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University of Illinois at Urbana-Champaign

School of Social Work


SOCW 516: Advanced Social Work Practice with Child, Youth and Families
Spring 2015
Contact:
Heidi Gulbrandson, MSW
Adjunct Instructor
Office Rm. 2009
P: (217) 778-7100
E: gulbrand@illinois.edu
Class Meetings: Selected Tuesdays*, 1:00 3:50 PM,
Classroom Room 2101
Mailing Address: School of Social Work
1010 West Nevada, mc-082
Urbana, Il 61801

COURSE LOGIN Login to Illinois Compass 2g: https://compass.illinois.edu


COURSE DESCRIPTION
Social Work 516: Advanced Social Work Practice with Child, Youth and Families, a blended
format class provides masters students and opportunity to make an in depth examination of
evidence based interventions that are used to remediate problems that social workers
encounter when working with vulnerable children, adolescents and their families as advanced
practitioners (clinicians, advocates, supervisors). The semester long course focuses particular
attention on strategies found to be effective for families and children who are at-risk for
involvement or involved with agencies that provide child welfare services (prevention, foster
care, and kinship care), adoption, juvenile justice services, residential treatment or domestic
violence services. Structured on a developmental approach, interventions for children, youth
and families that have been researched in practice settings and found effective will be
presented and discussed in a seminar format. Selected topics will be presented by local and
national leaders in the field of children, youth, and family services. Through structured
assignments, students will have an opportunity to explore evidence based practices that apply
to their focus area.
Prerequisite: SOCW 380/SOCW4: Child Welfare: Issues and Trends or certificate of
completion for the entry level child welfare licensing training requirement of the Illinois
Department of Children and Families.

COURSE OBJECTIVES
The purpose of this course is to provide students with an opportunity to learn about current
topics of concern and evidence based practice interventions that prevent or ameliorate
problems addressed by children, youth, and family service agencies that provide child welfare,
adoption (in-state and international), juvenile justice, and residential care services or domestic
violence services. The course is designed to achieve the following objectives:
1.

To familiarize students with the current evidence based practices that are used
for the range of children and family services in Illinois, nationally and
internationally and examine the research evidence supporting the effectiveness
of these services. (Advanced competencies 1a, 3a,6a, 6b, 10a)

2.

To provide students with an opportunity to develop an in depth, critical


understanding of one evidence based intervention discussed in class by local
and national experts that is currently being applied in child, youth and family
services agencies in their focus area for use in their field practicum or future
practice. (Advanced competency 3)

3.

To give students an opportunity to consider the ethical dilemmas, controversies


and trends in child, youth and family services (and social work more broadly) and
assist students in examining their own perspectives about these issues that
ultimately affect clients services and service providers in delivering services.
(Advanced competency 5a)

4.

To understand the effects of social/economic inequity and its relationship to the


need for services for children, youth, and families. Moreover, to identify
strategies intended to address such inequity. (Advanced competencies 8a, 8b)

5.

To understand how perceptions of family, race, ethnicity, immigration status,


varied ability and sexual orientation affect the delivery of children youth and
family services. Learn strategies to identify and ameliorate the effects of bias in
service delivery. (Advanced competencies 4a, 4b, 4c)

6.

To understand the similarities and differences in issues, problems, and


interventions for children and family services internationally. (Advanced
competencies 3, 4a, 4b, 4c)

7.

To understand wrap around services and how to work effectively with other
service providers to provide the best services for children, youth and families.

8.

To develop a capstone project demonstrating advanced understanding of the


integration of depth policy, research and practice intervention on a specific focus
in children youth and families and present it to faculty and students as a poster
presentation.

REQUIRED READINGS
Readings are available both in the Compass 2g class and on line from the University of Illinois
library. Instructor may also distribute additional materials in class.
DISABILITY ACCOMMODATIONS
To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities
must contact the instructor and the Division of Rehabilitation-Education Services (DRES) as
soon as possible at: 1207 S. Oak Street, Champaign, 333-4603, or email: disability@illinois.edu.
ACADEMIC INTEGRITY
All class participants are expected to adhere to University policies on academic integrity and all
policies included in the School of Social Work Handbook
http://www.socialwork.illinois.edu/current_students/documents/2009-2010MSWHandbook.pdf.
Additionally, it is expected all students will demonstrate professional academic behavior,
including arriving to class on time, demonstrating respectful behavior towards each other that
creates an environment that is safe and where all input is considered valuable. The NASW
Code of Ethics and School of Social Work handbook policies will be enforced in the class.
COURSE EXPECTATIONS
1. Attend Class Weekly.
2. Complete assigned readings and post assignments by the assigned dates.
3. Participate in class discussions. I cannot give you credit for discussions if you are not
participating.
4. Show respect for your fellow classmates and their opinions both in person and on line.
Use proper Internet etiquette in your communications. Avoid using all capital letters (it
looks like you are SHOUTING).
5. Be present and attentive on the days guest speakers are presenting in class.
6. Have a back-up plan for what you will do if your computer crashes or your internet goes
down.
THE FIRST WEEK OF CLASS
1. Read and review all the Student Resources for Compass 2g so you are familiar with how
to use it - http://www.cites.illinois.edu/illinoiscompass/index.html
2. Complete the online Collaborate orientation session
http://support.blackboardcollaborate.com/ics/support/default.asp?
deptID=8336&task=knowledge&questionID=1251 click on Blackboard Collaborate
Web Conferencing
3. Review the Core Rules of Netiquette (etiquette for online learning) at
http://www.albion.com/netiquette/corerules.html
TECHNICAL SUPPORT
If you experience technical problems, contact the Campus Technologies and Educational
Services (CITES) Help Desk http://www.cites.uiuc.edu/help/ or (217)244-7000.

COURSE COMMUNICATION
Face to Face Class
We will meet weekly face to face unless otherwise advised.
On Tues April 5, you are encouraged to attend NASW Advocacy Day. If you are unable to
attend, an alternate assignment will be given. http://naswil.org/advocacy/advocacy-day/
Please be advised, in the case of inclemental weather, face to face class may be rescheduled or
conducted via Collaborate. Additionally, though every effort will be made to follow the course
calendar, changes may occur based on Guest Speaker availability or weather issues.
Compass 2g Discussion Forum
This is the heart of this course. It is where you will submit most of your assignments and where
you will discuss your work with your classmates. I will not comment on every student posting,
but will monitor the conversation closely, acting as a facilitator.
Email
Email is a good way to communicate with me concerning private issues or questions regarding
the course. Additionally, you may receive feedback via email regarding your assignments.
PLUGIN REQUIREMENTS
Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html

COURSE OUTLINE & FORMAT


We will cover four learning modules during the semester. Each module will last 4 weeks, and
will consist of face to face classes, discussion board postings, collaborative group work, journal
writing and the Collaborate sessions. See course calendar for due dates.
Week 1 (January 19, 2016): Introduction & Overview of Compass 2g and Collaborate Virual
Office
Week 2(January 26, 2016): Advanced Practice with Children, Youth and Families across the
developmental spectrum - Restorative Justice
Advanced Practice with Children, Youth and Families across the developmental spectrum Interventions with Young Children
Week 3(February 2, 2016): Interview an Advanced Practicioner Assignment & Discussion
Week 4(February 9, 2016): Advanced Practice with Children, Youth and Families across the
developmental spectrum Research and Interventions: Adoption and Post-adoptions services
that work.

Week 5(February 16, 2016): Advanced Practice with Children, Youth and Families across the
developmental spectrum. Research and Interventions: Interviewing & Testifying in Court
Week 6( February 23, 2016): Advanced Practice with Children, Youth and Families across the
developmental spectrum. Research and Interventions: Disabilities: mental, physical,
developmental
Week 7( March 1, 2016): Advanced Practice with Children, Youth and Families across the
developmental spectrum. Research and Interventions: Trauma Informed Practice
Week 8(March 8, 2016): Child Interviews during class time. Meeting with Instructor Friday,
March 11: more info to follow
Week 9(March 15, 2016): Advanced Practice with Children, Youth and Families across the
developmental spectrum Research and Interventions: International Social Work
Week 10: SPRING BREAK!
Week 11(March 29, 2016): Advanced Practice with Children, Youth and Families across the
developmental spectrum Research and Interventions: LGBTQ Focus
Week 12(April 5, 2016): NASW Advocacy Day attend Advocacy Day in Springfield (details to
follow) or complete an alternative assignment if you are not able to attend.
Week 13(April 12, 2016): Present the take home message and plan for poster presentation to
class for critique
Week 14(April 19, 2016): Advanced Practice with Children, Youth and Families across the
developmental spectrum - Self Care
Week 15(April 26, 2016): Capstone Project Assignment
Week 16(May 3, 2016): Presentation of Capstone Project Poster Presentation summarizing
research, policy and intervention in focus area to the School of Social Work.

COURSE REQUIREMENTS AND GRADING


The quality of the educational experience will depend to a large extent on the quality of student
participation. The course format allows for plenty of class discussion, both online and in person.
Small group exercises affording the instructor ample opportunity to assess the input of individual
students to discussion will also be part of the format.
Since this is your final semester of coursework before entering the field practicum and your
professional life as a Social Worker, it is expected that assignments will be completed on time
unless prior arrangements have been made with the instructor. Extensions for late assignments
must be obtained in advance from the instructor. Assignments turned in late will be marked
down by 10% of the total points for the assignment for each day the assignment is late.
There is no extra credit.
For specific tasks and due dates, see the course calendar.
The course has a total of 350 possible points. The grading scale is:

A = 93 100% = 324 350 Points


A- = 91 - 92 % = 317 - 323 Points
B+ = 88 - 90 % = 307 - 316 Points
B = 83 - 87 % = 289 - 306 Points
B- = 81 - 82 % = 282 - 288 Points

C+ = 78 - 80 % = 272 - 281 Points


C = 73 - 77 % = 254 - 271 Points
C- = 71 - 72 % = 247 - 253 Points
D+ = 68 - 70 % = 237 - 246 Points
D = 63 - 67 % = 219 - 236 Points
D- = 61 - 62 % = 212 -218 Points
F = 60% or less = 211 or less Points

The School of Social Work at the University of Illinois at Urbana-Champaign defines letter
grades in the following way:
A = Excellent: Student performance exceeds Graduate School expectations
B = Good: Student performance meets Graduate School expectations
C = Fair: Student performance meets minimal Graduate School expectations.
D = Poor: Student performance does not meet Graduate School expectations
F = Failure