59 courses with the subject SSWG, 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.
Topics vary.
This is the foundation course in research methods in the MSW program. This course provides graduate social work students with a basic understanding of social work research methods. The philosophy of traditional scientific inquiry will be presented along with a postmodern orientation to knowledge building. Students will learn quantitative deductive and qualitative inductive approaches to empirical study of social work problems. Critical thinking about knowledge, values and ethics regarding problem formulation, research methods and use of findings, and research skills as they relate to social work will be emphasized.
This is an introduction to American social welfare policies and social service programs in their historical, political, economic, and social context. Methods of social problem analysis and the social work profession as a social institution are covered.
This course builds on SSWG 5005 and covers methods of social policy analysis and advocacy in the public policy arena, including skills in argumentation and lobbying.
This course introduces students to the ethical foundations of social work practice, grounded in the NASW Code of Ethics and the core values of the profession, including service, social justice, the dignity and worth of the person, the importance of human relationships, integrity, and competence. Students will explore the ethical responsibilities of social workers across micro, mezzo, and macro contexts and critically examine how ethical decision-making is shaped by culture, identity, and context. Using the School of Social Work's mission of societal transformation as a foundation, the course emphasizes the importance of recognizing and responding to systemic and structural inequities for all people. Students will explore how norms and historical legacies influence service delivery, policy, and organizational culture. Through reflection, discussion, and case application, students will build their capacity to engage ethically and responsively with individuals, families, groups, organizations, and communities. The course supports students in developing values-driven, person-centered, and community-informed approaches to social work practice, laying the groundwork for professional identity, ethical reasoning, and responsible action in a complex and evolving world.
This is the first of two courses focused on theory-informed social work direct practice with individuals and families. This course emphasizes how our theoretical knowledge base of human behavior and human development (within the context of the social environment) impacts our engagement with and assessment of individuals. The course begins with an exploration of the role of human behavior theory, its limitations and strengths, and proceeds to provide knowledge of human development and human behavior throughout the life course from a person-in-environment perspective. Interrelationships among biological, psychological, social, and cultural systems (as they affect, and are affected by, human behavior) are studied using a number of interdisciplinary theoretical approaches, including knowledge about how exposure to trauma impacts human development. We then apply this knowledge through experiential learning to our practice with individuals, integrating tenets of Motivational Interviewing, trauma-informed practice, and anti-oppressive practice to develop a rapport with individuals and complete a comprehensive bio-psycho-social-spiritual assessment.
This is the second of two courses focused on theory-informed direct social work practice with individuals and families. This course emphasizes how our theoretical knowledge-base of human behavior and human development (within the context of the social environment) impacts our interventions with individuals and families. This course emphasizes theories related to family development, integrating knowledge of the impact of trauma on families, with a critical discussion about its limitations and strengths. Interrelationships among biological, psychological, social, and cultural systems (as they affect and are affected by human behavior) are studied using a number of interdisciplinary theoretical approaches. We then apply this knowledge to our practice with individuals and families, through experiential role plays, continuing to use the tenets and skills of trauma-informed practice, anti-oppressive practice, and Motivational Interviewing as a foundation of our work. We will critically assess a series of interventions for our work with individuals and families using evidence-based practice.
This is the first of two foundation courses that focus on macro social work. Macro social work is concerned with collective interventions in and with group, organization, and community systems. This course emphasizes the theories and practice skills necessary for understanding, assessing, designing, and planning interventions of change in macro systems. Students apply theory during experiential learning opportunities. Particular attention is paid to the dynamics of multiculturalism, using a trauma/resiliency-informed lens and an anti-oppressive framework to identify and evaluate culturally-appropriate, evidence-based macro interventions. Promising practice examples from macro social work will illustrate how to bring about societal transformation.
This is the second of two foundation courses that focus on macro social work. Macro social work is concerned with collective interventions with group, organization, and community systems. This course emphasizes the theories and practice skills necessary for implementing, monitoring, and evaluating planned macro interventions. Students apply theory during experiential learning opportunities. Particular attention is paid to the dynamics of multiculturalism, using a trauma/resiliency-informed lens and an anti-oppressive framework to identify and evaluate culturally-appropriate, evidence-based macro interventions. Promising practice examples from macro social work will illustrate how to bring about societal transformation.
This course builds on SSWG 5107 by focusing on refinement of and competence in generalist social work practice.
In the Generalist MSW Practicum, the student works within a generalist social work framework to develop basic competencies in key knowledge, skill, and affect arenas. This generalist framework includes a broad range of knowledge and skills, theories and models; practice at the micro, mezzo, and macro levels; application and implementation of the nine social work competencies; performance in various social work roles; and understanding the various areas of practice.
This course continues SSWG 5187 as the generalist-year practicum taken in the second semester.
This course focuses on the development of critical thinking skills essential for social work practice focused on societal transformation. In contrast to undergraduate education in social work (that emphasizes descriptive writing, memory recall, and basic interpretation of data and conclusions), this course stresses critical analysis. This course prioritizes the following: weighing and considering the meaning and significance of claims; creative and innovative thinking; problem solving; logical reasoning; and evaluating and synthesizing research and theory. This course is essential to ensure that students, capable in generalist social work practice, will be primed to enter a graduate curriculum that emphasizes social justice and, as such, requires innovative thinking and skill acquisition in a concentrated social work method as well as in a specialized area of study.
This course explores public and private resources, the need for social and political action, and the network of services required to meet the needs of individuals and their families. It presents policies and practice in income maintenance, health, housing, safety, and social status. Public-private sponsorship, cost, accountability, benefit levels, and administration are discussed. Student social action projects are completed and expanded.
Topics vary.
Topics vary.
This advanced practice course for students in the Clinical concentration is the first course in a year-long sequence of two courses that comprise the clinical concentration practice curriculum. Students learn guidelines for evidence-based practice and develop a multicultural perspective of clinical social work practice with individuals, families, and groups. The course provides more depth and breadth in the evidence base for selection of effective theoretical frameworks that support collaborative interventions with vulnerable and diverse populations.
This course continues to develop advanced practice skills and knowledge with individuals, families, and groups as undertaken in SSWG 8101. Students further develop self-awareness, use of self, and recognition of feelings evoked in relation to the helping process.
This course prepares students in the Macro Concentration for advanced work in human service and social change organizations, geographic and identity-based communities, and policy arenas. Students will acquire knowledge and skills to be change agents within organizations and contribute to creating the requisite social, political, and economic conditions to help communities and constituencies meet their needs and achieve their full potential. The course will cover nature and characteristics of public, private and nonprofit organizations, community dynamics, policy practices and processes, organizing, planning, collaborations, development and sustainability, inclusivity and diversity, use of research to inform practice, ethics and professional development. Knowledge and skill competencies, as identified by the social work profession, inform the design of the course. Note: The course is for MSW students who have selected the Macro Concentration.
Social Innovation has been a defining characteristic of the social work profession from its earliest days. Mary Richmond's early casework assessment tools, community organizing and economic development efforts, social entrepreneurship and philanthropic initiatives as well as anti-racism/anti-oppression/anti-violence interventions are just a few of the change-oriented contributions made by social workers. This five-week, one-credit course is intended to further encourage students to see themselves as innovators who can make their vision for positive social transformation a reality. The course offers students a substantive grounding in social entrepreneurship (SE) and social innovation. It presents SE's history, context, diversity of applications, as well as the increasing regard for SE as a tool to transform the current corporate economy to an ecological and equitable one. The course provides a space for students to reflect and raise questions about how they might like to use their skills to make a difference in the world through social entrepreneurship.
Building on foundational knowledge of policy issues, and SSWG 8107 (Macro Practice), this one-credit course provides students with the advanced skills necessary to undertake legislative advocacy. Students will review tactics for legislative advocacy for social justice and human rights. A range of tactics and techniques used in defining issues and assessing policy conditions will be taught. Students will also learn about regulations and how to advocate for regulations that yield the best outcomes for vulnerable groups. Students will develop and implement a legislative advocacy campaign as a policy practice project.
In this one-credit course, students will become familiar with key strategies for building partnerships and coalitions, by building upon community issues already identified in Macro Practice and foundations human behavior course. Students will explore strategies that mobilize and leverage community support services and incorporate diverse community perspectives. Topics include collaborative leadership, coalition development, developing a constituency/partnership, team building, and advocacy.
In today's society, financial resources for human services are severely limited and public demand for greater accountability on the part of agencies is growing. Administrators, managers and supervisors of human services and non-profit agencies are seeking to become more knowledgeable and skillful in resource development. This 1-credit course is designed to respond to that need by preparing students to use resource acquisition as a key tool for accomplishing the objectives of their future organizations of employment. This course focuses on resource acquisition (fund raising, campaigns, use of grants, and entrepreneurial options).
In this 1-credit course, students will examine roles and the range of issues that encompass supervision in organizational contexts, including management and development of personnel. Students will gain practical information and tools to assist them as they function as social work supervisors, managers, administrators, and executives in human service organizations. Students will examine social work supervision from historical, theoretical and applied perspectives, with particular emphasis on challenges, ethical issues, and solution-focused techniques in administrative, educational and supportive supervision.
This 1-credit course will increase understanding of leadership at the personal, interpersonal, team, and organizational levels, and will prepare students for assuming leadership roles in human service and social change delivery organizations. It is critical for students to have the capacity to lead from wherever they sit in the organization, as practitioners, coordinators, managers, supervisors, or executives, and that they develop an effective style of leadership and acquire the competence, skills and knowledge necessary to assist in leading human service and social change organizations.
This one-credit course on grassroots mobilization and community organizing will build on the content from SSWG 8107 (Macro Practice). It will cover the theoretical and skill-based underpinnings of organizing with the grassroots to create increased social and economic justice. Social, economic and political reforms around the world often begin when those who are most vulnerable organize to enact positive change for themselves and others in their communities. The empowerment of these groups can lead to sweeping social, political and economic changes. As social workers, we must use our skills to create and become a part of these grassroots movements in order to fulfill the mission and the ethics of our profession.
This advanced year practicum for service delivery builds competencies in the Clinical concentration, Management and Planning concentration, or Communities and Policy Arenas concentration, and by selected specialization. This is the first semester (fall) of a two-semester internship in which the student gains greater depth in knowledge and skills for her or his choice of concentration, and increased familiarity with a chosen field of practice (specialization).
This advanced year practicum for service delivery builds on SSWG 8187. This is the second semester course.
This is a required advanced-level research course for students in the Clinical concentration. It provides students with tools of practice evaluation and learning experiences of formal evaluation of student's individual work with individuals, families, and groups. It also reviews methods of evaluation of direct practice at both individual and program levels.
This is a required advanced-level research course for students in the Management and Planning and Communities and Policy Arenas concentrations. It focuses on the history and philosophies, conceptual approaches, techniques and methods, and issues in practice and utilization of research applied to communities, organizations, social programs, and policies. It provides students with the skills to carry out research designed to support human rights through community and/or policy assessment, planning, and intervention.
This advanced year graduate course focuses on Human Behavior in the Social Environment (HBSE) content relevant to health and mental health social work practice at all systems levels. Students study the effects of bio-psycho-social, familial, organizational, economic, and cultural variables on the definition, incidence, prevalence, experience, treatment, and prevention of chronic and acute conditions, particularly those prevalent among oppressed populations.
This advanced-level policy course is for students in the Health/Mental Health Policy specialization. This course examines historical and current issues in health/mental health policy, including the U.S. health care system (e.g., managed care, Medicare, and Medicaid) as well as international comparisons. Insurance, access to care, and differential health/mental health outcomes are studied.
This advanced year graduate course is designed to develop students' understanding of children within the context of families and other socializing institutions. Children and families are viewed from an ecological and systems perspective, i.e., in the context of families, communities, schools, and organizations.
This is an advanced-level policy course for students in the Children and Families specialization. It offers an overview of polices that impact families, children, and youth in the United States. These three policy areas, although distinct, are integrally related. The challenge of creating effective social policies for families, children, and youth is the focus of this course.
This course intends to provide students with a learning experience that provides a foundation of theory, skills, and knowledge necessary in the practice of military social work. Social work practice with the military, not unlike other facets of social work practice, must keep in mind the unique culture of the individual within the context of their unique environment and history. Learning modules include military culture, the military family, military children, female warriors and veterans, and clinical assessment and treatment.
This course provides an opportunity for students, individually and in teams, to identify and critically examine major ethical/legal as well as practical concerns facing the profession. The course is designed to enhance self-awareness and self-confidence through the integration of knowledge, skills, and values learned throughout the M.S.W. program. Note: Students must take this course in the last semester of the M.S.W. Program.
Advanced Social Justice: Anti-Oppressive Social Work is an advanced-year course focused on explicitly identifying solutions and actionable processes for addressing forms of oppression. This course provides course participants with the opportunity to engage in critical self-awareness that is essential to creating sustainable change. Participation in this course will lead to refined and actionable skills in awareness and engagement in anti-oppressive practices. This course combines theory and practice skills applicable to all forms of social work practice by utilizing an ecological perspective, considering interpersonal skills, and advocacy. This course focuses on the development of the practitioner, increasing inclusive practices applicable to the diversity of pathways occupied by the social work professional. Advanced Social Justice: Anti-Oppressive Social Work is designed to solidify concepts from Social Justice: Foundation for Transformative Social Work (SSWG 5007), which is offered in the foundation-year of the MSW program. Anti-Oppressive Social Work focuses on solidifying anti-oppressive skills via critical self-reflection and increasing social awareness. Critical race theory, ecological perspective, and intersectionality are foundational theories to the course.
The purpose of the course is to introduce students to the arena of social policy analysis, policy practice, and advocacy as related to social work practice with the military.
Sexual wellness is a key component of human wellness. The World Health Organization states "sexual health is influenced by a complex web of biological and social factors. It requires a positive, responsible approach to sexuality and sexual relationships as well as pleasurable, safe sexual experiences that are free from coercion, discrimination, or violence." Taking a human behavior, social environment, and biopsychosocial approach to gender and sexuality, this course is designed to increase the student's comfort and sensitivity to the diversity of sexual issues people face and the normative spectrum of behavior and identity that exists. The course will explore the diversity of human sexuality; paying specific attention to the roles that gender, race, class, sexual orientation, religion/spirituality, and ethnicity have on sexuality. Sexual violence will be examined on both macro and micro levels with emphasis on human rights and social justice aspects of vulnerable populations. Sexual concerns of clients will be examined in a variety of practice settings such as case management, counseling, health care, schools, and child welfare. A variety of sexuality related topics will be covered including sex through the life span, diagnostic interviewing, disability and illness, reproductive justice, sexual wellness, sexuality education, and sexual diversity. All materials will be taught using the framework of NASW's Code of Ethics for social workers dealing with sexually related matters.
This advanced level course focuses on the arena of social policy analysis, policy practice, and advocacy as related to gender and sexuality. Specific focus will be on evaluating how class, race, religion, and immigration status interact with gender and sexuality to impact policy, services, and outcomes for client populations. Policies at the national and international level, the state and local level, and at the agency and organization level will be examined. Students will identify how these policies can affect client populations and macro, mezzo, and micro practice. A major goal of the course is to provide students with knowledge and skills to influence the development, implementation, and evaluation of policies that relate to gender and sexuality.
In a global society for human service management, financial resources are competitive and limited. Moreover, the funders (government, private corporations, and the public) demand greater accountability on the part of agencies. Administrators of social work organizations need to become knowledgeable and skillful as fiscal and program managers. This course is designed to prepare students to use resource acquisition as well as risk and cost management techniques to become effective administrators. This course is designed to complement and support the administration courses by focusing on the financial management aspects of integrated program planning and budgeting. Topics covered include resource expenditure (budget development, fiscal management, risk management, cost analysis and control, financial and IRS reporting) and resource acquisition (fund raising, capital campaigns, use of grants, performance-based and other services contracting, diversification of income sources, entrepreneurial options). Students develop ethical decision-making practices with regard to resource allocation that enable them to develop a professional sense of accountability.
This course studies emotional, social, behavioral, and developmental disorders that are prevalent during childhood. Risk factors, developmental pathways, co-occurring conditions, and effective treatment approaches are studied.
This course provides a framework for the analysis of social policies and programs related to the social problems of homelessness in the United States. Although the focus of the course is on contemporary issues of homelessness, the approach includes an historical perspective in order to explore the enduring legacy of early interventions and approaches to the relief and social control of marginalized populations. The implications of differing viewpoints and alternative problem definitions for policy and service delivery are considered. The course explores shifts in housing policies. Additionally, employment programs are discussed in some detail to demonstrate their impact on the increasing numbers of Americans who are homeless.
This course provides an overview of knowledge, skills, values, and policy issues related to prevention and service delivery with HIV/AIDS infected and affected persons.
This course provides an overview of social welfare policies affecting children with particular attention to the problems of child abuse and neglect.
This course provides students with current information about alcohol and other substance use. Using ecosystems and family systems frameworks, information is presented regarding the bio-psycho-social impact of alcohol and other substance use on individual and family functioning. Particular attention is given to treatment options and resources for change.
This course examines the dynamics of loss and mourning, societal attitudes about death, and cultural variations in dealing with loss.
This course considers various legal issues as they pertain to the practice of social work.
This course is offered to students planning a career in clinical social work. It builds on the foundation of Clinical Practice I and II, going further and deeper into the skills of clinical practice. It is designed as a seminar with components of peer and clinical supervision similar to LSWs seeking supervision hours toward LCSW licensure. It covers a wide variety of practice skills addressing client needs as presented in class. As such, the majority of class content will be case driven in accord with case presentations. Students should have a strong theoretical foundation and clinical experience working with clients in a mental health setting.
This course examines sources of power in organizational hierarchies, alternative formats for organizational development, and supervisory and staff development practices.
This course focuses on psychodynamic dimensions unique to particular cultural and socioeconomic groups and their relationship to social work practice.
The focus is on using the DSM-5 as an assessment tool and the implications for social work practice. A bio-psycho-social approach to understanding human behavior is taken.
This course provides an overview of the major biological, psychological, and sociological theories used to understand the aging process, in conjunction with the social, emotional, and physical environment. The interrelationship between the aging person, his or her family, and society is explored. Particular attention is given to at-risk and diverse populations such as women, minorities, and the oldest old. This course further examines the pathologies and functional disorders which occur in some populations, in addition to the normative process of aging in today's society.
This is one of three courses in the Aging Specialization. This course focuses on the major social policies affecting the lives of aging Americans. It provides students with the opportunity to understand and analyze the principal social programs, which have been developed in response to the major issues confronted by America's elderly. Students will explore key policy issues in the areas of work and retirement; income maintenance; housing; health care (including long term care, both institutional and home based); delivery of preventive and acute care in the community; the impact of managed care on the elderly; prescription reimbursement programs; abuse and neglect of the elderly; hospice care; euthanasia; Medicare and Medicaid; nutritional support; mental health issues and other related health care topics; and the needs of selected populations during aging (e.g., chronically mentally ill, developmentally disabled and others experiencing pre-existing chronic health care concerns). All of these issues will be pursued with a focus upon social justice, diversity, and consumer involvement in policy development.
This course is an exploration of social transformation theories and practices in the humanities, sciences, social sciences, and other uncategorized ventures for a different world. Topics selected by students range from art therapy to nonviolent civil disobedience. The course emphasizes participatory learning and practical application in social work settings.
Socioeconomic class is ever-present in social work; yet, rarely is it examined critically as an aspect of one's cultural identity, as a means of categorizing society, and as an underpinning for policy and practice. This course will focus on the construction of class identity, especially as it intersects with other cultural dimensions, the ways in which socio-economic status shapes individual and group opportunities, and how class-based assumptions are made, promoted, and institutionalized.
This is an independent course of study in an area of special interest. A faculty facilitator and the student work together to identify the content and design learning opportunities.
This is an independent course of study in an area of special interest. A faculty facilitator and the student work together to identify the content and design learning opportunities.
Social work practice with the military, not unlike other facets of social work practice, must keep in mind the unique culture of the individual within the context of their environment and history. This course intends to provide students with the knowledge and skills that inform the practice of clinical social work with military service members. Topics include clinical work with military families, women warriors, couples, children, service members, and veterans. Facets of clinical work discussed include various contemporary issues facing the modern military service member including the invisible wounds of war. Learning modules include the signature (invisible) wounds of contemporary conflicts, military sexual trauma, issues of sexuality, female warriors, the military family, military children, and the new warrior.
Source: Temple University's catalog, linked per course · table learning_unit · CourseShelf publish 59
