This course is an introduction to the social work profession through the identification of some of the human problems in society and the role of both society and social services in response to the problems. Students have the opportunity to observe several social service agencies and to evaluate current ways in which agencies interpret social problems and administer services. Students will be able to evaluate current ways in which agencies interpret social problems and administer services.

This introductory micro practice course begins by focusing on the development of core skills for social workers in their encounters with individuals and families.

This course extends theoretical knowledge and practical skills in mezzo and macro social work practice that support anti-racist and anti-oppressive, community engaged practices. While integrating theories of sociology, political science, anthropology, public health, and urban studies; as well as practice knowledge; the class examines relationships between social, economic, political, and cultural structures, collective action, and individual attitudes and behaviors.

This course presents theoretical and practical approaches to social work with groups, with a focus on group development, dynamics, and processes.

This course will consider bio-psycho-social-spiritual theories across the life-course, with a focus on trauma and resilience and an understanding of the role of neuroscience in development.

Drawing from social work theory, research, and practice, Social Work Policy and Community Interventions examines the roles of social workers in policy practice as well as change agents within community and organizational contexts.

This course focuses on integrated practice approaches that span three frameworks, including micro (e.g. individuals, families, and groups), mezzo (e.g. communities), and macro (e.g. systems, society) levels. It will examine various theories and models, the quality and utility of empirical research, as well as the impact of interprofessional and interdisciplinary collaboration efforts.

The goal of the field education program is to provide an integrative experience that brings classroom theory to the field of practice. The field education program will challenge the student to integrate professional values and personal perspectives.

The goal of the field education program is to provide an integrative experience that brings classroom theory to the field of practice. The field education program will challenge the student to integrate professional values and personal perspectives.

Students will strengthen professional identification and to facilitate the transfer from social work education to professional practice or graduate studies.

This course is designed to assist social work students with understanding the concepts of power, privilege, oppression, and social justice in their work with historically marginalized and oppressed populations.

Course will teach students to conduct a strengths-based and contextual assessment of client concerns. Students will learn to conduct a culturally informed bio-psycho-social-spiritual assessment in which they gather information about presenting concerns from the perspective of clients and collateral sources.

This course introduces the methods of social work research, including problem formulation, research ethics, research designs, measurement, data collection, sampling, and data analysis through a social justice/anti-racist/global perspective.

This course will consider bio-psycho-social-spiritual theories across the life-course, with a focus on trauma and resilience and an understanding of the role of neuroscience in development.

Course will teach students to conduct a strengths-based and contextual assessment of client concerns. Students will learn to conduct a culturally informed bio-psycho-social-spiritual assessment in which they gather information about presenting concerns from the perspective of clients and collateral sources.

This course is designed to assist social work students with understanding the concepts of power, privilege, oppression, and social justice in their work with historically marginalized and oppressed populations.

This introductory micro practice course begins by focusing on the development of core skills for social workers in their encounters with individuals and families.

This course extends theoretical knowledge and practical skills in mezzo and macro social work practice that support anti-racist and anti-oppressive, community engaged practices. While integrating theories of sociology, political science, anthropology, public health, and urban studies, as well as practice knowledge, the class examines relationships between social, economic, political, and cultural structures, collective action, and individual attitudes and behaviors.

This course presents theoretical and practical approaches to social work with groups, with a focus on group development, dynamics, and processes.

This course introduces the methods of social work research, including problem formulation, research ethics, research designs, measurement, data collection, sampling, and data analysis through a social justice/anti-racist/global perspective.

This course focuses on integrated practice approaches that span three frameworks, including micro (e.g. individuals, families, and groups), mezzo (e.g. communities), and macro (e.g. systems, society) levels. It will examine various theories and models, the quality and utility of empirical research, as well as the impact of interprofessional and interdisciplinary collaboration efforts.

Drawing from social work theory, research, and practice, Social Work Policy and Community Interventions examines the roles of social workers in policy practice as well as change agents within community and organizational contexts.

Students register for this course once they have finished their core curriculum, passed their comps, and have an approved dissertation proposal.\\n

This course provides students with frameworks for understanding the interrelationship between developments in health and behavioral health policy, delivery systems, and social work practice on micro, mezzo, and macro levels. Practice issues associated with organizational structure, patient-centered care, team and interdisciplinary relations, as well as collaboration and conflict, are considered.

This seminar builds on the student's knowledge of short-term treatment, expanding this knowledge and skill toward understanding, and the practice of brief treatment as a modality of social work intervention. It examines the essential components of brief treatment (task-centered, crisis intervention, brief psychotherapy) with individual clients.

Although the focus is on treatment groups, content will include the structure, function and techniques of intervention with all types of groups, emphasizing the conscious use of self. The method of instruction is interactive, collaborative, and experientially based.

This course provides basic knowledge about the physiology and psychology of human sexuality as well as consideration of some areas of sexual dysfunction. Attention is also focused on cultural, societal, and personal attitudes which may affect the student's response to this area of practice.

This course is the first of a two-semester course sequence for school social work candidates, which aims to integrate an analytic understanding of the role of school social workers, and appreciation of school social workers' current and historical contributions to K-12 education.

This course is the second of a two-semester course sequence for school social work candidates, which aims to integrate an analytic understanding of the role of school social workers, and appreciation of school social workers' current and historical contributions to K-12 education.

Primary attention is given to the integration of systemic and analytical theories. Specific strategies and techniques are presented and demonstrated. Attention is given to the range of symptomatology and challenges including sexual dysfunction.

The focus will be on interpersonal interaction patterns and on systems rather than on individual feelings and behaviors, although those aspects of working with family members are not excluded. Different models of family therapy will be described, applied to case problems, compared with other models and/or theories, and evaluated for their effectiveness.

This course will view the practice of social work in health care as the integration of physical and mental health. We will explore in depth the biopsychosocial concomitants of physical and mental disorders. The integration of both health and mental health has implications for assessment and intervention and relies upon a person-centered/relation-centered framework.

Social workers encounter adolescents in a variety of settings, including schools, mental health, child welfare, medical, juvenile justice, and substance abuse treatment. This course seeks to prepare students for direct intervention with adolescents and their families in these settings and within young people's own social contexts.

This practice course focuses on the content and processes of psychotherapy and the strategic use of therapeutic communications with adults. The focus will include psychotherapy informed by psychodynamic and developmental frameworks.

This course examines the predominant practice theories regarding religion and spirituality for the "person-in-the-situation". Included in the course material are relevant neurological, psychological, philosophical, theological, and sociocultural understandings of the interface between social work practice and religion and spirituality.

The focus of the course is the identification and application of clinical social work assessment and intervention relevant to practice with women. The circumstances of women are directly relevant to the studies of children and families, as well as health and mental health since they generally are the primary caregivers for others in our society.

This course focuses on learning about clinical social work with children through helping students deeply understand a clinical relationship that children find meaningful in advancing their self-determination. In keeping with the present and future of clinical social work, this course includes a multicultural and global focus.

This advanced-level course is associated with counseling clients affected by Substance Use Disorders (SUD). The core Functions and skills examined include: screening, intake, orientation, assessment, treatment planning, counseling (individual, family and group), case management, crisis intervention, client education, referral, reports and recordkeeping, consultation with other professionals and intervention.

This course will focus on the many applications of group work to serve substance use disorder (SUD) affected clients. Through a combination of assigned readings, attendance at group meetings, and hands-on participation in small groups within the class, students will gain a working knowledge of how groups function to assist those recovering from SUDs.

This course offers students the chance to learn about leading-edge social work approaches providing humane care for severely mentally ill clients, especially those clients with concomitant substance abuse, developmental disabilities, and severe socioeconomic disadvantage. Working with the client's environment, collaboration with other systems, advocacy and program development are considered.

This course will focus primarily on interpersonal and family violence between partners and the impact of violence on the family. It will examine the various epistemological conceptualizations of violence, and the treatment of violence as it is experienced by and from various family members within an ecological framework with consideration of micro, mezzo, and macro areas of practice.

This course includes a review of the basic concepts of gerontology/geriatric practice, mental health issues, and interventions. The content of the course is intended to challenge students to move beyond basic levels of knowledge. It is intended to help students adapt social work theory (person-in-environment), practice principles, standards, and values to practice with older adults.

This course is an advanced concentration year practice elective focused on assessing the neurodevelopmental impact of trauma and selecting interventions consistent with this assessment. Students will learn to identify major regions of the brain, appreciate the sequential nature of brain development, and determine which areas of the brain have likely been affected by developmental trauma. Consistent with a neurosequential understanding of development, students will be taught to recognize which interventions involve specific brain regions in order to assist them in choosing those most likely to promote growth in areas of the brain impacted by trauma. This assessment and intervention process occurs within the frameworks of systems and attachment theories, which recognize that the relational environments and communities in which clients live must be adequately safe and supportive for any intervention to be effective. This course is a hybrid course, incorporating recorded material supplied by The Child Trauma Academy. By the end of the course, students will have completed the majority of the requirements for Phase I Certification in the Neurosequential Model of Therapeutics. Because of this, the reading and out-of-class workload for this course is heavier than usual.

This course provides students with the theoretical bases and practical skills for working with clients in crisis. This course focuses on general crisis theories, assessment models, and treatment/ intervention strategies. Students will concentrate on the application of these theories, models, and strategies in various practice settings.

Course content focuses on providing knowledge, values, ethics, and skills in guiding the work of others within social service organizations. Content areas include but are not limited to staff management, administrative supervision principles, models and styles, staff development, clinical supervision, teamwork, staff selection, legal and ethical issues, evaluation and termination, mediation, and conflict resolution.

This course builds knowledge and skills in the areas of program development, sustainability, and evaluation. Program development is presented using an approach that also highlights the role of power, values, needs, and resources in decision-making processes. Grant-writing skills are developed alongside a critical analysis of social entrepreneurship and longstanding models of philanthropy. Knowledge and application of technology-based strategies to monitoring, evaluation and program improvement through data collection, data analysis, and data presentation are covered as well.

This course focuses on the practice of community and political organizing designed to bring about social, economic, and racial justice. It explores interdisciplinary theories relating to processes of social change, representation, and power.

This course is designed to provide students with an in-depth and critical understanding of social work practice issues related to individuals who are lesbian, gay, bisexual, transgender, and queer (+) (LGBTQ+), which includes intersex, two-spirit, demisexual, asexual, pansexual, omnisexual, their families, and the communities in which they live.

Psychodynamic theory and cognitive-behavioral theory are each associated with methods of intervention that have consistently been found to have therapeutic value for clients with a variety of psychosocial problems.

Micro Practice extends foundation knowledge of generalist practice and requires critical understanding of diverse theories and their related evidence-informed practice models. Critical analysis examines these models from an anti-racist and strengths perspective in order to intervene effectively using a variety of systems perspectives in situations of increased complexity.

This course will focus on integrated practice approaches that span the micro (e.g., individuals/families/groups), mezzo (e.g., communities), and macro (e.g., systems, societal) frameworks. Numerous theories and models will be examined throughout the semester. The course also explores the role of the social work profession in creating social and organizational change, as well as interprofessional and interdisciplinary efforts.

This course extends theoretical knowledge and practical skills in mezzo and macro social work practice that support anti-racist and anti-oppressive, community-engaged practices and considers the community as a place of practice and source of social change and discusses the role. Emphasis is given to philanthropy and its critiques, as well as grant-writing. In addition, the course will provide(s) practical experience such as creating work team contracts, articulating the elements of a typical grant proposal, and reviewing grant proposals.

Students learn about arts-based and experiential approaches in social work practice, the theories that drive and support their use, and the evidence that supports their use throughout all levels of social work practice, including the micro, mezzo, and macro levels.

This course examines the roles that philanthropy and foundations play in advancing, influencing, and preventing social and community change. It explores relationships between public policy and philanthropic giving. Patterns of giving, policy intervention strategies, structural issues, and programmatic opportunities and constraints will be illuminated.

This course will inform students about the prevalence of substance use disorders. These disorders are a part of the broad spectrum of social work practice. An assumption of the course is that SUD manifests in a variety of social work practice settings, therefore all social workers must have basic skills to identify, intervene with and refer to SUD-involved clients.

This course also offers an exploration into some of the social policy and social welfare concerns associated with contemporary migration. This examination considers the social, political, environmental, and economic causes and consequences of migration; public policy regarding migration and the rights of immigrants; and the roles of governmental and nongovernmental local, national, and international organizations. Social justice themes related to migration are also explored.

This course focuses on identification and application of clinical social work assessment and intervention with major migrant groups. It considers immigrant and refugee individuals and families currently living in the U.S., helping students build a knowledge base for effective work, especially with those experiencing violence and trauma.

This course offers an exploration into some of the human rights and social justice concerns associated with global migration. It addresses distinct perspectives and practices of justice as they relate to concrete ethical and justice dilemmas posed by contemporary migration, immigration policies, and the social, political, and environmental factors that contribute to voluntary and forced migration.

This course will focus on services issues related to geriatric case management, home care and the continuum of community based services as well as the relationship between informal and formal support. In addition to exploring direct services and programs for older adults, there will be consideration of the needs and services for family caregivers.

Losses, followed by grief reactions are present in nearly every clinical situation that Social Workers encounter. This course will help students acquire skills in helping clients (and themselves) transition through grief in response to non-death and death experiences. The course builds on knowledge of direct practice, human behavior theory, life span development, and cultural diversity.

This course provides an introduction to social work practice in an international context. The emphasis is on understanding cross-cultural peace-building practices using clinical skills and community action activities that build civil society structures and promote peaceful resolution of socially traumatized experiences. This course includes video conferencing.

This course covers understanding women in a global context, social development institutions, and women's representation within them and in related media and social media. It builds the knowledge of relevance to students of social work, women's studies, international studies, migration, and communication.

Enrollment Conditions: Students must be enrolled in the Advanced School Mental Health Certificate program. They must have completed SOWK 780 prior to taking this course. This is the second semester of a two semester first level integrative seminar for students in the Advanced School Mental Health Certificate Program.

This is the first semester of a two semester second level integrative seminar for students in the Advanced School Mental Health Certificate Program. Students must be enrolled in the Advanced School Mental Health Certificate program.

Students must be enrolled in the Advanced School Mental Health Certificate program. They must have completed SOWK 782. This is the second semester of a two semester second level integrative seminar for students in the Advanced School Mental Health Certificate Program.

Students must be enrolled in the Advanced School Mental Health Certificate program. This course focuses on increasing understanding and the utilization of evidence based practice techniques in the school setting.

Students must be enrolled in the Advanced School Mental Health Certificate program. This course focuses on increasing understanding and the utilization of solution-focused brief therapy techniques in school settings.

Students must be enrolled in the Advanced School Mental Health Certificate program. This course will focus on different critical issues related to social work interventions in school settings.

This is a one credit course that compliments SOWK 786 and provides an immersion experience related to the special topic course for that year. Students must be enrolled in the Advanced School Mental Health Certificate program. They must have completed or be concurrently enrolled in SOWK 786.

This course is the first in a two-semester sequence of statistics courses required of all social work doctoral students. The course covers basic statistical concepts of probability, sampling distributions, confidence intervals, and statistical inference. The focus for the course is the applied use of statistical methods for the analysis of social science data using SPSS and manual calculations. In addition to covering applied statistical concepts and their application to data, the course will also critically examine the question of causality.

The course will provide a critical review and analysis of the historical development of social work practice and identify and explore contemporary issues that impact the current delivery of social work practice services. Students will read from the professional literature ranging from the early 1900s to the present; critically evaluate the development of social work practice theory, knowledge, and skills as the profession sought to define what constitutes social work practice; examine the broader social, cultural, political, economic, and other contextual forces that shaped (and were shaped by) the development of social work practice and the provision of services to individuals, families, groups, and communities.

This course focuses on grand theories and perspectives which guide social work practice, research, and policy. Students in this course will critically examine the grand theories and perspectives which have influenced social work in the past, currently influence social work, and will likely shape the profession of social work in the future. Through examining and critiquing the grand theories and perspectives, students will be challenged to think about how these theories do and do not address social and economic justice while also acquiring more knowledge regarding how these theories and perspectives help students better understand their substantive areas.

This is the second in a two-semester sequence of statistics courses required of all social work doctoral students. The course covers various multivariate statistical analysis techniques to test hypotheses that are most relevant to issues of social, economic, racial, and environmental justice.

This course provides an overview of the fundamentals of qualitative research. It provides a detailed consideration of knowledge and skills in qualitative inquiry. The science and paradigms for qualitative inquiry in social work are examined as well as principles for qualitative inquiry design including data collection, analysis, and writing.

This is a two-semester course emphasizing research methodology, development, and acquisition of measurement tools if applicable, quantitative and qualitative analysis, ethical considerations, and dissemination of research. Students will carry out team-based projects using both methods across both semesters working together with the instructors of the courses. The first semester will emphasize methodology, data analysis, and developing findings, while the second semester will focus on study write-up, revisions, and preparing manuscripts for submission to peer-reviewed journals.

This is a two-semester course emphasizing research methodology, development, and acquisition of measurement tools if applicable, quantitative and qualitative analysis, ethical considerations, and dissemination of research. Students will carry out team-based projects using both methods across both semesters working together with the instructors of the courses. The first semester will emphasize methodology, data analysis, and developing findings, while the second semester will focus on study write-up, revisions, and preparing manuscripts for submission to peer-reviewed journals.

This course focuses on the examination of research, practice, and theory as well as the integration of these focal areas in doctoral students' substantive areas. Students will examine the research, theories, and practices that have been used in their substantive areas to gain further knowledge of the current state of their substantive areas and address key research questions.

This course aims to help students understand the variety of contemporary understandings of science in the social and behavioral sciences and foundational aspects of designing research to develop conceptual frameworks for social work practice. Emphasis will be on science as a problem-solving process, with scientific knowledge development being a major link for the social worker between the roles of practitioner and researcher.

This course presents an overview and critical analysis of the research methods commonly used in social work and other related disciplines. The course will involve reading about these research methods, critically analyzing a variety of research reports, and applying research methods to an area relevant to the advancement of knowledge about social work selected by each student.

This course will explore the evolution and development of macro practice in the United States with a focus on theory and methods that undergird community practice and policy practice. Course content will include a conceptual history of macro practice within social work, including the unique role of macro practice methods in carrying out the mission of the social work profession. The role of different forms of power, at the institutional and social level, as well as values and ethical dilemmas associated with macro practice and their relation to social work, will also inform the course.

This course explores the ways in which an organizational lens can be usefully applied in the context of social welfare-related research. The course will provide an overview of the ways in which scholars have approached the study of organizations and highlight theoretical traditions useful for understanding the work of human service organizations.

Students register for this course during the semester they are taking their comprehensive exams and any semesters they do not yet have an approved proposal.

This course is designed to provide doctoral students with a thorough overview of teaching within a university setting from social justice and anti-racist perspective and the practical experience of preparing and teaching a course. This course focuses on theories of learning, the application of these theories to the teaching process, and the teaching process itself. SOWK 829 is a continuation of this content.

This course is designed to provide doctoral students with a thorough overview of teaching within a university setting from a social justice and anti-racist perspective with the practical experience of preparing and teaching course content. SOWK 829 also continues focus on integrating material from SOWK 828 and creating and managing an inclusive environment via a variety of learning platforms with diverse students.