This course focuses on assessment and intervention skill development for social work practice with children and families who have experienced abuse and neglect or are at-risk of abuse and neglect. Clinical intervention strategies and dilemmas in role expectations of social work practitioners are analyzed. Attention is given to evaluation and use of research content in prevention and intervention services and programs.

This course focuses on issues common to the discipline of social work and the law. The course will include and introductory review of the law, the American justice system, and basic constitutional principles. Family-related issues-such as, the protection of children, education, adoption, custody and support, marriage, divorce, domestic violence, juvenile law, competency and guardianship-will be explored. Experiential components of the course are designed to prepare social work professionals for effective practice vis-a-vis the intersections of social work and the law.

The theory and methods of crisis intervention and subsequent consultation are examined in this course. Particular attention is given to the various contemporary techniques of intervention, consultation, referral, and resolution. Assessment techniques used in the intervention process are explored and skills practiced.

This course is designed to enhance the student¿s awareness and understanding of the basic knowledge and principles which guide the administrative process of social welfare agencies. Administrative skills are taught in relation to the clinical practitioner as well as to other administrative roles.

The most important goal for social service professionals is to improve the quality of life for older people through effective intervention on their behalf. This course will focus on skill development and knowledge and understanding of older persons¿ behavior through the public health model of preventive intervention at the primary, secondary, and tertiary levels. Interventive strategies and case studies will be utilized in the course to develop skills for working with the elderly in institutions and in the community. Models of clinical social work practice with the elderly are critically analyzed.

This course is designed to give students a general overview of social gerontology as a branch of knowledge in the field of gerontology. Social gerontology concerns itself with psychosocial and economic aspects of the aged individual and the social problems encountered from living in both formal and informal societal groupings. The interaction of these aspects and groupings and the services established and considered for the aged through public and social policy will be discussed.

The foundation research course provides an introduction to the principles and methods of basic social work research. Students are introduced to concepts of problem formulation, measurement, research design, sampling, data collection, and data analysis as employed in basic research. Particular attention is directed to social work research that addresses the economic, political, and social needs of people of color and populations-at-risk in American society. This course is designed to prepare students to understand and appreciate scientific research as a valuable tool in furthering professional capabilities and in contributing to the development of the growing body of knowledge in social work practice.

This course is designed to assist students in understanding and applying scientific research methods in clinical practice settings. It builds on the research knowledge of the foundation research course. Students in this course are expected to become proficient in the methods and basic principles of conducting and evaluating empirical research related to clinical practice. In this course, students participate in guided research projects which require a review of relevant research, data collection and analysis and implications for social work practice. Emphasis is given to the importance of demographic, biopsychosocial and cultural variables in the conduct of ethically based research.

This course examines institutionalized oppresion and its imp;ications for social work practice of all levels, emphasizing the consequences of social inequality and the social worker's responsibility to fight oppression.

This course is designed to provide students with an indepth knowledge of major forms of emotional and mental disorders manifested in children and adults. Students will learn to assess, diagnose, and treat a diversity of clients and client systems. Particular attention will be directed to the Diagnostic and Statistical Manual (DSM- V) as one of the major assessment tools utilized in human service and clinical practice.

Human and Behavior and the Social Environment I (HBSE I) (3 hours). This course focuses on the development of the individual from conception through middle childhood and the impact of various aspects (i.e., family, groups, organizations, and community) of the social environment on that development. Content includes empirically based theories and knowledge that focus on the interactions between and among individuals, groups, societies, and economic systems.

Human Behavior and the Social Enlvironment (HBSE II). This course focuses on the development of the individual from middle adolescence/young adulthood through very old age and the impact of various aspects (i.e., family, group, organization, and community) of the social environment on that development.

Social Welfare Policy, Services, and Analysis. This course gives an overview of the history of social welfare policy, services and the profession of social work. Additionally, this course will cover assessment of policy as it directly affects service delivery. It examines the responsibilities and roles of a generalist worker in policy development, policy clarification, and change in policy implementation.

This course provides an introduction to social work practice methodology and the professional use of self in combination with the generalists practice approach to social work with individuals, families, and small groups, and within the context of communities and organizations.

This course prepares students to use professional knowledge, values, and skills in generalist practice with diverse groups, communities, and organizations. Because most social work practice takes place within organizations in the context of one or more communities, understanding and intervening at the group, organization, and community levels are essential for effective social work practice.

This course is a review and refinement of practice skills and professional knowledge provided in the foundation curriculum content of the MSW program. The course focuses on the application and transformation of generalists knowledge and skills to prepare for entry into the concentration curriculum. This bridging foundation course provides an opportunity for students to develop critical thinking skills and apply empowering practice decisions in professional practice settings with all sizes of client systems. Special emphasis is placed on the reciprocal interactions between individuals and their environments toward the engagement of personal and community strengths.

This course is designed to provide advanced clinical practice knowledge and skills for intervention with children and youth, primarily in the context of the urban environment. Special needs and vulnerabilities of these populations are addressed. Students are given orientations to the human services agencies primarily concerned with the complex issues and difficulties faced by these populations, and the implications of service delivery arrangements for clinical practice. Attention is directed to skills needed for the provision of services to children and youth in the context of their families and communities and to programmatic and advocacy activities on their behalf.

SW 586 Advanced Concentration: Family Intervention (3 Hours) The focus of this course is intervention with families. Advanced skills are developed in areas of social work practitioner roles, strength based assessment, and specific models of intervention with families. Special attention is given to comparative approaches to couple and family intervention (e.g., Multi Systemic Therapy, Dialectical Behavioral Therapy, and Trauma Informed Care); relevant recent research findings related to family therapeutic approaches; the inluences of environmentals, ethnic, and cross-cultural variables; and ethical dilemmas in work with families.

The advanced social work practitioner is required to demonstrate group skills in a wide range of social situations. The foundation practice courses provide the basic skills for this course while the advanced practice with groups course expands, elaborates, and adds to the student's knowledge and skills. The focus of this course is on the development of knowledge and skills in the delivery of preventive, developmental, and remedial group services for at-risk populations of varying ages and social situations.

Youth and Families Integrative Capstone (3 Hours) This course is conceptualized as a mechanism for students to draw upon all previous courses content in the MSW Program and connect their learning to the nine advanced program competencies paralleled through case analysis. The course is taken concurrently with the final block field placement. Students demonstrate mastery of the theoretical and empirically-based knowledge from all components of the curriculum, and the ability to apply this knowledge in advanced social work practice with children, youth and families, while demonstrating the nine advanced concentration competencies. Additionally, students will be evaluated among dimensions of their learning (knowledge, values, skills and cognitive and affective processing)l.

This capstone course focuses on developing services and programs especially tailored to meet the needs of the urban poor, who are disproportionately people of color. It addresses the multiple and negative impacts of urban poverty on children, youth and families and their functioning in the social environment. Community-oriented and family-centered services in schools, churches, public housing projects, and neighborhood service centers are examined in regard to their individual and collective potential to improve the lives of at-risk children and their families. Particular attention is given to continuing and contemporary urban problems of substance abuse, violence, teen pregnancy, school dropouts, unemployment and underemployment, and the impact of welfare reform on families and their functioning in the community.

The advanced standing field instruction course is taken concurrently with SW 583-Integrated Social Work Practice, the advanced standing bridging course. This course focuses on the application and transformation of generalists practice knowledge and skills to clinical practice knowledge and skills with children, youth and families.

This course is designed as a block field placement and is taken in the spring of the first year in which the student is enrolled in the M.S,W. Program. This field instruction course is focused on generalist social work practice with individuals, families, groups, organizations, and communities. Seminar sessions are held monthly and are announced at the beginning of the semester.

This is an individually directed intensive study in an area of social work practice which is selected by the student. The independent study selection is made in accordance with the curriculum plan of the MSW Program and is approved by the student¿s faculty advisor and the Master of Social Work Program Coordinator.

This seminar is designed to enhance the student¿s matriculation in the doctoral program and their preparation for leadership roles as social work scholars and educators. As a backdrop, it provides an overview for discussion of higher education in general and doctoral education as a major focus of study in social work education. Students engage in dialogue and related activities considered essential to their success in the program and preparedness for their prospective roles as faculty in the academy.

This course critically examines and assesses macro social science theories and explores how they are applied to social problems in social welfare and social work. Selected theories are identified and examined, conceptual and philosophical assumptions assessed, values considered, and empirical evidence analyzed. Particular attention is given to issues of inequality and oppression in relation to race, gender, and class. This course prepares students for use of macro theories to guide their research.

This course examines human behavior theories and theoretical approaches to child and family studies in social work. The course traces the development of major theoretical approaches in the social and behavioral sciences and examines emerging schools of thought. Conceptual and philosophical issues related to theory building in clinical practice are explored. Through an analysis of the theoretical knowledge base of social work practice with individuals, families, and other small groups, this course prepares students for subsequent use of theory in practice-focused research.

This course examines content, context, and processes in social work education. It critically analyzes current issues and future trends in social work education. Among the areas covered are accreditation, values and ethics, educational and professional organizations, curriculum development, methods of instruction and ancillary educational roles. (

This research course provides students with a foundation for understanding and conducting scientific inquiry in social work. It covers the research process, critically examining problem formulation, use of the literature, theoretical and conceptual framework development, researchable questions, hypothesis development, research design, sampling procedures, measurement, and data collection. Students also consider the ethical, philosophical, and other dimensions of research that are essential to understanding the role of research in social work.

This advanced research methods course is a continuation of the first research course. It encompasses an in-depth study of qualitative and quantitative research, including grounded theory, biographical life history, phenomenology, ethnography, content analysis, survey research, and experimental, quasi-experimental, and non-experimental designs. Emphasis is placed on measurement, sampling, data analysis, and other relevant issues. The strengths and weaknesses of both qualitative and quantitative research are examined. The integration of both approaches to build a common body of knowledge is also covered. (

This course explores data analysis issues at the bivariate level and how data are affected by various statistical problems. It emphasizes the application of both qualitative and quantitative statistical reasoning, description, inference, and theoretical underpinning as well as the interpretation of the procedures used in the context of social work research. The statistical knowledge base is augmented by the use of the computer for statistical analysis procedures.

This course builds on the first statistical methods course. It concentrates on the multivariate statistical procedures to provide an integrated and in-depth applied approach to multivariate data analysis and linear statistical models in social work research. Particular emphasis is placed on the procedures involved with multiple independent and dependent variables used simultaneously in a comprehensive design. The course utilizes computer programs for statistical analysis procedures. (

This seminar is designed to provide students with an opportunity to explore policies, programs, services, and related practice issues affecting families and children. It focuses on the nature of selected policies, the policy-making process, factors that influence policy formulation, implementation, and evaluation and approaches to policy analysis. Particular emphasis is placed on critical examination of selected policy and practice issues related to families and children. Students are expected to analyze a major policy affecting families and children and prepare a related policy or practice issue paper. Examples of current issues covered are the impact of welfare reform, medicaid coverage, managed care, permanency planning for children at risk, and research on the prevention of family and/or youth violence.

This course builds on the previous methods courses. It concentrates on advanced quantitative statistical procedures to provide an integrated and in-depth applied approach to data analysis and linear statistical models in social work research. Particular emphasis will be placed on higher level statistical methods involved with multiple independent and dependent variables used simultaneously in a comprehensive design. Familiarity with the use of SPSS for data analysis is required. (

This course examines major qualitative approaches that are most frequently applied to the study of process in human services settings. Students learn how to conduct systematic investigations of in-depth, non- quantitative studies of individuals, groups, organizations, or communities. (

This individualized learning experience is designed to provide students with "hands on" research experience prior to the dissertation project. Students work with their advisors in selecting an ongoing research project and principal investigator for supervision of their work. Students develop and submit a work plan to the practicum supervisor, advisor, practicum director, and doctoral program chair for approval. (

Students will complete a major conceptually and methodologically rigorous research project of interest that contributes to social work knowledge. The topic of the dissertation is approved by the dissertation committee.