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620 Advanced Clinical Practice
I
This course differentially examines a number of interrelated psychodynamic theories
as they apply to clinical social work practice with individuals. Drive theory
and ego psychology are considered in the context of ongoing therapeutic interventions
with clients in a wide range of diagnostic categories. Theoretical perspectives
are illuminated through historical and contemporary case material so that the
course pivots on a comparison between student and faculty generated ideas and
classic and contemporary psychodynamic approaches to practice. Material that
deals with the effects of trauma on psychosocial development, issues of race,
historical and cultural context, and a contemporary feminist critique are introduced.
Required course first summer. Two quarter-hour credits.
621 Advanced Clinical Practice II
This course will consider differential approaches in treating clients with
borderline, schizoid, and narcissistic personality organizations. It will
focus on the contributions that object relations theory and self-psychology,
as articulated by Winnicott, Mahler, Horner, Kohut, and their followers,
have made to treatment theory and technique. We will emphasize the clinician's
role in establishing compensatory treatment relationships specifically designed
to promote progressive emotional development and self-cohesion. Consideration
will be given to modifying these traditional treatment approaches in ways
that make them more sensitive to issues of race, ethnicity, class, gender,
disability, age, religion, and sexual orientation. Attention is paid to the
influences of trauma, substance use/abuse, and social context in clinical
practice. The conscious use of self provides the underpinning for clinical
case discussions that address issues and ethical dilemmas regarding effective
clinical interventions. Consideration is also given to research methodology
that examines clinical processes. Required course first summer. Two quarter-hour
credits.
650/651 Advanced Psychological
Theory I & II
These two courses explore those psychological theories which help illuminate
the inner and interpersonal lives of individuals. Using drive theory, ego
psychology, object relations theory, self psychology and intersubjective
theories, students examine how theories are transformed by the internal and
external critiques which revise them. These five psychologies are taught
in their historical and sociocultural contexts, with attention paid to their
biases and strengths especially as they relate to women and people of color.
The influence of postmodernism on psychoanalytic theorizing is also considered.
These courses are integrated with the content covered in Advanced Clinical
Practice I & II. Required course first summer. Two quarter-hour credits.
660 Social Policy I: Social Policy and Clinical Practice
This course advances students' knowledge of social welfare policy analysis.
Clinical practitioners have long recognized the link between social policy
and the experiences of clients and the conditions of practice; this course
emphasizes the many ways social policy and clinical social work are interconnected.
Special attention is given to exploring the extent to which clinical social
policy issues can be used to explicate social policy content and to how clinical
social workers can integrate policy content into clinical practice. Frameworks
for policy analysis are reviewed, and a timely social policy example is used
to illustrate the integration of social welfare policy with clinical practice.
Required course first summer. Two quarter-hour credits.
670/671 Social Work Research Methods
I & II (6 hours)
This course presents an overview and critical analysis of the research methods
commonly used in social work and other related disciplines. The course involves
reading about these research methods, critically analyzing a variety of research
reports that use them, and applying research methods to an area relevant
to the advancement of knowledge in clinical social work selected by each
student. The importance of critical thinking and knowledge development for
the profession is emphasized throughout, especially as it applies to the
advanced practitioner/scholar. The course prepares students for the application
of research knowledge and skills in the required dissertation process. Required
course first summer. Three quarter-hour credits.
690 Advanced Social Theory I: Sociological Paradigms for Clinical
Practice
This course describes, critically examines, and compares the three major sociological
paradigms -- structural-functional, conflict, symbolic interactional -- which
have historically influenced, informed and critiqued social work practice,
programs and policy. Attention is paid to the role that ideology plays in the
evolution of theory, policy, programs, practice, and the profession. Students
are encouraged to use these theoretical paradigms to examine their practice
and the organizations in which their practice takes place in order to understand
the effects of social and institutional forces on their day-today work with
clients. This examination pays particular attention to issues of quality and
distributive justice; poverty, class, race, gender and ethnicity are also considered.
Implications for clinical social work practice are discussed. Required course
first summer. Two quarter-hour credits.
692 Metaperspectives on Clinical Social Work
This course examines how professional knowledge evolves in the context of broader
intellectual currents in philosophy, the philosophy of science, and the social
sciences. This course focuses on some contemporary debates in epistemology
and the sociology of knowledge effecting clinical social work theories, practices
and knowledge development. The course also addresses the relevance and practical
utility for clinical social work practitioners and educators of remaining
attuned to significant issues in the social, political and intellectual context
of practice. Required course first summer. Two quarter-hour credits.
820 Advanced Clinical Practice III
This course builds on object relations theorists that have been presented in Psychological Theories III. The focus is on the relational perspectives of contemporary clinical social work practice with individuals. These theoretical perspectives are illuminated through case material with an emphasis on what clinicians actually say in their sessions and understanding the dialogue between clinicians and clients as relational events. Consideration will be given to transference/ counter-transference, resistance, empathy, self-disclosure, neutrality, interpretation, and the process of working through as they affect the practice process. Some attention will also be given to research methods for evaluating the outcome of relational process. Required course second summer. Two quarter-hour credits.
825 Theory Development and Research: Infancy and Early Childhood I
Concepts of development underlie both retrospective and clinical information and theories of psychoanalytic change. Psychoanalytic theories in particular usually include an explicit “metaphor of the baby.” Such metaphors are often bases on retrospective inference rather than on empirical observation. Recent research and theory from normal developmental psychology will be examined as it bears on one’s view of infancy and childhood. The work of Daniel Stern, Beatrice Beebe, Frank Lachmann, Edward Tronick, and Carlin Lyons-Ruth and other infant researchers will be discussed as well as the work of such observers as John Bowlby, Mary Ainsworth, Mary Main, and Margaret Mahler. We will study such topics as (1) infant competencies; (2) the origin of self and object; (3) the mutual influence model; (4) attachment to caregiver; (5) impact of maternal psychopathology; (6) mother-infant models of treatment. Later classes will demonstrate clinical possibilities for the use of infant development research in adult treatment. Required course second summer. Two quarter-hour credits.
850 Advanced Psychological Theory III: Object Relations Theories
Object relations theory has become one of the most important paradigms in contemporary psychoanlytic theory and practice. Minimal attention has been given in this country to its early beginnings in the Hungarian School of Psychoanalysis, with links to its later development in the British School during the 1930-50’s and continued evolution in contemporary Relational Theory. The objective of this course is to examine some of the seminal contributions of Ferenczi and his students to this theory and to trace its further development in the writings of his analysand, Melanie Klein, her contemporaries D.W. Winnicott and W. R. Fairbairn and finally in recent Relational theorists like Mitchell, Chodorow, Cooper, Ogden, Maroda and others. The need for a cultural critique of object relations theory will be considered in the course of our reading and discussion. Required course second summer.
Two quarter-hour credits.
[861 Social Policy II: Mental Health Policy
The purpose of this course, which builds on Social Policy I, is to develop
an understanding of the mental health service delivery system in the United
States and skills in mental health policy analysis. The course identifies
major components of and gaps in the current mental health service delivery
system; describes the historical, social and economic influences on the development
of mental health policy; considers the impact of national and other health
reform efforts on the delivery and financing of mental health services; and
considers the intended and unintended effects of mental health policy on
vulnerable populations, including the poor and those with serious and persistent
mental illness. The impact of mental health policy on clinical social work
practice is emphasized. Required course second summer. Two quarter-hour credits.]
861 Social Policy II: Family Policy
This course, which builds upon Social Policy I, examines the context of public policy as it affects diverse families and family composition, structure, functions, and the role families play in contemporary society. Over the five week course, readings, discussions, and class presentations will focus on: changes in the nature of the family as a result of industrialization and other economic trends; current debates about the proper role of government interventions in family life; the differential impact of various social policies on diverse family forms; historical and current trends in the development of family policy and gaps in service systems pertaining to vulnerable families; and comparative analyses of American and international policies. Implications of family policy on clinical social work practice are examined across topics and methods of policy analysis. Two quarter-hour credits.
872/873 Statistical Methods for Data Analysis
This course is intended for doctoral level students with prior experience in statistical methods. It details the organization, analysis, interpretation and presentation of quantitative data. Uni-variate, bivariate and multi-variate procedures applicable to both parametric and non-parametric group data are covered, including the process of selecting statistics and the assumptions associated with statistical procedures. The course will review requisite fundamental concepts of statistics, introduce computer-based analyses and reporting conventions. Students will work with the Statistical Package for Social Sciences (SPSS) and prepare statistical reports. There will be both didactic and applied teaching designed to integrate theory and applied statistics. The two-term class
schedule accommodates computer work on assignments. Required course second
summer. Three quarter-hour credits each term.
890 Advanced Social Theory II: Anthropological Perspectives on Development
This course uses anthropological theories to consider concepts
and constructions of the self cross-culturally and within American
society. Students examine some of the values embedded within their
own culture's view of the self relative to other cultures. How different
cultures construct gender, race, kinship organizations, affects, sexuality
and disorders of the self are examined from a number of perspectives.
Ethnographic methods, their strengths and limitations, are considered.
Finally, this course looks at the relevance of the construction of
self and self disorders to practice in a multicultural society. Required
course second summer. Two quarter-hour credits.
894 Perspectives on Social Work Education I
This course invites SSW Fellows to consider the roles of the supervisor, consultant, and advisor in Clinical Social Work practice (knowledge, skills, and values) across the continuum of professional development and practice. Fellows will be encouraged to consider differential supervisory styles which are theoretically informed by the various psychodynamic perspectives and by the developmental needs of supervisees. Similarities and differences in the expectations of settings where clinical social work teaching and practice occurs, whether academic or agency based, will be the primary focus. Discussions of clinical supervision, faculty academic and field advising and consultation are planned with the goals of greater understanding of educational assessment and evaluation of teaching/learning needs, and the use of self in these contexts.Two quarter-hour credits.
1030 Senior Seminar in Clinical Social Work: Theory and Practice: Intersubjectivity
This exit practice seminar examines con- temporary issues in clinical social
work practice by considering dilemmas faced by advanced clinical social work
practitioners and scholars. Topics might include such areas as (1) managing
managed care, (2) trauma, false memory, MPD, ritual abuse and the practice
dilemmas therein, (3) race, ethnicity and gender in advanced clinical social
work practice, (4) boundary violations and boundary maintenance in the student/supervisor
relationship and client/therapist relationship, and (5) issues/dilemmas in
research on practice. Topics are developed between instructor and students,
and selected case presentations are used. Required course third summer. Two
quarter-hour credits.
1050 Advanced Psychological Theory IV: Contemporary Trends in Psychoanalytic
Theory
This course examines some of the more recent developments in psychoanalytic
theory, and the controversies that these ideas have created for clinical practice.
Several themes will be discussed, including the decreased importance of the
tripartite model, the increased emphasis on non-pathological and normal child
development, and the increased focus on interpersonal experiences and other
non-instinctual motives. However, the major focus will be on the conflict between "one
person" versus "two person" psychologies. This conflict will
be studied by examining current theories (including the work of Kohut, Weiss,
Mitchell and others) to see what position they take on these controversies
and the resulting implications for treatment. Required course third summer.
Two quarter-hour credits.
1070 Dissertation Design Seminar
Students may elect to take this course in the second or third summer
of the program, depending on when it would best fit with the task
of developing their dissertation proposals. The seminar is designed
to foster progress in the development of a dissertation proposal by
requiring that each student present an account of his or her work
to date for consultative review by seminar members. Class members
learn about defining a dissertation topic and question(s), considering
ethical and feasibility issues, and identifying the elements needed
in a successful dissertation proposal. The relevance of these issues
to research proposal-writing in general are discussed. Participants
deepen their knowledge about research relevant to clinical social
work through review of one another's design decisions and dilemmas
and through consideration of specific research design problems. Required
course third summer. Two quarter-hour credits.
1072 Qualitative Research Methods
This course builds on the introduction to flexible or qualitative
methods of research offered in 670/671 by presenting selected methods
of qualitative research in greater depth, including grounded theory,
ethnomethodology and narrative analysis. The course is geared to learning
the underlying logic of the various types of qualitative research
and evaluation as well as to have some experience in grappling with
qualitative data and dealing with the problem of moving from description
to theory-building. The assumptions that guide and limit the appropriate
use of these methods, their strengths and limitations, and common
omissions in accounts of these methods are examined. Required course
second summer. Two quarter-hour credits.
1074 Research on Clinical Social Work Practice
This course covers the history and current status of research on clinical social work practice and psychotherapy research in closely allied disciplines. The study of processes and outcomes, qualitative and quantitative approaches, group and single case methods as well as nomothetic designs are considered. The potential for research both to enhance, and to detract from, practice is discussed. The relationship between various practice theories and the research methods used to study them is examined. The "state of the art" of practice evaluation and research is appraised. Students are encouraged to identify the methods of systematic study that might be best suited to their own practices and future research. Required course third summer. Two quarter-hour credits.
1090 Perspectives on Social Work Education II
This course is a continuation of 894 and builds upon it.
In this course, students have a further opportunity to examine some
of the issues involved in teaching theory and practice to MSW students
and to professional social workers. The course includes content
on the development of clinical social work education in particular:
classroom teaching; working with adult learners; the special challenges
in teaching and learning clinical material; the use of the case
in teaching; supervision, consultation and advisement as modes of
teaching; and the development of a career in social work education.
Students present and reflect on their own work as clinical teachers
and/or supervisors. Required course second summer. Two quarter-hour
credits.
In both the first and second summers, Doctoral program students choose
one elective.
A third elective may be taken on an overload basis as schedules permit. Electives offered change each year; the non-bracketed courses below will be offered in Summer 2008. Note: all fellows must take Treatment of Oppressed Populations in either Session I or Session III.
626 Treatment of Oppressed Populations
This 5 week practice course will focus on clinical work with oppressed populations
with emphases on race, culture, ethnicity, gender, social class, and sexual
orientation. The transference and counter transference processes will serve
to organize the discussions of Fellows clinical work. Fellows are encouraged
and expected to a) incorporate various psychological theories and research
findings obtained from their course work, b) explore the relevance of multi
cultural perspectives, c) integrate this understanding into clinical work
with oppressed populations. The focus of this course will be to challenge
and encourage the development of a therapeutic relationship in the light
of difference. Elective course first or second summer. Two quarter-hour credits.
629 Treatment of Trauma
This five week intensive course will cover the basic tenets of trauma theory
and its application in clinical settings. The course will offer a
historical and political context for clinical theory and address the developmental
lines of current trauma theory. Integrating new research on the physiology of
trauma with attachment theory, developmental psychology, and the post
traumatic stress literature, the course will build an integrated model of trauma
treatment with a focus on relational models of treatment. As part of the
relational focus, there will be significant attention paid to the person of the
therapist within the therapeutic relationship, especially on the constructs of
countertransference and vicarious traumatization. Two quarter-hour credits.
[828 Couples Therapy]
Through didactic presentations and discussion, analysis of
videotaped interviews, and experiential exercise, students will
be introduced to the fundamental theories and practices of work
with couples. Practice from systemic and psychoanalytic perspectives
will be emphasized. The course will focus on three levels: (1) the
set of expectations and promises of "models of intimacy",
brought to the relationship from each partner's family of origin;
(2) the problematic sequences in current interaction; and (3) the
larger systemic context of significant others that serves to maintain
the problem. The theoretical framework for understanding couples
will draw on object relations, intergenerational, cognitive-behavioral
and social constructionist perspectives. Elective course first or
second summer. Two quarter-hour credits.
[829 Advanced Family Therapy]
Participants in this course will investigate couples’ and families’ functioning and malfunctioning through the family life cycle. We will organize the data by means of a psychoanalytic-systemic perspective. Our psychoanalytic framework will be predominantly an interpersonal one, and the systems orientations primarily Structural and Bowenian theories. Taking major concepts and constructs from each of those orientations (e.g. transference, countertransference, triangulation, boundaries, and genograms), we will use our understanding of theory to generate interventions for cases. Videotape, reported sessions, and readings constitute the methods of the course. Elective course first or second summer. Two quarter-hour credits.
[832 Treatment of Traumatized
Children]
The family and society attempt to provide a background of
safety, continuity, and preparation for the developing child. However,
sudden violent events and cumulative traumatic events may occur
which impact a child's psychological development. This course will
establish what defines the optimal background of safety moving forward
to identify what acute and chronic trauma are. The mental activity
of the child and the neurobiological activities accompanying these
traumatic events will be described through case examples and pertinent
literature. Other particular areas of traumatic insult which will
be explored include: transgenerational impacts of traumatic expectations,
children's exposure to extremes of domestic violence, child sexual
and physical abuse, children in the context of chronic community
and family violence. Psychotherapy with children through school
intervention programs, individual casework and parent guidance will
be discussed with pertinent case examples. In addition, forensic
evaluations of traumatized children will be available for students'
study. Elective course first or second summer. Two quarter-hour
credits.
last updated 3/19/08
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