| |
PRAC
101/102. Social Work Practice with Individuals and Families
This course will address the fundamental purposes, functions,
and methods of social work practice with individuals and families.
Links to social work practice with groups, agencies and communities
are made in this course, as well as linkages to select policy
and research issues. This course will focus on developing
practice knowledge, values and skills applicable to practice
with individuals and families which are also applicable to
practice at all levels of scale (micro-, mezzo-, and macro-).
These include: relationship building, data collection, strengths
assessment, problem formulation, intermediate and final goal
setting, contracting, work with collaterals, resource development,
a range of interventions, and practice monitoring and evaluation.
Attention will also be given to the stages of intervention,
the use of self in helping relationships, modifications in
approaches based on racial and cultural variation, experience
of social oppression, selection of most relevant interventions
and modalities, as well as policy-and agency-based considerations
affecting practice, including time-limits, outreach, supervision
and case advocacy. Case materials reflecting individual and
family practice in a range of service settings and a range
of populations at risk are presented. The course will address
psychosocial assessment from psychodynamic, family, and social-contextual
theoretical perspectives and provide an introduction to the
specialization of the School: clinical social work. Issues
of social and economic justice are also integrated with individual
and family practice. Ten week required course first summer.
Three quarter-hours each term.
PRAC
301/302. Clinical Social Work Practice
This course builds upon the academic and clinical foundations
of the introductory practice course and the first year field
placement and develops more intensively and precisely the
biopsychosocial framework for assessment and intervention.
Students will learn to assess clients' functioning using a
psychodynamic developmental model, descriptive diagnosis and
social theories which explore the fit between person and environment.
The course will focus primarily on clinical interventions
with individual adult and adolescent clients. Students will
examine the practice implications of different theoretical
frameworks with particular attention to the usefulness of
these theoretical and practice models with populations at
risk. In addition, critical aspects of the therapeutic relationship
which promote growth and change, the application of social
work values and evaluation of practice are areas of focus.
Ten week required course second summer. Two quarter-hours
each term.
PRAC
304. Beginning Treatment of Children
Comprehensive treatment of children evolves from a comprehensive
diagnostic and developmental assessment that in turn gives
purpose and direction to therapeutic methods, goals, and planning.
It is important to understand healthy as well as unhealthy
responses, behavioral norms, and the structural, dynamic,
and genetic aspects of problems. While developmental issues
and object relations are stressed, issues of infantile sexuality
and psychosexual stages are addressed. This course deals with
the treatment of children based on an understanding of psychoanalytic
developmental theory and ego psychology. Case material is
used throughout to illustrate the introductory phase of treatment
techniques based on differential diagnosis and understanding
the symbolic communications of children as expressed through
play. Elective course second or third summer. Two quarter-hours
PRAC
305. The Adolescent in Context: Dynamics and Treatment Issues
This course is designed to sensitize students to the vicissitudes
of contextual influence on adolescent development. Case material
drawn from the clinical experience of both the students and
the instructor, as well as case material found in the readings
will be utilized as it pertains to the issues under discussion.
Psychodynamic, Object Relations Theory and the Self In-Relation
Model of Female Development will provide a framework for the
examination of the adolescent in the contexts of family, peer
relationships and the larger world of social institutions.
Both dynamic assessment and treatment issues will be addressed,
including those of transference, countertransference and
the real relationship as well as short-term models of adolescent
psychotherapy, family therapy, group therapy and residential
treatment. In addition, throughout the course, we will examine
the ways in which the current cultural milieu impacts adolescent
development. A fundamental underpinning to the design of this
course is that the treatment relationship represents a microcosm
of the range of relational contexts within which the adolescent
is developing. As such, an understanding of adolescent treatment
should be informed by a contextual awareness. Elective course
second or third summer. Two quarter-hours.
PRAC
306. Couple 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, trauma and social constructionist perspectives. Elective course second or third summer. Two
quarter-hours.
PRAC
307. Family Therapy: Narrative Approaches to Social Work
This five week course is designed as a beginning process of
integrating family therapy theories and concepts into practice.
This course will present a brief overview of the family therapy
field and approaches. The format will include lecture, group
discussion, formal case presentations, role playing, and video
presentations. Student participation is key. Vital contextual
factors, such as, ethnicity, gender, socioeconomic status,
race, sexual identity, immigration and citizenship status
will be discussed separately and within the practical application
of the different approaches presented. This course offers opportunities for students to fortify their understanding and skill in narrative therapy and to apply specific maps of narrative practice to their own lives as social workers. Students will explore the ways stories shape lives and to experiment with practices that can open space for new stories to emerge. Amidst the various approaches to collaborative family therapy, we will focus on the work of Michael White and David Epston, and developments of their re-authoring conversations approach in Australia, New Zealand, and North America. Elective course second
or third summer. Two quarter-hours.
PRAC
308. Clinical Practice with Families: Dialogic, Feminist and
Narrative Approaches
In the past decade, the field of family therapy has witnessed
the emergence of new frameworks for practice based on reflection
and narrative, instead of strategy and intervention. This
course will examine these models, beginning with their significant
debts to feminism and postmodernism. These intellectual movements
challenged traditional cybernetic and systems models and provided
the seeds for new forms of therapy. We will focus on Andersen's
reflecting team, the Finnish dialogic-systems model, the collaborative
language-based approach of the Griffiths, the narrative therapies
invented by White and Epston, and the Gender and Violence
Project at the Ackerman Institute. Within this overview, we
will look specifically at gender, class, ethnicity, and sexual
orientation as such lenses shape our descriptions of families
and practice of therapy. Social justice issues and multiculturalism
will be important themes. Specific clinical approaches to
violence and abuse and child-focused problems will be explored.
Ten-week long elective course second or third summer. Two
quarter-hours each term.
PRAC
309. Group Therapy: Theory and Practice
The purpose of this course is to develop a working theoretical
base for group psychotherapy, drawing from the Interpersonal,
Psychodynamic, and Group-As-Whole perspectives. The emphasis
will be on long-term group psychotherapy principles, which
can serve as the basis for understanding phenomena that occur
in all types of groups. To a limited extent, we will consider
the applicability of these theories to short-term groups.
Particular attention will be paid to: group dynamics, member
selection and preparation, group formation, group development,
and leadership techniques. We will also examine the role and
impact of projective processes in group psychotherapy and
consider the influence of diversity on group dynamics. Elective
course second or third summer. Two quarter-hours.
PRAC
311. The Role of Religion and Spirituality in Clinical Social
Work
The goal of this course is to acquaint the student with predominant
theories regarding religion and spirituality for the "person-in-the-situation."
Particular attention will be given to the function of spirituality
and religion in bridging internal and external adaptations
throughout the life cycle. Theoretical orientations will include
psychodynamic, philosophical and sociocultural. The implications
of these theories will be examined in terms of their impact
on clinical practice. Students are encouraged to bring case
material. Elective course second or third summer. Two quarter-hours.
PRAC 313. An Introduction to Cognitive Behavioral Practice
This elective course will focus on cognitive behavioral practice as related to evidence based practice. The material covered will include an introduction to and critical analysis of the family of theories which fit into the cognitive behavioral rubric including social learning theory, behavioral theories and cognitive theories of inter- and intrapersonal functioning. Theories will be examined from their genesis to their clinical applications with a goal of assessment of each for fit with particular client problems, therapeutic relationships, situations and contexts based upon empirical research. Theories will also be assessed for racist, sexist, ageist and other oppressive and unjust assumptions and uses. The seminar process will be focused upon the learning of cognitive behavioral methods including cognitive restructuring, contracting, Socratic questioning, thought stopping, motivational interviewing and behavioral reward systems. Use of self and relationship as well as models of integration across theories and methods will also be emphasized throughout the seminar. Two quarter-hours.
PRAC
316. Clinical Practice with Traumatized Children and Families
Public sector practice with children and families increasingly
involves the use of specialized clinical skills. This course
will focus on the development of skills necessary to provide
clinical services and consultation in schools and child welfare
agencies. Specific skills to be developed will enhance the
student's ability to provide: (1) child and family psychotherapy
to clients involved in the child welfare system; (2) child
forensic evaluations regarding questions of abuse, neglect,
and custody; and (3) specialized assessments of parenting
and attachment where child maltreatment has occurred. Psychological
trauma theory and the literature on resilience in childhood
provide a theoretical frame for developing intervention strategies.
Social workers can experience trauma effects as a result of
involvement in this work, and the course will consider ways
to identify and address social worker trauma. Elective course,
second or third summer. Two quarter-hours.
PRAC
317. Group Treatment for Children and Young Adolescents
This course will address theme-centered psycho-educational
groups, as well as time-limited and long-term activity-interview,
and play therapy groups. The therapist's role in different
models of group treatment will be considered, with particular
emphasis on group structure, composition, modes of communication,
limit-setting, transference, countertransference, creating
a therapeutic group culture, and stages of group development.
Students will be encouraged to share their experiences in
working with child and adolescent groups and to participate
in role playing designed to address problematic group process
issues. Elective course second or third summer. Two quarter-hours.
PRAC
319. Self Psychology
The primary goal of this course will be to investigate the
theory and practice implications of Self Psychology.
We will use lecture, discussion, readings, and film. Empathy
as an ingredient in development and in clinical social work
will be a central concern of our attention. The course
will also explore the links between the concept of the self
object and social work's person in environment model.
The course will end with an introduction to Intersubjectivity,
a newly developing theory with some roots in Self Psychology.
Elective course second or third summer. Two quarter-hours.
PRAC
368. Law and Social Work
This course is designed to focus on those instances where
legal mandates or concerns interact with clinical social work
practice. There will be special focus on the social worker-client relationship in mental health settings. Specific emphasis
will be placed on the examination of the statutes and judicial
decisions that govern the confidentiality implicit in clinical
practice. The relationship and intersection between ethical
practice, agency policy, legal obligations, and federal regulations
will be explored. Confidentiality, obligations of social workers
to report, expert witnesses and risk management will be key
topics. This class will be less legally focused and more practice
focused than the "Family Law" class, 0371. Elective
course second or third summer. Two quarter-hours.
PRAC 398. Palliative and End-of-Life Care for Children and Their Families
This course is designed to provide a framework for clinical practice with children and families who are coping with life-threatening illness and end-of-life issues. The course will enhance the knowledge base of clinical social work students and will be useful to students interested in learning more about the medical, psychosocial, and spiritual needs of children and their families as they approach the end of life. We will address the primary learning domains for social workers in pediatric palliative care: engaging with children and families, supporting family decision making, responding to suffering and bereavement, and strengthening relationships among children, parents, and professional caregivers. These domains will be interwoven with the four cornerstones of clinical practice in pediatric palliative care, which include responding to the ethical claim of the child/family; adopting a collaborative relational stance; developing cultural humility and cultural curiosity; and building self-awareness and reflective practice. In addition to readings, course materials will include videotapes, artwork, creative writing, and music. Elective
course second or third summer. Two quarter-hours.
PRAC
503. Senior Clinical Seminar: Populations at Risk
The senior clinical seminars will offer students an opportunity
to pursue theory and practice in depth, from different theoretical
perspectives. Each seminar will focus on a particular aspect
of theory and will use students' agency case material to examine
central treatment premises, refine practice skills, explore
therapeutic issues that have been problematic and consider
the social and environmental contexts that influence clinical
practice. Different sections will focus on such topics as:
a) The Use of Self Psychology in Social Work Practice; b)
Winnicott's Theories Applied to Social Work Practice; and
c) Advanced Clinical Social Work Practice with Children. During
any given academic session, several different seminars will
be offered with the aim of addressing those issues and client
populations that seem most relevant as students complete their
professional education. Elective course third summer. Two
quarter-hours.
PRAC
504. Advanced Treatment of Children
This course will examine clinical practice issues with children,
youth, and families in the context of school and community-based
practice settings, based on "systems of care" principles.
Both psychodynamic and narrative models will be addressed.
Practice models which have a strong research base for effectiveness,
such as Henggeler's Multisystemic Therapy and the Second Step
Violence Prevention Curriculum will also be included. The
course will include examination of both instructor's and students'
cases, and help to prepare graduating seniors to provide services
for both prevention and intervention with seriously troubled
children and youth in public settings. Prerequisite 304 or
equivalent documented experience. Elective course second or
third summer. Two quarter-hours.
PRAC
506. Brief Dynamic Psychotherapy
This course will focus on theory and practice of brief dynamic
psychotherapy (BDP) with adult individuals. It is based on psychodynamic
and developmental theories of personality organization, as
well as on theories about the impact of time and time limits
on the process of therapy. Topics to be covered include the
evolution of brief therapy, the work of major contributors
to the field, and consideration of treatment issues such as
selection criteria, use of a dynamic focus, and use of transference
and confrontation. Other topics include short-term work with
more disturbed clients, and cross-cultural issues in brief
treatment. Prior course work and clinical experience in longer-term
therapy, specifically knowledge about the differential use
of self in the treatment relationship and skills in psychosocial
assessment, provide the foundation from which we examine the
technical shifts that occur when treatment is time-limited.
Elective course second or third summer. Two quarter-hours.
PRAC
507. Advanced Family Treatment: Narrative and Feminist Approaches
This course will focus on the emergence over the past decade of new frameworks for practice based on reflection and narrative. Feminist and postmodern challenges to cybernetic and systems models have provided the seeds for new forms of therapy based on social constructionist, narrative, and collaborative language-based theories. The course will present innovative models of family therapy which have developed in this context, including reflective team practices and narrative therapy as they affect therapeutic conversation. The rising awareness of social justice concerns and multiculturalism will be an important theme. Specific clinical approaches to violence, abuse, and child-focused problems will be explored. This will be a five-week, ten-session course. Prerequisite: 307 or equivalent course in agency or academic setting. Elective course second or third summer. Two quarter-hours.
PRAC
509. Advanced Group Process Seminar
This seminar is primarily experiential. Processes examined
within the context of the seminar include group culture and
cohesion, individual and group resistances, transference and
countertransference, interaction in a group setting, and termination
phenomena. Group themes and dynamics that tend to emerge in
this class are power, differences, separation-individuation,
and moving on. Prerequisites: 309 or equivalent course, or
supervised group practice. Elective course second or third
summer. Two quarter-hours.
PRAC
514. Knowing, Not Knowing, and Muddling Through
This course will focus on therapeutic impasses, the intense
emotions therapists (we) experience as we "do" treatment,
and the problematic behaviors we sometimes discover, often
after the fact, we have unconsciously enacted with clients.
These and other related phenomena will be considered in relation
to the concepts of transference, counter-transference, resistance
and projective identification. Class members will be encouraged
to present their work with clients and to consider how their
affective and behavioral reactions might illuminate and advance
the treatment process. The class will be organized around
the assumption that all therapists experience confusion, boredom,
anger, sadness, helplessness, hopelessness and other distressing
emotions, as well as strong positive feelings approaching
love, with some if not most clients. The premise is that such
reactions are intrinsic to treatment and are potentially valuable
for understanding clients. Class members will be encouraged
to conceptualize case material within whatever theoretical
framework seems most useful to them, and to compare their
personal theories of how change takes place ("therapeutic
action") with one or more of the formal theoretical model(s)
represented on the reading list. Not knowing and muddling
through will be viewed as essential stages in the process
of determining what is likely to be helpful to particular
clients. Elective course third summer. Two quarter hours.
PRAC
520. Boundaries, Boundary Violations and Management of Intense
Affect
This course will discuss the psychotherapy relationship examining
issues that arise around boundary maintenance, boundary violations,
and a psychodynamic relational understanding and management
of sexual and loving feelings in therapists and clients. The
concept of boundaries will be examined from both intrapsychic
and interpersonal perspectives. Commonly occurring boundary
violations will be discussed including the damage done to
clients and the treatment relationship. Sessions will focus
on understanding 1) sexual feelings from psychodynamic, intrapsychic,
and interpersonal perspectives; 2) the concept of boundaries
including use and misuse in clinical practice; and 3) the ethical,
psychological, and legal sequelae of professional misconduct.
The theoretical framework for understanding sexual and loving
feelings will draw upon psychodynamic, developmental and relational
perspectives and focus on the use of these feelings to deepen
and advance the therapeutic process. Elective course second
or third summer. Two quarter-hours.
PRAC
545. Gender and Psychodynamic Perspectives: Classical and Feminist Discourses (PRAC/HBSE)
Psychoanalytic and feminist theories have commented extensively
on the nature of gender difference and its influence on our
cultural, political and psychic structures. This course
will provide an historical framework for analyzing feminism's
ongoing dialogue with psychodynamic theory and practice.
This course provides opportunities to study classic and feminist
discourses and central constructs of feminist and psychodynamic
thinking. Topics include: classical and contemporary
trauma theory; the Oedipus complex; the role of mothering;
sexuality; and the role of language. Implications for
clinical social work practice with culturally diverse populations
are discussed. Elective course second or third summer. Two
quarter-hours.
PRAC
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.
PRAC
599. Clinical Social Work and Social Action: Bridging the
False Dichotomy (PRAC/SWPS)
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.
In addition to those courses listed for the Social Work Practice
Sequence, there may be one or two courses offered taught by Doctoral
Fellows.
last updated 2/13/09
Human
Behavior Courses >
Social
Welfare Policy Courses >
Research
Courses >
Cross-Sequence
Courses >
Independent
Study > |
 |
