Viewing: SW 412 : Social Work in Schools

Last approved: Fri, 20 Oct 2017 08:01:24 GMT

Last edit: Fri, 20 Oct 2017 08:01:23 GMT

Changes proposed by: dpcorn
Catalog Pages referencing this course
Change Type
Major
SW (Social Work)
412
020551
Dual-Level Course
No
Cross-listed Course
No
Social Work in Schools
Social Work in Schools
College of Humanities and Social Sciences
Social Work (16SW)
44.0701
Social Work.
Term Offering
Fall and Spring
Offered Every Year
Spring 2018
Previously taught as Special Topics?
No
 
Course Delivery
Distance Education (DELTA)

Grading Method
Letter Grade Only
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Darlene Johnson
Lecturer

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
SEM1515NoCombined Undergraduate and Graduate Student Enrollment

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16SWSocial WorkElective
Models and roles relevant to school social work practice. Cooperative work with school personnel in the identification, prevention and treatment of social, emotional and behavioral problems of children and interventive techniques with parents and community groups. For individuals preparing for social work practice in the public schools and for school social workers seeking licensure. Credit not given for both SW 412 and SW 512. Instructor Permission Required.

New dual-level course. Creating 500-level version after having received approval for certification course by North Carolina Dept of Public Instruction.

Prerequisite changes. We dropped the SW 320 prerequisite because the course is open to non-social work majors (with instructor permission) and because some individuals with social work degrees may not have taken SW 320.

Grading change. We do not allow the S/U option.  The course is required for a school social work license, and to apply for a license they need a grade for the course.


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No additional resources are required. SW 412 has been a standard offering since 1994. SW 512 will be a standard offering as well.

This course is designed for school social workers who are seeking licensure as a school social worker through the NC Department of Public Instruction (NCDPI) and for those currently enrolled students who are working toward the BSW/MSW degree who want to explore the public school system as a field of practice.  Completion of this course, along with the BSW/MSW degree and a practicum experience in a public school setting, leads to a recommendation for licensure as a school social worker at the undergraduate/graduate level. Licensure through the NCDPI is required for all school social workers; NCDPI does not provide funding to the local school system for non-licensed school social workers.


This course will provide the student with an opportunity to explore the public school system as a field of social work practice and uses models and roles relevant to school social work practice.  Emphasis will be placed on cooperative work with school personnel in the identification, prevention, and treatment of social, emotional, and behavioral problems of children and intervention techniques with parents and community groups.  Practice models and roles relevant to school social work will be discussed.  Students will be exposed to strategies to accomplish the major goals of school social work:  1) to promote the maximum development of all children in a school, particularly those whose potential has been grossly unrealized; and 2) to facilitate optimum preparation of students for future roles in society.  This class is  for individuals preparing for social work practice in the public schools and for school social workers seeking licensure.


Student Learning Outcomes

Upon completion of this course, the student will be able to:

1. Describe the interdependent roles of school personnel and of participants on an interdisciplinary team.

2. Define identifying characteristics and appropriate social interventions for children who are categorized as high risk, gifted, disabled, abused and neglected, minority, and culturally diverse.

3. Summarize, synthesize and critique the historical development and future trends in school social work.

4. Describe the formal and informal power and communication subsystems within the school setting.

5. Summarize and critique the legal, ethical, and legislative issues relevant to school social work.

6. Explain and critique the issues surrounding performance evaluation of school social workers.

7. Describe the roles of child and parent advocates within the system.

8. Define the characteristics of rural school social work practice.

9. Define the issues relevant to professional practice in a school setting; such as, attendance, corporal punishment, abuse and neglect, racism, and sexism.

10. Describe issues surrounding children with special needs such as developmental disabilities, hyperactivity, emotional problems, acting out behavior, pregnancy, loss and grief, homelessness, etc.

11. Identify social and community issues that impact students and school personnel.


Evaluation MethodWeighting/Points for EachDetails
Written Assignment90Critical Reviews for Chapters 3, 4, 6, 7, 8, 9, 12, 13, 14; 45 points (5 points for each review to meet this requirement.)

Bag of Tricks Assignment (or Observation/Report) 10 points

Surviving as a School Social Worker 5 points

Hollywood Goes to School 15 points

Journal Article Related a Home Visit 15 points
Attendance10Weekly Posts to Moodle Discussion Board
Written Assignment30(Graduate Students)
Critical Review for each chapter in textbook 3, 4, 6, 7, 8, 9, 12, 13, 14

Observation and Report 10 points

Hollywood Goes to School 10 points

Image of School Social Work 10 points

Analysis of School Meeting 15 points

Home Visit and Write Up 10 points

Journal Article re Home Visit 10 points
Attendance10(Graduate Students)
Weekly Posts to Moodle Discussion Board
Written Assignment60(Graduate Students)
Major Projects:
Image of School Social Work 10 points
Observation and Report 10 points
Hollywood Goes to School 10 points
Analysis of School Meeting 15 points
Journal Response Article re Home Visit 15 points
TopicTime Devoted to Each TopicActivity
Overview of Theoretical Information1 weekAttendance Activity - Response to Reading
Critical Review
A Typical Day for a School Social Worker1 weekImage of a School Social Worker
Special Education in School Social Work2 weekCritical Review
Collaboration with Stakeholders1 weekCritical Review / Analysis of a School Meeting
Ensuring the Survival of School Social Work
Cultural Competence in Schools1 weekCritical Review
Bag of Tricks
Current Social Issues Affecting Children and Youth in Schools1 weekObservation Report
Critical Review
Hollywood Goes to School
School Policy, Analysis, Intervention, and Engagement4 weeksCritical Reviews
Home Visit
Journal Response
Evaluation in Global Issues4 weeksCritical Reviews
See syllabus for differences between undergraduate and graduate level student expectations.
This is a proposal to make the course dual-level but CIM is showing an error when listing 512. Moving forward as 412 only for now.

mlnosbis 9/13/2017:
1) I am working with CourseLeaf to fix the error with listing the course as dual-level and will update the action when the error is fixed.
2) Effective date must be Spring 2018 or later.
3) The instructor listed on the CIM form does not match the syllabus. Who is the actual instructor? Kevin Neiley does not have Graduate Faculty status.
4) Student evaluation methods on the CIM form needs work. What is listed should total 100 points for undergraduate and 100 points for graduate to match the grade breakdown on the syllabus. You can add additional rows to show both undergraduate and graduate. The graduate student breakdown on the syllabus does not total 100.

pjharrie 9/12/2017 - in terms of the prereqs, would be being in graduate standing suffice or would grad students also need all of those specific courses. If so, how would you deal with those who didn't attend NCSU?

ABGS Reviewer Comments:
-Confusion about why 512 does not appear on the CIM form. RESPONSE: CIM error, this is a dual-level course that has some behind the scenes programming errors. It will be implemented as 412/512.
-Are NDS students able to take the course as 512, or is this specifically for degree students? RESPONSE: Prereq field edited to show permission of instructor. Instructor must approve all enrolled students, and 512 students may be either MSW students or NDS students enrolled for licensure.
-Learning outcomes could be stronger with more measurable verb choice. RESPONSE: These are OK
-Distinction between undergraduate and graduate seems minimal. RESPONSE: OK by Grad School
despain (Thu, 17 Nov 2016 22:33:01 GMT): Rollback: Returned to make SLO and syllabus changes.
Key: 5189
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