Class Descriptions

Adventure/Experiential Based Methods

SW615

Credits:	3
Prerequisites:	None

Pathway Associations

Community Change
Global
Interpersonal Practice	Elective (Host)
Mgmt & Leadership
Policy & Political
Program Evaluation
Older Adults
Children & Families	Elective

Course Description

This course will focus on experiential and adventure practice (theories, models, tools and techniques) that social workers may use in their work with individuals, groups, families, organizations and communities. Some particular focus will be given to their use in social work with groups. Students will be introduced to experiential and adventure practice through readings, discussions, guest speakers and experiences.
This course is designed to provide the student with a theoretical, philosophical and experiential understanding of experiential/adventure practice (E/A Practice) approach and its application to Social Work Practice. Theoretical models of practice arising out of the adventure and experiential fields will be offered and discussed in tandem with current social work theories and models of practice. Evidence-based literature will be reviewed to promote experiential interventions that build on strengths and resources of individuals and their families, and that integrate components of other evidence-based practices into the experiential methodologies.
Ethical, Inclusive and accessible practices will be discussed and demonstrated, especially due to the outdoor and natural setting involved and the physicality of many of the tools used in the approach.
This course will address how adventure/experiential practice attends to critical diversity dimensions (including ability, age, class, color, culture, ethnicity, family structure, gender (including gender identity and gender expression), marital status, national origin, race, religion or spirituality, sex, and sexual orientation) as it relates to individuals and their families.

Objectives

Upon completion of the course, students will be able to:
● Describe the theoretical underpinnings of an E/A Practice approach
● Apply relevant Social Work practice principles and standards to E/A Practice
● Describe/Demonstrate a model for adventure/experiential facilitation.
● Demonstrate knowledge of the tools and techniques of adventure practice
● Perform adventure-based assessments, formulate adventure-based plans and develop evaluation procedures.
● Understand the significance of environmental/ecological factors in individual assessment and interventions, as well as broader contexts of family, group, neighborhood, and society.
● Safely facilitate client systems through some of the common tools in adventure practice, including those that are found in Challenge Courses
● Demonstrate ways to help the participant(s) transfer the learning from the facilitated experience to other aspects of their life.
● Adapt adventure tools for use indoors, particularly for the counseling or therapeutic setting.
● Demonstrate appropriate use of adventure-based activities with diverse client groups and in different settings.
● Discuss typical ethical concerns related to an experiential/adventure-based Social Work practice approach.

Design

THIS CLASS IS ABOUT LEARNING EXPERIENTIAL/ADVENTURE TOOLS. IT WILL BE EXPERIENTIALLY TAUGHT! EXPECT TO ENGAGE REGULARLY IN PHYSICAL AND INTERACTIVE ACTIVITIES.
The nature of this approach invites action and participation, which also invites appropriate touching and attention and management of physical boundaries. Learning to manage this is critical in the use of this approach.
Other classroom teaching strategies may also be used, including lecture, multimedia presentations, small and large group discussion, presentations by students and guest lecturers.
Students’ experiences in the field will be utilized as much as possible in assignments and case presentations and discussions.

Intensive Focus on Privilege, Oppression, Diversity and Social Justice (PODS)

This course integrates PODS content and skills with a special emphasis on the identification of theories, practice and/or policies that promote social justice, illuminate injustices and are consistent with scientific and professional knowledge. Through the use of a variety of instructional methods, this course will support students developing a vision of social justice, learn to recognize and reduce mechanisms that support oppression and injustice, work toward social justice processes, apply intersectionality and intercultural frameworks and strengthen critical consciousness, self-knowledge and self-awareness to facilitate PODS learning.

•Multiculturalism and Diversity will be addressed through careful analysis of how these models can be applied and modified to fit the special needs of various groups. Resistance and motivation of participants to interventions will be covered to demonstrate how effective intervention models must be adapted to fit the needs of various ethnic and racial groups. This course will emphasis that mono-cultural models must be adapted to fit the definitions of “problem” and “treatment” that exist in diverse groups in order for social workers to practice with assorted client systems from diverse backgrounds.
•Students will learn to recognize the existence of group differences in a number of areas (such as nonverbal communication, individual and family values, family and community structures, preferred and accepted responses to crisis, response to exclusion or oppression) and how these may impact intervention relationships with individuals and their families.
•Social change and social justice issues will be addressed by recognizing that historically poor and oppressed clients have been excluded from adventure and experiential programs. This course will also examine how socioeconomic exclusion arises in screening criteria that exclude clients because of intelligence, verbal ability, insight, and motivation. Advocacy for individuals, especially children and youth whose families and communities are particularly impacted by social inequality and social injustice, will be emphasized at individual, family, organizational, community, and policy levels.
•Promotion and prevention will be addressed through a focus on intervention models and procedures that can be used to prevent and treat psychosocial problems of all individuals including children, youth and adults. These areas are addressed in the micro practice areas through family life education, family preservation activities, early identification of children/youth at risk, and family. At the mezzo and macro practice levels, program development and evaluation, and staff and professional training (teambuilding, communication workshops, etc.), addresses the relationship between program decisions and risks to individuals and families.
•Social science knowledge is presented as the necessary basis for conducting empirically grounded assessment, intervention and evaluation practice at all levels of intervention. Course materials draw upon research knowledge from a variety of social sciences, as well as other professions and disciplines (i.e., social work, education, psychology, sociology, etc.), and emphasize the need for multidisciplinary collaboration and communication around issues related to individuals, especially children and youth, and their ecosystems. Social science research concepts and methods are described in relationship to both social work practice and program and policy evaluation processes.