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Course Criteria
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1.00 Credits
In this course students develop an overview of family group decision making (FGDM) in the field of child welfare. They develop an understanding of the implications of FGDM and family-centered social work practice on foster care, adoption and the goal of child permanence. This will include an understanding of the social, cultural, economic, and political factors affecting the quest for permanence in a setting the child perceives to be his or her own family. (1 c.h., 1 s.h.)
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1.00 Credits
In this course students refine their understanding of the implications of family group decision making (FGDM) and family-centered social work practice on child permanence. They also observe the practice of FGDM and practice the skills necessary to carry it out. Learning includes experience applying the family-in-environment practice perspective in the context of the social, cultural, economic, and political systems affecting the quest for permanence in a setting the child perceives to be his or her own family. (1 c.h., 1 s.h.)
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1.00 Credits
In this course students refine their understanding of the implications of family group decision making and family-centered social work practice on child permanence and its reciprocal influence on social welfare policy. They also practice the policy change skills necessary to make organizations change in order to carry out the ideals of the Family Decision Making Model as it is sanctioned by the communities in which it operates. Learning includes experiential understanding of the family-in-environment perspective and the macro-level change component of advanced generalist social work practice. The social, cultural, economic, and political factors affecting the quest for permanence in a setting the child perceives to be his or her own family form the context for this consideration of macro-level practice. (1 c.h., 1 s.h.)
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1.00 Credits
This one credit hybrid course is intended and designed for graduate level social work students who are interested in learning more about assessment methods for children and adolescents, and especially for those social work students who would like to work in schools. This course will help to introduce and create a general awareness of the types of assessments used in working with the school aged population, the purposes of the assessments, how to interpret results of the assessments, and an understanding in how the results of those assessments are used to make data informed decisions in the special education process. Ethical, legal, and multicultural implications for practitioners during assessment will also be explored. School social workers and social workers that work with the school aged population are often a member of multidisciplinary teams and play a vital role in the special education process. They communicate with parents and teachers and facilitate communication between students, parents, community-based mental health providers, and educational personnel. They help advocate and explain the inclusion of individualized assessment of the student and may assist in identifying students who require additional services, help with identifying measurable goals, specially designed instruction, adaptations, accommodations, supplementary aids and services and supports for school personnel, as well as may coordinate special education services in some schools.
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1.00 Credits
Students will acquire the multi-level skills necessary for achieving permanency for children in the child welfare system. They will develop a comprehensive conceptualization of the implications of family-centered social work practice on child permanence. This will include an understanding of the social, cultural, economic and political factors affecting the quest for permanence in a setting the child perceives to be his or her own family. (1 c.h., 1 s.h.)
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1.00 Credits
This one-credit course is part of a series of three courses that looks at the impact of trauma at the micro, mezzo, and macro level and subsequent interventions to help individual, families, organization, and communities that have been affected by it. This course will look at the impact of trauma on the micro level. This course is designed to help the students who are interested in direct practice with individuals gain a fuller understanding of the application of the Trauma- Informed Care Model and Contemporary Trauma Theory. This course also examines social and behavioral theories and human behavior in the social environment and will look at intervention approaches and skills, to include evidence-based and best practices as they apply to practice with childhood and adult survivors of trauma.
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1.00 Credits
This one-credit elective course is designed to help the students who are interested in practice with groups and families gain a fuller understanding of the application of the Trauma-Informed Care model in social work. This course examines social work practice theories, intervention approaches and skills, to include best practices as they apply to practice with trauma survivors who are a part of families and groups. It is one of three courses that look at trauma and subsequent interventions. This course is designed to address mezzo level practice of trauma -informed care. This course will incorporate the fundamentals of trauma-informed care, trauma theory, families in their social environment, systems theory, human behavior and the social environment as well as knowledge related to generalist social work practice.
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1.00 Credits
This one-credit elective course is designed to help the students who are interested in working with organizations and communities integrate a trauma-informed lens into their practice. This course is one of three electives that looks at trauma-informed care. This course examines social work practice theories, intervention approaches and skills, to include best practices as they apply trauma-informed care to organizations and communities. This elective looks at trauma-informed care on a macro level. This course will incorporate the fundamentals of trauma-informed care, trauma theory, families in their social environment, systems theory, human behavior and the social environment as well as knowledge related to generalist social work practice.
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3.00 Credits
This course will explore the interrelation between family functioning and public/private policies at the local, state, and federal level. Students will explore how the families contribute to social problems, how families are affected by these problems, and how a family focus can enhance the effectiveness of policies. Students will assess the consequences policies may have for family well-being with special attention to selected family policy issues. The course will include theoretical approaches for conceptualizing family policy and, most importantly, the roles professionals can play in using research to design, implement, and evaluate policies and programs.
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1.00 Credits
This course provides students with the knowledge necessary to examine intervention strategies with adult populations and family members of persons who abuse substances. Implications for child welfare in the context of the family-in-environment perspective will be considered. The students will explore the overarching frameworks of substance abuse treatment as well as the integration of the strength perspective for advanced generalist practice with substance abusing populations and its application to gender, family and child issues. This is a short term, elective course designed to provide an overview and knowledge of substance abuse treatment. It has been designed to provide the student with knowledge of addiction treatment, application of the strength perspective with gender and child welfare issues associated with substance abuse. (1 c.h., 1 s.h.)
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