38 courses with the subject SOWK, 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.
SOWK 3000BSW Program Orientation. This
mandatory online course serves to orient students to the integration of service-learning aspects of social work and the field tracking software, Tevera. Students will learn to utilize Tevera and enter service learning/field practicum hours and submit those for approval. Students must enroll in SOWK 3000 in their first semester in the BSW program and they will maintain continuous access to Tevera ..................... 0 s.h.
focuses on practice and evidence-based social work research. Students will learn basic quantitative and qualitative research methodologies, including elements of designing a research study, along with various forms of evaluation of programs, policies, and studies. Emphasis will be placed on trauma-informed research practices, the use of inclusive language in research, the importance of informed consent, social, restorative, and economic justice, professional values and ethics, and ethical reasoning when conducting research using human subjects...........................................................
provides a broad overview of the social work profession from its European roots to contemporary generalist practice, including fields of practice, general systems theory, professional development of the self, and the study of special populations. Students are introduced to historical information regarding the formation of social work, as well as knowledge, skills, and values required for competent social work practice ..........................
an in-depth exploration of social work-related aspects representing a broad spectrum of human diversity (socio-demographic, cultural, worldview, political, religious, sexual orientation, gender identity and expression, life experiences, socioeconomic statuses, abilities, mental health statuses, etc.). The ethical issues of social, restorative, and economic justice as they . relate to diverse populations are explored from a strengths perspective with an emphasis on the impact of discrimination, exploitation, prejudice, and oppression on various populations-at-risk in a trauma- informed effort to develop an ability to suspend judgment and eradicate intransigent thinking. Students learn the importance of developing original thought patterns, while learning the dangers of group- think. Understanding and valuing individual differences is emphasized, while developing introspective capacities. Students will read and interpret relevant course content, write essays, create and deliver presentations, participate in group discussions and assignments, address personal biases while confronting stereotypes and increasing cultural knowledge pertaining to major population groups in the US .......................................................
Environment: Person in Environment Perspective (HBSE-PIE). This course is the first of two courses in a sequence on Human Behavior and the Social Environment (HBSE) and provides a multi- dimensional perspective on social work’s person-in- environment (PIE) focus as viewed through a trauma- . 4 s.h. informed lens. It critically examines contemporary theory and research on the biological, psychological, psychosocial, and spiritual (biopsychosocial-spiritual) dimensions of the person and eight dimensions of environment; the physical environment, social institutions and social structure, culture, formal organizations, communities, social movements, small groups, and families .........................................
Environment: Life Course Perspective (HBSE-LCP). This course is a continuation of SOWK 3610: (HBSE- PIE). It explores life course development from conception to death. Principles of human anatomy and physiology, human diversity, oppression, adverse 333 ..................... 4 s.h. ...........
Integrate faculty-led opportunity into education through participation in planned, supervised experiential-learning. Students will apply related skills by following a set of objectives, reflecting on activities, and obtaining feedback from their supervisors. For a complete description of Internships and Cooperative Education, see the Internship/Cooperative section under the Academic Policies section.............. credit to be arranged
SOWK 3810Generalist Practice. This course provides
a study of trauma-informed generalist skills and knowledge that can be applied to social work practice across the micro, mezzo, and macro systems at the entry-level. Students also gain skills through an experiential, 20-hours of service-learning in this course............................................................................ 4 s.h
focuses on theory and interventions with families and groups, utilizing trauma-informed social work practice methods. Students also gain skills through an experiential, 20-hours of service-learning in this course............................................................................ 4 s.h
Practice. This course focuses on the application of trauma-informed skills in transferring micro and mezzo level generalist skills to the macro level of social work practice, emphasizing the building of skills with communities and organizations. Students also gain skills through an experiential, 20-hours of service- learning in this course ................................................
prepares BSW students to successfully complete scholarly writing/presentation construction tasks, as well as preparation for writing documentations within the social work profession. Topics addressed include expectations and standards for scholarly writing, conducting searches of professional literature, using effective paraphrasing and summarization skills, writing logically, inclusively, and coherently, while appropriately citing references and formatting written assignments that adhere to both the BSW Program’s requirements for written assignments and presentations, as well as following the standards of the current edition of the Publication Manual of the American Psychological Association (APA). The course is intended to support students’ efforts for writing/presentation construction tasks assigned in current and future social work courses, and in professional social work practice ............................
course is on understanding U.S. history through the lens of social welfare advocacy; how to critically analyze social welfare policies and programs; the role of trauma-informed social workers in social welfare programs and policies; and how to assist clients through policy advocacy toward social, restorative, and economic justice. This content provides conceptual . frameworks to endow students with the knowledge and skills to understand, evaluate, and assess major policies that form the foundation for social welfare policy in the United States ................................................
semester in the program, following successful completion of all social work courses. SOWK 4800 is an intensive clinical field practicum experience consisting of 400 on-site hours earned in a social work setting. Students will complete the field practicum while enrolled in a required online, seminar course during the 15-week (module D) semester. Students who fail to complete all practicum hours within the designated time frame outlined in the BSW Field Education Manual will not pass SOWK 4800. Students may find maintaining outside employment during the field practicum semester challenging and successful completion of the required practicum may be hindered, thus delaying graduation. SOWK 3000 BSW Orientation ....................................... 0 s.h. SOWK 3180 Social Work Research ..................................... 4 s.h. SOWK 3410* Social Work Foundations ............................... 4 s.h. SOWK 3420 Human Diversity ............................................ 4 s.h. SOWK 3610 Human Behavior and the Social Environment: Person in Environment Perspective ............. 4 s.h. SOWK 3620 Human Behavior and the Social Environment: Life Course Perspective .................................. 4 s.h. SOWK 3810 Generalist Practice ........................................... 4 s.h. SOWK 3820 Family and Group Practice ............................. 4 s.h. SOWK 3830 Community and Organizations Practice ...... 4 s.h. SOWK 3840 Writing for Social Workers ............................ 4 s.h. SOWK 4410 Social Welfare Policy ....................................... 4 s.h. SOWK 4700 Introduction to Field Education ............. 0 s.h. SOWK 4800 Integrative Practice ........................................ 12 s.h. SOWK 4990 Comprehensive Assessment ........................... 0 s.h. *SOWK 3410 Social Work Foundations (4 s.h.) must be taken once only either prior to or during the student’s 1st or 2nd semester of enrollment in the program. This course will be offered every semester in a quest-style, module D format with assignments due once every third week throughout the 15-week semester and is available both to social work majors and to other King University students wishing to enroll in this course as an elective. Summary of Total Credits General Education Requirements.................... 38 s.h. Major Requirements.......................................... 52 s.h. General Electives .............................................. 34 s.h. Minimum to Earn BSW................................ 124 s.h.
must enroll in SOWK 4990 during their final semester in the BSW program. This course consists of an online, single-attempt comprehensive examination and is a mandated prerequisite for graduation in the BSW program. Students must pass the BSW comprehensive examination with a minimum score of 80%. This exam is comprised of 60-items that comprehensively measure students’ learning and retention of the Social Work subject matter and adherence to the latest APA standards ..................................................
This course focuses on the history and development of social welfare philosophy, issues and systems in the United States from the colonial times onward. A major focus is the evolution and contribution of professional social work in the historical response to human need. The course explores four major themes: (1) the development of social work as a profession; (2) the emergence of social welfare institutions in the United States; (3) the experience of oppressed populations in the United States; and (4) the changing role of government in the provision of social welfare. Values underlying social welfare are examined and the effects of social welfare policies on diverse populations explored. An examination of the fields of social work practice is completed with special attention given to the topics of diversity, social and economic justice and populations at risk. Application is made to ................... ................... underserved, under-resourced individuals and families of rural Appalachia..........................................
Environment I. This course stresses critical thinking regarding theoretical perspectives of human behavior. The course presents a bio-psycho-social-spiritual perspective and provides a multidimensional perspective on Social Work’s person-in-environment (PIE) focus as viewed through a trauma-informed lens. This is followed by an exploration of the various social systems that impact human behavior. This exploration includes an analysis of a variety of theories and application to the social systems social workers address ...... 12 s.h. in practice. The course introduces theories about and perspectives on human development across the life span. Issues of values, ethics, diversity, social and economic justice, and populations at risk are infused throughout this course ......................................
Environment II. This course focuses on the interactive relationship between individuals on the one hand and mezzo- and macro-systems (groups, organizations, and communities) on the other, examining ways by which social systems promote or prevent people from . 0 s.h. maintaining or achieving desired levels of social functioning. Content of relevance to professional and personal values, ethics, diversity, social and economic justice, and populations at risk is infused throughout this course..................................................
application of the generalist problem-solving model of social work especially when combined with the use of principles and techniques of Motivational Interviewing. Emphasis is on the sequential but also interactive phases, tasks, and skills involved in establishing working relationships with client systems, creating, implementing, maintaining, evaluating and terminating one or more interventions. This course focuses on recognizing and building on the strengths, capacities, and resources of individuals, families, and small groups in relation to their broader environments. Content on values, ethics, diversity, social and 335 ............ 3 s.h. ......... 3 s.h. ...................
SOWK 5005Practice II. This course focuses on theory
and interventions with individuals as members of families and groups. The intention of this course is to develop students' knowledge of various approaches to Social Work group practice and the ways in which specialized knowledge of clients' life conditions, life circumstances, and significant life events inform Social Work practice with groups within a generalist framework. Emphasis is placed upon conceptualizing and analyzing Social Work skills with groups, and the capacity for self-directed practice with groups. Practice with groups is viewed within a generalist framework and encompasses the continuum of Social Work with groups. This course is based on the belief that there are several important forces directing practice: (1) the diverse needs of the oppressed and vulnerable populations served in Social Work practice; (2) parameters of service as defined by agency and social policy; (3) the Social Worker’s theoretical orientation to Social Work practice with groups; (4) the Social Worker’s evaluation of their practice with a goal of increasing practice effectiveness.. ............................. 3 s.h
transferring micro and mezzo level generalist skills to the macro level of practice. It provides skills development in the construction of strategic models and application of techniques that support the process of planned change at macro-level practice within neighborhoods, communities, and organizations. This course focuses on the capacities and resources of large groups, organizations, and communities in relation to their broader environments. Content on values, ethics, diversity, social and economic justice and populations at risk is infused throughout the course ..................
provide students with the foundational knowledge, skills and ethical appreciation necessary to employ research methods and techniques commonly used by social workers to examine practice issues as well as extend the knowledge base of the profession. An 3 s.h. emphasis is placed on the importance of informed consent, social and economic justice, professional values and ethics, and ethical reasoning when conducting human research ..................................
experiential course provides students with the opportunity to apply and integrate knowledge, theory and skills content from all courses in the program previously or currently being taken toward the end of enhancing client social functioning, this including evaluation of practice with individuals, families, and small groups in community agencies. This course provides the student with the opportunity to engage in social work generalist practice under appropriate professional supervision. Students are expected to conceptually integrate experiences from field education with content of Social Work courses taken previously and concurrently. In order to promote this real time integration of knowledge and skills, students are required to take SOWK 5008 concurrently with SOWK 5005 Practice II. .......................................... . Corequisite: SOWK 5005
course examines the nature and defining characteristics of the major forms of mental disorder that degrade individuals’ ability to achieve optimal levels of social functioning. It addresses the major diagnostic systems in use within the mental health and social work communities and prepares students in the use of these systems. The course addresses issues of ethics, diversity, oppression and populations at risk .......... 3 s
Practice. This course provides conceptual frameworks for understanding the role and role strains of professional social workers in organizational settings and expands students’ capacities to maximize their practice effectiveness in and through organizations, provide organizational leadership, contribute to constructive organizational change and professionally survive the rigors of organizational processes and 336 .... 3 s.h. ................. 3 s.h. .h.
course builds on SOWK 5008-Foundational Field Education I. The focus of this internship is on the agency and inter-agency contexts of practice and the application of knowledge and practice skills to improve client functioning through their interaction with broader systems. This course also focuses on the opportunities social work practitioners have to improve the responsiveness and effectiveness of helping systems themselves. This course includes specific attention to issues relating to professional values and ethics as well diversity awareness and intercultural humility. Students are expected to conceptually integrate experiences from field education with content of Social Work courses taken previously and concurrently. ........................................
Areas. This course examines the social and human service environments of geographical areas in the United States that are recognized as underserved and under-resourced with respect to social welfare service delivery. Beyond the exploration of salient social, political and economic dynamics, it also emphasizes knowledge and skill development for professional social work practice in such areas. The course provides a close examination of various models of case management approaches appropriate for the practice of social work as well as models for client-centered advocacy with attention paid to the various roles case management demands (e.g., broker, advocate, educator, counselor, care giver, etc.). This course focuses on working with clients and care givers in building and strengthening social networks with special attention to congregations and religiously affiliated organizations as potential agents of community change.................................................... ............. 3 s. ..................
SOWK 5013Clinical Advocacy with Individuals. This3
h. course builds on the values, knowledge and skills of the generalist practice model while emphasizing the application of additional knowledge and skills toward the end of affecting the ways clients process thoughts, feelings and ultimately behavior. The focus is on micro-level assessment and intervention skills for clinical (mental health) practice. Students are expected to develop the knowledge and skills necessary to understand the key concepts and terms of different intervention models and theories including relational theory, cognitive theory, behavioral and narrative therapy, and trauma-informed care. Students will develop a sophisticated bio-psycho-social-spiritual framework for assessment and intervention within the context of ethical practice principles. Students will conduct cognitive and behavioral assessments to identify treatment goals, plan and implement interventions, and evaluate the effectiveness of s.h. outcomes toward the goal of using grounded evidence to guide practice decisions .........................................
prepares social workers with knowledge and skills for advanced practice, exploring the relationship between trauma and substance-use related problems. The course covers principles, instruments, and practice skills in evidence-informed assessment and diagnosis, treatment planning and implementation, intervention, relapse prevention, and legal/ethical issues related to intervening around trauma and substance use problems. Students are expected to learn the etiology and effects of psychological and emotional traumatization, as well as the pharmacological mechanisms of dependence, components of addiction- related behavioral change, and issues involved in prevention, intervention, and evaluation of substance use and addiction. The course also examines the impact of age, race, gender, social class, culture, ethnicity, ..... 3 s.h. spirituality, religions, sexual orientation, national origin, and physical and mental ability on trauma and 337
provides for supervised social work practice emphasizing the application of recognized clinical interventions as a secondary if not primary intervention modality. The course provides students with opportunities to integrate knowledge and understanding of theories of human behavior, psychopathology, strength, and diversity in clinical practice with individuals with an emphasis on ethical decision making. Client-centered advocacy as expressed by brokering, referral, direct provision of helping services and activities directed toward the development of new helping resources is expected. In order to promote the real time integration of knowledge and skills, students are required to take SOWK 5015 concurrently with SOWK 5013 Practice with Individuals .......................................
Families. This course emphasizes and provides knowledge and skill development for advanced interpersonal interventions and clinical advocacy with families and groups. Knowledge of family dynamics, advocacy for families and clinical interventions are reviewed. This course creates opportunities for skill development in the following areas: (1) developing therapeutic alliances; (2) conducting theory-informed assessments; (3) developing mutually agreed upon intervention plans; (4) conducting evidence based and theory informed interventions; and (5) evaluating the group’s or family’s progress and intervention effectiveness. It provides frameworks and skill development for family-wide interventions by emphasizing multimodal integrated approaches to working with individuals in family contexts (e.g., Behavioral and Cognitive-Behavioral Family Therapy, Solution-Focused Family Therapy and Network Therapy) with diverse clientele experiencing crises for .h. ................ whom a variety of formal and informal helping networks are potentially available ..........................
This course focuses on the range of knowledge and micro, mezzo, and macro skills needed to develop sound program proposals and to plan and evaluate social programs. Students practice skills needed to collaborate with stakeholders such as community members and organizations, boards of directors, collaborating agencies, and funders. This course examines methods for evaluating the need for or effectiveness of human service programming and for acquiring financial and material resources for developing or expanding such programs (e.g., grant writing, fund raising, campaigns and lobbying) .....
provides for supervised social work practice emphasizing the application of recognized clinical ... 3 s.h. interventions as a secondary if not primary intervention modality. The focus in this course is on intervention with individuals in the context of family dynamics as well as intervention at the family level itself, the organizational context of practice, and the development of programming to improve the levels of social functioning of agency clients or others experiencing significantly impaired social functioning. Students are expected to interpret linkages between the content and experience of this course with all other courses taken as part of the King University MSW curriculum ..................................................
focuses of instructing students in the logic and methods of Motivational Interviewing (MI), a client- centered, yet directive method for enhancing intrinsic motivation for change. Research has shown that MI can be adapted to engage clients in change processes for a wide variety of resistant behaviors as well as a general intervention/interviewing approach applicable to a wide variety of client interactions. Not repeatable 338 ... 3 s.h. ..................
Integrating Faith and Practice. This course explores the integration of Christian faith and social work practice within church settings among faith-based social service agencies, and with service users who identify with the Christian faith. Students will develop a comprehensive understanding of the unique challenges inherent to this specialized field, as well as opportunities afforded to social work practitioners. There is a particular focus on supporting ministry staff, lay leaders, and church communities through capacity building and consciousness raising. The concept of church hurts will be discussed, as well as a number of pertinent social issues that intersect with the life of a congregation. The course also examines the ethical dilemmas faced by Christ-following social workers and gives students an opportunity to apply these concepts within Christian congregations and faith-based professional practice settings. ...........................
an orientation to social work practice in schools. Students will learn about various approaches to the social work role in schools and school social work practices. The course will provide an overview of ecological systems in schools, critical policy issues impacting education, and relevant prevention and intervention strategies to promote the right to education for all (including children and youth with mental, physical, and emotional disabilities, economic and geographical disadvantages, and diverse ethnic and linguistic backgrounds)....................................
course emphasizes and provides knowledge and skill development for advanced interpersonal interventions with couples and families. Knowledge of family dynamics, advocacy for couples and families and clinical interventions are reviewed. This course creates opportunities for skill development in the following areas: (1) developing therapeutic alliances; (2) conducting theory-informed assessments; (3) ................ ........ 3 s.h. .......... 3 s.h developing mutually agreed upon intervention plans; .. 3 s.h. (4) conducting evidence based and theory informed interventions; and (5) evaluating couples’ and family’s progress and intervention effectiveness. It provides frameworks and skill development for family-wide interventions by emphasizing multimodal integrated approaches to working with individuals in family contexts (e.g., Behavioral and Cognitive-Behavioral Family Therapy, Solution-Focused Family Therapy and Network Therapy) with diverse clientele experiencing crises for whom a variety of formal and informal helping networks are potentially available. ....................................................
must enroll in SOWK 5990 during their final semester of MSW coursework. This course consists of an online, one attempt comprehensive examination. Students must pass the MSW comprehensive examination with a minimum score of 80% and is a necessary prerequisite for graduation from the MSW program. This exam is comprised of 100 items comprehensively measuring the students’ learning and retention of the Social Work subject matter and adherence to the National Association of Social Workers Code of Ethics ........ 0 s.h. coursework
