Posted: September 19th, 2022

Self care plan

self care plan for self.

University of South Carolina













Term: Fall



Natalie Peterson, DSW, MSW, LCSW









80 Office: Virtual

Email: Office Hours: Saturdays 2:30 PM – 3:30 PM or by appointment

Day and Time: Saturdays


:40 AM – 2:30 PM



: University of South Carolina – Columbia, Hamilton College, Room 227


Advanced direct practice in a specialized area with a focus on engagement, assessment, intervention planning and implementation, and practice evaluation for diverse client systems at multiple levels.


This advanced practice course is offered as one of two intervention courses for the Health and Mental Health specialization for the advanced practice concentration. This three-hour advanced level social work practice course offers students the opportunity to learn about effective, social work approaches to providing compassionate care for people who have a mental health diagnosis, including those clients with co-occurring substance abuse diagnoses, various disabilities, and socioeconomic disadvantage.

This course attends to the range of mental health diagnoses including mild to severe and those possible treatments that may be used to address this continuum. Despite growing neuroscience, many etiologies (history/origin) remain elusive for many mental illnesses; however, the DSM-5-TR is briefly introduced to orient students to treatments presented and based on symptoms that clients may present.

This course introduces two underlying philosophies that drive mental health care (Medical Model and the Recovery Movement), exploring the types of services provided based on levels of care and then explores more intimately the evidence-based treatments and interventions employed by current mental health practitioners across settings and philosophies. Many different understandings related to mental health and mental illness are included and the required readings draw from various theoretical approaches to treatment, ranging from psychodynamic to brief solution focused and are introduced to students. Students will be encouraged to think critically about both the current philosophies, the current research on treatments, and the various approaches to treatment.

The approach to teaching the course is person-centered in that the emphasis is on understanding the individual with behavioral health challenges, strengths, relationships, larger contexts, and the processes associated with acquiring care whether that be in the community or through an integrated care setting.


Full-time and Part-time Programs: SOWK 722, SOWK 732, SOWK 742, SOWK 777, SOWK 782. Advanced Standing Program: SOWK 777.

Note: Instructor permission for non-MSW program students



student who successfully completes this course will:

1. Identify the general philosophies that drive behavioral health (mental health and substance abuse) services (prevention and intervention) at a national and state level.

2. Understand and integrate the DSM-5 and relevant empirically based literature to inform practice with individuals with a range and differing levels of behavioral health challenges.

3. Examine the challenges of current best practices for effective interventions.

4. Learn practice skills and implementation of approaches designed to enhance therapeutic relationship, effective communication, engagement, motivation, and empowerment.

5. Gain experience and skills necessary to be effective in a variety of roles (i.e., advocate, case manager, social work administrator, counselor, therapist, and practitioner).

6. Increase knowledge of major therapies employed and their importance in work with clients with behavioral health needs.


Social Work Core Competencies

Practice Behaviors



Engage In Practice-informed Research and Research-informed Practice

Social workers
● identify when further research is needed to competently address client needs at multiple systems levels
● locate, critically analyze, and synthesize research findings to inform and improve practice
● implement research and research findings across practice context

A2, A3


Engage with Individuals, Families, Groups, Organizations, and Communities

Social workers


● apply knowledge of person-in-environment and related multidisciplinary, systemic, and developmental theoretical frameworks to engage with clients
● develop and implement engagement strategies that reflect an understanding of structural, environmental, and power dynamics, and the lived experiences of oppression in peoples’ lives
● actively engage with individuals, families, groups, communities, and organizations in ways that value, respect, and include their expertise, knowledge, values, and culture; promote collaboration; and mobilize change

● acknowledge and address how aspects of their own identities (e.g., background, status, privilege) and experiences affect the engagement process  
● use warmth, empathy, reflection, and other interpersonal skills to effectively engage diverse clients and constituents in a process of change, growth, and healing. 



Assess Individuals, Families, Groups, Organizations and Communities

Social workers 
● assess and analyze strengths, needs, assets, benefits, gaps in services, rights, and distribution of resources and power to identify appropriate micro, mezzo, and macro interventions
● use various assessment measures and tools to identify appropriate targets for intervention in individual, family, group, organizational, and community change processes
● develop, select, and conduct assessments using theoretical frameworks, knowledge of human development, inventories, diagnostic measures, appropriate metrics, analytical methods, frameworks, and tools centered in the lived experience of individuals, families, groups, communities, and organizations within multiple system levels
● actively collaborate with clients, community members, professional colleagues, and stakeholders throughout the assessment process 



Intervene with Individuals, Families, Groups, Organizations, and Communities

Social workers:
● provide person-centered and relationship-based interventions that take account of disparities and are targeted to diverse populations
● select and implement theoretically and empirically informed interventions to achieve goals that
enhance well-being for individuals, families, groups, organizations, and communities
● assess for gaps in services at all levels, and advocate with and on behalf of diverse clients and client systems for needed changes and innovation in intervention methods and processes
● negotiate, mediate, and advocate with and on behalf of diverse client system levels and facilitate their participation in micro, mezzo, and macro interventions
● identify the strengths, expertise, and potential contributions of individuals, families, communities, and other relevant stakeholder groups to bring about social change



There are no required textbooks for this course.

Articles and chapters will be posted on Blackboard under the link to e-Reserves. Students are expected to read the assigned articles and arrive at class prepared to integrate them into discussions and skills practice. Class participation marks depend on this.


Walsh, J. (20


Theories for direct social work practice (3rd ed.). Wadsworth / Brooks / Cole (Cengage).

Rapp, C. A., and Gosha, R. J. (20


The Strengths Model: A Recovery-Oriented Approach to Mental Health Services. Oxford University Press.


Course Format

This course is delivered face to face in a traditional classroom setting. Students are expected to be prepared to discuss all assigned readings and to be active discussants in class. You will need to access the required readings via Blackboard (Bb) e-Reserves. Various methods of instruction will be used including mini-lectures, seminar discussion, small group discussions, in-class exercises, class presentations, video and internet content, and possible guest speakers.

Course Communication

I will be communicating with you regarding grades and assignments. If you need to get in touch with me, the best method is via email. Generally, I will reply to emails within 24 hours and will usually provide feedback on assignments within a week.

If you are having trouble with this course or its material, you should contact me via email to discuss the issues.

Please be sure that the email you check regularly is set in Blackboard:

· Click on the My USC tab along the top of the page in Blackboard.

· In the Tools module, click on “Personal Information”.

· Click on “Edit Personal Information”.

· Scroll down to the listing for email.

· In the box will be listed what Blackboard has as your email address. If you wish to change it, delete the email address in the box and type in the email address you want to use.

· Click on the Submit button at the top or bottom of the page.

Technology Requirements

The PowerPoint slides, links to articles, assignments, and rubrics are located on the Blackboard site for the course. To participate in learning activities and complete assignments, you will need:

· Access to a working computer that has a current operating system with updates installed, plus speakers or headphones to hear supplementary videos,

· Reliable Internet access and a USC email account,

· A current Internet browser that is compatible with Blackboard (Google Chrome is the recommended browser for Blackboard),

· Microsoft Word as your word processing program, and

· Reliable data storage for your work, such as a USB drive or Office365 OneDrive cloud storage.

If your computer does not have Microsoft Word, Office 365 ProPlus package is available to you free of charge and allows you to install Word, Excel, PowerPoint, Outlook, OneNote, Publisher, and Access on up to 5 PCs or Macs and Office apps on other mobile devices including tablets. Office 365 also includes unlimited cloud storage on OneDrive. To download Office 365 ProPlus, log into your student (University) email through a web browser, choose Settings (top right corner), and select software. If you have further questions or need help with the software, please contact the 

Service Desk (


Minimal Technical Skills Needed

Minimal technical skills are needed in this course. All work in this course must be completed and submitted online through Blackboard. Therefore, you must have consistent and reliable access to a computer and the Internet. Minimal technical skills include the ability to:

· Organize and save electronic files,

· Use USC email and attached files,

· Check email and Blackboard daily,

· Download and upload documents,

· Locate information with a browser, and

· Use Blackboard.

Technical Support

DoIT is providing 24/7 support for Blackboard users across the UofSC system. Technicians will be able to assist with a wide range of Blackboard-related issues, including basic use, how to post and complete assignments, and how to use academic integrity tools such as Safe Assign.

Anyone, from any campus, in need of Blackboard support should call the Division of Information Technology Service Desk at 803-777-1800 and follow the prompts. Assistance with Blackboard is available anytime throughout the day, night, or weekend. The Service Desk can assist with other support issues Monday to Friday from 8 a.m. to 6 p.m.


Assignment 1: Maintenance Self-Care Plan for Health/Mental Health Social Work Practice (20 points)

Due Week #4 by 11:59 PM

Working in health, mental health and behavioral health settings can be challenging. Social workers are at risk for experiencing burnout, compassion fatigue, and secondary traumatic stress. All social work practitioners should develop maintenance self-care plans to keep their emotional, physical, psychological, social, and spiritual selves healthy. Consider this assignment “beyond the bubble bath” in nature. Students learn of risk and resilience and protective factors in the MSW Program and should consider these factors for their own well-being (e.g. protective factors such as cognitive capacity, healthy attachment relationships, the motivation and ability to learn and engage with the environment, the ability to regulate emotions and behavior, and supportive environmental systems, including educational, cultural, and faith-based communities).

Watch the Self-Care for Disaster Behavioral Health Responders Podcast

and complete a written self-care plan for yourself, unique to working in a health/mental health setting. Helpful resources for this assignment: “Self-care assessment” and “My Maintenance Self-Care Worksheet” found at:

When completing the self-care plan, consider reflecting on the following:

1. What type of practice setting are you working in / do you see yourself working in when you graduate?

2. What are the unique issues and challenges regarding self-care that may arise in that practice setting? How would you address them?

3. What does / or will self-care involve for you? What barriers do you experience / or do you think you will experience practicing self-care?

4. Are there negative coping strategies that you currently use to cope in difficult professional situations? What are some things you can do to address these negative coping strategies?

5. Assess your current level of resilience and identify new strategies that may be helpful for self-care in the health / mental health setting you have identified.

Page length of the assignment: 4 -5 pages.

Students will be assessed using the following criteria:

· Integration of knowledge gained from the podcast / Buffalo site, evidence of a formulated self-care plan.

· Student understands the difference between personal and professional self-care (e.g., considers how agency policies, professional roles, support systems, ethics, etc. impact worker self-care).

· Student demonstrates self-awareness / insight related to the impact and alleviation of stress (Physical, emotional, social, intellectual, spiritual aspects; Compassion fatigue, burnout, STS)

Potentially helpful resources for Self-Care Plan (SCP) assignment:

· You might consider exploring self-care podcasts for your self-care plan, including meditation, laughter/comedy, sleep, negative thoughts, or something else, podcasts offer another medium for self-care.

· UofSC wellness activities (on-campus and remote options):


Campus and Community Resources – Student Health Services | University of South Carolina (


Online Services – Student Health Services | University of South Carolina (


Wellness & Prevention – Student Health Services | University of South Carolina (

· “Self-care assessment” and and “My Maintenance Self-Care Worksheet” found at

Self-Care Starter Kit℠ – University at Buffalo School of Social Work – University at Buffalo

· Be mindful that self-care enables us to attend to the needs of clients – how we use our “selves” in service to others. How Emotionally Intelligent are You? Law, K. S., Wong, C. S., & Song, L. J. (2004). Wong and Law Emotional Intelligence Scale, WLEIS:

· “31 self-care apps”:

31 self-care apps to step up your health and wellness game (

· 7 Apps That’ll Help You Boost Your Self-Care Game By Natalia Lusinski (Jan.


, 20



7 Self-Care Apps To Help You Stay Balanced In 2019 (

SOWK 779: Intervention Planning Assignment

Assignment 2: Intervention Planning Assignment 
(Outline = 10 points, Final paper = 30 points, Total = 40 points)

Outline (10 points) is due on Week #7

· Your case study (5 points)

· Listed points of:

o Client or client system issue (1 point);

o SMART goal(s) and objectives (2 points);

o Identified intervention (1 point);

o One peer-reviewed scholarly reference (in APA 7th edition format) that supports your choice of intervention for the issue (1 point).

Final Paper (30 points) is due by 11:59 PM on Week #10.

In this assignment you will write a brief case study related to your specialization. Your task is to formulate an intervention plan / process based on your assessment of the problem/s. The case study should be one page or less single spaced, including both current presentation and related history. 

 Include the following in your intervention planning and implementation:

·  Choose any evidence-informed intervention that we have studied to apply. 

· Discuss assessment issues from the case study that have informed your decision around which evidence-informed intervention to choose. Why did you choose this type of intervention? What are other ways that you could intervene, and why did you not choose those options?

· Who would you include in the intervention process? 

· Consider micro, mezzo and macro level intervention targets 

· Be specific on who/what organizations are included, and the justification for such inclusion 
Identify systems and organizations involved, assess involvement, need for collaboration, and how each will be involved in interventions 

· Describe how you would engage the client system, how you would use social work skills to do so, and what challenges you anticipate

· Clearly define and explain the proposed intervention, both overall and in terms of process, steps or stages related to your particular client system.

· Who will implement the intervention?  

· What strengths does the client system bring to the intervention process?  

· What are the components of the intervention and how will the social worker adapt them to this client system? (See peer-reviewed literature related to the intervention.) 

· How long will the intervention take? 

· What are some barriers to implementing the intervention? What are some solutions to these barriers? 

· How have you addressed issues of diversity, disadvantage, and other larger socio-cultural constraints (risk factors) and strengths? 

· What are some ethical challenges you think may arise from working with this client system, and how will you address them? (Reference the NASW Code of Ethics, 2017) 

Page length of the assignment: 8-10 pages, APA format. The case study should be approximately one page (single spaced) and can introduce the paper. NOTE: Title page and reference page are not included in page count. 





Competency Assessed 


Score of 


Case study 





(1) Selection of evidence-informed intervention and detailed explanation of intervention’s application to case study 



¨ Chooses evidence-informed practice and discusses what other interventions were considered 

¨ Offers a compelling argument for using the particular intervention by demonstrating its clear relevance to case study, including relevant elements such as: age, gender, and culture; developmental capacity and any disability; family structure and challenges; resources and challenges in larger contexts; structural, environmental, and power dynamics, systemic disparities, the lived experiences of oppression in peoples’ lives. 

¨ Includes reference to evidence-informed intervention and/or intervention’s application to specific population and contextual considerations (2 text or peer-reviewed readings)  



All 3





C/A Processes 

(2) Quality and depth of analysis of intervention planning to case study: development and implementation of engagement strategies 


¨ Provides description of engagement process as it applies to this intervention process – in other words
how are you engaging this client/client system?

¨ Applies understanding of intervention process to the case material for the development and implementation of engagement strategies specific to client system – in other words
why are you doing what you’re doing?

¨ Includes proper citations as needed 

All 3 checked 


(3) Use of self in relationship to engage, assess, and intervene with client system in case study 

¨ Demonstrates warmth, empathy, reflection, challenge, advocacy, and other relevant interpersonal skills to effectively engage diverse client systems 

¨ Acknowledges how aspects of one’s own identities (e.g., background, status, privilege) and experiences affect the engagement process, and competently addresses them in engaging  


All 2 checked 

C/A Processes 

(4) Quality and depth of analysis of intervention planning to case study: assessment process 



¨ Provides description of assessment process as it applies to intervention chosen – in other words
how are you assessing this client/client system?

¨ Applies understanding of intervention process to the case material for the development and implementation of assessment strategies specific to client system – in other words
why are you assessing in this way?

¨ Includes proper citations as needed  



All 3 checked  


C/A Processes 

(5) Quality and depth of analysis of intervention planning to case study: intervention process  


¨ Effectively develops an overall intervention plan using salient elements of the case study 

¨ Develops each aspect of the intervention process (stages, tasks, and/or elements) related to the case study 

¨ Describes effective use of social work skills to implement intervention 

¨ Describes effective use of social work skills to address barriers to the intervention process 

¨ Includes proper citations as needed  


All 5 





Assignment 3: Skills Practice Demonstration Video (10 points) / Discussion Board Facilitation (10 points) / Feedback to Peers (10 points) 30 points, see due dates below

In this course, students will interact with readings, class lectures, and videos regarding current evidence- based practices and examples of interventions. There is also a focus on evidence-based therapeutic relationships, and the core capacities of the social work relationship. The goal of this assignment is not to “perform” but to work at developing skills; therefore, the assignment will be graded in these terms, not in terms of “getting it right”.

Social Work practice includes developing therapeutic skills in the following areas:

· engagement and building rapport with clients,

· becoming tuned in to the client and “reading feedback” from the client,

· developing acceptance and empathy with the client,

· developing a deep curiosity for understanding the person you are assisting,

· developing strengths language; focusing on strengths and narratives that cultivate resilience and possibility,

· staying with a client who is not ready for change, who does not want to be working with you, or who does not feel understood,

· working through skill-based practices of the various evidence-supported interventions, and

· ending well.

Further, in real world practice, social workers are often called upon to demonstrate skills in front of peers and supervisors. In addition, being able to provide substantive and useful feedback (not simply “good job” comments) to others is a skill that social workers use with clients, community members, peers, and supervisees. The objectives of this assignment are: 1) to mindfully practice steps in an intervention; 2) to facilitate peer learning in the application of theory to practice; 3) to provide an opportunity to give and receive constructive feedback on practice.

This assignment has three (3) parts:

1) Pairs of students will illustrate the use of a chosen skill or intervention technique found in the course, through a
skills demonstration video recording (10-minutes in length), that is uploaded to the course VoiceThread on Blackboard. The pair will include an explanation (embedded in the video beyond the 10-minute length) of the intervention / skill they demonstrated.

Grading criteria: Evidence of diligent effort to understand the goal of the intervention and its usefulness for the client. Students demonstrate EBP in that an evidence-supported intervention (ESI) is chosen, tailored to the client’s need, and delivered in a way that reflects ethical clinical judgment in the context of a therapeutic relationship.

10 points group-grade, video uploaded to Blackboard Voice Thread by 11:59 PM on Week #12

2) Each member of the pair will
facilitate a discussion among their peers about their video. Two good quality posts are required. The posts may include a question that helps further the conversation, or a reflection on peers’ comments.

Grading criteria: Student facilitates a useful discussion (not a 1-sentence response) to accompany their video recorded skills demonstration, furthering and deepening peers’ understanding of the intervention and respectful in tone.

10 points individual grade, due on Voice Thread by 11:59 PM on Week #


3) Students are responsible for engaging in discussion with and
providing quality feedback to five (5) separate peer groups. So, in a class of 20 students, there will be 10 groups and each student must respond to 5 groups’ work using VoiceThread. Feedback will reflect the student’s knowledge of the intervention.

Grading criteria: Students provide substantive and constructive feedback on five (5) video recorded skills demonstrations, grounded in their developing knowledge (from readings, class discussion) of the intervention. Offering praise (e.g., “good job”) feedback alone will result in a low grade.

10 points individual grade, due on Voice Thread by 11:59 PM on Week 14

Class Participation

(10 points)

Students are expected to participate in skills practice labs, case studies, and case planning around mental health EBPs and interventions. They are expected to engage fully, practice new skills, be receptive to and willing to give constructive feedback to other students.

Students will be assessed using the following criteria:


B+ to B

C+ to C

D to F

Excellent engagement and effort demonstrated in classroom discussions, integrating readings, skill practice on a consistent basis. Student actively makes a contribution to peer learning.


Good engagement and effort demonstrated in classroom discussions, integrating readings, skill practice. Student attends class and is seen to make efforts to actively participate.


Minimal engagement and effort demonstrated in classroom discussions, integrating readings, skill practice. Student essentially attends class but does not work to actively participate, or participates minimally.


Demonstration of any of the following: Student chooses to not participate in skills practice. Student does not attend class prepared; no evidence that readings have been completed; no engagement in class discussions on a consistent basis. Inappropriate use of technology during class time.


Grading Policies

Grades will be evaluated on three assignments and class participation. Weightings toward the final course grade are as follows:

Assignment 1: Self-Care Plan


Assignment 2: Intervention Plan Outline (10 pts) / Final Paper (30 pts)


Assignment 3: Skills Practice Video (10pts) / Facilitation (10pts) / Feedback (10pts)


Class Participation





93-100 A 70-77 C

88-92 B+ 67-69 D+

80-87 B 60-66 D

78-79 C+ Below 60 F


The use of previous semester course materials is not allowed in this course. This applies to papers homework, projects, quizzes, exams, or other course materials. Because these aids are not available to all students within the course, their use by any individual student undermines the fundamental principles of fairness and disrupts your professor’s ability to accurately evaluate your work. Any potential violations will be forwarded to the Office of Student Conduct and Academic Integrity for review. The work turned in for this class should be originally written with APA proper citations, by you and you alone, specifically for this class.


All written assignments will be evaluated for accomplishment of the objectives of the assignment, organization, and clarity of discussion, demonstration of the ability to integrate and critically apply course content, and correct spelling, grammar, and accurate use of the Publication Manual of the American Psychological Association, Seventh Edition (

). All assignments are to be typed and formatted to adhere to APA requirements. The blackboard site has helpful websites also for you to write papers in APA format. All papers and assignments may be examined by plagiarism software to determine they are original works, and not previously used, purchased, or copied from the internet or other sources. It is your responsibility to read UofSC and College of Social Work policies related to academic honesty, and the APA guide related to proper citation. Copying and pasting from any source, without proper citation, is considered academic dishonesty.

Assignments are due on the dates designated. Any assignment turned in after the deadline will be considered late. Late submissions will be penalized at 10% of the assignment mark (for example, if an assignment is worth 30 points, 3 points will be deducted from the total for late submission).

Late assignments and missed tests

If due to emergency, unforeseeable or special situations that risk students missing the quizzes, presentations, or turn in papers late, please inform and discuss with the instructor immediately. These situations may include:

· Participation in legal proceedings

· Death or major illness in a student’s immediate family

· Severe or contagious illness (e.g. COVID-19)

· Weather-related emergencies (class cancelled, hazardous travel)

· Religious holy days (see


· Military service


Please be considerate of your colleagues. Once class begins, please be sure that your cell phone, and anything else that beeps, rings, or makes noise is on mute. The discussion in social work courses is often complex and ambiguous, with room for multiple and diverse perspectives. We all must attempt to treat each other with respect when opinions are shared. Language should be used which recognizes diversity and is respectful of others.

Reflecting the world in which social workers practice, we are likely to cover controversial issues in the course. Our mutual responsibility is to engage in respectful, constructive discussion, in a safe—if not necessarily comfortable—classroom environment. If a particular discussion and/or content from assigned course reading, videos, or other sources raises questions or concerns, students are encouraged to raise the issue in class and/or with the instructor.

You should remember that information shared in class is confidential. Please see the

NASW Code of Ethics

regarding confidentiality and peer consultation. We will be using examples from your experience in field and other social work settings to enrich our class experience, please be advised that this information is strictly confidential and should never be shared outside the classroom.


The developmental nature of learning in this class requires that students keep up with assignments, assigned readings, and attend class sessions. Students are expected to arrive on time and participate in class; 10 percent of the overall class grade is based on class participation as assessed by the instructor. Attendance will be taken each week. Chronic tardiness and absences will result in loss of points.
Tardiness of 15 minutes or more is considered an absence. It is the student’s responsibility to seek guidance and feedback from the instructor as needed to assure progress. When you miss class, you miss important information. Students are expected to attend all class sessions unless illness or other emergencies make attendance impossible. If you are unable to attend class, please contact the instructor in advance, or failing that, immediately afterwards. If you are absent, you are responsible for learning material covered in class. If you are absent when an assignment is due, you must have submitted the assignment prior to the due date to receive credit. If you miss more than 10% of the classes (2 class sessions), whether excused or unexcused, your grade may be dropped one letter grade. Absence from four or more class sessions, whether excused or unexcused, will result in a grade of “F”. Remember, being ≥15 minutes late for class constitutes an absence.


Reasonable accommodations are available for students with a documented disability. If you have a disability and may need accommodations to fully participate in this class, contact the Student Disability Resource Center (

; phone 803-777-6142). All accommodations must be approved through the Student Disability Resource Center – instructors cannot give students accommodations based on disability unless they have registered with this office. Instructors also cannot make any retrospective accommodations for students so be sure to register with this office in a timely fashion if you need any such accommodations. It is your responsibility as a student to register with this office if you wish your disability to be considered in this class.


The community of scholars at the University of South Carolina is dedicated to personal and academic excellence. Choosing to join the community obligates each member to the Carolinian Creed (

). Academic and civil discourse are the cornerstones of the educational system and crucial to individual growth.

As a Carolinian:

· I will practice personal and academic integrity;

· I will respect the rights and dignity of all persons;

· I will respect the rights and property of others;

· I will discourage bigotry, while striving to learn from differences in people, ideas and opinions;

· I will demonstrate concern for others, their feelings and their need for conditions which support their work and development.


Every student has a role in maintaining the academic reputation of the university. It is imperative that you refrain from engaging in plagiarism, cheating, falsifying your work and/or assisting other students in violating the Honor Code.

Two important components of the Honor Code:

· Faculty members are required to report potential violations of the Honor Code to the Office of Student Conduct and Academic Integrity.

· When a student is uncertain as to whether conduct would violate the Honor Code, it is their responsibility to seek clarification from the appropriate faculty member.

To clarify your understanding of the Honor Code, use these resources:


Academic Integrity Tutorial

· Instructor’s office hours


The Purdue Online Writing Lab


The Writing Center


University Libraries: Citation Basics

Your enrollment in this class signifies your willingness to accept these responsibilities and uphold the Honor Code of the University of South Carolina. Please review the Honor Code available at

. Any deviation from this expectation may result in a grade of zero for that assignment and a referral to the Office of Student Conduct and Academic Integrity.

The following examples illustrate conduct that violates the Honor Code, but this list is not intended to be an exhaustive compilation of conduct prohibited.

· Giving or receiving unauthorized assistance, or attempting to give or receive such assistance, in connection with the performance of any academic work.

· Unauthorized use of materials or information of any type or the unauthorized use of any electronic or mechanical device in connection with the completion of any academic work.

· Access to the contents of any test or examination or the purchase, sale, or theft of any test or examination prior to its administration.

· Unauthorized use of another person’s work without proper acknowledgment.

· Intentional misrepresentation by word or action of any situation of fact, or intentional omission of material fact, so as to mislead any person in connection with any academic work (including, without limitation, the scheduling, completion, performance, or submission of any such work).

· Offering or giving any favor or thing of value for the purpose of influencing improperly a grade or other evaluation of a student in an academic program.

· Conduct intended to interfere with an instructor’s ability to evaluate accurately a student’s competency or performance in an academic program.


I will cite and/or reference any materials that I use in this course that I do not create. You, as students, are expected to not distribute any of these materials, resources, quizzes, tests, homework assignments, etc. (whether graded or ungraded).


Students in the College of Social Work are expected to demonstrate professional and academic responsibility at all times and are bound by the NASW Code of Ethics. The NASW Code of Ethics (

) states “Social workers should not participate in, condone, or be associated with dishonesty, fraud or deception.” One of the values on which the Code of Ethics is based is that of integrity and one of the ethical principles derived from this value is “Social workers behave in a trustworthy manner.”


The instructor is available to meet with you for individual consultation throughout the course of the semester (see office hours). If you are having difficulty with the course material or assignments, you should schedule an appointment to see the instructor as soon as possible so that additional assistance can be offered as appropriate. Any questions about how grades were calculated should be discussed with your instructor as soon as possible.



Practice Lab

Practice Lab

Session / Date



Assignments Due


Aug 20, 2022

Review of SOWK777 Theory & Broad themes in H/MH

Syllabus review

Self-Care Resources

Review of SOWK777H/MH theories for understanding human behavior.

Review major themes in H/MH service:

· Evidence-Based Practice

· Evidence-based Relationships

· Strengths Perspective

· Medical Model

· Recovery Movement

· Client-Centered Care

Review Course Syllabus

Buffalo site resources


Aug 27, 2022

and Continuum of Care

Pomeroy, E.C. & Anderson, K.H. (2016). Adults In C. Jordan & C. Franklin (Eds.)
Clinical Assessment for Social Workers: Quantitative and Qualitative Methods (pp. 202-241). Chicago, IL; Lyceum Books.

Regier, D. A., Kuhl, E. A., & Kupfer, D. J. (2013). The DSM-5: Classification and criteria changes. 
World psychiatry : official journal of the World Psychiatric Association (WPA), 
12(2), 92–98. doi:10.1002/wps.20050


Sep 3, 2022


Trauma and Trauma-Informed Care

van der Kolk, B. (2014). Running for your life: The anatomy of survival (pp. 51-73) and Healing from trauma: Owning your self (pp. 205-231) In
The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. New York: Penguin Books.

Trauma and the Brain

What is Addiction? [Gabor Maté] (3:24)

Dr. Stephen Porges: What is the Polyvagal Theory (4:10)

Trauma and Somatic Experiencing – Peter Levine (6:10)


Sep 10, 2022

Suicide Prevention and Crisis Intervention


Practice Lab

(ASIST & SafeTalk)

Granello, D. (2010). A suicide crisis intervention model with 25 practical strategies for implementation.
Journal of Mental Health Counseling, 32(3): 218–235.

Roberts, Albert R., & Allen J. Ottens. (2005). The seven-stage crisis intervention model: A road map to goal attainment, problem solving, and crisis resolution.
Brief Treatment and Crisis Intervention, 5(4), 329.

Stanley, B., & Brown, G. K. (2012). Safety planning intervention: a brief intervention to mitigate suicide risk.
Cognitive and Behavioral Practice, 19(2), 256-264.

Self-Care Assignment due by 11:59 PM


Sep 17, 2022

3 waves of Cognitive Behavior Therapies:

· Behavior Therapy



· Dialectical Behavioral Therapy

· Mindfulness-Based Cognitive Therapy


Corcoran, J. (2014). Cognitive restructuring In
Collaborative Cognitive-Behavioral Intervention in Social Work Practice: A Workbook (pp. 53-81). New York: Oxford University Press.

Linehan, M.M. & Wilks, C.R. (2015). The course and evolution of dialectical behavior therapy.
American Journal of Psychotherapy. 69(2), 97-110.

Rasmussen, B. (2017). A critical examination of CBT in clinical social work practice.
Clinical Social Work Journal, 46, 165–173.

Thomlison, R.J. & Thomlinson, B. (2011). Cognitive behavior theory and social work treatment In F.J. Turner (Ed.)
Social Work Treatment: Interlocking Theoretical Approaches (5th ed.) (pp. 77-102). New York: Oxford University Press.


Sep 24, 2022

Practice Lab

Individual work on Depression / Anxiety

Cognitive Errors


Oct 1, 2022

Solution Focused Therapies & Motivational Interviewing

Corcoran, J. & Walsh, J. (202016). Substance use disorders In
Clinical Assessment and Diagnosis in Social Work (3rd ed.) (pp. 346-388). New York: Oxford University Press.

Lee, M.Y. (2011). Solution-focused theory In F. J. Turner (Ed.)
Social Work Treatment: Interlocking Theoretical Approaches (5th ed.) (pp. 460-476). New York: Oxford University Press.

Miller, W. R. & Rollnick, S. (2013). Developing a change plan In
Motivational Interviewing: Helping People Change (3rd ed.) (pp. 268-284). New York: The Guilford Press.

Intervention Plan Outline due by 11:59 PM


Oct 8, 2022

Practice Lab

Mid-Course Evaluation

Substance Use Disorders

Process Disorders (gambling, sex, pornography)


Oct 22, 2022

Narrative Therapy & Collaborative Helping & (Appreciative Inquiry)

Walsh, J. (2013). Narrative Theory In
Theories for Direct Social Work Practice (3rd ed.) (pp. 278-305). Stamford, CT: Cengage Learning.


Oct 29, 2022

Family work

Intervention Plan due by 11:59 PM


Nov 5, 2022

Psychodynamic Interpersonal Therapy &

Emotion-focused (couple & parent) therapy

Johnson, S. (2012). The basics of EFT: Tasks and interventions. In
The practice of emotionally focused couple therapy: Creating connection. New York: Brunner Routledge.

Lipsitz, J. D., & Markowitz, J. C. (2013). Mechanisms of change in interpersonal therapy (IPT).
Clinical psychology review,
33(8), 1134–1147. doi:10.1016/j.cpr.2013.09.002

Stuart, S. & Robertson, M. (2012). Role transitions In
Interpersonal Psychotherapy: A Clinician’s Guide (2nd ed.). New York, NY: Taylor & Francis Group.

Wang, D. & Stalker, C.A. (2016). Attachment theory In N. Coady & P. Lehmann (Eds.),
Theoretical Perspectives for Direct Social Work Practice: A Generalist-Eclectic Approach (pp. 159-183). New York, NY: Springer Publishing Company.

Yalom, I. (2005). The wrong one died.
Love’s executioner. New York: Perennial Classics.


Nov 12, 2022

Couple work

Parent training

Skills Demonstration Videos due by 11:59 PM


Nov 19, 2022

Principles for Recovery

Community Support Models

& Practice Lab

Community Support Program of Bucks County (n.d.). Community Support System. Retrieved from:

Community Support System

Ferguson, H. (2016). Making home visits: Creativity and the embodied practices of home visiting in social work and child protection.
Qualitative Social Work. 17(1),65-80. Retrieved from:

Pope, N.D., & Hadden, J.B. (2011). Tips for making home visits in child welfare.
The New Social Worker. Retrieved from:

Nov 26, 2022

No Class

Thanksgiving Break – Happy Thanksgiving


Dec 3, 2022

Working in Interprofessional Teams


Course Review &


Social Change Model of Leadership (HERI, 1996)

Competencies of Interprofessional Teams

Facilitation & Feedback due by 11:59 PM


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