Special Topics in Social Work

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

• Demonstrate professional demeanor and behavior in oral and written communication.
• Modify how they engage with, assess, and intervene with clients and their families based on age, developmental stage, family culture and expectations, disability status, sexual orientation, and gender identity.
• Demonstrate their ability to use empathy, reflection, and interpersonal skills to effectively engage the client (in individual or group setting) and their family.
• Apply knowledge of multidisciplinary theoretical frameworks in the analysis of assessment information.
• Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and challenges with clients and their families.
• Select an appropriate intervention strategy based on the assessment, values, and preferences of the client and their family.
• Critically choose and implement specific interventions to achieve practice goals and enhance capacities of young clients.
• Facilitate effective transitions and endings that advance mutually agreed upon goals.
• Design appropriate evaluation strategies for evaluating outcomes of practice (individual and group) with children and adolescents, and, as appropriate, with their families.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Role Play	25%
Processing Video	15%
Plan a Group Presentation Assignment	25%
Class Participation/Professional Behavior	10%
Cultural Adaptions Paper	15%
Discussion Postings	10%

Grading Scale Followed in All JMSW Courses:

Grading Scale

Percentage	Letter Grade
93-100	A
90-92	A-
87-89	B+
83-86	B
80-82	B-
76-79	C+
70-75	C
Below 70	F

Attendance/Participation:

This course is highly interactive and relies on active engagement in class discussions, group activities, guest speaker presentations, experiential learning exercises, and collaborative assignments. Regular attendance and meaningful participation are essential to your learning and professional development.

Students are expected to attend class on time, actively participate in discussions and activities, and contribute respectfully to the learning environment.

Students who accumulate three (3) unexcused absences or demonstrate a pattern of chronic tardiness will receive a 20% deduction from their final course grade.

Excused absences must comply with university policies and should be communicated to the instructor as soon as possible.

Active participation is expected during every class session.

Students who are present but do not meaningfully engage in class discussions, group work, or other learning activities may receive a 1-point participation deduction for that class session.

Participation includes contributing to discussions, engaging in small-group activities, respectfully interacting with peers and guest speakers, and demonstrating preparation for class.

Professionalism, punctuality, and consistent engagement are expectations of graduate-level social work education and reflect the professional standards required in clinical practice.

Course Materials Purchased by the Students:

• Vernon, A, Schimmel, C. (2018). Counseling Children and Adolescents (7th edition). Cognella Academic Publishing
• Cohen, J. A., Mannarino, A. P., & Deblinger, E. (2012). Trauma focused CBT for children and adolescents. New York, NY: Guilford. (Chapters 2, 4, & 7)
• Hobday, M., & Ollier, M. (1999). Creative therapy with children and adolescents. Atascadero, CA: Impact. (Chapters 5 & 10)
• Landreth, G., L. (2012). Play therapy: The art of the relationship. New York, NY: Taylor & Francis Group. (Chapters 2 & 7)
• Miller, W., R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). New York, NY: Guilford. (Chapters 12 & 17)
• Sherman, L. (2015). Skills in counselling and psychotherapy with children and young people. Los Angeles, CA: Sage. (Chapters 2 & 8)