Syllabus template
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Texas A & M University - Central Texas Social Work Program
I. Course Description Catalog Description: Intensive studies of current trends and issues related to professional social work practice, social service delivery, and populations at risk. May be repeated for credit when topics vary. Prerequisite: Junior classification or approval of the Social Work Program Director. II. Nature of Course This course examines the contributing factors to the development of eating disorders, the current DSM-V, and an introduction to a variety of recommended and empirically validated methods of treatment eating disorders at varying levels of care. Teaching Method: The primary teaching approach in this course is online learning. Students are expected to engage in readings independently and then post thoughts and feelings related to readings on the discussion board and respond to peer ideas. Further students are expected to learn through critical self-examination.
The Social Work Program at Texas A & M University – Central Texas prepares its graduates for leadership and professional generalist practice by integrating social work values, skills, and knowledge through an emphasis on excellence. Responsive to the needs of Central Texas and to the State of Texas, the Social Work Program delivers a broad-based liberal arts education that is sensitive to vulnerable, oppressed, and at-risk populations. As an integral part of the College of Liberal and Fine Arts and the Department of Social Work, Sociology, and Criminal Justice at Texas A & M University – Central Texas, the Baccalaureate of Social Work enables students to achieve successful careers and become responsible citizens.
Consistent with the Social Work Program Mission and the 10 core competencies established by CSWE, this course has five main objectives. 1. Assess a person with an eating disorder on multiple levels. By engaging in a comprehensive psychosocial assessment of a person with an eating disorder, students are contributing to their own development as a professional social worker, as this task is a key element of professional social work practice. Assessment also requires a high level of critical thinking and critical analysis of one’s own practice. Further due to the nature and diversity among eating disorders themselves and those who have them, students must demonstrate the ability to apply knowledge of diversity in practice, as well as, knowledge of human behavior in the social environment. Since assessment should be completed in an ethical manner, students are expected to demonstrate ethical principles, consistent with the NASW code of ethics throughout the assessment process. This objective will be evaluated in online discussions and students’ papers in which they complete an assessment of a case study of an individual with an eating disorder. 2. Develop self-awareness of their biases and personal beliefs about weight, size, shape, eating disorders, and those who suffer from them, and the origins of these beliefs, as well as, ways to combat these biases according to professional social work guidelines. To successfully identify oneself as a professional social worker, one must become self-aware and engage in measures needed to combat any biases or stigmas one possesses toward groups of individuals. Further, this requirement is also needed to engage in ethical practices. To determine one’s biases, requires a level of critical thinking and a critical analysis of one’s practices. Determining the origins of these beliefs requires analysis of how the student interacted as a person growing up in the social environment and how diversity played a role in his or her life. This objective will be evaluated in online discussions. 3. Students will develop an understanding of the different contributing factors to the development of eating disorders. To develop this understanding is compatible with identifying oneself as a professional social worker as professional social workers look at biopsychosocial determinants of behavior. It also involves students engaging in critical thinking to inform and communicate professional judgment as students will need to analyze the impact of this understanding on their own backgrounds and their interactions with others. Students will engage in diversity and difference in practice as they explore the differences in acculturation and cultural differences in people with eating disorders. Students will engage in practice-informed research & research-informed practice as they learn how the different contributing factors are debated in the research. Students will apply knowledge of human behavior in the social environment through looking at the combination of sociocultural, familial, biogenetic, and intrapsychic factors interacting to lead to the development of eating disorders. Students will assess individuals through conducting an assessment and indentifying the contributing factors to the development of an eating disorder. Students will respond to the contexts that shape practice by noting the way contributing factors have changed in importance throughout the historical context of the emergence of eating disorders. This objective will be evaluated in online discussions and the case study assessment. 4. Students will develop an understanding of the micro and mezzo interventions used to treat individuals with eating disorders. To develop this understanding is compatible with identifying oneself as a professional social worker since professional social workers intervene with individuals, families, and groups. Students will apply ethical principles to guide professional practice as they will examine which interventions are appropriate with which types of clients and look at their scope of competence as directed within the NASW Code of Ethics. Students will apply critical thinking to inform and communicate professional practice as they will need to assess which interventions are appropriate with which clients at which levels of care. Students will engage diversity and difference in practice again noting that certain interventions are more appropriate for certain ages and cultures than others. Students will engage in research-informed practice and practice-informed research to explore evidence based practices for micro and mezzo interventions. Students will apply knowledge of human behavior and the social environment to identify how different interventions may affect the systems with which individuals interact. Students will respond to the contexts that shape practice by noting the changes in recommended interventions over time. Students will intervene & evaluate with individuals, families, and groups through identifying appropriate interventions & evaluating their effectiveness with these levels of clients. This objective will be evaluated through online discussions and the annotated bibliography. 5. Students will develop an understanding of the macro interventions used to prevent eating disorders and advocate for individuals with eating disorders. To develop this understanding is compatible with identifying oneself as a professional social worker since professional social workers intervene on a macro level. Students will apply ethical principles to guide professional practice as they explore how to advocate within the scope of the NASW Code of Ethics. Students will apply critical thinking to inform and communicate professional practice as they will need to assess how to advocate & engage in prevention appropriate to different levels. Students will engage diversity and difference in practice again noting that certain interventions are more appropriate for certain ages and cultures than others. Students will advance human rights and social and economic justice by learning about size discrimination, mental health parity, and ways to advocate on behalf of those who are receiving such discrimination. Students will engage in research-informed practice and practice-informed research to explore evidence based practices for macro interventions. Students will apply knowledge of human behavior and the social environment to identify how different interventions may affect the systems with which the social worker interacts. Students will engage in policy practice through learning to advocate for media awareness. Students will respond to the contexts that shape practice by noting the changes in recommended interventions over time. Students will intervene & evaluate with organizations & communities through identifying appropriate interventions & evaluating their effectiveness with these levels of clients. This objective will be evaluated through online discussions and the annotated bibliography.
Each course in the social work program is designed to help students master the 10 core competencies established by CSWE as measures of effective social work practice. The following table relates these 10 core competencies to the specific learning objectives for this course.
VI. Course Requirements
Andersen, A., Cohn, L., & Holbrook, T. (2000). Making weight: Men’s conflicts with food, weight, shape, & appearance. Carlsbad, CA: Gurze Books Costin, C. (2006). The eating disorder sourcebook, (3rd ed.). New York: McGraw Hill. Scwartz, R. C. (2001). Introduction to the Internal Family Systems Model. Oak Park: Trailheads Publishing. Required readings will be posted online (2007). Diagnosis of eating disorders impeded by gender, ethnicity. Psychiatric Annals, 37(6), 392. (2007). Drawing from within: Using art to treat eating disorders. Eating Disorders Review, 7. (2005). Faces of eating disorders changing: More minority women are being diagnosed with anorexia and bulimia. Psychiatric Annals, 35(5), 384. (2007). Survey finds Binge Eating Disorder most prevalent U.S. eating disorder. Psychiatric Annals, 37(3), 158. Almqvist, K., & Broberg, A. G. (2003). Young children traumatized by organized violence together with their mothers: The critical effects of damaged internal representations. Attachment & Human Development, 5(4), Barataka, C. (1995). Incorporating the principles of the Therapeutic Spiral Model when an action trauma team is not available. Retrieved January 7, 2012, from http://www.drkatehudgins.com/articles Carnabucci, K. (n.d.). Introduction to the Therapeutic Spiral Model. Retrieved January 7, 2012, from http://www.drkatehudgins.com/articles Ciotola, L. (2005). The body dialogue: An action intervention to build body empathy. Journal of Group Psychotherapy, Psychodrama, & Sociometry, 35-38. Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M…Van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390-398. Craig, J. (2004). Narrative art inquiry and anorexia nervosa. Nursing Standard, 18(46), 33-37.
determinants of self-esteem and eating disorder symptoms in adolescent females. International Journal of Eating Disorders. Graber, J. A., Tyrka, A. R., Brooks-Gunn, J. (2003). How similar are correlates of different subclinical eating problems and bulimia nervosa? Journal of Child Psychology & Psychiatry, 44(2), 262-273. Matusek, J. A., Wendt, S. J., & Wiseman, C. V., (2004). Dissonance thin-ideal and didactic healthy behavior eating disorder prevention programs: Results from a controlled trial. International Journal of Eating Disorders. Tiggerman, M. (2005). Television & adolescent body image: The role of program content and viewing motivation. Journal of Social & Clinical Psychology, 24(3), Van der Kolk, B. (2005). Developmental trauma disorder: Toward a rational diagnosis for children with complex trauma histories. Psychiatric Annals, 35(5), 401-408.
Online Discussions 64 Points 32% of Total Points Responses for Special Assignments 15 Points 8% of Total Points Case Study 50 Points 25% of Total Points Annotated Bibliography 70 Points 35% of Total Points
90-100% = A 80-89.9% = B 70-79.9% = C 60-69.9% = D Less than 60% = F ***Please note that if you are a social work major and you make less than a C in this course even though it is an elective, you will not be able to move forward with your social work courses. This mandate means, you could not take micro or macro, whichever is relevant, field, or possibly graduate. This course possibly would not be offered again for two years or ever, so while the content is not difficult, other than potentially personally challenging (or grammatically so), it is essential to take the work, readings, and assignments seriously, ensure that you are responsible for meeting deadlines, and behaving in a respectful manner so that you do not risk your future. C. Course Assignments
person with an eating disorder. You will watch both “For the Love of Nancy & Kung Fu Panda.” Then you will choose one of these movies and base your case study either on Nancy or Po. You will use the format provided for you in blackboard and read or watch one of the suggested examples to as your case. Some of these examples are provided, some are not. Further, if information is not provided by the example, you are expected to use your critical thinking skills to complete the information as if you were gathering it from a real client. Real clients talk. If you leave it blank, you will lose points. See attached grading sheet. 3. Annotated Bibliography: 70 Points This assignment is designed to help you explore the research on evidence-based micro interventions. Choose a type of intervention that you find interesting. Remember, micro interventions are interventions for individuals and families. You are expected to choose one type of intervention. For example, cognitive-behavioral, structural family, psychodynamic, strategic family, interpersonal therapy, etc. Stick with the one you chose and find five peer-reviewed, scholarly journal articles about this therapy for people with eating disorders. Review the literature for policy, advocacy & prevention interventions for eating disorders. Find two peer-reviewed, scholarly journal articles for people with eating disorders. You are then to have an APA citation (6th edition) for the journal article, one about policy, and one about prevention/education with a minimum of followed by a paragraph with 5 sentences describing the article and a paragraph with 5 sentences describing how the article applies to the client. Do NOT copy the abstract. Copying the abstract is plagiarism and will get you brought before Dr. Rappaport and the other social work professors as well as turned into the school for unethical behavior. Summarize the article in your own words in a minimum of 5 sentences. Then in a second paragraph, describe how you believe the article would apply to one of the clients in the movie you just watched. Again a paragraph has a minimum of 5 sentences. See attached grading sheet. 5. Special Discussion Boards: 15 Points There are two additional discussion boards throughout the semester. Two at the very beginning & one at the end. Please do not post these in the discussion boards despite the name. These assignments will be posted as assignments and will come directly to me. It is important to be very honest in these assignments as self-awareness is critical to being a social worker and working with clients. The first is to do a timeline of your relationship with your body from birth to the present time. Your word document does not need to give any personal details about your time line unless you want it to; however, you need to describe your experience & feelings about the assignment. The second assignment in the beginning is to write with your dominant had a list of what children need. Then with your nondominant hand, make a list of the things you needed but didn’t get as a child. Finally, draw a picture of your adult self, your inner child, and the connection between the two. Again for your word document, you can share as much personal detail as you feel comfortable, but you need to share the process of your experience. These are for the first official posting. The final extra discussion board is the last class. It involves visiting the website www.about-face.org. and visiting galleries of offenders & galleries of winners. There are explicit instructions for this one in the final power point of the class. The discussion boards, involve writing word documents. For each word document, an additional five points will be given for the discussion board on the scale as follows. 0 points will be received if the student does not complete the writing. 1 point will be received for a short, grammatically erroneous document with very limited content. 2 points will be received for a short document with many grammar errors and little meaningful content. 3 points will be received for an average document with average grammar errors and some meaningful content. 4 points will be received for an average length document with good grammar and reasonable content. 5 points will be received for a reasonable length document with good grammar and insightful content. POLICY REGARDING TURNING IN LATE PAPERS: Students must turn in papers at the beginning of the class period in which they are due (Specified on the syllabus). If a student has a serious emergency that prevents him/her from turning the paper in on time, the student must meet with the professor before class to discuss this situation and to see if the professor will agree to grant an extension of the due date. ***Please note if you inform the professor that you need to turn the paper in late, this is not the same as being granted an extension for emergency purposes & you will still lose points. Dr. Strickler will explicitly tell you when you will NOT be deducted points for late papers. There is no guarantee that the professor will grant an extension, but if one is granted, the paper will not be accepted after that alternative due date. If you do not discuss your problem with the professor before the paper is due, do not expect the paper to be accepted when you try to turn it in later; this behavior is not fair to the rest of the students who turned the assignment in by the due date. All assignments are to be turned in at the beginning of the class period in which they are due. The assignments requiring professional references must be submitted via email, as well as, in the assignment que in blackboard to ensure that a copy gets to the professor. Papers are to be turned in at the beginning of class. A paper that is turned in during class or at the end of class is considered late and will receive a 2 point deduction. Papers turned in late will receive a two point deduction per twenty-four hour period after the time at which it was due until one week after which it was due at which point it will no longer be accepted, and the student will receive a 0 for the assignment. Any assignment that has a portion plagiarized will receive a 0 regardless of the amount of points the assignment is worth for the semester. The student will then have to meet with the social work faculty to discuss the consequences of plagiarism and further standing in the program and will be reported to student services for academic dishonesty. ***Please note ALL papers must be turned in within one week of their due date or they will not be accepted and will receive a 0. ****Please note technical difficulties, being away from your computer, etc. are NOT excuses for late papers. You know when they are due ahead of time as due dates are listed on the syllabus, McDonald’s, Starbucks, etc. have wireless Internet access, and the school has a computer lab. You should be able to get your work in on time short of absolutely true emergencies. All written assignments must be completed according to APA 6th edition format. VII. Class Policies
VIII. University Policies
Americans with Disabilities Act: It is the policy of Texas A&M University-Central Texas to comply with the Americans with Disabilities Act and other applicable laws. If you are a student who has a disability and you are seeking accommodations for this course, please contact Ryan Thompson in Student Affairs at 254-519-5796. XI. Schedule of Events
X. Expectations Students are expected to come to class prepared, having read assigned materials and power points, and to be willing to ask questions , be engaged in critical thinking, and be open minded about yourself and others. I do not have regular access to my TAMUCT email. Please call or text me if you have questions or need help. Please leave a message if I don’t answer & I will get back to you as quickly as I can – again within “normal” calling hours. I am happy to communicate by text if you prefer that method (I actually prefer texting for the most part). It is important, even if you had me before to tell me who you are when you call or text because I really don’t have all of your numbers memorized. This subject matter is very sensitive for some people. Please remember that eating disorders are the most fatal mental illness. Also remember that it is very likely that people in the class have, have had, or know someone with an eating disorder, so it is important to be respectful at all times, in addition, to the fact that it is an ethical requirement. About your profession: I have a Ph.D. in social work and an MSSW from UTA. My bachelor’s degree is in psychology from Millersville University in PA. I am a licensed clinical social worker in both TX & MO and am also board approved to supervise clinical social workers in both states. I am also a certified eating disorders specialist, certified trauma & loss specialist, & certified anger resolution therapist. I worked for Castlewood Treatment Center for four years, which provides all levels of care except inpatient and regular outpatient for people with eating disorders, trauma issues, and anxiety disorders. I have also had an eating disorder, which I used to not disclose when I taught this class, and also did not disclose much in my private practice, as self-disclosure must always be in the best interest of the client; however, working in a treatment center, those of us who are recovered play a central role in the recovery process for most of the clients as role models and frequently must disclose on a regular basis for both inspiration and confrontation. One of the other therapists is an active part of family week, telling her story as part of group to help family members understand both the pain & promise in recovery. So I give you this brief interlude so that you’ll know that self-disclosure must always be carefully weighed, but particularly with this population, there are many benefits to actually knowing the thought processes, tricks, and meanings behind meanings. I currently work for Great Circle as the Community Counseling Director for the Eastern Region. Great Circle is in the process of becoming a Trauma-Informed Agency and is working with Dr. Bruce Perry as we become a site certified in his neurosequential model of therapy. I have completed the 90 hours of training required for trauma & assessment in that model, as well as, training with Dick Scwartz for the first level of the Internal Family Systems Model, and am trained to be nationally rostered in Cognitive Processing Therapy (just have to send in the paperwork), and am also as mentioned previously certified by the National Institute for Trauma and Loss in Children as a trauma specialist. I also have two absolutely adorable children – Ethan who is 15 and Alexis who is 10. They are Dr. Rappaport’s sugar babies & Ms. Moore’s pseudo niece & nephew. Occasionally we use them in stories as well, so you’ll know who we are talking about. So don’t be afraid to ask questions & welcome to the adventure. Case Study Form PRESENTING PROBLEM: Describe in detail the person’s eating disorder history. What are their current behaviors, amounts of time spent in each behavior per day, frequency of behavior per day, per week, etc. What was the highest and lowest level of behavior? What were highest & lowest weights? Are they menstruating? If yes is it due to hormonal medications? Describe any comorbid psychiatric/emotional/behavioral symptoms in the same manner. Describe any past eating disorder treatment & client’s perception of this treatment. ACADEMIC/EMPLOYMENT HISTORY: What grade are they in? What grades do they typically get? Have there been changes in academic functioning? How do they get along with teachers at school? What about peers? Have there been any changes? What about bullying history? For adults, ask retrospectively? Do they work? What has their employment history been like? Have they been able to maintain a job? How have they managed at work with ED? Have there been changes in employment functioning? How do they get along with coworkers? With supervisors? Have there been any changes? Any issues with discrimination/feeling picked on or targeted? Remember to ask about perfectionism issues? Are they human beings or human doings? What type of activities are they involved in? How do they feel about these activities? How are these activities going? What about spirituality? How do they perceive their social/friend relationships? What about boyfriend/girlfriend relationships? What is sexual orientation? How sexually active are they? How do they feel about this activity? (Too much or too little themes) FAMILY/DEVELOPMENTAL HISTORY: Who did they grow up with? What were relationships like growing up? What are relationships like now? If adult are they in a family of procreation? What are relationships like with members of this family? MEDICAL HISTORY: PCP: _____ Describe any and all medical problems – related to eating disorder or not? Current Meds: What meds are they on & why? PSYCHIATRIC HISTORY: Has the client ever been in treatment before? Where/with whom? What was their perception of the experience? Family Psychiatric History: Does any family member have any history of emotional/psychiatric/behavioral problems? Who/what? SUBSTANCE USE HISTORY: Describe in detail what substances, with what frequency, any periods of sobriety, any treatment, etc. Family Substance Use History: Does any family member have a history of drug or alcohol problems? Who/What? TRAUMA HISTORY: Describe any trauma history the client has – include death, divorce, accidents, abuse, neglect, war, etc. What trauma symptoms do they have - overt PTSD, dissociation, memory gaps, etc. MENTAL STATUS: Level of orientation (person, place, time, & situation), appearance, thought processes, psychomotor functioning, judgment, any perceptual disturbances, suicidal or homicidal ideation INITIAL ASSESSMENT/DIAGNOSTIC IMPRESSION: Eating Disorder Diagnosis: (Diagnose which eating disorder with specifiers the client has) STRENGTHS & RESOURCES: GOALS & RECOMMENDATIONS: Therapist Signature:_______________________________________________________ Case Study Grading Sheet
Annotated Bibliography Grading Sheet **The first section of the annotated bibliography must contain 5 articles pertaining only to MICRO practice, i.e. individual &/or family therapy. Any articles pertaining to group therapy or macro interventions will receive 0 points for the entire entry. The entire paper MUST also focus only on ONE type of intervention or modality unless you received prior permission from the instructor and should note that on your paper. ***The last two articles must contain one article related to a policy that affects or is directly related to individuals with eating disorders and one article related to education or prevention (a macro intervention) for people with eating disorders. Any articles pertaining to individual, family, or group therapy will receive 0 points for the entire entry. Each entry is graded in the following way: APA Style: 3 Points for Perfect APA Style 2 Points for 1-2 APA Style errors 1 Point for 3-4 APA Style errors 0 Points for more than 4 APA Style errors ***Remember to use the 6th edition of the APA Manual & all articles must be from Peer Reviewed Journals in order to receive points 1st Paragraph: 3 Points for an well-written paragraph that summarizes the content of the article in a meaningful way, is the appropriate length, and does not contain grammatical errors. 2 Points for a paragraph that summarizes the content of the article but is 1 sentence too short, contains 1-3 grammatical errors, or missed a minor point of the article 1 Point for a paragraph that is 2 sentences too short, misses a some of the point of the article, or has 4-6 grammatical errors 0 Points for a paragraph that is 3 sentences too short, misses major points of the article, or has more than 6 grammatical errors. 2nd Paragraph: 3 Points for a well-written paragraph that accurately reflects how the article could apply to the client in a meaningful way, is the appropriate length, and does not contain grammatical errors. 2 Points for a paragraph that reasonably reflects how the article could apply to a client, but is 1 sentence too short, or contained 1-3 grammatical errors 1 Point for a paragraph that had some difficulty reflecting how the article could apply to a client, is 2 sentences too short, or had 4-6 grammatical errors 0 Points for a paragraph that is 3 sentences too short, has more than 6 grammatical errors, or has major difficulty reflecting how the article could apply to a client. Yüklə 95,51 Kb. Dostları ilə paylaş:
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