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CHANGES TO COURSE CATALOG

Reflected below are changes to SSW's course catalog that have been made since April 2, 2009.

Information for final summer students: Click here for information about courses open only to final summer students.

PRAC/HBSE 322. Beyond Combat: Clinical Social Work Theory and Practice Models
Term 1
This elective course draws from research data that explore the effects of deployment and combat stress on the physical and mental health of active duty U.S. service members and their families. Therapy modalities grounded in a synthesis of trauma, attachment, object relations, family and cognitive-behavioral theories include a range of approaches (i.e. individual, couple/family, group and clinical case management). Attention to issues of diversity, ethics and use of “professional self” will be included throughout all clinical case discussions. Clinical issues involve intimate partner violence, intergenerational transmission of legacies of combat trauma, military sexual assault and complex responses of PTSD, other anxiety disorders, depression/suicidality and substance abuse. Managing secondary trauma and the role of transference/countertransference phenomena are central in all discussions. Priority is given to students who have worked with or who anticipate working with soldiers, Marines and their families. Two quarter hours – Basham.

PRAC 323. Aging in America: Clinical Social Work Practice with Older Adults Within the Context of Family and Society
Term 2
This course will address both clinical practice and social policy issues related to older adults in America. We will analyze and develop policy structures for addressing the clinical issues associated with aging as individuals, families and communities experience it across gender, race and class. Policy here will mean the mechanisms of action to address particular problems associated with growing older in American ranging from clinical issues such as depression and dementia to broader problems of social stability associated with retirement. We will focus on the clinical concerns facing older adult, their families and caregivers, and the policies and the development of programs that enhance or constrain the attainment and preservation of their well being.

PRAC 324. Social Work Treatment with Adolescents in Culture and Context
Term 1
This course will first, provide a basic theoretical framework for understanding complex phenomenon of adolescence from a developmental, relational and sociocultural perspective, and second, examine the various clinical settings in which adolescent clients are encountered and the various treatment modalities which can be effective in clinical work with the adolescent client. Special attention will be paid to issues of race and class as well as to the interplay between contemporary society and adolescence and how trends in teen culture are both reflected and informed by society as a whole. Attachment, Trauma, Object Relations, and contemporary relational theories will be the main theoretical underpinnings of the course but various other perspectives and treatment modalities will be presented. The relational world of teens will be explored in depth in service of enhancing our understanding of the treatment relationship and its challenges and possibilities. Overall this course aims to expand our frame of reference for understanding adolescence in the social environment, the various subcultures in which it is embedded, and the systems with which it interfaces, and how we can intervene creatively and effectively in these contexts. Elective course second or third summer. Two quarter-hours.

PRHB 325. Social Work in American Health Care and Implications for Cross Cultural Practice
Term 1
Unlike most industrialized western democracies, the American Healthcare System has evolved in the absence of a guaranteed right of citizens (and certainly non-citizens) to access care. While the next few years may bring transformation, the complexity of today's system can seem daunting to patients and their families. Non-native cultures may find the gap between patient expectations and treatment delivery even more profound. The professional social worker, via counseling, educating, advocating, and facilitating can help inject humanity into what otherwise might seem a fragmented and impersonal system. This course will examine the structure and processes of healthcare organizations, financing medicine, and the importance of measuring healthcare outcomes. Special attention will be paid to effective practice techniques with other cultures. Elective course second or third summer. Two quarter-hours.

PRAC 326. Social Work and the Schools: Making the Marriage Work
Term 1
The primary goal of this course is to examine, assess, and develop skills in the implementation of social work policy and practice in the public education setting.  Whether a clinician is employed in the school setting, or in a child welfare agency, the school experience is an integral part of every client’s identity and exerts a significant influence on one’s functional capacity.  For some, the school experience itself is traumatizing; for others, it is a welcome refuge from trauma in the environment. Understanding the impact of the school setting enhances the social worker’s effectiveness whether working in schools or in clinical social work settings.  Practice issues to be explored and discussed include:

• Working with “teams”
• Examining school-based problem areas
• Working with individuals, groups, and families
• Working with special needs population with the framework of legal mandates
• Consultation, crisis intervention, and coordination of services
• School/family/community collaboration

PRAC 327. Clinical Social Work with Children
Term 2
Comprehensive treatment of children evolves from a comprehensive diagnostic and developmental assessment, which in turn gives purpose and direction to therapeutic methods, goals, and planning. Such an assessment should be based on the influence of structural, dynamic, community, and genetic factors on a child’s presentation, as well as the child’s, and his or her family’s, strengths and resources. In addition, clinical social work with children inevitably involves work with multiple systems, which may include schools, child protective services, and courts. It is important for us as social workers to understand how our clients perceive and work with, or against, these systems, and how such systems work with, or against our clients. This course deals with the treatment of children based on an understanding of psychoanalytic and systemic theories, as well as theories of how culture, in all of its vicissitudes, shapes and informs the experiences of children in their lives and in therapy. The course will also introduce students to the different phases of treatment with children, the symbolic communication of children as expressed through play, and the impact of trauma and early attachment failures on a child’s developing brain and personality. Elective course second or third summer. Two quarter-hours.

PRAC 328. Clinical Approaches to Addiction: How to Motivate, Reduce Harm and (Eventually) Sober Up Your Clients
Term 2
Working with clients with addiction problems can be an endless source of uncertainty and frustration-but also of exhilaration, insight and hope. Addicted persons are often confronting multiple, complex problems, from the denial of the addiction itself, to legacies of early trauma and abuse, to histories of broken relationships with parents, spouses, and children. Making matters more confusing, the treatment field is too often splintered into different approaches, each with its own competing claims. This course presents an integrative approach that builds a much-needed bridge between family therapy, psychodynamic treatment, narrative and postmodern approaches,  trauma theory and addictions counseling. Innovative, flexible ways to help clients form new understandings of what has happened in their lives, explore their relationships to drugs and alcohol, and develop new stories to guide and nourish their recovery are demonstrated. Topics covered include: The role of AA and Al-Anon in providing meaning and support, treating addicted survivors of trauma and abuse, applications to adolescent and child therapy, problems that surface in family interventions and consultation, dealing with overlapping substance abuse and eating disorders, working with “non-tissue based addictions (e.g, gambling, sex, the internet, etc.), and issues facing care givers who are themselves in recovery. Special attention is given to race, gender, class, sexual orientation and other issues of culture and power that surface in the treatment of diverse individuals. Two quarter-hours.

PRAC 329. Work with Youth and Families: Evidence-Based Multitheoretical Approaches
Term 2
This course is designed to prepare direct practice clinicians for work with children and families, using models derived from varying theoretical  perspectives (e.g., psychodynamic/relationship-based, cognitive-behavioral, narrative, bodywork and mindfulness modalities) -- all of which have solid evidence bases for their effectiveness. The course will involve students in lecture/powerpoint or video overviews of each model, and active in-class exercises where the instructor will present actual cases for assessment, case formulation, treatment planning, development and practice of appropriate interventions, and posttreatment evaluation. Although trauma as one presenting problem will be covered, the most typical presenting problems encountered by clinicians at each age level -- and examples of methods currently considered among the most effective for treating them--will also be included. Two quarter-hours.

HBSE 337. Neurobiology and Clinical Social Work
Term 2
The purpose of this course is to synthesize contemporary literature that demonstrates the increasing relevance of neurobiology findings on clinical practice, with a range of vulnerable populations. Using aspects of child development theory, contemporary attachment theory, trauma theory, cognitive neuroscience, and clinical theory, the course focuses on the adaptive functions of positive early relationships for the achievement of key developmental capacities. A central hypothesis of the course is there is no such thing as a “single brain” and that one’s social brain is fundamentally shaped in interaction with other people. The healing benefits of a therapeutic relationship are explicitly demonstrated. We will explore the central role of affect regulation and mentalization processes in the development of mental health. We also will explore the outcomes of disrupted attachment and trauma on brain development; in so doing, we will explore clinical implications and treatment strategies for a range of biopsychosocial disorders. Classroom methods will include lecture, small group discussion, videotapes and case presentations.  Two quarter-hours – Miehls.

SWPS 364. LGBTQ Identity and Social Policy
Term 2
This course examines the intersection of social policy and lesbian, gay, bisexual, and transgender ("LGBT") identities in a variety of contexts of importance to clinical social workers. We will study policies of general applicability that have a particular impact on LGBT individuals and families as well as those that are LGBT-specific in design. The course will focus on a range of laws, policies, and practices including those that impact family formation, child custody, youth (including in and out-of-home care), health care, incarceration, immigration, military, hate speech and bias laws, and nondiscrimination in the context of employment and public education. Students will consider the role of such policies in their own clinical experiences. Elective course second or third summer. Two quarter-hours.

SWPS 376. International Human Rights and Social Work Practice
Term 2
It is evident that over time states, religions, super powers, colonial regimes, dictatorial rules and economic and societal injustice have violated the Human Rights of many. It was not that long ago that United Nations asserted that “Human Rights are inherent to all human beings” and with this recognition the Universal Declaration of Human Rights (UDHR) was passed in 1948. However, the world has and continues to violate Human Rights of many. Ironically, nations particularly the powerful ones both promote and also violate human rights. Poverty is increasing and food shortages are rampant. Education and health care are denied to many and women and children bear the brunt of HIV/AIDS. Wars are waged, prisoners tortured, held without trails and death penalty is widely used. Intra and Inter-state conflicts render many as Internally Displaced Persons (IDPs) or as refugees and asylum seekers and those who end up in the West are despised. In addition, there is a widespread social injustice against women who are forced to prostitute, children who are used as child soldiers and LGBT community and low caste people are detested. Religious intoleration is rife in the world. This increases the challenges of ensuring the rights of those marginalized. This course will critically examine the past and current practices of Human Rights in the world. We will review several International Conventions, UDHR, the role of United Nations and the contemporary challenges in the promotion of Human Rights. The course will develop a frame work comprised of social justice and cultural lenses to examine and deepen our understanding of the practices of Human Rights in the world. The course plans to strengthen the knowledge base on International Human Rights and provides opportunities to build strategies, skills and will enable Social Work practitioners to promote Human Rights in these demanding times. Elective course second and third summer. Two quarter-hours – Jilani.

COURSES OPEN TO FINAL SUMMER STUDENTS ONLY

Senior Integrative Seminars (533) and Senior Clinical Seminars (503) serve a function of helping third summer MSW students to synthesize academic and experiential learning drawn from their academic coursework, thesis, community and anti-racism projects as well as their internship settings. Critical reflective thinking is encouraged as students review and critique clinical social work theory, policy, research and practice models. These seminars also serve the function of launching students into their professional careers. Although all seminars aim to fulfill these overarching goals, each one also maintains a unique focus that is described in the individual course description. While the integrative seminars maintain a more distinct integrative focus, the senior clinical seminars direct a more specialized focus to particular content. Per the Chairs at their meeting of Oct. 16, 2008, each student may enroll in only one section of 533, Senior Integrative Seminar.

Though not required, our expectation is that all third-year MSW students will be able to participate in one of these seminars:

Term 1 - Senior Integrative Seminars:
SWPS/HBSE/PRAC 533. Dismantling Institutional Racism (Gannon)

Term 2 - Senior Integrative Seminars:
HBSE 533. Senior Integrative Seminar (Hertz)
HBSE 533. Senior Integrative Seminar (Flanagan)

Descriptions for the following additional electives limited to third summer students may be found in the on-line course catalogue:

Term 2
HBSE 540. Death and Bereavement over the Life Cycle (Lynch)
RESH 581. Writing for Professional Publication (Averill) – description below.

HBSE 533-1. Senior Integrative Seminar: Dismantling Institutional Racism: The Challenge for Social Workers
Term 1
This course will serve as a Senior Integrative Seminar and will combine aspects of policy, HBSE, practice and research. It is designed for those students who have a strong interest in combating institutional racism and a commitment to engagement in anti-racism efforts.  Students will consider the various forms and types of institutional racism and its presence in not only obvious circumstances, but also those situations where it is least expected. Students will also develop clear definitions of racism and oppression, with attention to the interactions that perpetrate their presence in our communities. The profession’s commitment to social justice and the roles that social workers have in the eradication of racism will be explored. The course uses research, theory, and student’s personal and professional experiences to analyze the manifestations of institutional racism. These efforts can help prepare students to engage in anti-racism activities as clinical practitioners, policy practitioners, teachers, scholars, activists and citizens. Elective course in third summer only. Two quarter-hours – Gannon.

HBSE 533-1. Senior Integrative Seminar
Term 2
This course will assist students in reflecting upon their clinical practice and in integrating the many theories they have studied with their evolving professional selves. A relational perspective will be offered as a framework for the discussion of clinical issues. Attention will be focused on clinical and ethical dilemmas which emerge in the therapeutic process. These dilemmas may include: transference and countertransference issues; questions pertaining to self-disclosure and boundaries; supervisory dilemmas; the differential use of self in working with various client populations and with issues of difference; and the role of managed care in practice.  The goals of the course are: (1) to help students conceptualize how the therapeutic process unfolds and to appreciate why they intervene in particular ways; (2) to synthesize theory into a coherent social work approach that attends to internal and external factors and allows for the most creative uses of the self; (3) to develop the courage and patience to "not know" while attending to the complexities inherent in the therapeutic dialogue; and (4) to develop and trust their own voices as social workers as they prepare to enter the field. Students will be encouraged to discuss their most perplexing clinical and ethical dilemmas from their placements, and to grapple with their unanswered theoretical questions. The course will also provide an opportunity for students to gain a sense of closure as they complete their studies at Smith. Elective course in third summer only. Two quarter-hours – Hertz.

HBSE 533-2. Senior Integrative Seminar
Term 2
By this last semester of their three years at Smith, students have been exposed to a variety of theoretical lenses. Drive theory, ego psychology, object relations and attachment theory, self psychology, relational theory, psychosocial life theories, and ongoing biopyschosocial assessment have been presented as some of the tools that are most useful for clinical social work treatment. This seminar is designed to help students synthesize these theories into a coherent social work approach that always takes into account both the internal and external factors of a client’s world. Enhancing the application of theory to practice will be at the heart of the course, and special attention will be paid to developing the most creative use of the self in clinical work. Students are expected to compare and evaluate theories of human behavior and are invited to bring in the theoretical material with which they have struggled most in their placements. Students will be required to read for each class, but the readings will not be assigned by the instructor. Instead, the required reading will be co-constructed by the class and the instructor.  The instructor will place on the Required Reading reserve in the library or on Moodle the books and articles that have been most useful (and beloved) to her, but students will also be encouraged to revisit readings that have either inspired or perplexed them and to share those with the class. Developing the courage and patience to be wrong, to not know, to tolerate ambiguity, and, therefore, to become lifelong learners will be central to this course. Elective course in third summer only. Two quarter-hours - Flanagan.

RESH 581. Writing for Professional Publication
Term 2
This course offers a framework for conceptualizing, organizing, writing, and submitting for publication a paper of professional quality that reflects an area of interest to social work. Using the thesis as a basis for work, it launches students as professionals capable of contributing to and advancing the knowledge base of the profession, both in the present and future. Elective course third summer.
Two quarter-hours - Averill.

Contact us: sswoas@email.smith.edu
(413) 585-7989

Valerie Abrahamsen, Th.D. , Registrar & Director of Academic Support Services

Sharyn Zuffelato , Student Services Coordinator
Nicole Kutcher, Faculty Services Coordinator

Student Services

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