13 courses with the subject SOCW, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
SOCW 101Introduction to Social Work3
(3 lecture) Course Description This course provides students with an introductory understanding of generalist practice social work. Students will examine the history of social work, the core values and ethical principles of the field, and various areas of social work practice. The course explores social service delivery networks and the field’s commitment to realizing social justice . All students in this class must complete 30 hours of service learning. Clearances may be required by service learning site(s). This course meets the General Education competency of Values, Ethics, and Diverse Perspectives (VE). Prerequisite or Corequsite: ENGL 101 Text DuBois, Brenda, and Karla Krogsrud Miley. Social Work: An Empowering Profession. 9th ed. Pearson, 2019. Objectives The student will be able to A. Describe the emergence of social work as a profession. B. Recognize generalist social work values and ethics. C. Identify personal values and their relationship to generalist social work values D. Examine the complexity of global human diversity and the various forces that shape it. (VE) E. Examine ethical and social justice problems from a variety of social perspectives and the social work professional perspective. (VE) F. Describe functions and roles of social workers. G. Recognize policies identified in the public domain. Content A. Profession of social work. B. Social work values and ethics. C. Personal values D. Human diversity. E. Social justice F. Functions and roles of social workers. G. Social policies in the public domain. Student Evaluation A. Essay and objective examinations. B. Essay and objective examinations, community service hours, written assignments C. Essay and objective examinations, community service hours, written assignments. D. Essay and objective examinations, community service hours, written assignments. E. Essay and objective examinations, community service hours, written assignments. F. Essay and objective examinations, community service hours, written assignments G. Essay and objective examinations, written assignments Bibliography Anderson, Elijah, et al., eds. Being Here and Being There: Fieldwork Encounters and Ethnographic Discoveries. London, 2004. Birkenmaier, Julie, et al., The Practice of Generalist Social Work. Routledge, 2013. Dolgoff, Ralph, Ethical Decisions for Social Work Practice . Cengage Learning, 2011. Dupper, David R. School Social Work Skills and Interventions for Effective Practice. Wiley, 2003. Florida, Richard L. The Rise of the Creative Class: and How It’s Transforming Work, Leisure, Community and Everyday Life. Basic, 2004. Miarahi, Terry and Larry E. Davis. The Encyclopedia of Social Work. NASW Press, 2010. Sachs, Jeffrey. The End of Poverty: Economic Possibilities for Our Time. Penguin, 2005.
(3 lecture) Course Description This course examines human differences, providing students with the knowledge and values of culturally competent social work at the introductory-level. Students will learn about the mechanisms of oppression, prejudice, and discrimination. They will recognize the many histories and cultures that exist and how they promote strength and well-being in diverse individuals, families, groups, organizations and communities. This course meets the General Education competency of Values, Ethics, and Diverse Perspectives (VE). Corequisite ENGL 101 or by permission from the instructor. Text Healey, J.F. RACE, ETHNICITY, GENDER, AND CLASS: The sociology of group conflict and change . Sage Publications, 2022. Objectives The student will be able to A. Identify historical events and ideologies related to American cultural diversity. B. Identify the factors that contribute to discrimination and oppression and how those factors impact individuals and groups across the lifespan. C. Identify institutional forms of discrimination and oppression. D. Analyze personal values and beliefs as a social work professional. E. Examine the complexity of global and human diversity and the various forces that shape it. (VE) F. Discuss ethical dilemmas from a variety of social and professional perspectives as related to social work practice with populations at risk. (VE) G. Engage an informant who represents a group that is different from the student’s identified group. Content A. Historical American cultural diversity B. Oppression and discrimination C. Institutional oppression and discrimination D. Social work professional identity E. Personal values F. Ethical practice Student Evaluation Objectives A through G will be based on exams, written assignments, and class presentation.
SOCW 103Understanding Family Maltreatment: Identification, Prevention, and Social Response3
(3 lecture) Course Description This course surveys theories and research on family maltreatment, examining child abuse and neglect, intimate partner and sexual violence, elder abuse, and abuse of marginalized populations. It also explores prevention, identification, and reporting, and analyzes the roles of social services, education, healthcare, and criminal justice systems in addressing family maltreatment. Text McClennen, Joan, et al. Social Work and Family Violence: Theories, Assessment, and Intervention . 2nd ed., Springer Publishing Company, 2019. Objectives
(3 lecture) Course Description This course focuses on the characteristics, strengths and service needs of families and children in the child welfare system. It examines and builds policy and practice skills related to family preservation services, child maltreatment, substitute care and permanency planning. The course considers family events within an ecological systems approach and works to build appreciation and sensitivity to various family forms and cultural patterns. Text Crosson-Tower, Cynthia. Exploring Child Welfare: A Practice Perspective. 7th ed. Pearson, 2018. Objectives The student will be able to A. Identify general policy issues and trends in a variety of sectors of family and children’s services. B. Examine how one’s personal life experiences influence service provision. C. Identify the range of services available in child welfare. D. Describe how family structure may affect families and children. E. Describe how various forms of child maltreatment differ. F. Identify the familial and developmental impact of various forms of child maltreatment. G. Discuss systemic levels of effective intervention with troubled families. H. Identify ways in which the systemic traumatization of children and families may be reduced or mitigated. Content A. Child welfare practice and theoretical framework B. Personal and professional values C. Major child welfare services, policies, and welfare reform D. Family structures E. Forms of child maltreatment F. Developmental impact of violence G. Systemic interventions H. Reducing child and family trauma Student Evaluation A. Objective and essay exams, policy analysis paper and/or presentation B. Objective and essay exams, policy analysis paper and/or presentation C. Objective and essay exams D. Objective and essay exams, policy analysis paper and/or presentation E. Objective and essay exams F. Objective and essay exams G. Objective and essay exams, policy analysis paper and/or presentation H. Objective and essay exams, policy analysis paper and/or presentation Bibliography Dozier, M., and O. Lindhiem. “This Is My Child: Differences Among Foster Parents in Commitment to Their Young Children.” Child Maltreatment 11 (2006): 338-45. Print. Faller, Kathleen Coulborn. Understanding and Assessing Child Sexual Maltreatment. Thousand Oaks, CA: Sage, 2003. Print. Friedrich, William N. Psychological Assessment of Sexually Abused Children and Their Families. Thousand Oaks: Sage, 2002. Print. James, Sigrid. “Why Do Foster Care Placements Disrupt? An Investigation of Reasons for Placement Change in Foster Care.” Social Service Review 78.4 (2004): 601-27. Print. Kolko, David J., and Cindy Cupit. Swenson. Assessing and Treating Physically Abused Children and Their Families: a Cognitive-behavioral Approach. Thousand Oaks: Sage, 2002. Print. Wells, K. “Child Protection and Welfare Reform.” Child Abuse & Neglect 30.11 (2006): 1175-179. Print.
(3 lecture) Course Description This course is an overview of historical and current definitions of chemical dependency, alcohol abuse, and process addictions. The effects of addiction on behavior, health, development, family, special populations and society will be discussed. The course will explore the scope of the problem, the nature of addiction, its causes and the progression of the disease. The role of the social work profession in assessment, treatment, and prevention of addictions will be addressed. Text Fisher, Gary L., and Thomas C. Harrison. Substance Abuse: Information for School Counselors, Social Workers, Therapists, and Counselors. 6th ed. Pearson, 2018. Objectives The student will be able to A. Define the various forms of addiction. B. Identify symptoms of chemical abuse/dependency. C. Assess symptoms of process addictions, including food, sex, gaming, and gambling. D. Describe the biology of substance abuse and other addictions. E. Identify the sociological, psychological, physiological, and behavioral consequences of addictions. F. Explain the role of the social worker in assessment, treatment, and systems of care for individuals experiencing addiction and their families. G. Explain the significance of diversity in assessment, treatment, and supporting individuals with addiction and their families within systems of care. H. Choose appropriate communication techniques when providing care for individuals experiencing addiction. I. Identify current issues in policy and service delivery systems. Content A. Chemical dependency B. Symptoms of substance abuse C. Symptoms of process addictions D. Biological processes E. Social, psychological, and behavioral consequences F. Role of the social worker G. Policy and service delivery Student Evaluation Objectives A - I will be evaluated through essays, exams, presentations and written assignments.
(3 lecture) Course Description This course introduces social policy making in the United States. The course examines the history of events and ideas that have shaped American social welfare policy from the colonial period to the present. An examination of social values, economic trends, and criminal justice decisions helps students develop an understanding of the role of the social work profession in social policy development. Prerequisite SOCW 101 Corequisite SOCW 101 Text Axinn, June, and Mark J. Stern. Social Welfare: a History of the American Response to Need. 9th ed. Pearson, 2018. Objectives The students will be able to A. Describe the history of the American social welfare system. B. Apply historical knowledge of policy development to current social welfare policies. C. Explain the social, political, and economic forces inherent in social welfare policy development. D. Assess the limits and strengths of individual policies and the ramifications for society. Content A. History of the American social welfare system B. Historical impact on current social welfare policy C. Forces inherent in social welfare policy development D. Policy impact on society Student Evaluation Objectives A - D will be evaluated through essays, exams, class presentation and current events journals.
(3 lecture) Course Description This course provides students with an overview and better understanding of the aging process from a multidisciplinary perspective by studying theories of aging, stereotypes about aging and older adults, changes in physical health, cognition, and communal relationships. Students will examine changes in familial and social roles in the elderly and identify political and social influences on these changes. Text Quadagno, Jill. Aging and the Life Course: an Introduction to Social Gerontology . 7th ed. McGraw-Hill, 2018. Objectives The student will be able to A. Describe interdisciplinary approaches to aging. B. Identify patterns of aging among different racial, ethnic, gender, sexual orientation and socio-economic groups. C. Research the current demography of the aged and aging segments of the population. D. Apply theories of aging to different societies. E. Compare variables related to placement of the aged in different societies. F. Describe issues related to governmental programs for the aged. G. Analyze developmental tasks unique to the aged. H. Identify social work careers related to Gerontology. Content A. Introduction to the interdisciplinary study of aging B. Social and cultural gerontology C. Demographic factors D. Theories, models and concepts E. Cultural attitudes and behaviors F. Policy and problems related to the aged and ageism G. Minority and aging experience H. Social work careers with the aged Student Evaluation Student evaluation will be based on exams, written projects, group presentations, and class participation. Bibliography Anthony, Mitch. The New Retirementality: Planning Your Life and Living Your Dreams at Any Age You Want . Hoboken, NJ: Wiley, 2008. Print. Dychtwald, Ken. Age Power: How the 21st Century Will Be Ruled by the New Old. New York: Penguin Group, 1999. Print. Koff, Theodore H., and Richard W. Park. Aging Public Policy: Bonding the Generations. Amityville, NY: Baywood Pub., 1999. Print. Rowe, John W., and Robert L. Kahn. Successful Aging. New York: Dell, 1998. Print.
(3 lecture) Course Description This course assists students in becoming competent and effective social work interviewers by teaching them specific skills. In this course, students will learn and practice the full range of communication skills necessary for beginning social work practice and use in systems of all sizes. This course addresses the purposes of communication, the principles of effective communication, and the role of the social worker in effective communication. Prerequisite SOCW 101 and 102 Text Kadushin, Alfred, and Goldie Kadushin. The Social Work Interview: A Guide for Human Service Professionals. 5th ed. New York: Columbia UP, 2013. Print. Cummins, Linda K., Judith A. Sevel, and Laura E. Pedrick. Social Work Skills for Beginning Direct Practice. 3rd ed. Boston: Pearson, 2012. Print. Objectives
SOCW 202Human Behavior and the Social Environment3
(3 lecture) Course Description This course introduces the normal processes of development from conception through adulthood , applying theory that is compatible with the Social Systems framework of social work education. The course serves to promote understanding of the relationship between human behavior and the social environment. It examines the factors that shape behavior and the implications of these factors for social work practice. Prerequisite SOCW 101. Text Hutchison, Elizabeth D. Dimensions of Human Behavior: The Changing Life Course. 6th ed. Thousand Oaks, CA: Sage, 2019. Print. Objectives
Course Description This course explores fundamental theories and principles of crisis intervention, focusing on practical techniques for responding to diverse crisis situations. Emphasis is placed on assessing crises effectively and applying appropriate intervention strategies. By the end of the course, students will be equipped to evaluate crisis situations and implement effective responses. Text Kanel, K. (2013). Guide to crisis intervention (6th ed). Cengage Learning, Inc. Objectives The student will be able to A. Assess crisis interventions methods. B. Summarize the role crisis intervention plays in human services. C. Discuss crisis intervention theory and practice. D. Apply appropriate crisis intervention strategies. E. Explain the importance of cultural sensitivity when dealing with crisis situations. F. Identify legal and professional issues when assessing a crisis. G. Explain the aspects of trauma and crisis events. H. Analyze the factors that trigger a crisis for individuals with a substance abuse problem. Content A. Crisis intervention framework B. Ethical and professional issues C. The ABC Model of Crisis D. Crises related to danger to self and others E. Family Systems F. Crisis related to culture G. Trauma and PTSD H. Community disasters I. Crises related to loss, aging, substance use, military, and sexuality. Student Evaluation Objectives A through H will be based on exams, written projects, role-play activities, and class participation.
Course Description This course provides an in-depth look at counseling techniques considered most effective in the treatment of addictive disorders. Students will study theory and knowledge of treatment practices, including the following topics: working relationships, stages of change, treatment modalities, case management, intervention techniques, assessment, and placement. With instructor approval, students will complete a minimum of 30 hours of field-based experience in a clinical environment addressing addiction recovery. Prerequisite SOCW 105 Text Morgen, K. (2024). Substance use disorders and addictions. (2nd edition ). New York, NY: Sage Publications. Objectives
(3 lecture) Course Description The course introduces students to the Transtheoretical Model of addiction, which outlines the stages of change individuals go through when modifying behavior. Students will learn how to apply Motivational Interviewing techniques to support clients at each stage of the change process. Students will also develop essential communication skills to engage clients effectively and facilitate meaningful behavioral change, emphasizing the role of the treatment provider in the change process. Prerequisite SOCW 105 Text DiClemente, C.C. (2018). Addiction and change: How addictions develop and addicted people recover. (2nd ed.). New York, NY: Guilford Press. Objectives The student will be able to A. Describe general concepts of Motivational Interviewing. B. Describe the importance of contextual factors in interviewing and assessment. C. Apply general concepts of engagement. D. Demonstrate effective communication techniques in helping relationships. E. Develop a change plan. F. Demonstrate the skills specific to Motivational Interviewing. G. Evaluate motivational conversations. Content A. Motivational Interviewing concepts B. Contextual factors C. General concepts D. Effective communication skills E. Stages of change F. Motivational Interviewing skills G. Motivational Interviewing evaluation Student Evaluation Objectives A - G will be evaluated through essays, exams, role play and written assignments.
(2 lecture, 10 work hours per week) Course Description This course affords students the ability to practice and apply the concepts they have learned in their Addictions Recovery Specialist coursework. Students will complete a minimum of 70 hours of field-based experience in a variety of clinical environments addressing addictions recovery. This course requires attendance at a weekly classroom seminar. Prerequisite SOCW 101, SOCW 105 Text Berkenmeier, J. M. & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and field work. (4th ed). New York, NY: Pearson. Objectives The student will be able to A. Present a professional self. B. Identify safety risks in the helping professions. C. Practice the basic set of helping skills as learned in the Addictions Recovery Specialist coursework. D. Recognize models of addictions recovery as identified in the practicum setting. E. Examine ethical situations from a variety of perspectives. F. Collaborate with other helping professionals to assist in planning & coordinating treatment. G. Recognize cultural differences. Content A. Professional self B. Safety C. Individual and group practice skills D. Models of addiction E. Ethical situations F. Treatment planning G. Cultural competency Student Evaluation A. Reflection journal, field supervisor report B. Reflection journal C. Field supervisor report, final written assignment D. Reflection journal, field supervisor report, final written assignment E. Reflection journal, field supervisor report F. Reflection journal, field supervisor report, final written assignment G. Reflection journal, field supervisor report
