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Course Criteria
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3.00 Credits
The first course of a two-part sequence that differentially examines a number of interrelated psychodynamic theories as they apply to clinical practice. Considers differing views of the therapeutic process with clients from a wide range of diagnostic categories. Illuminates theoretical perspectives from classic and contemporary case material. Introduces content that deals with the effects of trauma on psychosocial development, as well as issues of race and historical and cultural context. Discusses salient themes of pioneering psychodynamic theories such as psychic conflict, interpreting resistance, interpreting transference, and the working alliance. Reviews the relevance of the contribution of Attachment Theory as it relates to biopsycho- social-spiritual developmental normalcy.
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3.00 Credits
The last course of a two-part sequence that differentially examines a number of interrelated psychodynamic theories, as well as ecological perspectives as they apply to clinical practice. Considers differing views of the therapeutic process with clients from a wide range of identity/self-esteem, adaptation, and competency. Illuminates theoretical perspectives from the classic works of Perlman, Hollis, and Hamilton to the more contemporary work of Germain and Gitterman. Uses the Life Model Approach to examine the effects of trauma on psychosocial development, underscoring the influence of race and culture.
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2.00 Credits
First quarter of a three-quarter sequence. Introduces students to a wide variety of current research models and methodologies. Faculty and guest lecturers give students depth in various specialized research projects. Students prepare written responses to each presentation. Students present to the faculty the research problem and research design for their research paper. The research paper is a requirement of the comprehensive examination.
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2.00 Credits
Second quarter of a three-quarter sequence. Students proceed through the steps of the research design. Student focus on data analysis, presentation, and interpretation. Students present the findings of their research to seminar participants and the doctoral program faculty. Prerequisite: CSWK 681.
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2.00 Credits
Third quarter of a three-quarter sequence. Students focus on writing and presenting a competent research paper to seminar participants and doctoral program faculty. Paper must demonstrate competence in articulating a research question, formulating relevant hypotheses, identifying an appropriate research design, conducting analysis of the data, and presenting and discussing the findings. Satisfactory completion of this paper meets the research paper requirement of the comprehensive examination. Prerequisite: CSWK 681, CSWK 682.
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3.00 Credits
A practice course that examines psychopathology, viewed from the intrapsychic and interpersonal perspectives. Central theme analyzes the development and expression of psychopathology from the perspective of person-in-the-environment. Pays particular attention to issues of poverty, class, race, ethnicity, gender, and distributive justice as influences on psychopathology. Emphasizes critical analysis of treatment interventions as it applies to the educator and advanced practitioner. Considers research methods for the study of clinical practice.
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3.00 Credits
A practice course that examines psychopathology viewed from the intrapsychic and interpersonal perspectives. Particular emphasis placed on conducting a developmental diagnosis and evolving psychosocial treatment strategies that are sensitive to different levels of psychic structure and social oppression. Pays particular attention to issues of poverty, class, race, ethnicity, gender, and distributive justice as influences on psychopathology. Emphasis on critical analysis of treatment interventions as it applies to the educator and advanced practitioner. Consideration given to research methods for the study of clinical practice.
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3.00 Credits
Examines the relevance and practical utility of remaining attuned to current assessment and diagnostic protocols within behavioral health professions. Discussion utilizes the Diagnostic and Statistical Manual but is not limited to one structural viewpoint or clinical philosophy. Attention given to the affect of culture-bound syndromes on assessment and diagnosis. Prepares social worker educators and advanced clinicians for the realities of the nonstatic evolutionary process of assessment and diagnosis. Paradigms of practice explain changes in the bio-psychosocial-spiritual configurations of individual clients, as well as changes in the formulations of assessment and diagnosis over time.
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3.00 Credits
Reviews the history of social work education within the changing context of the profession. Examines learning and teaching theories as applied to practice knowledge and skills in social-work education. Examines differences in the educational requirements of the settings in which teaching about clinical social work takes place--academic, agency and supervisory. Discusses modalities and techniques of classroom teaching. Describes and analyzes the national curriculum standards that govern schools of social work at baccalaureate and master?s degree levels.
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1.00 - 6.00 Credits
Limited to Ph.D. degree clinical social work students who intend to obtain clinical practice experience. A diversity of clinical settings, acceptable, as long as psychotherapy is provided
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