Attention to issues of diversity, ethics and use of "professional self" will be included throughout all clinical case discussions.
MSSW Program Courses | College of Social Work | The University of Tennessee, Knoxville
Priority is given to students who have worked with or who anticipate working with soldiers, veterans and their families. In order to include a global perspective, cultural relativity and universality of responses to traumatic events related to armed conflict and war are also highlighted. Will use case examples supplemented with salient readings regarding the epigenetics and neuroscience of trauma, evidence-based assessment practices, to discuss these theories.
Provides an introduction to the evidence-based practice, motivational interviewing MI. Learners will be introduced to application of MI to increasing motivation for substance use reduction, mental health service utilization, and other health behavior changes. Finally, students will understand the evidence based theory, the transtheoretical model of change and its foundational role in motivational interviewing. Will present current bio-ecological research findings that inform our understanding of trauma.
Emphasis is placed on understanding biopsychosocial influences on the incidence, course and treatment of acute stress and PTSD and the differential effect of these factors on diverse populations at risk. The course focuses on the acquisition of diagnostic skills as they relate to comprehensive social work assessment of adults, adolescents, and children.
Assessment and interventions skills are taught for specific types of trauma, e. Evidence-based interventions to treat victims of trauma will be presented. The treatment of trauma in this course is family focused and emphasizes the impact of trauma on family and provision of psychoeducation and support for family members.
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Knowledge of psychopharmacology and the roles social workers play regarding medication with clients as part of an interdisciplinary treatment team will be covered. This two credit advanced elective course examines roles, assessments, and intervention strategies for social workers in treating acute stress disorder and PTSD in a variety of service settings. It centers on building skills necessary to provide developmentally fitting, culturally sensitive techniques, and treatment methods evidenced for facilitating healing of trauma symptoms caused by single events and more complex traumatic experiences.
In addition to emphasizing the critical role of the therapeutic relationship that supports feelings of safety and security during trauma treatment, students will develop skills for using creative interventions, art, and play therapy to supplement evidence based trauma informed assessment and treatment approaches.
RE Prerequisite s : , , , , , , , and or Comment s : Advanced Standing satisfies prerequisites.
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Methods, processes, and techniques employed in school social work. Practicum is completed on a block schedule. Students may take concurrent generalist courses, but are not required to do so.
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Students may complete block placements in Tennessee, in other states, or in other nations. Maximum 6 hours. Registration Permission: Consent of instructor. Emphasis on understanding biopsychosocial influences on the incidence, course and treatment of the most commonly presented mental disorders and the differential effect of these factors on diverse populations. Emphasizes the acquisition of diagnostic skills as they relate to comprehensive social work assessment and the development of social work interventions.
Stresses ethical issues, collaboration with families, knowledge of psychopharmacology and the varied roles social workers play in mental health settings. Assessment and interventions focus on individuals, families, groups, and communities.
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Integrates local to international information about our global, diverse, multicultural society with evidence-based knowledge and skills that are culturally affirming, address oppression, and promote social and economic justice, human dignity, and a human rights perspective. Administrative financial knowledge and skills in budgeting, resource allocation, marketing and expenditure control.
Issues regarding organizational management change in organizations, communities and national global contexts. Includes a seminar and agency-based internship. RE Prerequisite s : This course includes a seminar and agency-based internship. Specific content addressed in the course includes financial management, budgeting processes, basic accounting principles, financial reporting requirements, IRS standards, audits, financial software utilization, grant management including application writing skills, fund development, donor cultivation, fundraising, social agency mergers and acquisitions, real estate planning, impact of public policy on fiscal climate and justice, and ethics in resource development..
Will consider aspects of governmental relations, operational best practices including practical skills such as running meetings, employee development, advanced strategic planning and futuring, understanding and incorporating accreditation standards, organizational culture and ethical practice in organizations. Topics such as nonprofit governance and accountability, human resource development, supervision, compensation strategies, management theories and employment law will also be addressed. Registration Restriction s : Minimum student level?
Empowerment of recipients of service and implementation science will be addressed. Topics such as assessment, evaluation in social sector, fidelity to evidence-based practices, basic principles of program development, needs assessments, environmental scan, impact measurements, process evaluation, information management through technology, data driven decision-making, and translational research skills will be addressed.
Focus will be on becoming an effective practitioner in working with individuals and families affected by chronic and acute illnesses across the lifespan. Will also focus on increasing clinical practice skills used in hospital and health care settings. Will address the areas of managed care systems, clinical assessment, treatment planning, evidence-based interventions, culturally relevant practice, spirituality, legal and ethical issues, impact of acute and chronic illness on patients and families, interdisciplinary teams and the social work role, discharge planning, advocacy, information technology, and end-of-life care.
Will highlight the role of individual differences e. The domains investigated include memory, cognition, intelligence, personality, mood and anxiety disorders, emotion, elder abuse, spirituality, and culture.
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Mediation is an alternative approach to dispute resolution in which an impartial third party, called the mediator, works with parties involved in a dispute in order to facilitate the peaceful and satisfactory resolution of the dispute. This course is designed to introduce the student to theory and techniques of mediation. Students will learn how to assess and address group problems, to employ a variety of intra-group strategies and techniques such as programs, structured activities, exercises, etc. Also considers how gender, ethnicity, race, social class, sexual orientation, and different abilities will impact on various aspects of group functioning such as purpose, composition, leadership, selection of intervention strategies, and group development.
Will examine the role of spirituality in clinical social work practice, and provides an introduction to current evidence based practices that incorporate spirituality. Will emphasize the consideration of the spiritual beliefs of both the practitioner and client in clinical practice, and the use of spiritually-based psychotherapies in practice.
Ethical issues, intervention skills, and critical review of the evidence-base for spiritually-based psychotherapies are the central topics of the course. Advanced knowledge and skills are developed in the areas of interviewing, the therapeutic alliance, risk assessment, and case formulation. Particular emphasis is placed on the use of evidence-based treatments for specific mental health problems and populations.
Builds upon the foundation research, human behavior, and practice courses, and examines evidence-based methods for conducting assessments; identifying and implementing evidence-based interventions; and measuring and monitoring outcomes for individuals, couples, families, and small groups. Two interviewees were men, which reflected the gender balance among social workers in the field in the study areas.
Interviews were conducted in —, with each interviewee on one occasion by the first author. After each interview, short notes were taken about the content of the interview and other issues that emerged during the interview. Before the interviews were carried out, the first author gathered data from the managers of the social assistance units in each of the study sites.
Managers gave information about the caseload, the current development in their area, and the organisational structure and changes. These discussions were documented in field notes, together with notes taken after each interview. The aim of the observations was to gain better understanding of the organisational context in which social workers acted.
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The field notes served mainly as a source of information about the context of social assistance work in the study areas. Field notes were in line with the current literature on the development of the social assistance in Sweden and influenced how we framed the study as a whole. During the analysis process, we repeatedly came back to the field notes, to reflect on our emerging categorisation, and to check whether there were issues which were not taken into account in the categorisation. The interviews lasted from about 1 to 1.
Interviewees were informed about the aim of the study and their right to withdraw, and that their responses would be kept anonymous.
An interview guide was used, which included open-ended questions about the services the interviewees provided, the clients they met, their role and experiences of their work. Interviewees were asked about the needs of the clients, goals of their work and why the clients were applying for social assistance. The interviews took place at social welfare offices or in centres to which clients were referred. All interviews were transcribed verbatim. The transcripts were read several times to obtain a good overview of the material.
Subsequently, open coding was performed line by line by the first author. After that, a number of content areas [ 39 ] were identified in discussion with all the authors.