Graduate Social Work

This generalist course uses person-in-environment (PIE) and developmental approaches in guiding students through preparation, engagement, assessment, planning/contracting, implementation, evaluation, and termination/referral techniques and services with individuals and families across the life course. Utilization of the strengths-based perspective and adherence to the NASW Code of Ethics while engaging in individual and group practice are central to the course.

This course focuses on knowledge and skills development with individual and family clients. Using the frameworks of diversity, cultural humility, and ethics as well as systems, biopsychosocial, and foundational theory students will focus on fluency in core concepts to the field such as empathy, self-care, and using a strengths-based perspective through case study evaluation, data gathering, and report completion.

This course expands upon the skills acquired in Skills Lab I with a focus on individuals, families, groups, and communities. Using primary models of practice and theory, students will focus on their competency in engagement, assessment, intervention, and evaluation using methods such as role play and peer-to-peer interaction to simulate beginning, middle, and ending phases of client work. Concurrent student practicum experience is expected to contribute to assignments, activities, and discussion.

It is impossible to be an ethical social work practitioner without knowing if our interventions, programs or policies are effective. Research is the tool by which we build a base of evidence to support our interventions; hence, research is an integral part of all social work practice. This course will teach students how to be critical consumers and creators of research as it applies to social work practices, programs and policies. Further, students will examine the importance of research in enhancing social work knowledge and practice and its role in decreasing social injustice against oppressed and at-risk populations - part of the mission of social work. This is the first of two courses in the MSW research sequence designed to develop student competence in social research through active involvement in conducting different individual and group research projects throughout the year.

This generalist course prepares students for direct social work practice with organizations and communities. Students become familiar with and use theories, evidence, and fundamental skills to develop competence in their practice with organizations and communities. Students will work in all phases of practice, from engagement through termination, with special attention given to ethical standards and cultural competence.    

This course will examine systems of oppression with focus on statuses including race, ethnicity, gender, sexual orientation, ability, and age, and the manner in which intersectionality can affect privilege and marginalization. Further, the Universal Declaration on Human Rights (UDHR), the Convention on the Rights of the Child, and the National Association of Social Workers (NASW) Code of Ethics will be used centrally as support for the social worker as advocate for social, economic, and environmental justice.

This first social policy course views social welfare policy as the framework from which social work services are developed and delivered; that is, policies provide the context for practice. Students will examine policy practice as a process with underlying theory and methodology. The course emphasizes political advocacy in pursuit of human rights, and social and economic justice and examines the economic context of policy practice. Finally, students will integrate policy and practice through research and analysis of specific social problems relevant to their volunteer, fieldwork and career interests.

This advanced course focuses on mental disorders and/or dysfunction for various age groups across the life span. Through a bio-psychosocial perspective and incorporating contexts of culture, human resilience, and strengths-based approaches, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) system is the primary tool for analysis. Students will apply the DSM-5 as an organizing framework for the differential diagnosis of mental disorders in children, adolescents, and adults within a person-in-environment perspective. Also addressed are evidence-based treatment (EBT) approaches with diverse client populations and presenting problems.

This advanced course builds on Clinical Assessment I with a focus on mental disorders and/or dysfunction for various age groups across the life span. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) system continues as the primary tool for analysis. Students will be prepared to conceptualize, provide, and oversee delivery of social work services to individuals, couples, families, and groups. Emphasis remains on evidence- and strengths-based practice.

This course introduces students to program evaluation in social work. Building on research and evaluation techniques covered in generalist training, this course expands student research fluency by preparing students to design, conduct, and evaluate programs in the field of social work. Students will review and assess interventions and evaluations across individuals, families, communities, and organizations. Particular attention will be paid to diversity through assessment, evaluation, and professional dissemination concerning the representation of diverse groups within organizations.

This advanced course uses biopsychosocial-spiritual and developmental perspectives to examine social work within healthcare settings. The role of the social workers in assisting clients/patients in understanding and working through medical concerns, physical function, and medical treatment using a strengths-based model will be areas of focus, with special attention paid to individuals belonging to oppressed or historically/medically marginalized groups. Cultural meanings associated with health and illness will add context to the coverage of strategies for coping with illness, self-concept, identity formation, and the impact of illness on family relationships.

This course builds on the student’s knowledge of policy development.  It offers an overview of the way law operates as social policy in a number of different arenas.  Discussion of the social worker as an individual advocate for clients who are involved in legal proceedings and the social worker as an advocate within the political process are included in the course.

This course focuses on the theories and skills needed for direct supervision and leadership in human service organizations. The course covers central, applicable theories and models of supervision and the key skills needed to ethically perform the functions of supervision and leadership in relevant organizations. Special attention is given to empowerment theories and leadership and supervision in a diverse environment.

This advanced social welfare policy course examines alternative models of policy development and applies them to current issues in social welfare. It emphasizes frameworks for policy research and secondary analysis of governmental data. Students will deepen their knowledge of social welfare systems and policies and the impact of policy on clients and communities, and expand upon their skills of policy analysis as a means to achieving social and economic justice for oppressed groups.

This one-credit seminar course introduces students to their upcoming field placement experience in MSW 701 and serves as a launch point from which field work commences. Students work closely with their Field Placement Advisor to locate a field site, secure required permissions, and engage with the organization they will be working with. Further, the course acts as a platform for students to engage with both active and reflective social work learning, while highlighting connections between the field and course curriculum.

This four-course sequence is designed to bring theory to practice and serve as the launch point toward the 900 total hours of field education required for the MSW degree. Students are challenged in the field to apply myriad generalist practices to their placement, while adhering to NASW ethical standards.

This four-course sequence is designed to bring theory to practice and serve as the launch point toward the 900 total hours of field education required for the MSW degree. Students are challenged in the field to apply myriad generalist practices to their placement, while adhering to NASW ethical standards.

This four-course field experience sequence is designed to bring theory to practice and serve as the culmination of the 900 total hours of field education required for the MSW degree. Students are challenged in the field to master generalist practices and put advanced techniques into action - while adhering to NASW ethical standards.

This four-course field experience sequence is designed to bring theory to practice and serve as the culmination of the 900 total hours of field education required for the MSW degree. Students are challenged in the field to master generalist practices and put advanced techniques into action - while adhering to NASW ethical standards.

This four-course field experience sequence is designed to bring theory to practice and serve as the culmination of the 900 total hours of field education required for the MSW degree. Students are challenged in the field to master generalist practices and put advanced techniques into action - while adhering to NASW ethical standards.