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190.
Group Theory and Practice (PRAC/HBSE)
This course introduces students to the history of social group
work and focuses on applying the values, skills, and knowledge
of the social work profession to a variety of groups. Theoretical
and practical principles of group work are introduced to enhance
understanding and use of group as a complex system of roles
and interrelationships. Students learn how to construct task
and treatment groups and how to mobilize the resources of
existing groups. Primary focus is given to those dynamics
which are common to all groups, and students will begin to
explore how issues of difference (gender, race, sexual orientation,
age, culture, class, ability, religion) affect group processes.
Required course first summer. Two quarter-hours.
191.
Agency and Community Practice (PRAC/SWPS/HBSE)
This course will introduce students to the macro-component
for community-based practice. It will introduce students to
selected concepts from organizational theory that help them understand
and bring about change in human service organizations. It
will also introduce students to the processes of community
development, organizing, planning, empowerment, and change
-- to bring about change at the community level. It will provide
conceptual frameworks that support ways that clinical social workers can change organizations and communities. Finally, it will prepare students for and provide knowledge, skills and tools to engage in practice aimed at promoting social and economic justice. Reqired course taken in the second
term of the first summer. Two quarter-hours.
318. Managing Ethnicities: A Socio Legal History of Immigration to the U.S. (SWPS/PRAC)
Because immigration has been a central discriminating mechanism through which this selective peopling of the nation has been accomplished, the history of immigration and immigrants is a site par excellence for the examination of the mechanisms through which the contemporary issues of diversity, “difference,” and marginalization of populations were and continue to be accomplished. This seminar will undertake this examination through the review of the socio-legal history of immigration. The course will review major U.S. legislation concerning immigrants and immigration, refugees and asylum, and citizenship and naturalization. The legal codes will be analyzed through the lens of theory, in particular poststructuralist theories of discourse and identity, as a means through which to examine the profession’s current practices with newcomers and the broader issues of diversity and difference within which they are framed. Elective course second or third summer. Two quarter-hours.
320. Collective Trauma: The Impact of Intercommunal Violence on Individuals, Communities, and Cultures (HBSE/PRAC)
This course is designed to introduce students to information, concepts, and controversies critical to understanding the impact of massive violence on individuals and groups of people. Throughout the course understanding the impact of such violence will be coupled with the question of what people, and cultures, need to recover. Widespread violence threatens the constituent elements of individual and community life, especially when the violence is between communitities and targets civilians, as in Rwanda or Bosnia. Each individual caught in such violence has to begin a new life which in some way incorporates the destruction and violation which have occurred, and communities also have to reestablish, or even create, conditions for resuming viable community life. During the course we will consider what enables recovery as we look at mass violence in a number of ways. We will consider the changing nature of warfare, and detail the impact of intercommunal violence (including specific ways women and children are affected). We will consider the role of group identity in the generation of mass violence, and the ways in which violence and the terror it generates affect the subsequent group identities of conflictants (for example, the impact of the 1994 genocide on ethnic identity in Rwanda; the impact of September 11 on the national identities of US citizens). We will look at ongoing impact, through issues such as intergenerational transmission, and group memory of horror. We will look in detail at the controversies surrounding the use by the humanitarian field of concepts such as trauma and PTSD to delineate the effects of mass violence, and consider other frameworks. We will look in depth at some of the ways people and communities get caught in cycles of revenge and violence, and then look at the stages which individuals and communities go through in moving toward peaceful coexistence. We will consider (particularly at the start of the course and again at the end) the impact of working with the issue of mass violence (confronting the brutal facts, working with those involved, etc) upon ourselves as students, workers, and human beings. Elective course taken in the second or third summer. Two quarter-hours.
322 Beyond Combat: Clinical Social Work Theory and Practice Models (PRAC/HBSE)
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. Maximum of 15 students. Two quarter hours.
335. Crisis Intervention (HBSE/PRAC)
This elective introduces various clinical social work approaches to crisis intervention that are grounded in a range of theoretical models within social context, i.e., crisis, attachment, object relations; ego psychology; cognitive-behavioral; and multi-systemic. Critical events include: large scale domestic and global crisis; para-suicidal and suicidal behavior; acute psychiatric symptomatology; effects of witnessing homicide and other violence on children/adolescents; effects of witnessing and engaging in combat; domestic violence; catastrophic illness or accident; and violence in the workplace. Students will learn to differentiate between disaster management and crisis intervention. Rapid biopsychosocial assessments will be completed to guide the development of a case-specific treatment plans. Focus is placed on the identified client in the context of his/her family support network. The intersection of social work values and ethics along with diversity and sociocultural themes are considered throughout the course. Clinical case material and videotapes will be used to facilitate classroom dialogue. Elective course taken in the second or third summer. Two quarter-hours.
390.
Gay, Lesbian and Bisexual Identities: Developmental and Treatment
Considerations (PRAC/HBSE)
This course is designed to help students integrate their understanding
of developmental issues in the context of lesbian, gay, and
bisexual identities and to examine differential diagnostic
and treatment issues with this population. Psychodynamic theory
and current social/psychological approaches will provide a
framework for examination. Normative developmental tasks for
lesbians and gay men will be addressed within a context of
adolescent and adult development and from a person-environment
perspective. Elective course taken in the second or third summer.
Two quarter-hours.
397.
Race and Ethnicity in Psychodynamic Clinical Practice
(PRAC/HBSE)
This advanced elective addresses: (a) how socialization of race and ethnicity may influence client’s subjective presenting concerns, transference, defenses and resistance, as well as the therapist’s own subjective countertransference, defenses, and resistance in the clinical encounter and therapeutic relationship, and (b) the therapist’s unique multicultural challenges in mobilizing a working alliance with her or his given client. Contemporary relational psychodynamic concepts are examined as they apply or fail to apply effectively with racially and culturally marginalized client populations. Assessment, subjective and intersubjective transference/counter-transference, defense & resistance, and the use of self in the promotion of a working alliance are emphasized. Elective course, second or third summer students. Two quarter hours.
590.
HIV/AIDS: Practice and Policy Perspectives (PRAC/SWPS)
This course will provide students with an opportunity to understand
the history of the epidemic in the U.S., how patterns of incidence
and prevalence are changing, and how public policy has evolved.
Up-to-date information on transmission, treatments, ethical
issues, and prevention strategies will be provided. Personal
and professional values, transference and countertransference
issues, clinical situations, and the psychosocial issues confronting
people infected with and affected by HIV will be explored.
Students will develop a framework for thinking about the impact
of HIV on society, and will examine the implications of all
of the above for clinical practice. Elective course taken
in the second or third summer. Two quarter-hours.
591.
Clinical Practice in Low-Income Communities (PRAC/SWPS)
This course will examine successful models of clinical practice
that have been developed in low-income communities from the
1960s to the present. We will critically consider the usefulness
of a range of psychological and social theories and models
of practice to the needs of a highly stressed population,
as well as the settings in which relevant models of practice
are expanding. We will look at the particular rewards and
pressures experienced by clinicians working on the "front
lines" of social neglect and dysfunction, and at spiritual
practices and conditions which sustain us in our work. Elective
course taken in the second or third summer. Two quarter-hours.
592.
Severely and Persistently Mentally Ill Clients and Their Families:
Treatment and Social Policy Perspectives (HBSE/PRSC/SWPS)
This course will address some of the major policy and service
delivery issues in the field of mental health that affect
the lives of individuals with chronic mental illness and their
families. Particular attention will be given to individuals
suffering from major mental illnesses, including Schizophrenia,
Bipolar Disorders, Major Depressive Disorder, and Psychological
Trauma. Course readings and case material will also address
issues in the treatment of adults dually diagnosed with major
mental illnesses and Substance Related Disorders. Advocacy
efforts from clients and their families will be discussed.
Students' class presentations of their own clinical work with
mentally ill adults will provide opportunities for discussing
treatment questions and ethical dilemmas that arise in working
with these individuals and their families. Elective course
taken in the second or third summer. Two quarter-hours.
593.
Human Sexuality (HBSE/PRAC)
This course will explore topics in human sexuality. These
may include physiology of sexuality, taking a sexual history,
sexual orientation, sexual development over the life cycle,
and sexual dysfunctions. Students will explore the applications
of this knowledge to clinical practice and will also consider
their own level of comfort with this material as it relates
to the clinical situation. Elective course taken in the second
or third summer. Two quarter-hours.
594.
Private Troubles and Public Issues: The Social Construction
of Assessment (PRAC/HBSE)
This course will provide a framework for analyzing the historical,
social, cultural, and political contexts of some psychiatric
diagnoses and schema for assessing individual and family dysfunction.
It is principally concerned with establishing the usefulness
to clinical practitioners of social as well as psychological
explanatory theories. In this course we will study three propositions:
1. That hierarchical and oppressive social arrangements (racism,
classism, and sexism among others) and problematic social
values (excessive individualism) have identifiable impact
on contemporary patterns of individual and family distress;
2. That the construction of human problems as principally
psychological promotes therapeutic and private interventions
at the expense of a balance between social and psychological
solutions; and 3. That knowledge about the social construction
of assessment schema has a direct impact on the effectiveness
of clinical practice. The social and cultural context of psychiatric
diagnoses and the impact of managed care and service delivery
systems will also be explored. Elective course third summer.
Two quarter-hours.
596.
Aging: Individual, Family, Community and Policy Perspectives
(HBSE/SWPS)
This course examines human behavior and the social environment
as well as public policy implications of the aging U.S. population
within the context of global trends. Biological, psychological,
and social theories of aging are explored. Emphasis is given
to the mental and physical health issues specific to the elderly
that affect clinical practice. Special attention is paid to
public policy implications and clinical approaches to special
populations and groups within the aging population, including
the old-old, women, racial and ethnic minorities, gays and
lesbians, and immigrants. Clinical and case materials are
utilized to amplify the literature. The impact of a burgeoning
population of older persons on basic social institutions,
including the family and the community, is considered. Current
societal dilemmas, such as health care and social service
delivery systems (including Medicare, Medicaid, and Social
Security) and end-of-life decision making, receive attention.
Elective course taken in the second or third summer. Two quarter-hours.
597.
Theory and Clinical Practice with Addicted Clients: Dual Diagnosis (HBSE/PRAC)
Using multiple theoretical frameworks, this course will focus on the assessment and treatment of people diagnosed with substance use disorders and mental illness. Students will learn how to complete thorough biopsychosocial assessments, with special attention given to the co-occurrence of addiction and mood disorders, psychological trauma, psychotic disorders, and ADD/ADHD. A range of therapeutic interventions will be introduced and applied through case analysis, these include: psychopharmacology, psychodynamic approaches, motivational enhancement treatment and the stages of change, individual, group, and family therapy modalities, relapse prevention, and the use of mutual support programs. Discourse will include choosing priorities in treatment, the challenges of providing integrated treatment, and systemic pitfalls faced by those working in the field and those trying to access services. Understanding that those who are dually diagnosed experience greater risk factors for being part of oppressed and vulnerable populations will be incorporated within the ongoing class discussions. Classroom methods will include lecture, small group interaction, videotapes and case presentations. Elective
course taken in the second or third summer. Two quarter-hours.
599.
Clinical Social Work and Social Action: Bridging the False
Dichotomy (HBSE/PRAC)
This course is designed to help students explore the connections
and contradictions that exist between social work ideology,
values, knowledge, policies, goals and objectives, as they
are enacted in professional social work practice. Students
will be asked to reflect on their clinical actions to uncover
the meanings and contradictions that exist in their work with
clients. Uncovering these contradictions will help students
identify the areas of personal and social change that require
strategies to reorient their work with their clients. The
level at which social and political action takes place will
be determined in part by the level at which the contradictions
are found, e.g., worker, agency, profession, social policy.
Fundamental to the values of this course is that the contradictions
at the clinical level must be examined, understood, and engaged
before social and political action at other levels can be
undertaken. Theories and strategies of social and political
action to deal with various levels of contradictions will
be examined. Finally, attention will be paid to contradictions
and issues related to race, class, gender, sexual orientation,
religion and disabilities. Elective course taken in the second
or third summer. Two quarter-hours.
5534.
Advanced Studies in Race and Racism: Trends and Challenges for Social Work Theory and Practice
(HBSE/PRAC)
This course builds upon and deepens themes introduced in course
number 334. Racism in the United States: Implications for
Social Work Practice. It continues to examine and explore
the nature and impact of oppression, prejudice, discrimination,
powerlessness, the relationships between race and social class,
gender, and sexual orientation. Special attention will be
given to theories of racial identity formation for people
who identify and/or are identified as white, of color, biracial,
and bicultural, as well as to the examination of white privilege,
interpersonal and institutional racism, and the workings of
the white power structure. Theories and strategies for change
in a clinical practice that is race-sensitive and empowering,
as well as one that moves from individual to institutional
and community change will be explored. Students will also
examine issues of cross racial hostility and coalition building
between people of color and white allies. Priority will be
given to studying the theoretical, literary, and practice
writings of people of color. Elective course taken in the
second or third summer. Two quarter-hours.
5536. Mental Health Responses to Disasters in a Community Context (PRAC/SWPS)
There is a social ecology for every disaster: a matrix of socio-historical factors interacting with geological, social, cultural and political conditions. Some disasters stem from “natural causes,” (e.g., hurricanes and earthquakes) while others are initiated by human beings, (e.g., chemical spills, bombings, shootings, armed conflict). This course will consider the social ecology of a range of disasters and ways that clinical social workers can respond. There will be an integration of disaster mental health approaches with psychosocial capacity building. The course will also focus on disaster service delivery systems, crisis intervention skills, policy issues surrounding disaster response and research on effectiveness of interventions. By the end of this course students should be able to offer basic crisis intervention services to survivors of disasters and have the beginning capacity to work with others to plan and evaluate disaster response programs. Elective course taken in the second or third summer. Two quarter-hours.
last updated 4/29/09
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