Youths Practice Laboratory
   1. Kimberly A. Tyler, & Les B. Whitbeck, Lost Childhoods: Risk and Resiliency among
      Runaway and Homeless Youth, in Intervention with Children and Adolescents, Paula
      Allen-Mears and Mark Fraser, pages 378-397. (CP13) ISBN 0-205-34196-9; 2004
                                            th               th
Session Twelve & Fourteen: November 20 & December 4 , 2008
    NOTE: November 27th is Thanksgiving Break-NO CLASS)

November 20th Law & Ethics
              *Boundary Issues
              *Dual Relationships
              *Duty to Warn & Tarasoff
         NASW Ethics and Social Work Practice Training Tape
Assignment 4 (50 pts.):
    November 20th Ethics Assignment: I have committed to offering you the opportunity to
obtain continuing education credits, and BBSE approved experiences in our course this semester.
The ethics assignment is consistent with that priority and commitment.
  1. Go to http://www.naswassurance.org
  2. You will see an area called NASW Web Ed. Click on that area;
  3. Once you get to the NASW Web Ed site you will need to a) create a Web Ed user name &
      create a Web Ed password;
  4. Once you complete that step, you will be able to click onto “Understanding Malpractice
      Risk: What Social Workers Can Do”.
  5. Complete the course, and print out your Certification of Completion for 2.0 hours of
      contact hours with NASW.

   December 4th Law Assignment: Please go to: www.socialworkcoursesonline.com . You will
come to a site for continuing education for social workers. LOG ONTO “I Hate It When That
Happens…” Law and Ethics for the California Social Workers, Revised 2008.
   Please read: Brief Introduction to the Law; Elements of Malpractice; Introduction to Privacy,
Confidentiality, and Privilege; Introduction to Dangerousness (Updates and Additions to
Tarasoff); and Informed Consent aka Consent for Treatment. On December 4th we will have a
short quiz (20 items) over the content (your total can be used for extra credit).

Session Fifteen: December 11th, 2008
                 Final Class Session: In Class Clinical Examination (Please bring blue book).

                            Attachment A: How to Order Course Reader

Students order online at http://www.universityreaders.com/students and follow these exact steps:

   1. Click the “Create New Account” button (or enter your existing login information and skip
       to step 6)
   2. Select your state from the drop down menu
   3. Select your university from the resulting dropdown menu
   4. Enter the fields on the page such as “login/password” you would like to use and all
       applicable “address” info.
   5. Click the “save” button to create your account, and you will automatically be taken to your
       university page
   6. At your university page, click the “add to cart” button to the right of the course pack you
       want to purchase
   7. Click the “checkout” button on the next page
   8. Review your address info and click the “continue” on the next page
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       the next page
   10. Select shipping and payment preferences from the dropdown menus. Click the “continue”
   11. Enter payment details and click the “place order” button to finalize your order. The
       authorization will take 5-10 seconds. You will be prompted to an invoice screen once your
       order has been authorized and completed. You will receive confirmation via e-mail
       regarding your order.

It will take 1-4 days to deliver your reader.

                       Web-Site References for Treatment of Children & Trauma
Evidence-Based and Best Practices/Programs in Child Welfare ...
File Format: PDF/Adobe Acrobat - View as HTML
Treatment Center. www.musc.edu/cvc/guide1.htm. These guidelines seek to present the best available information
about the mental health ...
www.alliance1.org/Library/childwelfarebiblio_Feb2006.pdf -
NCTSN Empirically Supported Treatments and Promising Practices
File Format: PDF/Adobe Acrobat - View as HTML
Full version available at www.musc.edu/cvc/guide1.htm. Summary. version available at www.NCTSNet.org. The
Fact Sheets that accompany this table may also ...
www.nctsnet.org/nccts/asset.do?id=650 -
Office for Victims of Crime Report to the Nation 2001: Fiscal ...
http://www.musc.edu/cvc/guide1.htm The Office for Victims of Crime takes no responsibility for, and exercises no
control over, the organizations, views, ...
www.ojp.usdoj.gov/ovc/welcovc/reporttonation2001/dis39.html - 4k -
Position Paper for Family Resolution
File Format: PDF/Adobe Acrobat - View as HTML
can forestall later symptomology. Nonetheless, at least limited child-therapy. 8. July 30, 2001,
http://www.musc.edu/cvc/guide1.htm ...
ccoso.org/papers/familyresolution.pdf -

Trauma Informed Practices Websites
www.musc.edu/cvc/guide1.htm Medical School of South Caroline focuses on training therapists on how to work
with children with trauma and sexual abuse ...
www.djj.state.fl.us/Research/Trauma/websites.html - 36k -
CARCC: Resources - Programs and Guides
The effort was guided by the National Advisory Committee and had 30 contributors. More Information Website:
http://www.musc.edu/cvc/guide1.htm ...
www.nyscarcc.org/resources/all_programs.php - 41k -
The Leadership Council -Resources on IPV
http://www.musc.edu/cvc/guide1.htm These guidelines explain what is known about 24 treatment approaches in
three categories (child-focused; family-focused; ...
www.leadershipcouncil.org/1/lnk/ipv.html - 32k -
Helping Children in the Child Welfare System Heal from Trauma:
File Format: PDF/Adobe Acrobat - View as HTML
(www.musc.edu/cvc/guide1.htm) and the report published by the Kauffman Foundation,. titled Closing The Quality
Chasm in Child Abuse Treatment: Identifying ...
www.nctsnet.org/nccts/asset.do?id=659 -
Colloquia March 2003 - Comprehensive, Community-Based Projects for Child Physical and
Sexual Abuse
File Format: PDF/Adobe Acrobat
Guidelines for the Psychosocial Treatment of Intrafamilial. Intrafamilial Child Physical and Sexual Abuse.
www.musc.edu/cvc/guide1.htm ...
www.excellence-earlychildhood.ca/documents/Ray%20Peters_Address_ANG.pdf -

MCH Alert - January 31, 2003
The guidelines are available at http://www.musc.edu/cvc/guide1.htm. Readers: More information on mental health
in children and adolescents is available on ...
www.mchlibrary.info/alert/alert013103.html - 16k -
Report of the Task Force on Children with Sexual Behavior Problems
File Format: PDF/Adobe Acrobat - View as HTML
Victims Research and Treatment Center (http://www.musc.edu/cvc/guide1.htm) or. other repositories. Many of the
supported models in these registries could ...
www.atsa.com/pdfs/Report-TFCSBP.pdf -
Evidence-based Practice in the Social Services: Implications for ...
File Format: PDF/Adobe Acrobat - View as HTML
Available at http://www.musc.edu/cvc/guide1.htm. Sheldon, B., & Chilvers, R. (2000). Evidence-based social care:
A study of prospects and. problems. ...
calswec.berkeley.edu/CalSWEC/EB_0705_2.1_EBP_FinalFeb05.pdf -
Therapeutic Interventions for Foster Children: A Systematic ...
Retrieved September 8, 2005, from http://www.musc.edu/cvc/guide1.htm; Stein, E. (1997). Teacher’s assessment
of children in foster care. ...
rsw.sagepub.com/cgi/content/refs/16/3/287 -
File Format: Microsoft Word - View as HTML
Charleston, SC: Authors. http://www.musc.edu/cvc/guide1.htm; National Institutes of Health/National Institute on
Drug Abuse: Red Book; *Department of Health ...
www.dhh.louisiana.gov/offices/publications/pubs-142/Resilience%20Building%20Prevention%20Programs.doc -

RE: Promising Treatment Strategies
They distributed this link on this listserv a few months ago. http://www.musc.edu/cvc/guide1.htm >From the
website: The National Crime Victims Research and ...
www.ndacan.cornell.edu/cmrlpostings/msg02952.html - 8k -
Child Abuse
http://www.musc.edu/cvc/guide1.htm. (This report provides guidelines for mental health assessment and treatment
of child victims of sexual and physical ...
www.aast.org/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=1542 - 17k -

Poverty Web-References

Poverty: Microenterprise Web References
Microenterprise Programs in U.S. Inner Cities: Economic ...
Microenterprise Development in the United States: Current Challenges and New Directions
Economic Development Quarterly, November 1, 2006; 20(4): 351 - 367. ...
edq.sagepub.com/cgi/content/abstract/11/2/166 - Similar pages
Microenterprise Development in the United States: Current ...
U.S. microenterprise programs provide business training, small amounts of credit ($35000 or
less), or both to businesses with five or fewer employees. ...
edq.sagepub.com/cgi/content/refs/20/4/351 - Similar pages

"Microenterprise: Laying the Foundation for Economic Development ...
By Katharine McKee, Director, Office of Microenterprise Development, U.S. Agency for
International Development: Only 5 percent of low-income households ...
usinfo.state.gov/journals/ites/0204/ijee/toc.htm - 14k - Cached - Similar pages

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