This is the first half of two required sequential courses in the Professional Foundation Year. It provides the basic knowledge and skills as a foundation for the advanced practice curriculum. Using a problem-solving model in an ecological perspective, the course prepares students to apply a generalist practice perspective to systems of all sizes and levels. Essential values, concepts, and ethical considerations within a human rights perspective as they pertain to generalist social work practice are explored. Co-requisite: 19:910:508

The second of two foundation practice courses based on a generalist social work perspective, this course uses a problem-solving model for work with Macro (organization and community) systems and considers implications for at-risk groups. Pre-requisite: 19:910:500. Co-requisite: 19:910:509.

Theories, themes, and issues concerning the interaction among individuals—as they grow, change, and develop over the life course—and their social context are reviewed. Theories and assumptions about human behavior and diversity are critically applied to social work contexts. Values and ethical issues related to biopsychosocial development are examined.

History, philosophy, and development of social welfare as an essential institution in the United States. Study of the emergence and role of social work, understanding of patterns of current provision, and introduction to analysis of social welfare policies.

Introduction to scientific, analytic approach to building knowledge and skills, including role of concepts and theory, hypothesis formulation, operationalization, research design, data collection, data processing, statistical analysis, introductory computer skills, and report writing.

Introduces a range of diverse populations by race, ethnicity, gender, sexual orientation, and physical differences. Additionally, it examines the role, function, and effects of oppression in society as it relates to social and economic justice. Assumptions underlying theory and research methodologies from which basic constructs of human behavior are drawn will be examined to understand how power and other dynamics manage and sustain oppression at the individual and institutional levels. Also of interest is how oppression affects service delivery at micro and macro levels, particularly social policies and strategic planning which drive the shape of services.

Major forms of emotional distress in adults and children. Classification trends, issues, and models. Introduction to clinical syndromes in terms of diagnostic methodology, research, and social concerns and their implications for at-risk groups.

Practice social work in agency settings under qualified educational supervision. Includes service to vulnerable and oppressed populations while learning generalist skills. Co-requisite: 19:910:500.

Furthers learning of problem-solving skills and strategies begun in Field Education Practicum I and prepares students to enter the advanced field curriculum. Pre-requisite: 19:910:508. Corequisite: 19:910:501.

This course will introduce students to the interpersonal communication skills necessary to engage and assess clients and client systems as they enter the field education practicum. Topics covered include understanding the importance of the professional use of self, developing an empathetic relationship, creating a therapeutic alliance, and applying counseling skills while considering the client’s larger social environment. The course will also introduce students to expectations associated with a generalist field education practicum.  This course will use the classroom as an experiential learning lab environment that involves a significant use of classroom exercises, role-plays, written analysis and reflections about these, and client simulations to practice the concepts and skills learned. 

COURSE OVERVIEW

This course focuses on the skills needed to engage and assess clients and client systems. Areas of focus include the importance of building a relationship and developing counseling skills, and learning approaches to working effectively with diverse clients and client systems. Experiential learning will include classroom exercises, role-plays, and client simulations.

This course meets five (5) times in the fall semester for 2.75 hours per class meeting.

This course examines aspects of service delivery to Hispanic populations at both the macro and micro levels.  Students will develop knowledge about aspects of Latino culture that are relevant to the development of cultural competency.  They will develop skills in providing evidence-based culturally relevant practices in services to this group.

Focuses on the etiology, prevalence, and policy implications of common addictive behaviors, including alcohol, tobacco, and other drugs; pathological gambling; and compulsive overeating or sexual behavior. Students will learn to evaluate the pharmacological mechanisms of dependence, components of addiction-related behavioral change, and issues involved in prevention, intervention, and evaluation of these addictive behaviors.The course will also examine the impact of age, race, gender, social class, culture, ethnicity, spirituality, religion, sexual orientation, national origin, and physical and mental ability on patterns of addiction. Content includes major theoretical perspectives on biological, sociological, and psychological bases for addiction and the impetus for change, and an examination of the empirical evidence for various perspectives. Prerequisite: 19:910:502 or 19:910:898 or 19:910:899.

This course examines ways to improve the financial stability and security of low-income individuals, families, and communities in the United States. Students will learn the difference between income assistance and asset-based policies, which aim to help individuals and families build savings and acquire assets that will improve their financial security over the long-term. Historical patterns of institutionalized racism and oppression largely explain racial wealth disparities that justify asset development as a practice and policy strategy to achieve social and economic justice. This course uses a comprehensive approach to examine social programs and direct practice interventions, financial services, and policies that can move individuals, families, and communities along the asset-building continuum. The impact of issues such as life stage, social class, and cultural background will be examined. Policy issues include social insurance programs, savings, consumer protection, tax credits, public benefits, and innovative programs; practice issues include financial assessment and goal setting, financial coaching, and integrating financial interventions with traditional psychosocial interventions.

This course will explore the developmental stage of adolescence (approximately from ages 12–19 years), with a specific focus on how at-risk youth populations navigate the normative tasks associated with this stage. Prerequisite: 19:910:502 or 19:910:898 or 19:910:899.

This course is designed to promote critical thinking about children’s mental health services that support the development of effective programs, services and treatment for children’s mental health. It introduces students to the nature and scope of mental health problems for youth in the United States, and examines the mental health delivery system for them, with particular attention to the influential system of care model developed in New Jersey and throughout the U.S. Students will explore clinical and programmatic complexities of engagement and collaboration, service utilization, and treatment interventions, and will investigate the persistent problem of disparities in, and barriers to, mental health care. The course prepares students to better understand and become equipped to fulfill a role as an active participant and leader in the delivery and design of mental health services and treatment for youth with serious emotional problems and their families.

19:910:533 Special Topics in Social Work Research: The DC Experience - Policy Advocacy in Action
Prerequisite: 19:910:504

Advocacy on behalf of clients to promote social justice and social change is a core mission of the social work profession. This course combines online and in class instruction with a 3-day trip to Washington, DC to provide students with hands on advocacy experience around a specific population or social problem. Students will learn about the legislative process and the roles of relevant governmental and non-governmental actors, understand the current policy landscape, examine the policy construction of a focal social problem and potential policy reforms, and actively engage in policy advocacy practice by meeting with legislators, lobbyists, and activists to discuss their proposals.

19:910:533 Special Topics in Social Work Research: Military Culture: Life and Issues

This course provides an extensive exploration of the world of being a service member and the unique culture and socialization that takes place in this process: the values, norms, language, rank as caste system, military justice, family life and being a “dependent” [wife, husband or child]. The course includes the preparing for the war zone and training to become ready for combat missions for the service member: adjusting to uncertainty, killing others, death, bonding and fighting for each other, and shear tension of being always on alert and aware. Material on potential means for building resiliency prior to facing combat/trauma for service members and deployment for families, including children.

19:910:533 Special Topics in Social Work Research: Perinatal Death, Dying, and Bereavement

Pregnancy loss and infant death can be devastating and traumatic events for women and their families, with potentially serious implications for one’s physical and mental health. This course will examine the biopsychosocial aspects of perinatal death (pregnancy and newborn loss) by exploring the impact on women and their families who experience perinatal death, dying and bereavement. This course approaches perinatal death through an interdisciplinary lens by integrating works from the applied health (genetics, medicine, nursing) and behavioral health (psychiatry, psychology, social work) professions, and by drawing from knowledge spanning a variety of disciplines in the social sciences (anthropology, sociology), arts and humanities (history, literature, philosophy/bioethics, women’s studies, theology). Of particular relevance for students in, or planning to enter, the applied professions of health, behavioral health, and theology, the course will also be of interest to any student who wants to learn more about perinatal death, dying and bereavement, and what this means in different perinatal contexts

19:910:533 Special Topics in Social Work Research: Social Justice and Public Health

This course explores the interplay between social and economic disadvantage, and its health consequences. It also examines how health inequalities in society affect social inequalities. Through an understanding of these bidirectional relationships, this course reinforces a unified approach to thinking about the fields of social work and public health. Such an approach is critical for social workers interested in working in health or mental health, and public health professionals interested in working in human service settings.

Law in health and human services. Reading, using and finding law. Law in practice in relation to law on the books. Topics include due process, equal protection, discrimination, confidentiality and duty to warn, child abuse, domestic violence, AIDS, sexual harassment, mental health, developmental disabilities, courtroom testimony, malpractice and administrative liability.

Focuses on identifying, developing, and testing community organizing skills. Special attention given to leadership development and community analyses.

This course examines the phenomenon of global human migration and human vulnerability and the impact on the local reality. Students will develop knowledge and skills that encompass the diversity of immigration experiences, international refugee situations, and acculturation and family dynamics processes; transnational families; and inter- and intra-ethnic tensions. Students will learn and apply concepts relevant to social work that define specific needs and issues facing immigrant and refugee clients at the practice and policy levels. Students will explore personal biases and experiences, organizational barriers, and culturally relevant practices in services to immigrants and refugees. Students will analyze social policies, programs and practices for safeguarding rights and determine culturally responsive services to immigrants and refugees. Prerequistite: 19:910:502 or 19:910:898 or 19:910:899.

Confronting issues of poverty and inequality is a core value of the social work profession. This course will provide students with a theoretical, empirical, and analytical understanding of poverty and inequality in the United States. Throughout the course comparisons will be made with other developed nations. Prerequisite: 19:910:502 or 19:910:898 or 19:910:899.

This course explores global social work, past and present, and the application of social work to vulnerable groups around the global. Students will learn about different applications of social work and social services delivery systems around the globe. Students will apply social work values, knowledge and skills to address global problems. Student will explore the peer-reviewed literature, grey literature, and databases on international development applied to a selected country and specialized field of practice of the student’s choice. Students will explore their international career goals through the focused exploration of a specific development issue within a country or region of the globe.

This course will address many types of loss that occur across the lifespan and will incorporate a developmental approach to loss and grief. Prerequisite: 19:910:502 or 19:910:898 or 19:910:899.

This course provides an overview of Latino peoples in the United States.  It examines concepts and theories that apply to ethnicity, racial and social identity, and acculturation as they apply to the various Hispanic groups in the United States.  It begins with brief histories of the major Hispanic groups and the political and social forces that provided the impetus for their location/relocation here.  It continues with the cultural similarities and differences among the groups.  Also to be discussed, the current social and economic condition of Hispanics and specific problems related to their status in the United States. and implications for social work.  In addition, a model of viewing Hispanic identity will be presented as a basis for social work assessment and intervention. 

This course will highlight theories to enhance the students’ understanding of “Person-in-Environment” to be inclusive of the physical environment. Students will develop a paradigm regarding the interconnection of social work and environmental justice with an understanding of the bi-directional relationship of people and nature.  Students will examine social work history and create an emerging perspective of social workers’ role with respect to the environment.  This course will help students achieve the updated Council on Social Work Education (CSWE) competency “Advance Human Rights and Social, Economic, and Environmental Justice” by developing awareness of ecological crises, environmental injustices, and movements that are intended to serve marginalized populations.  Students will discuss how social workers can increase equality through advocacy, education, and action.      

19:910:553 Special Topics in Social Work: Perpetration of Interpersonal Violence & Abuse

This elective course examines the theories and policies along with prevention and intervention strategies surrounding perpetrators of adult violence and abuse. The spectrum of theories and conceptual frameworks used to explain physical, sexual, and other forms of interpersonal violence (IPV) are explored. Criminal and civil policies are also covered as a response to perpetration. Perspectives on preventing and intervening with perpetrators are presented, with an understanding of the role of culture and environmental contexts.

This course provides students in the MSW Management and Policy specialization the opportunity to further develop their knowledge and skills obtained from the two required advanced practice courses. It is also intended to appeal to students with a broad array of interests in management of public organizations and the public aspects of nonprofit and private sector organizations. Student will gain a deeper understanding of selected management issues and challenges facing public organization managers today, with emphasis on applications to management processes and structure, human side of management, and innovation and reform. Students will also be exposed to management issues in comparative context based on case studies.

This course provides foundation knowledge and general practice skills for working with lesbian, gay, bisexual, transgender, and questioning (LGBTQ) individuals. Students will gain knowledge of LGBTQ historical and political perspectives, the development of LGBTQ identity-formation, health, mental health and familial issues, and LGBTQ issues across the life span including the coming-out process. Intersectionality of race, gender, sexual orientation and gender identity will be addressed along with ethical and legal issues which impact LGBTQ individuals and their families. Students will learn how to practice with LGBTQ clients in cultural relevant ways, and resources for support and information will be identified.

This is a survey course and an elective. There are no prerequisites. The purpose of this course is to provide the attitudes/values, knowledge, and skills as well as theoretical underpinnings to effectively serve LGBTQ individuals, families, and communities.

Prepares the social worker to be an effective practitioner in the field of developmental disabilities and examines the complexity of social issues and how they affect social work practice, including the issue of current legislation and policies.

Practice, theory and research about group dynamics and group work in task groups, psychoeducational groups, support groups, and therapeutic groups are analyzed and applied as part of learning the basics of group work in human services settings. Prerequisite: 19:910:500.

This course examines chronic illnesses and disability among adults, focusing on the medical and psychosocial aspects of various mental and physical health conditions. This course aims to foster understanding of how social workers work with clients with chronic illness and disability, as well as their significant others, within healthcare and community systems. This course also reviews relevant policies and welfare system components intended to support those with chronic illness and disability.

Examines intersections among gender, race, class, and sexuality; the institutional factors and values of society that impact on personal roles, status, and discrimination of women; and the social and individual problems that affect women because of their gender. Feminist theories and feminist practices that facilitate institutional and individual changes are discussed.

This course examines the definitions, scope, and impact of violence and abuse in adulthood. The spectrum of theories and conceptual frameworks used to explain violence are explored. In particular, the course focuses on the prevalence, etiology, myths, and dynamics of intimate partner violence (IPV), sexual violence, trafficking, and elder abuse. Perspectives on working with both victims/survivors and perpetrators are presented, with an understanding of the role of culture and environmental context. The course includes a review of the conceptual frameworks used to guide current services, interventions, prevention efforts, and policies aimed at remedying and eliminating violence in our society. A special emphasis is placed on the advocacy role of the social worker in creating social change. Prerequisite: 19:910:502 or 19:910:898 or 19:910:899.

This course examines the definitions, scope, and impact of violence and abuse in childhood. The spectrum of theories and conceptual frameworks used to explain violence are explored. In particular, the course focuses on the prevalence, etiology, myths, and dynamics of child physical abuse, childhood neglect, child sexual abuse, sibling abuse, and trafficking. Perspectives on working with both victims/survivors and perpetrators are presented, with an understanding of the role of culture and environmental context. The course includes a review of the conceptual frameworks used to guide current services, interventions, prevention efforts, and policies aimed at remedying and eliminating violence against children in our society. A special emphasis is placed on the advocacy role of the social worker in creating social change. Prerequisite: 19:910:502 or 19:910:898 or 19:910:899.

Explores the impact of HIV infection and AIDS on the individual, family, society, and institutions that provide care. Examines the political, social, legal, ethical, spiritual, and public health issues and the perspectives of people living with HIV infection and AIDS that are needed to inform practice and policy. Prerequisite:19:910:502 or 19:910:898 or 19:910:899.

This course provides an overview of older adults as a population group and of aging as a biopsychosocial process. The course explores aspects of social services and health care systems intended to help individuals, families, and communities confront aging-related challenges and capitalize upon aging-related strengths.

This course focuses on understanding, analyzing, and applying theories of development for infants and children (through middle childhood). The course will use child development theories in application to case studies and child observations with infants and children. Particular consideration will be given to theories of change, culturally responsive practice, and privilege.  Prerequisite: 19:910:502 or 19:910:898 or 19:910:899.

Introduction to working with diverse populations in complex situations. This course is presented in 3 sections: 1) it addresses social work practice in the context of COVID-19; 2) the importance of self-care to prevent vicarious traumatization and preserve students’ wellbeing, and 3) the use of communication technology (e-social work) in providing social work services. The sections are taught in 3 separate 5 week modules creating the single class across the 15 week semester.

Provides a framework of knowledge, values, skills, and experiences for spiritually sensitive social work. Students develop skills and insight into responding competently and ethically to diverse spiritual and religious perspectives in social work settings with individuals, organizations, and communities. Attention given to collaboration with faith-based organizations, as spirituality enters into the dimension of policy and service delivery and "secular" and "spiritual" come together to address human need in society. Attention also given to both micro and macro aspects of social work.

This course is a survey of issues and attitudes associated with human sexuality. It is primarily intended for social workers and other helping professionals who currently work with clients or plan to in the future. Using a biopsychosocial perspective, emphasis will be placed on the social, cultural, familial and individual differences in sexual and reproductive attitudes, values, and behavior. Students will be introduced to common sex-related issues and to the particular concerns of various sexually oppressed groups. Information will also be provided about childhood sexual abuse and its relationship to the intimacy issues that clients typically present in direct practice.

Introduces students to the ways that theory and evidence are used to guide intervention with individuals, families, and groups. Focuses on the ways that effective direct practice intervention must integrate different sources of knowledge: evidence (what has worked in the past with people with similar problems), theory (frames of reference for understanding how problems are generated and solved), clinical wisdom, and client preferences. Students will learn straightforward rubrics for locating and evaluating research evidence that may be used to generate intervention possibilities. Students will study and critique several key intervention theories and models (psychodynamic, cognitive, behavioral, family systems, group work) and apply them to case materials. Finally, the class will explore processes and problems that cut across direct practice models, such as the enhancement of change motivation. Prerequisite: 19:910:500.

This course may only be taken by students during the generalist curriculum.