1

UNIVERSITY OF KENTUCKY
College of Social Work

SW 601 Theory-Informed Practice with Families (3 credit hours)
FALL, 2014
Section 001

Richard Sutphen, Ph.D. Class time Wednesday, 9:30am-12:15pm
667 Patterson Office Tower Class Location: KU Building 7
th
floor
Phone: 257-4403 office; 312-9475 cell
e-mail address: [email protected]
Preferred method of reaching instructor: e-mail, with SW 601 in message line or
before/after class

COURSE DESCRIPTION
This course introduces students to family social work and the theoretical perspectives
and concepts that underlie social work with families. The course emphasizes the
development and application of skills and techniques for conducting family assessments
and for conceptualizing theory-based and research-informed intervention plans for
families in need. The course addresses diverse family forms, cultural competence, and
multi-problem families within the contexts of neighborhoods, schools, and communities.
Prerequisites: SW 600 or concurrent.

COURSE OBJECTIVES
This course will:

1. Explore various theoretical frameworks for understanding family functioning and the
nature of family problems with respect to diverse family forms. (2.1.3, 2.1.4, 2.1.7,
2.1.10)
2. Illustrate a multi-systemic approach to discern the interconnectedness of individuals
and families to the primary contexts of neighborhoods, schools and communities,
and the extent to which families have access to critical resources and social capital
that sustain family life. (2.1.9, 2.1.10)
3. Examine and demonstrate approaches to family assessment and assist students in
the skills and techniques required to conduct assessments on families with complex
problems. (2.1.3, 2.1.10)
4. Identify, examine, and evaluate theory-based social work approaches to research-
informed family interventions including family treatment models, ecological
approaches, life cycle and family development, strengths-based perspectives, social
networking and psycho-education. (2.1.6, 2.1.7, 2.1.10)
5. Describe and analyze essential differences in assessment and intervention with
culturally diverse families. (2.1.4, 2.1.10)
6. Emphasize working with multi-problem families specifically with respect to poverty,
violence and child maltreatment, substance abuse, juvenile delinquency, and school-
based problems. (2.1.5, 2.1.8, 2.1.9)
7. Explore personal values through self-awareness to identify personal biases and
potential conflicts between their own family experiences and values with professional
values to guide practice. (2.1.1, 2.1.2)

2
8. Examine value dilemmas and ethical issues confronting social workers and their application
and implications for social work practice with families. (2.1.2, 2.1.9)

PRACTICE BEHAVIORS (LEARNING OUTCOMES)
By the end of this class, students are expected to build towards or acquire competency in the
following practice behaviors. Students should demonstrate the ability to:

Primary Practice Behaviors:
1. View themselves as learners and engage with clients to understand their clients lives,
cultures, and experiences. [2.1.4.4]
2. Engage in social work practices that advance social and economic justice. [2.1.5.3]
3. Utilize theoretical conceptual frameworks to guide the processes of assessment,
intervention, and evaluation. [2.1.7.1]
4. Continuously discover, appraise, and attend to contextual changes. [2.1.9.1]
5. Recognize the extent to which a cultures structure and values may influence
marginalization, privilege, power, and the forms and mechanisms of oppression. [2.1.4.2]
6. Use empathy and other interpersonal skills. [2.1.10.a.2]
7. Collect, organize, and interpret client data [2.1.10.b.1]
8. Separate fact from opinion in data presentation. [2.1.10.b.2]
9. Assess clients strengths and limitations. [2.1.10.b.3]
10. Develop mutually agreed upon intervention goals and objectives. [2.1.10.b.4]
11. Select appropriate intervention strategies. [2.1.10.b.5]
12. Implement prevention interventions that enhance client capacities. [2.1.10c.2]
13. Help clients resolve problems. [2.1.10.c.3]
14. Facilitate transitions and endings. [2.1.10.c.5]
15. Critically analyze and evaluate interventions. [2.1.10.d.1]

Secondary Practice Behaviors:
1. Demonstrate professional demeanor in behavior, appearance, and communication. [2.1.1.4]
2. Identify and practice within professional roles and boundaries. [2.1.1.3]
3. Recognize and manage personal values so professional values guide practice. [2.1.2.1]
4. Advocate for policies that advance the social well-being. [2.1.8.3]
5. Make ethical decisions by applying standards of the NASW and other social work code of
ethics. [2.1.2.2]
6. Understand the forms of oppression and discrimination. [2.1.5.1]

Means Practice Behaviors:
1. Distinguish, appraise, and integrate multiple sources of knowledge including research-based
knowledge and practice wisdom. [2.1.3.1]
2. Use research evidence to inform practice. [2.1.6.2]
3. Critique and apply knowledge to understand person and environment. [2.1.7.2]

TEXTS

Collins, D., Jordan, C., & Coleman, H. (2010). An introduction to family social work (4
th
ed.).
Belmont, CA: Thompson Brooks/Cole.

Robbins, S.P., Chatterjee, P., & Canda, E.R. (2006). Contemporary human behavior theory: A
critical perspective for social work (3rd ed.). Boston, MA: Pearson, Allyn and Bacon.


3

Graduate Grading Scale Grade Components Weight
A=92-100 Chapter assignments 15%
B=83-91 Common Case/Theory assignment 10%
C=73-82 Genogram assignment 10%
E<73 Family assessment 30%
Family intervention assignment 20%
Class participation 15%

DISABILITY STATEMENT
Any student who has a documented disability that requires academic accommodations in this
course must make their request to the Disability Resource Center. The Center will require
current disability documentation. When accommodations are approved, the Center will provide
the instructor with a Letter of Accommodations which details the recommended
accommodations. Contact the Disability Resource Center Director, Jake Karnes, at 859-257-
2754 or [email protected].


COURSE COMPONENTS
1. Three Chapter Assignments: Students will have 3 chapter assignments (#s 1, 2, 3); worth
5 points each. Assignments are related to the chapter readings assigned by the instructor.
(15%)
2. Two Signature Assignments:
Common Case/ Human Behavior Theories, Assignment # 4: 10%
#2. Family Assessment, Assignment # 6: 30%
3. Genogram, Assignment # 5: 10%
4. Family Intervention Plan, Assignment # 7: 20%
5. Class Participation/Attendance, Assignment # 8: 15%.
Grades will be earned based on class participation in role plays and exercises.
Excessive excused or all unexcused absences will reduce your participation grade.


COURSE SCHEDULE Readings Topics/Assignments Due
Week 1
8/27
Introduction to course &
review of syllabus.


Week 2
9/3
Collins et al., Chapters 1 & 2 Field of family social work;
What is a family?
CA #1
DUE: Chapter Assignment
#1 (5 pts)
Week 3
9/10
Collins et al., Chapter 3;
Human Behavior Theory
Robbins et al., Chapter 2,
Systems theory and Family
Systems theory
Review Assignment #3
CA #2
Week 4
9/17
Collins et al., Chapter 4
Robbins et al. Chapter 8
Family Development & Life
Cycle.
CA # 3, 4
Week 5
9/24
Collins et al., Chapter 5
Robbins, Chapters 4, 11
Family Strengths &
Resilience

4
CA # 5, 6
DUE: Chapters (4 & 5)
Assignment #2 (5 pts.)
Week 6
10/1
Collins et al., Chapter 6



Practical Aspects of FSW
CA # 7, 8, 9
DUE Assignment #3
Chapter 3 (5 pts)
Week 7
10/8
Collins et al., Chapter 7


Assignment on Human
Behavior Theory application
to the Common Case
Robbins, Chapters 2, 4, 6, 8,
10, 11, 12
Cultural contrasts &
practice w/African American
& Latino populations
Cover Acculturation &
Social Construction
Beginning Phase
CA # 10, 11

Review for Common Case
Assignment #4. Theories:
Systems, Empowerment,
Acculturation/Bicultural,
Life Span Development,
Symbolic Interaction,
Phenomenology & Social
Construction, Behaviorism
Materials on Global cultural
contrasts and practice w/
African Americans/Latinos
Week 8
10/15
Collins et al., Chapter 8
Family Assessment
Family Assessment
Genograms
CA # 12, 13,
Week 9
10/22
Collins et al., Chapter 8
Family Assessment
Family Assessment, FAD
CA # 14
DUE: Assignment #4
Common Case/Theory (10
pts.)
Week 10
10/29


Collins, Chapters 8 & 10 Family Assessments
wrapup
Family System
Interventions
CA # 15
DUE: Assignment #5
Genogram (10 pts.)
Week 11
11/5

Collins et al., Chapter 10 Family System
Interventions
CA # 16, 17
Week 12
11/12
Collins et al., Chapter 11

Intervention Phase
(techniques & therapy
models)
CA # 18,
DUE:Signature Assignment
#6: Family Assessment (30
pts.)
Week 13
11/19
Collins , Chapters 11 &12
Robbins, et al., Chapter 12
Intervention Phase
CA # 19
Structural Family Therapy
(video/discussion)

5
Interventions at the Child
and Parent Levels
Behavioral Approach,
parenting skills,
psychoeducation (case
management), substance
abuse
Week 14
12/3
Collins et al., Chapter 12 Interventions at Child
/Parent levels
CA # 20, 21
Week 15
12/10
Collins, et al., Chapter 13 Interventions with Couples;
communications skills, DV
& Abuse CA # 22
12/16 NO CLASS FINALS WEEK DUE: Assignment #7 Family
Intervention Plan (20 pts)


COURSE POLICIES

1. Class Format: Classes will be conducted in a seminar/lecture/discussion/class
activities format. Students are expected to be actively involved in the knowledge
building process and to participate fully in class work session activities. The ability to
debate and analyze practice and ethical issues is central to this class.

2. Participation and Attendance: Attendance does influence the final course grade. All
courses in a professional curriculum demand class participation and full attendance.
Class attendance and participation reveal, to a large extent, a students commitment to
her or his education. Absences not discussed with the professor prior to or at the time of
the absence will be considered unexcused and will impact your participation grade. The
Class Participation grade will be lowered by one point if there are more than 2
excused absences and for all unexcused absences (defined in the Student Rights
Handbook). You may be asked to verify your absence. You are expected to be on
time for class and to stay for the entire class time in order to receive credit for
attending class. (For example, if you leave at break, you will not receive credit for
attending class). If an exceptional circumstance occurs that requires the need to arrive
late or leave early, or to miss class please notify the professor.

Class participation, (along with attendance) will account for 15 percent of the final course
grade. In order to receive full credit for class participation, students must attend all
classes and remain active participants in the learning process throughout the class time
frame.

3. Excused Absences: Students need to notify the professor of absences prior to class
when possible. S.R. 5.2.4.2 defines the following as acceptable reasons for excused
absences: (a) serious illness, (b) illness or death of family member, (c) University-related
trips, (d) major religious holidays, and (e) other circumstances found to fit reasonable
cause for nonattendance by the professor.

Students anticipating an absence for a major religious holiday are responsible for
notifying the instructor in writing of anticipated absences due to their observance of such
holidays no later than the last day in the semester student are able to add a class.

6
Information regarding dates of major religious holidays may be obtained through the
religious liaison, Mr. Jake Karnes (859-257-2754).

Students are expected to withdrawal from the class if more than 20% of the classes
scheduled for the semester are missed (excused or unexcused) per university policy.

4. Verification of Absences: Students may be asked to verify their absences in order for
them to be considered excused. Senate Rule 5.2.4.2 states that faculty have the right to
request appropriate verification when students claim an excused absence because of
illness or death in the family. Appropriate notification of absences due to university-
related trips is required.

5. Submission of Assignments: PLEASE SUBMIT ALL ASSIGNMENTS VIA EMAIL
(exception for genograms) Papers need to be formatted according to APA
publication guidelines (6
th
edition). Please see the professor if you are unfamiliar with
APA style writing. All written work is expected to be typed using 12 point font, double
space and printed on white paper with 1 margins on all sides. You are expected to
submit papers free of grammatical and spelling errors, and to use citations when
appropriate. You should strive to write with clarity, and support your ideas and assertions
with sound, informed reasoning. The ability to explain your ideas is absolutely essential
for sound social work practice. Please use spell check, grammar check and proof
reading work is expected prior to the submission of any assignments. Grades will be
lowered for work submitted not in accordance with these guidelines.

All assignments are due by Midnight on the day of class on the stated due date in
the course calendar. Each assignment should be submitted via email attachments
except for genograms which can be turned in as a hard copy. Late assignments will
be penalized 5 points each day late unless otherwise arranged with the professor.

ASSIGNMENTS THAT ARE INCOMPLETE (e.g. questions not answered) WILL BE
GRADED WITH A ZERO (0) FOR THE VALUE OF THE MISSING PARTS OR
SECTIONS OF THE ASSIGNMENT.

6. Makeup Opportunities: Make-up quizzes/project work/exams will only be considered
for those students for whom the conditions for excused absences outlined in the Student
Handbook apply. Students who miss quizzes or other graded projects because of arriving
late to a class with an unexcused absence or missing class entirely will not be able to
make up that quiz or graded work. Only students who miss a class with verified excused
absences will be able to make-up exams/quizzes or other graded projects. It is the
students responsibility to inform the instructor of an excused absence in advance
or on the day of the missed class, unless the professor gives permission for a
longer period of time.

7. Academic Integrity Statement: It is expected that students at UK will refrain from
plagiarism and cheating. Plagiarism and cheating are serious breaches of academic
conduct and may result in permanent dismissal. Each student is advised to become
familiar with the various forms of academic dishonesty as explained in the Code of
Student Rights and Responsibilities. Complete information can be found at the following
website:http://www.cs.uky.edu/%7Epaulp/Plagiarism.htm A plea of ignorance is not
acceptable as a defense against the charge of academic dishonesty. It is important that

7
you review this information as all ideas borrowed from others need to be properly
credited.

Part II of Student Rights and Responsibilities (available online
http://www.uky.edu/StudentAffairs/Code/part2.html) states that all academic work,
written or otherwise, submitted by students to their instructors or other academic
supervisors, is expected to be the result of their own thought, research, or self-
expression. In cases where students feel unsure about the question of plagiarism
involving their own work, they are obliged to consult their instructors on the matter before
submission.
When students submit work purporting to be their own, but which in any way borrows
ideas, organization, wording or anything else from another source without appropriate
acknowledgement of the fact, the students are guilty of plagiarism. Plagiarism includes
reproducing someone elses work, whether it be a published article, chapter of a book, a
paper from a friend or some file, or something similar to this. Plagiarism also includes
the practice of employing or allowing another person to alter or revise the work which a
student submits as his/her own, whoever that other person may be.

Students may discuss assignments among themselves or with an instructor or tutor, but
when the actual work is done, it must be done by the student, and the student alone.
When a students assignment involves research in outside sources of information, the
student must carefully acknowledge exactly what, where and how he/she employed
them. If the words of someone else are used, the student must put quotation marks
around the passage in question and add an appropriate indication of its origin. Making
simple changes while leaving the organization, content and phraseology intact is
plagiaristic. However, nothing in these Rules shall apply to those ideas which are so
generally and freely circulated as to be a part of the public domain (Section 6.3.1).

Please note: Any assignment you turn in may be submitted to an electronic database
(such as Turnitin.com or Safeassign in Blackboard) to check for plagiarism comparison.
A penalty for an academic offense, such as cheating or plagiarism, can be as
severe as a failing grade on the assignment or failing the course.

8. Classroom Behavior, Decorum, and Civility: Because other students depend upon
the presence of student colleagues for discussion and for completion of case
presentations, class attendance and participation is very important. The possibility of
developing collaborative skills, team building, and collegiality is greatly diminished without
full attendance.

The College of Social Work has strong commitments to respect of diversity and the
valuing of differences among members of our academic community. Academic
discovery includes discussion and debate, and the right to respectfully disagree from
time-to-time. Students have a right to voice reasoned opinions contrary to those offered
by the instructor and/or other students (S.R. 6.1.2) but should do so respectfully and
civilly. Disagreements and opinion statements that include attacks of a personal nature
or statements degrading another on the basis of race, sex, religion, sexual orientation,
age, national/regional origin or other irrelevant factors may affect ones grade because
they are unacceptable and do not contribute to a safe, productive learning environment.

9. LIMIT CLASSROOM DISRUPTIONS:


8
*** TURN OFF ALL CELL PHONES (or put on vibrate mode) AND OTHER
ELECTRONIC DEVICES (store them during class)

NO TEXTING OR READING MESSAGES DURING CLASS!!!!
*UNLESS THERE IS AN EMERGENCY!

***LAP TOPS ARE PERMITTED IN CLASS ONLY FOR NOTE TAKING OR
ACCESSING POWER POINTS! If used during class for other purposes (such as
email, surfing the internet, etc) you will be asked to put your laptop away and
leave it at home or stored during future classes.

Students are expected to actively participate in the class discussions by:
Coming to class having completed assigned readings and prepared to discuss them
Demonstrating an active interest in the topic being discussed by verbal and
nonverbal behaviors
Taking part in the class discussion vs. engaging in side conversation with those
around you
Demonstrating a commitment to share thoughts and feelings with other students
Assuming responsibility for involving the other students in all subjects discussed
(listening, asking others questions, and allowing space for others to contribute)
Sharing relevant information from ones knowledge base or life experiences with
classmates
Students are expected to follow social work ethics by respecting their colleagues and
maintaining confidentiality.
If students have a problem or issue with the content or discussions in class
including that which addresses student self-disclosures, they must address
this with the course instructor/professor and seek to resolve it at this point of
contact prior to taking any other actions. Students who circumvent the
instructor/professor and seek other venues outside of class to discuss such
issues, may be held accountable for unethical and unprofessional conduct.
This includes student discussions outside of class about student disclosures
or content discussed by the instructor/professor as part of the social work
education curriculum in a derogatory and prejudicial manner.

10. Professional Preparation: As a social work major, you are expected to adhere to the
standards and guidelines for professional behavior as outlined in the NASW Code of
Ethics and social work licensure rules and regulations expectations.

In addition, as an outcome of your education, you are expected to identify as a
professional social worker and conduct yourself accordingly (CSWE Educational Policy
2.1.1). As social work students, you are preparing to represent the profession, its
mission, and its core values in your future practice. Therefore, part of your education
includes achieving and demonstrating competency in the following practice behaviors:
Advocating for client access to the services of social work;
Practicing personal reflection and self-correction to assure continual professional
development;
Identify and practice within professional roles and boundaries;
Demonstrate professional demeanor in behavior, appearance, and communication;
Develop a commitment to engage in career long learning;
Effectively use supervision and consultation.

9


11. Hybrid Model: Hybrid courses are composed of fewer than 50% face-to-
face/classroom meetings. Course materials will be posted on Blackboard; written
assignments will be submitted via Blackboard and group discussions will be conducted
via Blackboard. The instructor will be available for email and/or telephone discussions
during the posted class time (unless otherwise noted); the professor will respond to
student communications within 3 working days. Students will need internet access to
Blackboard materials. For technical problems, contact the Teaching and Academic
Service Center (TASC) at http://www.uky.edu/TASC/ (phone: 859-257-8272) or the
Information Technology Customer Service Center at http://www.uky.edu/UKIT/ (phone:
859-257-1300). For information on Distance Learning Library Services, visit
http://www.uky.edu/Libraries/lib.php?lib_id=16 or contact Carla Cantagallo, DL
Librarian at [email protected] (phone:859-257-0500, ext. 2171, or 800-828-
0439)