| Credits: | 3 |
|---|---|
| Prerequisites: | None |
| Course Description: | This course will examine theories and techniques for observing and understanding the behavior and interactions of infants and young children and their caregivers. This course will emphasize evidence-based tools for observation that address diverse groups of infants and young children in their primary environments (e.g., family and alternative caregiving contexts). Special attention will be given to issues of diversity as it relates to understanding the nature of interactions. The course will be divided into classroom activities as well as involvement in an evidence-informed intervention project through the Department of Psychiatry. Students will be part of a Child Team working/playing with an individual child on a weekly basis to assist the child with separation and reunions while their parent attends a parenting intervention group. The course will contribute to post-graduate readiness for endorsement in infant-family practice. |
| Credits: | 1 |
|---|---|
| Prerequisites: | SW 622 |
| Course Description: | This integrative seminar will integrate micro and macro levels of practice; research in community development, community leadership, neighborhood asset building programs, community based clinical practice, municipal governance, sustainable communities and the relationship of community initiatives and promotion of citizen participation, community well-being. The seminar integrates content and perspectives from several disciplines, specifically social work, political science, education, urban planning, natural resources, arts and medicine as these disciplines address problems – and solutions - in the areas of community social and economic development and sustainable communities. The seminar will highlight issues of social justice, oppression, privilege, diversity, and socially just evidence based community practice and empowerment among neighborhood residents, community stakeholders and local institutions, and municipal governing bodies. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | This course will examine the correlates and consequences of child maltreatment, as well as the social, environmental, and cultural buffers and mitigating factors that lessen risk and promote protection/ resilience in maltreated children and adolescents. Students will learn about the public health model of child abuse prevention and examine a range of strategies that extend from this model. Throughout the course, students will critically review programs and practices in primary and secondary prevention and consider how they align with core values of the social work profession. Students will also consider how social workers can become more integrally involved in advancing local, national, and international efforts to promote the well-being of maltreated children across the lifecourse. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | This is an introductory course on the relationship between theory and practice in infant mental health. It is intended for graduate students in Social Work, Education, Nursing and Psychology. Its purpose is to furnish a conceptual framework, based upon attachment theory, for understanding how the emotional qualities of the infant-parent dyads influence the infant's development, the parent's capacity to give care, and finally the professional's state of mind regarding the family. Emphasis is given to how the experiences of early childhood persist over time, and how they are summoned up again by the presence of a baby. This understanding becomes in turn the basis for learning how to plan a treatment approach that takes into account the family's capacities for change. This course meets several educational components for students interested in post-graduate endorsement in infant-family practice. |
| Credits: | 3 |
|---|---|
| Prerequisites: | None |
| Course Description: | This course critically examines juvenile delinquency and the adult correctional system in the United States. Students will be exposed to the theories that help professionals understand the development of delinquency and crime within the context of individuals, families and communities. Understanding the mechanisms that contribute to offending is important for social work professionals, as this understanding should directly guide the policies and practices of the justice system. This course will focus on some of the most pressing issues that face the justice system and the social work professionals that work within this system. Such issues include adolescent brain development, poverty, child maltreatment, substance abuse, mental health, disproportionate minority contact (DMC), incarceration, peer relationships, the school to prison pipeline, evidence based interventions and the role of ideology in juvenile justice policy. The course is designed for social work students interested in working in justice settings (micro or macro) or students interested in working with youth populations that may experience contact with the justice system. |
| Credits: | 1 |
|---|---|
| Prerequisites: | Integrated Health Scholar |
| Course Description: | This integrative seminar will focus on encouraging students to think critically about the cumulative theory, research, policy, field experience and practice skills learned over the course of their Integrated Health Scholars program in preparation for integrated health Social Work practice. Content and assignments will focus on connecting various domains of learning to final demonstration project(s). |
| Credits: | 3 |
|---|---|
| Prerequisites: | None |
| Course Description: | This course examines families as a primary context for understanding health and health-related behaviors. Major topics include: 1) substantive and ethical overview of families and health, 2) historical perspectives on the family, 3) demographic trends in family structure, 4) family diversity with respect to social class, race/ethnicity and culture, and sexual orientation and their implications for understanding health phenomena and family models and theories, 5) families as the context for socialization to health beliefs and practices, 6) the provision of family-based care, 7) health profiles of family members and family roles, and 8) family-based skills, programs, and practice concepts. |
| Credits: | 3 |
|---|---|
| Prerequisites: | None |
| Course Description: | This course will examine families as a primary context for understanding health and health-related behaviors. Major topices include: 1) models and theories of the family, 2) history and current status of family-based practice, 3) the impact of demographic trends and their impact on family structure and functioning, 4) family diversity with respect to social status groups, ethnicity, and culture and their implications for understanding health phenomena, 5) families as the context for socialization to health beliefs and practices, 6) the provision of family-based care, and 7) health profiles of family members and their roles. |
| Credits: | 3 |
|---|---|
| Prerequisites: | None |
| Course Description: | This course introduces the fundamental knowledge and concepts for working with victims of all types of family violence. Students will learn about the factors that contribute to child abuse, teen dating violence, intimate partner violence, and elder abuse; the long term consequences family violence, and common treatment approaches. Interconnections between the forms of violence will be explored. Most family violence organizations work on multiple levels, such as macro, mezzo, and micro levels, and they frequently come into contact with a variety of fields of service, primarily the legal, health and mental health, housing, public assistance, and child welfare systems. Therefore, models of inter-system and interprofessional coordination will be presented. Federal and state policies related to family violence will be explored, and opportunities for advocacy will be highlighted. |
| Credits: | 1-3 |
|---|---|
| Prerequisites: | None |
| Course Description: | This course presents advanced topics in Welfare of Children & Families. The topics may include emerging practice issues and advanced application of specific methods. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | Self-help and support groups, including 12-step mutual help groups, are common elements in health, mental health and substance abuse settings. The course will examine the services provided by these types of groups, as primary and adjunctive modes of intervention. Self-help services will be compared and contrasted with those provided by professional help system. Special attention will be given to how providers and their agencies can coordinate their activities with self-help groups. Ethical issues that arise in working with self-help groups is another important course topic. The course will examine the level of empirical support for a variety of self-help and support groups. Self-help participation will be examined by age, class, color, ethnicity, family structure, gender, race, religion or spirituality, immigrant or refugee status, and sexual orientation with a view toward mitigating disparities. The basic premise of the course is that working with experientially based self-help, support, and advocacy groups (including 12-step mutual help groups) offers opportunities to social workers and other behavioral and mental health professionals to increase their effectiveness. Many professionals already interact in various ways with self-help and mutual help groups and many more could do so if they were familiar with self-help knowledge and practices. The goal is to enhance provider competencies by exploring use best practices for coordinating with self-help/mutual help groups and fellowships. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | This advanced action-based learning course will focus on direct practice and implementation of interpersonal psychotherapy for mood disorders. The focus of this course is on the concepts, theory, principles and practice to the assessment and interpersonal psychotherapy of adults and adolescents with mood disorders in a variety of practice settings. The course content reflects advanced material of current relevance for effective and evidence-based clinical social work practice. Specifically, this mini-course will provide updated training in the Interpersonal Psychotherapy treatment of mood disorders. This course will review diagnostic criteria and assessment, but will mainly focus on clinical skills and will be an interactive seminar type class. |
| Credits: | 1 |
|---|---|
| Prerequisites: | Clinical Scholar and SW632 |
| Course Description: | This integrative seminar will focus on developing an integrative, professional e-portfolio that links classroom learning and field learning. The seminar will also continue to address cutting edge issues and evidence supported practices in working in integrated health behavioral health care settings. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | Social workers and other service providers will gain an understanding what human trafficking is and how they can help victims of human trafficking that they encounter in their field of practice, with a particular emphasis on healthcare settings. We will explore the root causes of human trafficking, and our role in perpetuating and combating the underlying causes. We will take a critical perspective on what it means to help a victim of trafficking, as well-intentioned interventions can unwittingly cause the individual's arrest or deportation. Further, we will examine guiding principles for successful engagement with this population, including trauma-informed care, cultural awareness, and harm reduction. Finally, we will hear about local resources that providers can use if they suspect a client is a victim of human trafficking. In this course you will have the opportunity to develop an idea to solve this real world human rights problem. Teams are organizationally the functioning unit of the course. Students will work collaboratively across disciplines to create tools to increase identification of victims in health care settings. Class sessions will focus heavily on prototyping potential solutions and collaboratively generating ideas and next steps. Students will also be expected to spend significant time outside of class working in teams to reach out to relevant stakeholders, conduct research, draft documents, and otherwise work toward the creation of the intervention. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | This advanced action-focused learning course will focus on direct practice and implementation of multi-family psychoeducation (FPE) for schizophrenia and bipolar disorder including adults, adolescents, children and their families across the lifespan. A comparison of family psychoeducation groups and other similar methods will be explored. Emphasis will be given to practical application of therapy techniques and troubleshooting difficult and challenging clinical circumstances. This course will focus on developing the group work skills necessary to implement evidence-based multi-family psychoeducation interventions in work with adults, adolescents, children and their families. Special emphasis will be given to the family psychoeducation approach using multiple family groups in the treatment of severe psychiatric disorders. This course will examine the theoretical and empirical foundations for family psychoeducation, as well as, the practice of multifamily group treatment in schizophrenia, bi-polar illness, major depressive disorder, borderline personality disorder and with children and adolescents with serious mental illnesses. An overview of cultural considerations in family psychoeducation will also be provided. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | This advanced action-based learning course will focus on direct practice and implementation of the cognitive-behavioral treatment for OCD. Several case examples will be utilized and students will engage in role-play and detailed class discussion focused on these techniques. Emphasis will be given to practical application of therapy techniques and troubleshooting difficult and challenging clinical cases. The course will also include strategies for enhancing adherence to behavioral homework exercises. An overview of empirically established cultural adaptations of CBT for OCD will also be provided. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | This advanced action-based learning course will focus on direct practice and implementation of the cognitive-behavioral treatment with children and youth with anxiety disorders. Several case examples will be utilized and students will engage in role-play and detailed class discussion focused on these techniques. Emphasis will be given to practical application of therapy techniques and troubleshooting difficult and challenging clinical cases. The course will also include strategies for enhancing adherence to behavioral homework exercises. An overview of empirically established cultural adaptations of CBT with children and youth with anxiety disorders will also be provided. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | DBT is an empirically supported treatment for individuals with severe emotionally regulation problems. Part of the treatment consists of teaching individuals specific skill sets in mindfulness, interpersonal effectiveness, emotional regulation and crisis management. This advanced action-based learning course will focus on direct practice and implementation of dialectical behavior therapy for borderline personality disorder and other psychiatric and psychological problems. This course will cover dialectical behavioral therapy approaches to address suicidal thoughts and actions, self-harm, emotion dysregulation, behavioral dysregulation, cognitive dysregulation, and self-dysregulation. Emphasis will be given to practical application of therapy techniques and troubleshooting difficult and challenging clinical circumstances. An overview of cultural considerations for dialectical behavioral therapy will also be provided.Students will learn an overview of these skills and strategies to integrate these skills into their clinical practice in a variety of individual and group therapy settings. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | This course will examine practice theory and techniques relevant to social work in a rural setting. There are many definitions of what might be considered a rural community. For the purposes of this course, we will define communities as rural that have a population size of 2,500 to 20,000 with no major metropolitan area within hour of the community. Rural communities are often plagued with similar problems as vast metropolitan areas such as high poverty rates, inadequate housing, and inadequate access to health care. However, the scarcity of resources and professionals including medical providers, socio-economic underdevelopment, and physical distance from services and lack of public transportation are frequently identified as compounding factors of living in a rural community. The impact of differences in the key diversity dimensions such as 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 will be examined, within the context of practicing in a rural community. This course will also emphasize issues of ethical practice as defined by the social work code of ethics within a rural community. |
| Credits: | 3 |
|---|---|
| Prerequisites: | Children & Youth Concentration or instructor's permission |
| Course Description: | This integrative seminar will integrate micro and macro levels of practice; research in child welfare and related fields, as the research relates to all levels of practice; the relationship of child maltreatment and other social problems; and perspectives from several disciplines, specifically social work, other mental health professions, law, and medicine, as these disciplines address problems of child maltreatment and child welfare. The seminar will highlight issues of social justice, disproportionality-particularly the over-representation of children and families of color in the child welfare system, and diverse populations, including children in general and poor children in particular. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | The term “post-truth,” the Oxford Dictionaries 2016 Word of the Year, reflects an era where everyone is a few clicks away from information that supports any goal, belief, or outcome desired whether or not that information is factual. Evaluating information and recognizing “fake news” is a critical skill for everyone. For social workers, advocates, policy makers, and others responsible for human well-being, it’s essential to find reliable data and other evidence to promote best practice and avoid the dangers of inaccurate information. Skill in locating and evaluating information can also help a practitioner work with clients and others who bring incorrect information into an interaction. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | Through a team-based, experiential, and interdisciplinary learning model, small groups of U-M graduate and professional students work with faculty to explore and offer solutions to emerging, complex problems. This course is offered through the Law School’s Problem Solving Initiative and the topics vary by semester. |
| Credits: | 1-3 |
|---|---|
| Prerequisites: | None |
| Course Description: | DELETE Through a team-based, experiential, and interdisciplinary learning model, small groups of U-M graduate and professional students work with faculty to explore and offer solutions to emerging, complex problems. This course is offered through the Law School’s Problem Solving Initiative and the topics vary by semester. |
| Credits: | 1 |
|---|---|
| Prerequisites: | None |
| Course Description: | In this course, students will participate in a simulation in which they will take on the role of policymakers, policy advocates, and community stakeholders. Students will be assigned a role, will research their character, and will engage with the other participants as that character throughout the duration of the simulation. Students will engage with each other in person as well as utilize an online platform to develop coalitions and attempt to sway those with differing positions to their side. Simulation topics vary by semester. The class may be taken multiple times for credit as long as a different topic is selected. |
| Credits: | 3 |
|---|---|
| Prerequisites: | None |
| Course Description: | Understanding the implications of early childhood relationships on adult functioning can provide a powerful framework for creating goals and intervention in adult psychotherapy. Using attachment theory as the foundation, this course will address relationship-based intervention with adults. Students will learn the role of attachment in the development and maintenance of cognitive, emotional and behavioral strategies that adults use to manage needs for autonomy and connection, in social, family and romantic relationships. |
University of Michigan
School of Social Work
1080 South University Avenue
Ann Arbor, MI 48109-1106