Introduces methods and strategies used in research in the social sciences. Teaches responsible consumption of social science research and presents the logic and skills of social research methods. Emphasizes the nature of inquiry and the relationship between theory and research. Includes social research ethics and an introduction to data analysis using computers in research. Previous courses in statistics or computers not required. Instructor consent required.

Emphasizes social determinants of physical and mental health and cross-cultural experiences of illness and seeking care. Pays special attention to the unequal distribution of health and illness in the U.S, the role of culture in our understandings of health and illness, and the social organization of health care.

Examines health and illness from a global perspective. Current public health dilemmas are analyzed, highlighting the role of colonialism, culture, development, and public health policies. Case studies will focus on how health issues are handled in different parts of the world, highlighting the roles of culture and political economy.

The United States is one of the wealthiest nations in the world, yet we live in a society riddled with inequality. Too often this inequality is hidden from many Americans. The purpose of this course is to understand where inequality exists and how it is able to sustain itself. Students will read articles and books on how racism, sexism, classism, and homophobia are prevalent in society�s economic, social, and political structures. They will also examine how these create a society where some are guaranteed privileges and opportunities while others are denied it.

Focuses on the historical, philosophical, legal, and ethical perspectives of educational services for learners with special needs. Reviews exemplary programs, relevant current literature, state and federal laws, development of an IEP, and case studies.

Examines employment opportunities and support services available to citizens with severe disabilities. Involves job inventories in local industry and analysis of the prerequisite skills in such areas as functional academics, language, hygiene, motor skills, interpersonal skills, transportation, and money management. Includes placement and supervision of learners in worksites.

This course is part of the Autism Specialization Program. SPND 491 encompasses the applied behavior analysis training sequence offered at the New England Center for Children.  This sequence is offered throughout the year. The course sequence also incorporates NECC orientation classes, a subsequent series of trainings in applied behavior analysis, online modules, and competency-based fieldwork with learners with autism as outlined below. The Behavioral Analytic Strategies for Teachers of Learners with Autism sequence covers topics such as defining behavior, data collection systems, matching-to-sample techniques, prompting, shaping, naturalistic teaching, and amongst other teaching procedures specific for learners with autism. Trainings are provided in a variety of formats, including lecture and discussion, enhanced instruction, and behavioral skills training.  Acquisition of skills is measured through successful completion of competencies, and mastery of verbal knowledge is measured through written tests. Field work required.

This course is part of the Autism Specialization program. This course builds on the content of Applied Autism Research I and Lab. In this course, students will complete an empirical project based upon the principles of experimental design. Each project will incorporate observation and measurement techniques, and students will learn how to summarize, analyze, interpret, and graphically display data. Students will present a completed research project, in oral or poster format, to colleagues in the field of special education who are experienced in conducting research with learners with autism. Field work required.

This is an introduction to statistics for everyone who needs to collect, describe, and draw inferences from data. We will discuss various sources of data (experiments, surveys, etc.), graphical and numerical descriptions of data, confidence intervals and hypothesis testing for drawing inferences, and simple and multiple linear regression for making predictions. Students will become proficient in the use of R for these tasks.

Introduces students to the historical development of professional social work and social welfare and orients them to the purposes, values, and worldview of the profession. The evolution of contemporary social work, contributions of key historical figures and pioneers, role of influential social policies, and ways in which social workers have shaped the social service system are discussed. Finally, an overview of contemporary social work practice principles with an emphasis on social and economic justice is provided. This course includes a 40-hour service learning component.

Examines the issues and problems that social workers confront and provides a framework for understanding and critically analyzing the impact of social welfare policies on individuals, groups, and society. Through an examination of historical and contemporary social welfare policies, students build the knowledge, values, and skills required for effective practice through policy development and reform, including the ability to engage in policy practice to advance social and economic well being.

This course is intended to help students apply knowledge of social work skills, values and ethics to immersive community and virtual field experiences and to assist students in integrating classroom learning with their emerging practice experience. The course will also support students� socialization into the profession and their self-reflective preparation for their Senior Field Practicum. The Junior Virtual Field Experience will provide the student with learning opportunities that complement SW 351 Social Work Practice l: Introduction to Generalist Practice and SW 352 Social Work Practice ll: Work with Individuals and Families,<i> </i>and provide a basis for generalist practice. In this context, students will be expected to develop and discuss knowledge, understanding and skills concerning relationships with prospective clients, supervisors, coworkers and external organizations. Students will also develop their resume and work on communicating skills development as they prepare for Senior Field Internship<i>.</i> In the Junior Field Lab, students will share learning experiences across a variety of immersive community and virtual field experiences. Students will be active learners in group process and group leadership skills. Lastly, students will discuss and understand the professional use of self in the social work role.<br /> <b>Prereq: SW 351; Taken concurrently with SW-352 </b>

The first in the Program's series of four practice courses for social work majors, this course is aimed at orienting students to social work practice by providing a firm framework of social work knowledge and values and specific foundational skills. Students examine the ways that research, social policy and programs, economic and political forces, social work history, and explanatory theoretical paradigms inform work with clients. An introduction to the social work generalist perspective, this course allows students to begin to develop a professional identity and the relationship-building, interviewing, and planned change skills necessary for work with client systems of all sizes. Students become grounded in the constructs which make the social work profession unique.

The second in the Program's series of four practice courses, this course continues the integration of theory and practice and advances the development of the generalist knowledge, values, and skills required to intervene with individuals and families from engagement through termination. Students continue to solidify the helping techniques and processes introduced in the Social Work Practice I course. In addition, this course is taught concurrently with the 100-hour, semester-long junior social work field placement. Material from each student's field placement experience is integrated into the class through discussion.

The Social Work Field Placement and Seminar I (Fall) is designed for the senior social work student in order to integrate classroom learning with practical social work experience in an agency setting. Throughout the Fall semester, students participate in 16 hours of field placement per week toward completion of the 425-hour, year-long BSW senior field placement requirement. In addition, students meet once per week for a 1 hour and twenty minute, in-class field seminar led by the BSW Program Field Director. Through reflective discussion, weekly assignments, and major projects and papers, the Field Seminar focuses on the integration of theory and practice, building the student's professional social work identity, enhancing self- awareness skills, advancing practice competencies, and synthesizing field learning. All aspects of agency field work, including learning to work within the agency context, effectively using supervision, using research to inform practice, utilizing social work values and ethics in practice, and applying social work knowledge and skills with clients are addressed.

The Social Work Field Placement and Seminar II (Spring) is designed for the senior social work student in order to integrate classroom learning with practical social work experience in an agency setting. Throughout the Spring semester, students participate in 16 hours of field placement per week toward completion of the 425-hour, year-long BSW senior field placement requirement. In addition, students meet once per week for a 1 hour 20 min, in-class field seminar led by the BSW Program Field Director. Through reflective discussion, weekly assignments, and major projects and papers, the Field Seminar focuses on the integration of theory and practice, building the student's professional social work identity, enhancing self-awareness skills, advancing practice competencies, and synthesizing field learning. All aspects of agency field work, including learning to work within the agency context, effectively using supervision, using research to inform practice, utilizing social work values and ethics in practice,and applying social work knowledge and skills with clients are addressed.

This course provides students with the necessary skills to analyze the social welfare policies, benefits, and services that create the context in which all social workers practice. Students will learn about current state and federal policies related to a range of social welfare concerns (e.g., poverty reduction, health, housing/homelessness, criminal justice, disability, child welfare, immigration), the evolution of these policies, and the socio political and economic environment that has influenced their development and implementation. Students will build upon what they learned in SW403 Macro Social Work: Social Policies, Communities and Organizations by delving more deeply into various policy analysis frameworks, the mechanics of conducting policy analysis, and the evaluation methods to determine a policy's impact and effectiveness. To appreciate the complexities, contradictions, strengths, and weaknesses of the American approach to social welfare, students will be encouraged to think critically about the role of economics, politics, ideologies, values, and alternate policy models in each of these areas. The roles of power and privilege in social welfare policy will be assessed as they pertain to equality, equitability, and discrimination based on identity and social location. Class discussion, readings, and assignments will underscore the reciprocal relationship between clinical social work practice and social welfare policy.

This course is an intensive examination of the dynamics of various forms of oppression in U.S. society. The selection of the oppression of racism is deliberate. Through the analysis of critical race theory and intersectionality, students will come to understand the reasoning for this initial emphasis. The course begins with an analysis of racism from structural, (social) psychological and applied perspectives. This approach frames the analysis of other forms of oppression. Types of oppression (sexism, classism, homophobia, etc.) are examined in relationship to sociopolitical and economic factors, and historical themes that continue into the present day are identified. The course will explore the costs of oppression to all individuals and its differential impact on individuals in dominant and subordinate positions. The importance of power and the dynamics of domination and subordination in all forms of oppression will be explored. Practice issues will be examined in relation to multi-level interventions (i.e., individual, group, organizational and institutional).

This one semester course provides knowledge of the major categories of diagnoses for adults as formulated in DSM-5 and of theoretical perspectives in those categories. Attention is given to the dynamics of development and culture, and to the interrelationship among biological, psychological, and social/cultural systems that impact diagnosis. Focus will be on utilizing these elements in order to provide a comprehensive bio-psycho-social assessment. Treatments specifically related to these diagnoses will be noted.

This course examines crisis intervention and treatment approaches for children and adolescents, with a particular emphasis on vulnerable populations. Since crisis intervention is an integral part of social work practice, this course aims to provide students with knowledge of contributing factors, theories and practice models which best inform crisis intervention in social work with children and adolescents. Students will use a systems-based framework in their analysis of crisis situations and become familiar with the skills necessary to implement effective techniques with children and adolescents. The course will provide students with the opportunity to apply critical thinking skills when working with crises, as well as examine policy issues, ethical issues, and the intersectionality of oppression and the implications of oppression and discrimination on crisis experiences and interventions. Further, students will develop an awareness of the importance of engaging in self-care practices that will support their well-being when working with crises.

Social workers across all sectors of practice are faced with individuals, families, and communities that are significantly affected by substance use disorders. The focus of the class is on exploring the nature, etiology and treatment of substance use disorders and how they relate to social work practice. Set within a social justice framework, students critically analyze the intersections of substance use with racism and other forms of oppression. Ethical and legal frameworks for substance use treatment are identified and analyzed. Students explore the complex interactions of biological, psychological, and social causes and consequences of substance use, and learn how to develop a comprehensive, multidimensional biopsychosocial assessment. The class prepares students to develop knowledge of, and skills in, evidence-informed substance use prevention, education, and treatment with individuals, groups, families, organizations, and communities.

In this introductory course, students examine the research process as it applies to the specialized interests and needs of social work. Illustrations are chosen from the studies of social work practice. The course is designed to enable students to be critical consumers of research, to understand the principles and process of research and the evaluation of practice, to become familiar with ethical considerations when designing and implementing a project, and to be capable of participating in practice related research. Sections with some online class sessions are designated as &#34;blended.&#34;

Continuation of SW446A, weekly agency-based practicum which focuses on foundation social work skills. Students complete agency-based assignments in addition to process recordings and assessments.. - First year (i.e., generalist/foundation) practicum days are Mondays, Tuesdays and Thursdays. - First-year (i.e., generalist/foundation) courses are offered on the following days and times: Monday (evening only), Tuesday (evening only), Wednesday day and evening), Thursday (evening only), Friday (day only). <br />Prerequisite: SW 446A Corequisite: SW 421B

This course is designed to help students develop foundational knowledge and skills for social work practice with sexual and gender minority populations. Students will utilize a multi-dimensional framework to critically analyze power, privilege, and oppression relative to LGBTQ&#43; populations. Grounded in a social justice perspective, the first few weeks of the course are designed to help students gain an understanding of relevant ethical principles and dilemmas; models of identity development across race, class, ethnicity, socioeconomic class, and historical period; health disparities and resilience; history of social work discourse related to LGBTQ&#43; populations; and basic principles for affirmative social work practice. Students will develop knowledge about the mutual influence of individuals, families, and institutional factors, including social policies and cultural factors. Students will learn basic skills for competent practice with LGBTQ&#43; populations over the life course, with a particular focus on engagement, assessment, and intervention. Specific areas of practice will be explored, including intimate partner violence, suicide risk, HIV/AIDS, and substance use disorders. Students will critically examine the values of the social work profession and reflect on their personal values for the purpose of raising self awareness and examining personal biases related to heterosexism, heteronormativity, transphobia, and cisnormativity.

This is a clinical practice course with intimate partner violence in the context of family (broadly defined) life. Students will learn specific skills in identifying, assessing and intervening with and on behalf of family members where domestic violence is present. You will be encouraged to reflect on your own knowledge about families, violence, and systems responses to violence, both as family members and as helpers. We will consider the experiences of women and men in heterosexual and same-sex relationships as both victims and abusers, and of children living with domestic violence, attending carefully to community and cultural contexts. We will address legal issues and criminal justice system responses, child protective services, and health care system responses. We will discuss and research current controversies in the field of intimate violence.

There is a growing interest in psychotherapists of all theoretical orientations, for information about "Mindfulness", the cultivation of intentional, present focused awareness. Mindfulness is a core healing process in psychotherapy and has become a significant influence on contemporary Psychotherapy over the past decade. It has been shown to be a key component in many empirically validated interventions like Mindfulness-Based Stress Reduction, Mindfulness-Based cognitive therapy, Acceptance and Commitment Therapy and Dialectical Behavior Therapy. In this course we will examine the application of mindfulness to a wide range of clinical populations and conditions as well as the current neuroscience findings of its effects and the history of its development in the west. The course will ask participants to participate in experiential exercises of mindfulness and meditation and practice what they've learned each week between classes. They will also be asked to embody mindfulness as they learn, ensuring the essential qualities of compassion for self and others in the learning.

This class is an introduction to a variety of theories and principles of play therapy. Case material, including student's own material will be used. Readings, videos, case discussions, and experiential activities will be used to deepen the student's understanding of theory and technique. Students will be encouraged to gain comfort in their work with children and to explore their own theoretical orientation. Upon completion, students will have a clear foundation from which to treat children of all ages. Prerequisite: SW421B. This course meets the requirement for a clinical practice elective.

The course is designed to introduce students to the theory and practice of survey research. Students will work individually and collectively to prepare for and conduct a survey that will be pilot tested during the course. Course topics will include: matching research design to data needs; understanding the role of qualitative research in quantitative survey measurement; probability and non-probability sampling methods; developing questions and questionnaires; choosing modes and methods of data collection; analyzing survey data; and the effective presentation and reporting of survey findings to relevant audiences.

This course is designed to introduce students to the elements of qualitative research data analysis. It follows the course SW 654 which introduced the historical and philosophical foundations of qualitative research methodology, key research strategies in qualitative research and principles for research design in qualitative research. In this course you will deepen your understanding of these key research notions and develop hands-on understanding of techniques and tools used to conduct this research.

This course presents the common descriptive and inferential statistical tests performed in applied research. Topics include: probability theory, normal &amp; non-normal distributions, drawing inference with t-test, ANOVA, and correlation and regression. The emphasis of learning will be more on concepts and applications using IBM SPSS than on computations and statistical theory. This course will provide students with a strong foundation in basic statistical reasoning that will help them in more advanced courses.

This is a seminar course designed to help students integrate material learned across PhD courses, advance their individual scholarly agendas and research work, and develop professional academic and career skills. Students enroll in this course SWO 685 every semester they are in the program (Fall, Spring, and Summer terms). First and second year students enroll in 685 section A; Third year students enroll in section 685B, and students in their fourth year and beyond enroll in section C, only during Fall and Spring terms.<b>Note: Instructor Consent Needed</b>

This is a seminar course designed to help students integrate material learned across PhD courses, advance their individual scholarly agendas and research work, and develop professional academic and career skills. Students enroll in this course SWO 685 every semester they are in the program (Fall, Spring, and Summer terms). First and second year students enroll in 685 section A; Third year students enroll in section 685B, and students in their fourth year and beyond enroll in section C, only during Fall and Spring terms.<b>Note: Instructor Consent Needed</b>

This is a seminar course designed to help students integrate material learned across PhD courses, advance their individual scholarly agendas and research work, and develop professional academic and career skills. Students enroll in this course SWO 685 every semester they are in the program (Fall, Spring, and Summer terms). First and second year students enroll in 685 section A; Third year students enroll in section 685B, and students in their fourth year and beyond enroll in section C, only during Fall and Spring terms.

This course focuses on the context of macro social work, defined as policy practice, community practice, and organizational administration and management. This course will familiarize students with each of these practice environments by grounding them in the relevant historical and contemporary background of social work and social welfare policy, and then focusing on the theoretical frameworks and evidence-informed practice models for organizational and community engagement, assessment, and intervention. This course will underscore the responsibility that social workers have to understand and address the systemic factors that create circumstances of social, economic, and environmental injustice, with specific attention to the complexity of practice contexts and the influence of power and privilege on human rights. Students will learn strategies for social work at the macro level (i.e., policy, communities, and organizations) to influence, formulate, and advocate for social change related to social injustices based upon, but not exclusive to, race, ethnicity, language, class, religion, gender identity, sexuality, ability, citizenship status, age, and nationality. Throughout the course, examples will be drawn from local, national, and international contexts.

This 3 credit course builds upon SWO 403 Macro Practice: Social Policy and Social Work Organizations and Communities. Students will learn about current federal, state, and local policies related to a range of social welfare concerns (e.g., poverty reduction, health, housing/homelessness, criminal justice, disability, aging, child welfare, transportation), the evolution of these policies, and the socio-political and economic environment that has influenced their development, implementation, and evaluation. To appreciate the complexities, contradictions, strengths, and weaknesses of the U.S. approach to social welfare, students will make connections about the role of economics, politics, ideologies, values, and alternate policy models in each of these areas. The roles of power and privilege in social welfare policy will be assessed as they pertain to race, ethnicity, language, class, religion, gender, gender identity, sexual orientation, ability, citizenship status, age, nationality, and indigenous status. Students will demonstrate the ability to analyze social welfare policies, evaluate public budgeting for policies and programs, understand the role of the judiciary branch in the policy process, and assess the implementation of policies and the evaluation of their effectiveness. Class discussion, readings, and assignments will underscore the inextricable relationship between clinical social work practice and social welfare policy and practice. Students will consider how to incorporate policy work and advocacy into their own social work practice.

Since its inception, the social work profession has been committed to developing health and human services that promote diversity and alleviate and/or eliminate social oppression and injustice. Rooted in the ecological perspective, social workers are aware of and can identify large social structures and processes that can negatively impact the well-being of communities and individuals. This 3-credit course is an intensive examination of how racism meets at the intersection of other dynamics of oppression to shape our and our clients� experiences as we work together. The selection of the oppression of racism as a primary focus for the course is deliberate. Through the analysis of critical race theory and intersectionality, students will come to understand the reasoning for this emphasis. The course begins with conceptualizing race as a social construct and racism as a system that exists on multiple domains. From there, using an intersectional approach, we will examine the research focusing on how people develop racial identities in the face of racism, and how our racial identities position us to do our work. While thinking about how to disrupt racism in key sectors, such as the health professions and schools, we will then focus on how to enact culturally responsive care at the micro, meso, and macro levels in ways that honor the expertise and strengths of BIPOC people and their communities.The course is designed to stimulate critical thinking, help us critically reflect on our positionalities, and develop systematic critical analyses that lead to identifying ways that social workers can intervene and oppose oppression professionally and personally.

Human behavior in the Social Environment addresses two areas of focus. One is an ecological-developmental approach to human behavior in the social environment, taking a social constructionist perspective, emphasizing the ways in which culture (of large groups and small) and the broader social environment shape human behavior and identity. Concepts of resilience and resistance to oppression are emphasized using frameworks such as empowerment theories, systems theory and human ecology. This 3 credit course emphasizes micro, meso, and macro level social systems that influence individual behavior, including families, groups, organizations and communities, as well as the larger society with historical and cultural contexts. Particular attention is paid to culture, race, class, gender and sexual orientation as dynamic social constructions that can be sources of both oppression and strength at all levels of social systems. The second area of focus is on current theoretical frameworks to understand the bio-psycho-social-cultural processes that shape human behavior and development of self across the life span. We emphasize the interaction of individuals with their environments as they mutually influence each other, emphasizing cultural diversity and social justice. The application of multiple theoretical perspectives to Social Work practice is emphasized.

In this one semester 3 credit course students learn to assess psychiatric diagnoses described in the DSM-5, considering those diagnoses and compounding psychosocial challenges from multi-theoretical lenses. Throughout the course there is a central focus on issues of social justice and oppression, and the interrelationship between biological, psychological, and social/cultural systems that impact diagnosis and treatment. Treatments connected to diagnoses are noted briefly. Students will be able to comprehensively assess, diagnose, and write bio-psychosocial assessments of their clients that convey the social justice lens of social work. Teaching techniques may include didactic presentations, guest presenters, videos, class discussions, and practice exercises.

This 3 credit course examines crisis intervention and treatment approaches for children and adolescents, with a particular emphasis on vulnerable populations. Since crisis intervention is an integral part of social work practice, this course aims to provide students with knowledge of contributing factors, theories, and practice models that best inform crisis intervention in social work with children and adolescents. Students will use a systems-based framework in their analysis of crisis situations and become familiar with the skills necessary to implement effective techniques with children and adolescents. The course will provide students with the opportunity to apply critical thinking skills when working with crises, as well as examine policy issues, ethical issues, and the intersectionality of oppression and the implications of oppression and discrimination on crisis experiences and interventions. Furthermore, students will develop an awareness of the importance of engaging in self-care practices that will support their well-being when working with people in crisis.

This yearlong course will focus on the action, reflection, and skills of generalist social work practice. We will consider the basic processes of social work practice: engagement, assessment, contracting, intervention, evaluation, and termination, and their application to a wide range of issues and problems. We will look at various levels of intervention (intrapsychically, interpersonally, and intersystemically), various practice settings, social work practice roles, and theoretical perspectives. (3 credits per semester) In the first semester, particular attention is given to the multidimensional approach to assessment and intervention, interviewing skills and the development of the professional identity of the social worker, and the professional relationship with client(s)/client systems. Generalist social work practice is rooted in the ecological/ecosystems framework. Theories of empowerment and strengths-based perspectives are emphasized. Social work practice as framed and contextualized by professional codes of ethics, legal precedence, agency and organizational dynamics, neighborhoods, and communities will be studied and analyzed. While all sections of the course share a common outline for the syllabus, books, readings, and written assignments, each professor will shape their section to meet the specific needs of the classroom. Instructors will use a variety of mini-lectures, role-play, case presentations, process recordings, videos, and standardized cases to demonstrate different models and see the ways that different social and behavioral theories lead to particular ways of intervening. Given the changing demographics of U.S. society, there is a particular emphasis on cross-cultural understanding and on work with clients across the age spectrum.

The second semester of this yearlong 3 credit course will carry forward the ecosystems perspective from the first semester and will introduce students to four main practice theories: psychodynamic, cognitive behavioral, narrative, and solution focused. Within each framework, we will examine core principles and begin to explore implications for each phase of the helping process: engagement, assessment, planning, evaluation, and termination. Drawing upon these theoretical frameworks as an organizing framework for thinking about generalist social work practice, the course proceeds to explore work with individuals, families, and communities in various contexts and circumstances. Students will deepen their assessment skills and their intervention skills at micro, mezzo, and macro levels. An emphasis will be placed on collaborative consultation of student case presentations as one way of conceptualizing the work and thinking from multiple perspectives about intervention strategies. We will explore the use of evidence-based (or informed) practice. Ways of evaluating practice and using the professional literature as an aid to practice choices will also be discussed.

Social workers across all sectors of practice are faced with individuals, families, and communities that are significantly affected by substance use disorders. The focus of the class is on exploring the nature, etiology, and treatment of substance use disorders and how they relate to social work practice. Set within a social justice framework, students critically analyze the intersections of substance use with racism and other forms of oppression. Ethical and legal frameworks for substance use treatment are identified and analyzed. Students explore the complex interactions of biological, psychological, and social causes and consequences of substance use, and learn how to develop a comprehensive, multidimensional biopsychosocial assessment. This 3 credit course prepares students to develop knowledge of, and skills in, evidence-informed substance use prevention, education, and treatment with individuals, groups, families, organizations, and communities.

Building on knowledge and skills mastered from the foundation practice course, this 3 credit course is organized to expand and deepen students� practice understanding and skills using a framework that incorporates the following learning goals:Students will be able to understand, interpret, and organize appropriate clinical data using the major social work paradigms (ecological, social justice, cultural responsiveness, ethics, and use of evidence).Students will demonstrate an ability to collect, appraise, and organize appropriate clinical data executing the social work process (engagement, assessment, formulation, goal setting, intervention, and evaluation).Students will demonstrate an ability to analyze, compare, contrast, interpret, and apply major social work practice approaches (psychodynamic, cognitive behavioral, solution-focused and narrative) to appropriate clinical data from their internships and to their classroom colleagues� clients.Students will be able to assess and interpret specific client challenges demonstrating knowledge of course themes related to professional use of self, the therapeutic relationship, assessment skills, and brief treatment.Prerequisite: SWO 421B

In this advanced 3 credit course, students combine theoretical knowledge and insights with evidence-based strategies for specific populations. Each practice approach reflects different ways of gathering, organizing, and reflecting on pertinent information and leads to distinct ways of conceptualizing issues and co-constructing clinical processes with clients. Students learn to identify which practice method or intervention is most beneficial for each specific client in achieving positive outcomes. Specific populations will be considered in this course, including children and adolescents, families, older adults, and sexual and gender minorities. The course focuses on deepening your knowledge and advanced clinical skills working with these populations. As this is a course that focuses on clinical practice, the aim is to include a significant amount of demonstration, role-play, and expert insight across the asynchronous and synchronous learning. 

This 3 credit course introduces the fundamental principles of social work research, stressing the link between research and practice. Students will develop their critical thought regarding ethical considerations in research and will learn to design a research project. Also, students will learn to be critical consumers of research and professional literature, with a focus on the specialized interests and needs of individuals, families, and communities served through social work practice and allied professions. Students will develop an understanding of how statistics are used in research. Readings and class discussions will present principles of evidence-based or evidence-informed practice. Emphasis will be placed on the application of research to the practice of social work in micro and macro settings.

Generalist Practicum Education I is an agency-based course in which students apply, in supervised practice, the theoretical concepts, principles, values, and ethics taught in the generalist curriculum. In addition to the supervised learning of clinical skills with individuals, families, and groups, students will learn the varied roles and skills used by social workers at the agency and community level. Case based learning is deepened and amplified through field instruction, process recordings, and required written assignments.

The Simulated Field Experience (SFX), a 14-week, three credit course that constitutes the first term of the generalist field placement. The SFX involves weekly asynchronous content, live sessions, and select assignments designed to prepare students for the field placement. This course creates a learning lab guided by a strengths-based, anti-oppressive practice approach where students apply social work values, ethics, knowledge, and skills to simulated interactions with standardized client-actors, role plays, and practice scenarios. Accordingly, the course provides an opportunity for students to build social work competencies and to prepare for practice-based learning grounded in the exploration of affective and cognitive processes including self-reflection and self-regulation, critical thinking, and cultural humility. In addition, students are exposed to a generalist social work process, evidence-based modalities, ethical decision-making, risk assessment, and working in interprofessional teams. Agency and larger system contexts for services, as well as the impact of social and economic policy on agencies and clinical practice, will be woven throughout the course. Throughout the course, students practice use of field education learning methods, including a competency-based learning plan and evaluation, process recording, and other reflective practice tools. In addition, students are introduced to the purpose and practice of supervision, as well as field education expectations. After successful completion of the course, students enter the three-term agency-based placement, which comprises the final term of the generalist placement and both terms of the specialized placement.Simulation training is an evidence-based teaching and learning pedagogy and an essential method for applying knowledge to practice. It provides the highest level of experiential learning while retaining the safety of working with actors, instructors, and peers rather than actual clients. Importantly, simulation offers a unique opportunity for observed practice and learning in a supportive environment where students will benefit from instructor guidance, peer support, and engage in reflective practice for application to future practice. Scholarly research indicates that students who engage in simulation practice increase their knowledge, skills, and confidence as practitioners. 

Specialized Field Education is an agency-based course in which students apply, in supervised practice, the theoretical concepts, principles, values, and ethics taught in the specialist level curriculum. In addition to the supervised learning of clinical practice skills with individuals, families, and groups, students learn organizational level social work skills. Case based learning is deepened and amplified through instruction, process recordings and required written assignments.

Specialized Practicum Education I is an agency-based course in which students apply, in supervised practice, the theoretical concepts, principles, values, and ethics taught in the specialist level curriculum. In addition to the supervised learning of clinical practice skills with individuals, families, and groups, students learn organizational level social work skills. Case based learning is deepened and amplified through instruction, process recordings and required written assignments.

Specialized Practicum Education II is an agency-based course in which students apply, in supervised practice, the theoretical concepts, principles, values, and ethics taught in the specialist level curriculum. In addition to the supervised learning of clinical practice skills with individuals, families, and groups, students learn organizational level social work skills. Case based learning is deepened and amplified through instruction, process recordings and required written assignments.

Sexuality is an essential component of the human experience. Exploring our attitudes and belief systems about human sexuality, and how they are informed by our social location, is important so that we can be self-aware and mindful in how we engage in conversations with our clients about their sexuality, gender identity, and social location. This 3 credit course presents a multifaceted overview of the challenges, concerns, and attitudes about human sexuality�"how it evolves over the lifespan and is directly informed by social, familial, and political contexts. Regardless of client population or method of practice, all social workers will be required to address sex and sexuality with clients and will need to understand best practices as well as when and how to put personal values aside and be present for the client with a curious and nonjudgmental stance. The course integrates macro, mezzo, and micro approaches to sex and sexuality, and explores the historical, political, and biological aspects of sex and sexuality, sexual health, safe sex education and prevention, violence, and trauma, and helps students develop clinical skills for practice with adolescents and adults across the life span. Ethical considerations will also be explored.

This three credit course will examine the public health problem of suicide, with specific attention to prevention, intervention, and postvention approaches. Students will gain an understanding of suicide epidemiology and underlying theory, as well as risk and protective factors for suicide. This course will familiarize students with evidence-based practices and ethical considerations with suicidal clients, including learning directly from individuals with lived experience with suicidal thoughts and behaviors. Students will also learn about the current state and national strategies for suicide prevention, as well as policies related to suicide. Upon completion of this course, students will gain skills in assessment and management of suicide risk, intervention, and treatment techniques with suicidal clients, and postvention approaches with survivors of suicide loss.

In this 3 credit course, students will gain relevant knowledge and practice skills in order to practice motivational interviewing and dialectical behavior therapy �with� diverse client populations in an array of settings. In the first half of the course, students will gain exposure to the spirit of motivational interviewing as both a philosophy about client engagement and an approach that is sensitive to and respectful of the client�s ambivalence about change. They will learn how to ask questions and respond to clients in a way that is curious, reflective, supportive, and ultimately strives to promote client self-determination, well-being, and readiness for change. MI has been proven to be an effective approach for clients who struggle with substance use disorders and other addictive disorders, as well as suicidal ideation. In the second half of the course, students will focus on dialectical behavior therapy, which is a manualized curriculum developed by Marsha Linehan and teaches clients the skills that enable self-regulation of affect, and to consider how their own meaning making and perceptions impact their behaviors that inform their sense of self and relationship with others, and is used with clients in both individual and group settings. Students will also learn how to integrate MI and DBT as a combined intervention strategy when appropriate.

This 3 credit elective course will focus on acquisition of practice skills using a narrative therapeutic approach with individuals, families, groups, and communities. It aims at teaching a therapeutic process based on a belief in the power of the specific language or languages used and the value of multiple perspectives in helping people reach preferred outcomes and maintain relationships. The course builds on knowledge, skills, and values acquired in the foundation year to assist students in developing narrative practice approaches. It also examines the research and conceptual underpinnings of narrative therapy. The course will address issues of cultural diversity and narrative practice approaches with different populations and groups. Using experiential methods and exercises, the course will engage participants in practice skills that promote collaboration through stances of openness, accountability, respect for power of community, and the belief in client competence and reliance on clients� own expertise. The course will pay attention to social problems on a micro and macro level. Students will be encouraged to observe and give feedback to one another. The course will be divided in three parts. In the first part, we will review theories and models of narrative therapy, the second part will address interventions and techniques of narrative practice, and the last part will attend to special populations and special issues. Special issues will include illness, disability, spirituality, abuse, eating disorders, the elderly, families and children, groups, organizations, and larger systems.

This 3 credit course focuses on developing advanced social work practice knowledge, skills, and core competencies with a focus on health care delivery. The course content emphasizes critical thinking, group discussion, demonstration, and integrative practice learning to increase students� conceptual and practice skills in order to be well-trained practitioners in health care. The course aims to teach students to develop knowledge and the full range of social work skills used in health care. The components of psychosocial assessment and treatment are integrated with the aspects of the medical and physical functioning of the person-situation configuration. Coping tasks of individuals and family members are viewed from a perspective of growth based upon psychosocial capacities, pre-illness coping patterns, phases of the illness process, and prognosis for physical functioning and life. Cultural and class factors are emphasized relative to health belief systems and how such factors interact with access to and utilization of health care services. Given the ongoing changes in health care, attention will be paid to the opportunities as well as the threats posed by emerging developments, and the adaptation of skills needed to respond to this changing environment including work carried out in the fast-paced context of crisis and time constraints.  Specific content areas covered in this course include unique social work roles in health care practice context of policy, technology, organization and health behavior theory; use of evidence-based assessment tools, treatment, and clinical intervention models within a variety of health settings; working with children, adults, elderly, and special populations; grief and loss dynamics; discharge planning; case management and managed care; legal and ethical issues; and interdisciplinary team work.   This course will: Aid students in developing the advanced skills and knowledge required to adapt social work skills to the fast-paced and changing health care environment while retaining an emphasis on social work values and ethics. Aid students in developing the requisite knowledge and skills to work effectively with diverse vulnerable and oppressed populations, especially minority persons, people from different ethnic groups and the immigrant groups, people of varying sexual orientation, the elderly, and people with disabilities. Deepen practice knowledge and skills with an emphasis on those especially applicable to health care social work practice such as crisis intervention and the structured approaches found effective with people experiencing profound health problems. Develop understanding of the complex nature of health care delivery systems and skills in interdisciplinary practice.Consider approaches for evaluating health care social work practic<b>e. </b>

The object of this 3 credit course is to provide a working knowledge of the basic principles and specific techniques of a contemporary multimodal approach to cognitive-behavioral therapy (CBT) with consideration of its integration with other therapeutic approaches such as dialectic behavior therapy and mindfulness-based stress reduction. Issues presented include depression, anxiety, interpersonal relationships, phobias, psychosis, and working with children and adolescents.

This 3 credit course provides students with the foundation needed to understand the benefits and uses of telebehavioral health as well as the role of the telebehavioral health social worker. As more agencies and practices are providing �online� services, it is crucial for students to understand the role of technology, social work ethics, evidence-based practices, special populations and adaptations.

This 3 credit course is designed to prepare students in the basic principles of program and practice evaluation and their application to social work practice in agency settings. Using both case examples and their agency settings as laboratories, students will learn major approaches to evaluation (needs assessment, process, and outcome) with attention to the value, tensions, and ambiguities related to adapting current evaluation models to agency requirements for evaluation.

In this 3 credit course we will begin examining best practices for trauma treatment with children, adolescents and families.  Using the social work assessment process we will begin to use a phase oriented treatment paradigm to examine clinical applications of trauma treatment across various settings and client presentations.  Special attention will be given to the in vivo utilization or role plays to deepen and enhance our clinical skill set when working with diverse traumatized clients. Our clinical social work practice will focus on integrating the social work paradigms of engagement, assessment, practice and evaluation while incorporating methods of addressing social justice and client-centered policy engagement.The course will build on the knowledge and skills acquired in the foundation year Human Behavior in the Social Environment and Practice courses.

This 3 credit course provides a current review of trauma-informed practices for adult survivors of complex trauma and trauma, as well as trauma-informed practice interventions designed to work with families that have experienced chronic stress and complex trauma. Clinical social work with traumatized individuals and families requires a flexible and informed skill set. This course provides an overview of current literature and empirical evidence relating to the treatment of complex trauma in adulthood and family systems, with an emphasis placed on work with vulnerable and oppressed populations. Students will engage in live in vivo role-plays with trained actors several times throughout the semester so that they may enhance their clinical skills and gain greater mastery of intervention strategies. This course provides students with the opportunity to understand and engage in a variety of treatment approaches, as well as examine ethical issues, policy issues, and issues pertaining to social justice, and their relationship to trauma treatment.The course is the second semester of the Lifespan of Trauma Treatment course, and builds upon 528A: Lifespan of Trauma Treatment With Children and Adolescents. Additionally, the course builds on the knowledge and skills acquired in the foundation-year Human Behavior in the Social Environment and Practice courses.

This 3 credit course is designed to provide a bridge to the concentration year clinical curriculum and practicum placement. A strong emphasis is on exploring the development of a professional social work identity and on supporting student's increasing self-awareness and ability to learn from practice experience. The course will focus on broadening the capacity for the use of self, promoting reflective practice, conceptualizing various theoretical perspectives and their application to clinical work, and enhancing the ability to work across difference.

This 3 credit course is designed to increase interest in working with, and sensitivity to, those with severe mental illness and their families. We will explore the question of what constitutes mental illness, evaluate historical explanations, and address the implication of stigma associated with the illnesses. Various theoretical and treatment models will be presented including psychodynamic, cognitive behavioral understandings, psychoeducational, and empowerment perspectives. First-hand experiences of both those with the illnesses and their families will be highlighted through readings, film, and guest speakers. Specific treatment modalities will also be a focus of our work. Students are expected to bring in material from their work for discussion.

This 3 credit course introduces students to the theory of attachment, covering areas such as patterns of attachment across the life span, relevant development theories, challenges of adolescence, adult attachment styles and relationships, how different attachment issues may manifest at different stages of life, and practical implications of attachment for conducting clinical therapy sessions. The neurobiology of attachment, the implications for attachment in trauma recovery, and the development of psychopathology from an attachment and neurobiological perspective are explored. Special attention is paid to the early life experiences including preverbal life experiences, adverse experiences of childhood, and the impact of abuse and neglect in childhood. This course explores clinical applications and usefulness of case conceptualization from an attachment and neurobiological aspect. Evidence-based approaches are utilized as the foundation for our exploration of clinical applications.

Advanced Standing Field Education is an agency-based course in which students apply, in supervised practice, the theoretical concepts, principles, values, and ethics taught in the specialist level curriculum. In addition to the supervised learning of clinical practice skills with individuals, families, and groups, students learn organizational level social work skills. Case based learning is deepened and amplified through instruction, process recordings and required written assignments. The course also includes asynchronous content to be reviewed on 2SW, and six live-session classes held during the term.

Advanced Standing Practicum Education II is an agency-based course in which students apply, in supervised practice, the theoretical concepts, principles, values, and ethics taught in the generalist curriculum. In addition to the supervised learning of clinical skills with individuals, families, and groups, students will learn the varied roles and skills used by social workers at the agency and community level. Case based learning is deepened and amplified through practicum instruction, process recordings, and required written assignments.

The required course supports students in their ongoing leadership development. As the first leadership course in the DSW, it sets the foundation for developing skills to prepare students for leadership roles.  This course acknowledges the range of leadership experiences DSW students bring to the program and the potential to expand leader-manager roles following program completion. The course covers a variety of leadership theories and perspectives, challenging students to develop and assess their own leadership style, with a particular emphasis on inclusive leadership.  Building on the work of Simmons University Institute for Inclusive Leadership, the course puts significant attention on leadership values of diversity, equity, respect, cultural intelligence, and collaboration.  Inclusive leadership has these values at its core.  Specific skills of leadership, including assessment, communication, human capital development, decision-making, and collaboration are explored.  The course culminates with a focus on leadership for the future, exploring innovation, technology, and change.  Throughout the course, students are required to apply course materials to practice situations and develop strategies for social work leadership.

There is more to teaching than the transmission of information from one human being to another. Teaching is about building a culture of trust, a relationship that supports intellectual growth through shared purpose and mutual aid, and a willingness to take risk and be uncomfortable. Each individual learner brings unique life experiences, preferences, and a mindset to their learning.  The instructor�s role is to understand how human beings learn and then work with their students to create an environment that will enable them to feel supported, visible, and respected- a learning environment in which they can thrive and experience the transformation that can occur when learning occurs in context with others. We will begin this course by imagining the inner life of the adult learner as we examine social learning theory, cognitive and metacognitive science, contemplative practices, the interconnectedness between emotions and knowledge acquisition and retention, and other diverse approaches to student engagement.  As we consider different frameworks for understanding adult learning, we will explore the impediments and barriers to learning that result from complex trauma, poverty, oppression, and most notably, racism.  These experiences can greatly impact a learner�s ability to learn and to feel like a contributing and valued member of a learning community. As social work educators, we frequently  teach learners who are living with many of the exigencies that affect their clients.The second half of this course focuses on the principles and practices of contemporary approaches to teaching that emphasize the learner�s agency and voice, and the importance of making course content relevant, interactive, experiential, and applicable to learners as human beings and professionals.  Throughout the course we will deconstruct the impact of structural racism on higher education, and on our students� sense of belonging within the classroom and to the programs and institutions in which they are enrolled.  These themes will be threaded throughout all of the course curriculum and learning activities.

This seminar is grounded in the NASW Code of Ethics, which suggests that all actions that social workers take have ethical implications and consequences and that social justice considerations, in particular, must be weighed with every action. Through examination of ethics literature, public records of ethical violations, class discussions, and case-based learning, students will develop knowledge and skill in using an anti-racist, ethics-informed approach to decision making and taking action in the core areas of the DSW program: practice, teaching, and leadership.

This course will examine how professional social work knowledge evolves in philosophy and the social sciences. Traditional and postmodern theories will be examined and deconstructed in relation to clinical practice with vulnerable populations traditionally served by social workers. It will also explore the elements of racial trauma which is a form of race-based stress and the hidden wounds associated with it. Specific strategies for healing and transformation will further be examined that involve an integration of cultural humility and a DEIPAR social justice approach to clinical practice.

This course is designed to prepare students for diverse roles in organizational leadership with a focus on shifting institutional culture, creating social change, and advancing anti-racist policies and practices. Students will deepen their knowledge of organizational theories and concepts of power, privilege, and oppression within institutional frameworks. Students will develop strategies for effective change leadership�"including organizational assessment and analysis, adaptive solution finding, and leveraging of their own vantage points and positionality within an organization.

This course is designed to deepen students� understanding of theories inclusive of theories previously explored in Practice 1, that advance practice using DEIP &amp; anti-racist (DEIPAR) lenses to help understand the relevance and supporting science of incorporating theories of historical and generational trauma. Theories of institutional, structural and individualized oppression will be discussed in the context of increasing awareness regarding: personal benefit of members of the dominant society from historical dehumanization of others, the impact of internalized and accommodated dehumanization in non-dominant and dominant societal members, personal and corporate responsibility for creating the conditions of dehumanization; how culture creates and recreates dehumanization and acceptance of dehumanization; ethical implications of being complicit in dehumanization; and the role of resistance to rejection in the struggle to use DEIPAR frameworks.

This course focuses on developing students� knowledge of research methods to evaluate and utilize evidence for practice in clinical settings. Students will explore both quantitative and qualitative methods such that students are able to read and critique published research and determine the implications for evidence-based and evidence-informed practices with a particular focus on underserved and underrepresented populations. Students will also examine these methods for implementing practice evaluations for evidence-based and evidence-informed practice.

This course provides DSW students with the foundation needed to develop and design a course from a Learner Centered and Anti-Racist Approach. The student will have the opportunity to gain knowledge and skill related to the creation of learning objectives, assessments, syllabi and other key elements of a course. In addition, DSW students will learn to design and execute a Learner Centered instructional plan, rooted in inclusive pedagogy. Strategies will be discussed for effective instruction and management of classroom dynamics.

This course is designed to focus the broader themes of the first leadership course into examination of social justice and anti-racist considerations in clinical program supervsion and management, including challenging oppressive workplace structures and building decolonized work climates and cultures. Discussions and coursework will address the range of internal program dynamics addressing diversity, equity and inclusion issues in clinical supervision, managing complaints and conflict.

In this course students will be engaged in developing culturally responsive approaches to navigating classroom dynamics. They will also learn to implement learning strategies for developing classrooms grounded in cultural humility, as well as to create space for debate in classrooms. Additionally, students will learn to apply strategies for the building of anti-racist (using DEIPAR principles) and inclusive classrooms in the complex learning environment. This will be done by way of synthesizing the knowledge gained through self-reflection, and analysis and evaluation of scholarly pedagogical literature.

This course builds on SWO-704 Deconstruction and Development of Clinical Social Work Knowledge and Practice and SWO-706 Theories to Advance Practice content to examine clinical processes working with complex and diverse populations. Building on critical skills of inquiry and analysis of critical race theory and intersectionality, students will explore the impact of clinical processes when working with complex and diverse populations inclusive of but not limited to: intersubjectivity, therapeutic relationship, transference and countertransference, containment, holding, the use of defenses, hope, and justice. The course will help students learn to apply tenets of radical social work and a decolonizing lens to explore processes of change toward a (re)imagined social work practice for complex and diverse populations. Using case material, students will interrogate the assumptions of theory, research and practice as they relate to working with complex and diverse populations. The course will challenge students toward skill and knowledge generation regarding conceptualization, critique, and analysis of culturally-informed formulation and in responsive working alliances with clients.

This course focuses on the development of expert level knowledge, skills, and competencies in interdisciplinary social work practice. The aims of the course are to familiarize students with 1.) the application of varying models of interdisciplinary practice 2.) approaches to working with and across disciplines while centering the stakeholder within the experience and 3.) the skills necessary to assume leadership roles on interdisciplinary teams. Students explore the complex interactions of different disciplines while examining the impact of interdisciplinary practice on outcomes, satisfaction, and greater structural change in the context of social determinants of health. Students embrace the foundations of social work as a frame for interdisciplinary practice as anti-racist, anti-oppressive practitioners, educators, and leaders. The course content emphasizes critical thinking, peer discussion, demonstration, and case-based learning to enhance students� conceptual and practice skills to not only participate in, but lead interdisciplinary teams. 

This course will examine the nature of leadership adaptation in the context of the life-cycle of non-profit agencies. This course builds on content learned in prior leadership courses: SWO 701 Transformation, Inspiration, and Inclusion, and SWO 705 Power, Passion, and Social Change. The course will frame the knowledge and comprehension of adaptive leadership using the Judith Simon model of the five stages of the agency life-cycle. Students will engage in grouped discussion of this framed progression model to build contextual understanding of theories of power and social justice concerns regarding adaptive leadership. The class will explore tensions and ambiguities of leadership, as well as personal and public resistances to DEIPAR (diversity, equity, inclusion, power, anti-racist) considerations. At this stage, there is an emphasis on collaborative learning where students engage in the development and application of concepts relating to adaptive leadership found in readings and real world examples. Students will collaboratively synthesize and apply their emerging leadership in the area around which they are developing their expertise (their Capstone projects), using adaptive and socially just (DEIPAR) leadership lenses. Class discussions unfold using workshop style discussions to facilitate student application of ideas in new ways and/or in new contexts.

This is a process intensive course toward degree completion. Students will work with course faculty to refine their Proposal and build toward oral defense of their Capstone proposal. This is done through a scaffolding process where the students first develop their comprehensive exam, then develop their literature review, and construct their proposal. In this course, students will integrate their learning and knowledge from previous curricular content. The first paper of this course is the comprehensive exam where students will demonstrate knowledge of comprehensive integration of the three pillars (teaching, leadership and practice) as it relates to their developing area of expertise (Capstone project), and the DEIPAR framework. Students who received a passing grade on this comprehensive exam can then begin work on their second paper, the Literature Review, which justifies the project being proposed. A passing grade on the Literature Review paves the way to develop the Capstone Proposal.  Students will work with course faculty to refine their Proposal and prepare for oral defense of their Capstone proposal.  Content creation and application of knowledge and skills are expected weekly throughout the term.

The Capstone Seminar course builds on the Integrative Seminar, in which students demonstrated their expertise in DSW curricular content and defended their Capstone proposal (and obtained IRB approval as was needed). In this Seminar, students will implement the projects that were approved in the Integrative Seminar, which sets the stage for their post�"DSW career trajectory.  The Capstone is the culminating degree project designed to address a problem, gap or unmet need in social work practice, leadership, or teaching. The strategy used to address the identified concern can be creative and delivery of the project can be varied. Through the Capstone, students will demonstrate their expertise in their chosen area through application of knowledge and theory gained in the three program pillars of practice, incorporating the DEIPAR social justice lens.