This course introduces students to the concepts, history and development of social welfare, social welfare institutions and social policy within the United States and how they shape the context of social work practice. The evolution and current status of the profession of social work is described as it interfaces with social welfare development, policies and practices. An analytic framework is utilized to identify trends and assess gaps in policies and programs especially as they impact on minorities, women and other vulnerable groups. Reform is discussed in terms of the policy alternatives and the need for social work involvement in political arenas, advocacy groups and as a part of organizational change efforts in order to advance social and economic justice, service delivery, and how political and social ideologies influence policy development.

The first of two courses examining biological, social, cultural, psychological, spiritual perspectives of human behavior, emphasizing interaction of these dimensions as they impact social functioning within the ecological systems framework. Introduce concepts of context and environment, diversity, oppression, poverty, marginalization and alienation, privilege and power, as they shape human experience and identity. Include reflection on developmental influences affecting student’s own values, world view and professional development. Focusing on the human life course through childhood.

The second of two courses examining dimensions of human behavior and the social environment. Builds upon theories and approaches presented in SW 3400: HBSE I, with a focus on human behavior development across the life course and the social system’s role in promoting or deterring health and well-being. Further explores intersection of diversity and difference, social justice and oppression as relates to a person’s life experiences. Stresses the positive value of human diversity in social work practice. Prerequisite: SOWK 5400

The objective of this course is to introduce social work students to the direct practice of integrated behavioral health in primary care. Students will become knowledgeable of the roles of behavioral health providers working in primary care settings, theories and models of care, and cross-cultural issues. They will develop skills in engagement, assessment, intervention planning and implementation, and practice evaluation. Because the populations served in primary care settings span the spectrum of severity in both the physical and behavioral health dimensions, students will develop competencies in engaging and supporting patients across a range of health conditions. Throughout the course, students will critique behavior change theories, practice models, and evidence-based interventions for their utility in an integrated healthcare system. Prerequisite: SOWK 6500

This course orients the student to the application of engagement, assessment, evidence-based intervention, and evaluation with individuals. Students are familiarized with the methods of generalist practice. The course introduces theoretical frameworks for organizing and conceptualizing generalist practice; the principles, methods, and skills of generalist practice across the lifespan; and culturally competent generalist practice. The focus will be on relationship building and communication skills to engage and assess individuals. Further, emphasis will be on the importance of self-awareness and the professional use of self, as well as the values and ethics in generalist practice.

The second in a sequence of two direct practice methods courses grounded in the generalist model of social work practice. Applies knowledge, skills and values in working with families and groups. Interprets human behavior within the context of a family’s or group’s culture, ethnicity, worldview, strengths, developmental stages and challenges within a systems theory framework. Develops practice skills and methods for engaging, assessing, intervening and evaluating with families and groups. Prerequisite: SOWK 550

This course is a macro methods course grounded in the generalist model of macro social work practice. Students examine perspectives and structures of community and organizations, focusing on oppression, discrimination, poverty, marginalization, alienation, factors of diversity and difference as well as sources of privilege and power as they impact social well-being. The application of planned change processes at the community and organizational levels in response to changing contexts and needs to promote social and economic justice, and to advance the equitable distribution of basic human rights and resources is emphasized.

This course will examine the issues of diversity, oppression and social justice. It is designed to prepare social work students to be knowledgeable of people’s biases based on race, ethnicity, culture, religion, age, sex, sexual orientation, social and economic status, political ideology, disability and how these contribute to discrimination and oppression. Students will learn about diverse cultures, family structure, roles, immigration, and assimilation experiences of marginalized groups. Students will also learn about the influence of dominant culture on these diverse and marginalized (populations at-risk) groups.

This is the field education component involving 200 clock hours per term of direct service taken concurrently with SOWK 550. As “the signature pedagogy” of social work education, directed application of knowledge, skills, values, and cognitive affective processes of generalist social work practice with client systems of all sizes is implemented. Refines skills to engage, assess, intervene, and evaluate within the profession’s values and ethics. Provides a structured learning opportunity to integrate theory and practice in the role of social work practitioner. Co-requisites: SOWK 5500. Formal admission to the Social Work program is required.

This is the field education component involving 200 clock hours per term of direct service taken concurrently with SOWK 5510. As “the signature pedagogy” of social work education, directed application of knowledge, skills, values, and cognitive affective processes of generalist social work practice with client systems of all sizes is implemented. Refines skills to engage, assess, intervene, and evaluate within the profession’s values and ethics. Provides a structured learning opportunity to integrate theory and practice in the role of social work practitioner. Prerequisite: SOWK 580 Co-requisites: SOWK 5510

This course will focus on the etiology and application of prevention and treatment theories of individuals with mental disorders from a social work perspective. Biopsychosocial theories of coping, trauma and etiology, the impact of mental health disorders on individuals and family members will be addressed. Classification systems of adult mental functioning and mental disorders will be presented such as the Diagnostic and Statistical Manual of Mental Disorders (DSM 5) and Person-in-Environment (PIE). Students will be taught to critically understand both the strengths and limitations of these classification systems.

This course will examine the integration of US policies, financing, organization and delivery of physical health and behavioral health (mental health & substance abuse) care. Specifically focusing on policies impacting prevention, interventions and recovery in all health and behavioral health care settings. The development of the integration of health and behavioral health care is the focus of the policy analysis. Current and historical policy issues, including alternative policies internationally, stigmatized populations, and the role of major policies and how they impact access to care will be discussed. Strategies for changing policies and programs which address inequities in care will be examined.

The course will enable students to develop advanced clinical social work knowledge, values and skills for practice with acute and chronic health and mental health conditions affecting individuals across the life cycle. Advanced clinical social work practice in this context includes: the use of diagnostic systems, conducting bio-psychosocial assessments, and implementing various evidenced based and practice informed treatment interventions, e.g., case management, crisis intervention, motivational interviewing, counseling/therapy, and continuing care activities

This course provides an overview of commonly prescribed psychotropic medications in the field of professional counseling. The course assists the counselor in understanding his or her role in working with medical professionals in the concurrent treatment of mental health issues using an interdisciplinary approach. Also addressed in this course are medications and drugs of abuse included in the substance-use disorders section of the most current version of the Diagnostic and Statistical Manual of Mental Disorders.

This clinical course builds upon the generalist practice pedagogy with the use of evidence-based and evidence-informed practices that address the major mental health concerns in our society. Students will analyze, design, incorporate, evaluate, and apply advanced knowledge, values, skills, and cognitive affective processes in the comprehensive assessment and the differential application of treatment approaches and intervention strategies in social work practice with individuals in various clinical settings. A major focus is placed on applying principles of evidence-based practice in selecting proven interventions and evaluating the efficacy of these interventions in achieving proposed treatment goals and objectives for individual clients. This course presents a framework for comparing, contrasting, and differentially applying these models to direct practice with diverse populations and in a variety of field settings

This clinical course builds upon the generalist practice pedagogy with the use of evidence-based and evidence-informed practices that address the major mental health concerns in our society. Students will analyze, design, incorporate, evaluate, and apply advanced knowledge, values, skills, and cognitive affective processes in the comprehensive assessment and the differential application of treatment approaches and intervention strategies in social work practice with families and treatment groups. A focus will be developing competence in the effective use of self in applying treatment approaches that include utilizing the change process, crisis intervention, interpersonal therapy, and solution-oriented approaches. This course presents a framework for comparing, contrasting, and differentially applying these models to direct practice with diverse populations and in a variety of field settings. Prerequisite SOWK 650

This course is designed to (1) assist those who work with children in understanding the fundamental tenets of play therapy, (2) help participants develop an effective philosophy of and approach to play therapy, (3) increase participants’ understanding of the inner world and behavior of children, (4) help students connect with children on a feeling level, (5) promote self-awareness and self-understanding, (6) increase participants’ understanding of child development (7) enhance participants’ sensitivity to and acceptance of others, and (8) equip students with beginning-level play therapy skills.

This course is an advanced exploration of fundamental issues involved in group and family play therapy. Concepts and skills for training parents/caretakers/teachers to be therapeutic agents in their children’s lives through the utilization of child centered play therapy skills in regularly scheduled structured play sessions with children will be explored. Students will also learn the systemic applications of play therapy for families and the diverse applications within the home, office, school, foster home or hospital.

This course will focus on an in-depth study of various theoretical approaches, modalities, techniques, and applications of play therapy. An advanced exploration of fundamental issues involved in play therapy along with historical and theoretical foundations of play therapy are presented as are current issues in providing appropriate counseling services to children.

The course is an integrative seminar at the end of the MSW process intended to provide students the opportunity to help demonstrate their readiness to practice social work at an advanced level in their area of concentration and to contribute to the professional knowledge and development of colleagues. Building on their application of advanced social work values, knowledge, and skills from their coursework and internships, this course provides students the opportunity to utilize critical thinking and integrated knowledge to frame their professional identity.

This course will introduce students to co-occurring disorders and treatment needs of those who have a psychiatric or mental health disorder in combination with a substance abuse disorder. Students will learn to identify, examine, screen and gain knowledge in assessment tools to evaluate the presence and severity of co-occurring disorders. This course also explores the treatment of people with co-occurring disorders. Strategies for risk management associated with treating individual modalities with co-occurring disorders are presented.

Students will examine both substance abuse and behavioral compulsions, including alcohol and other drugs, smoking, compulsive gambling, eating disorders, and sexual addictions. There will also be a focus on diversity in addicted populations, the business of drugs, and prevention. Attention will be given to biological and genetic factors in the etiology of addiction, family issues, and community responses. The consequences of addictions will be studied at the individual, family, community, and societal levels. This course will draw on current research in the field of addictions and will emphasize critical thinking and analysis of the current controversies in the field.

This course is an introduction to major treatment approaches to substance abuse and addiction. Emphasis will be on becoming familiar with the issues in addictions work including physiological effects, etiology, assessments, diagnosis, intervention strategies, relapse prevention, ethics, unique populations, and prevention. Societal attitudes and policy impacts will be discussed.

This course is the Advance Year Placement, which allows students to integrate their classroom learning from the foundational knowledge, values and skills gained in the first year of the Generalist MSW or the completion of the BSW program. Students are assigned to field work in social service settings which are designated as part of a specific concentration. Building on the foundation of knowledge, skills and values gained in the Generalist Year, or a BSW program; the purpose of the Advanced Year placement is to increase the student’s knowledge and competence in social work practice methods in specified fields of practice. Advanced standing field placement learning is developed for the social work practice experience within a setting that is relevant to the student’s area of concentration (Mental Health; Families & Children; Aging; or Community Practice). The Advanced Placement requires students to spend a minimum of 250 hours in a field agency. Co-requisite: SOWK 6060; SOWK 6500

This course is the second Advanced Year Placement, which allows students to continue to integrate their classroom learning from the foundational knowledge, values and skills gained in the first year of the MSW or the completion of the BSW program. Students are assigned to field work in social service settings which are designated as part of a specific concentration. Building on the foundation of knowledge, skills and values gained in the Generalist Year, or a BSW program; the purpose of the Advanced Year placement is to increase the student’s knowledge and competence in social work practice methods in specified fields of practice. Advanced standing field placement learning is developed for the social work practice experience within a setting that is relevant to the student’s area of concentration (Mental Health; Families & Children; Aging; or Community Practice). The Advanced Placement requires a student to spend a minimum of 250 hours in a field agency. Co-requisite: SOWK 6510