Introduction to the social service delivery systems in the United States, with an emphasis on the social work profession: its mission, philosophy, ethics, values, diverse fields, and ethnocultural perspectives. Observations of social service agencies and guest speakers provide a career orientation to the social work profession.

Examination of the historical evolution of social welfare and the social work profession, with focus on the social policies which comprise the foundation of the welfare state in the United States. Present patterns of social welfare services are to be examined. Emphasis is on the historical evolution of contemporary social problems. Oppression, discrimination, social justice issues and policies, and their impact on diverse populations at risk will be explored.

Critical analysis of perspectives on the person and on the physical and sociocultural environment. The focus is on the fit between person and environment, with attention to biological, psychological, and social dynamics that impair or facilitate person/environment fit. There is particular concern with the process of social and cultural stratification and oppression within society, communities, institutions, organizations, and groups, and the effects of confrontation and contact between those cultures and the dominant American culture is reviewed, with special attention to social work issues. The rural environment as a context affecting biological, psychological, and social dynamics is considered.

Examination of development in the intertwined individual and family life cycles as a transactional process involving the material interaction of environmental, bio-psycho-social, economic, and ethnocultural factors, including race, ethnicity, sexual orientation, gender, and family structure. The focus is on the evolving fit between the developing individual and family and the risk and protective factors in a changing environment. Special attention is paid to how the process impacts Western Kansas populations at risk. There is particular concern with developmental settings, including family, school and work and the ways they impact and are impacted by developing individuals and families, concepts of diversity, values and ethical issues, and theoretical perspectives as they apply to social work practice area examined.

Accurate and descriptive writing is an integral part of Social Work Practice. The importance of Evidence-Based Practice requires that Social Workers understand and can communicate research findings. This course addresses skills used both in generalist social work practice and research. The course focuses on nine purposes of social work writing as outlined by Falk and Ross including writing used to 1. understand self and care for self, 2. communicate self to others, 3. understand the perspective of others, 4. describe ,5. analyze, 6. be accountable, 7. persuade diverse audiences, 8. participate in knowledge building, and 9. represent the profession to society (2001, p. 125).

Students will exhibit critical thinking skills as they learn to integrate theories, concepts, and skills required to successfully communicate their ideas and the functions of social work generalist practice. Students will learn the importance of documentation to agency sustainment.

Students will learn to utilize critical thinking skills in both reading research findings and reporting on them accurately utilizing APA style.

Students will explore their perceptions of their match with the field of social work as a student and as potential professionals. They will explore the importance of belonging and think critically about their place in the world while examining their beliefs and values through individual and group assignments.

Through assigned tasks, students will connect with others within the university to help gain a better understanding of the resources and supports available to them.

The process of knowledge production and research design. Selected aspects of the philosophy of science and the logic of inquiry are related to the basic techniques of qualitative and quantitative research.

This course is the second in the series of social work research methods courses. The course introduces students to advanced quantitative and qualitative analytical concepts and methods and prepares them for the needed agency-level research knowledge, skills, and techniques for SW practice. Knowledge and skills of research methods are transferable and help social workers engage in evidence-based practice as consumers of research and carry out essential research tasks at an agency. Social workers’ involvement in an agency is wide and varied and not limited to some of the common practices such as practice evaluation, grant writing, program evaluation, data collection, data analysis, and report generation. The course also emphasizes the ethical research processes and safeguarding clients’ interests and well-being while preparing them to integrate social work values, knowledge, and competencies of the generalist level with scientific rigor and methodologies for efficacious career development.

This course will provide a theoretical framework for viewing human behavior as it relates to individuals who problematically use substances and the resulting consequences that can accompany that behavior. The theoretical framework will include the issues of identification of most abused substances, the physiological, psychological, and sociological impact of drug abuse, governmental, and social policies that affect approaches to drug use and treatment. We will also examine current treatment methods, including mutual-help groups and needs within special populations and underserved groups. The course will apply the Bio/Psycho/Social Model of Addiction as its foundation toward assessment of both pathology and client centered strengths, using theory, research, and techniques from the substance abuse and mental health fields.

Individual Counseling will cover the competencies put forth in SAMHSA's Technical Assistance Publication Series #21 (TAP 21). The course will specifically focus on competencies 75-87. The competencies will be covered in the context of the counseling process, from Chemical Dependency Evaluation through relapse prevention and termination. 

The content of this course provides an understanding of how to develop the competencies necessary for effective screening, assessment, treatment planning, and record management. The course focuses on learning cognitive behavioral therapy; motivational enhancement; medication assisted treatment, skills training; and 12-step facilitation. Students learn how to develop a therapeutic alliance, and how to complete a biopsychosocial assessment. Additional course information will include learning about current drugs of abuse, screening questionnaires, dual-diagnosis, recovery plans, and adolescent treatment. Lastly, students will learn what it takes to be a good counselor including effective listening and setting healthy boundaries.

This course involves an examination of the major categories of drugs and primarily the specific drugs of abuse.  Many drugs used in clinical and medical areas will also be considered.  Some specific areas that will be covered in the course include the history of psychopharmacology, the nervous system and neural processes in drug action with drugs of abuse, mechanisms of tolerance and dependence, classifications and characteristics of types of drugs, and uses and abuses of the various drugs. The intent is to provide instruction for students seeking to be professional addiction counselors. This course is designed to assist the student in preparing to meet minimum standards for AAPS licensed treatment facilities in the State of Kansas and the requirements for Registered Alcohol and other Drug Abuse Counselor through the Behavioral Sciences Regulatory Board.
 

The content of this course provides an understanding of the effects of substance use on family dynamics. This course examines the emotional system, including symbiosis, triangulation, self-differentiation, developmental factors, detachment and disengagement and the multigenerational transmission process. The course examines functional and dysfunctional family organization structure and development. Critical issues in families struggling with substance use are addressed. Students will also learn to assess the issues unique to each family. They include the stages of addiction and dependency, emotional abuse, domestic violence, sexual abuse, abandonment and physical or mental illness. The course will examine the class will examine the course of family treatment, counselor roles in treatment and difficulties in working with addicted families. Lastly, students will learn of the recovery process of the family, including the developmental model of recovery and the intervention process. 

The purpose of this course is to provide students with a background of knowledge in ethics and ethical issues in addiction counseling. Students will learn the importance of ethical codes, the difference between moral and legal obligations, and how to apply ethical codes in decision-making. Students will evaluate case studies of ethical situations and learn to apply ethical decision-making to situations that may occur in their professional endeavors.

Covers the competencies put forth in SAMHSA's Technical Assistance Publication Series #21 (TAP 21). The course will specifically focus on competencies 24-36. The competencies will be covered in the context of familiarizing oneself specifically with the DSM 5 and psychopathology in general. Additional information found in SAMHSA's Technical Improvement Protocol #42 (TIP 42) may also be utilized.

This is the first of two practicum classes. The student is required to complete 200 hours of intensive field experience in an addictions treatment or psychological service provider addressing the needs of clients with alcohol and drug problems. Involvement will include observation and participation in aspects of treatment delivery appropriate to begin development of the necessary skills and intervention techniques. Involvement will also include didactic learning related to substance use disorders in a face-to-face manner, direct counseling experience including intakes, treatment planning, discharge planning, documentation, and case management activities as well as additional learning objectives agreed upon by the Student, Practicum Coordinator, Practicum Instructor, and the Field Agency Supervisor. Supervision will include at least one hour of supervision for every 10 hours of practice.  Supervision shall be provided by the program’s faculty and agency supervisors, at least one of whom shall be licensed at the clinical level.

This class is the second of two practicum experiences. The students will participate in an intensive field experience consisting of 300 hours of practicum experience at an addictions treatment or psychological service provider addressing the needs of clients with alcohol and drug problems. Involvement will include didactic learning related to substance use disorders in a face-to-face manner, direct counseling experience including intakes, treatment planning, discharge planning, documentation, and case management activities as well as additional learning objectives agreed upon by the Student, Practicum Coordinator, Practicum Instructor, and the Field Agency Supervisor. Upon completion of this practicum class, the student will have completed 500 total clock hours of practicum experience in Addictions Practicum I and II. Supervision will include at least one hour of supervision for every 10 hours of practice.  Supervision shall be provided by the program’s faculty and agency supervisors, at least one of whom shall be licensed at the clinical level. 

As the first of five generalist practice courses, this foundation course provides entry-level theory, knowledge, research, values, and skills for social work practice. Self-awareness, critical thinking, problem-solving, professional relationships, and ethics are explored. This course focuses on the organizing frameworks of social work practice, including (but not limited to) systems theory, the strengths perspective, and the generalist practice model. An ethnocultural perspective with particular focus on Western Kansas urban/rural regions is emphasized. The student will complete fifty (50) hours on nonpaid service in a community agency of the student's choice, with instructor approval. The course culminates with the student application for advancement into the BSW program.

As the second generalist practice course, this course provides entry-level theory, knowledge, research, values, and skills for social work practice with individuals. This course builds upon the generalist problem-solving model, interventive methods, and planning introduced in SOCW 380. An ethnocultural perspective with particular focus on Western Kansas, urban/rural regions is emphasized.

This is the second of two social welfare policy and services courses and builds upon SOCW 310. This course is designed to provide entry-level theory, knowledge, research, values, and skills for social welfare policy/practice. Emphasis is upon the processes and methods of designing, enacting, implementing, and evaluating social welfare policies/services at the local, state, and federal levels. Value and ethical considerations related to policy, evaluation frameworks, and research methodologies are presented. Various organizational and political processes used to implement/influence welfare policies/ services are reviewed.

An analysis for social workers of causes and dynamics of problems in person-environment fit and the associated difficulties in biopsychosocial functioning. Primary focus is on substance abuse. The course also introduces a wide range of psychiatric disorders. Students are asked to consider the impact of the rural, western Kansas environment on problem dynamics and service system response.

As the fourth generalist practice course, this course provides entry-level knowledge, values, and skills for social work practice with child and family systems. This course builds upon the generalist social work problem-solving model with an emphais on working with families and with child welfare systems. An ethnocultural perspective with particular focus on Western Kansas, urban/rural regions is emphasized.

This course is designed to help students understand the connection between micro, mezzo, and macro skills in social work practice. It provides a generalist perspective for working with organizations and communities, equipping students with frameworks, skills, and social work values that are essential for working with larger systems. The course emphasizes evidence-based and culturally competent macro practice, incorporating social work practice standards and principles to work at the macro level. Students will focus on urban and rural macro systems and learn how to initiate changes in organizations and communities.

As the last of five practice courses, this course prepares students for the required field practicum in the semester of the social work program before the field experience. Interviewing, stress and time management, court testimony, documentation, career objectives, and practicum site selection are specific goals of this course. Students learn a theoretical context upon which to base the practicum.

A capstone seminar that accompanies the field practicum and enables social work majors to integrate theory, values, skills, ethics, and ethnocultural competence. Emphasis is on selfanalysis and evaluating one's own practice.

A field experience that provides social work majors with supervised learning experiences within selected social welfare agencies. A capstone seminar accompanies this practicum in order to enable students to integrate and apply classroom learning in a field setting. An ethnocultural practice perspective is emphasized. The field practicum prepatory course, Introduction to the Practicum, is taken the semester immediately preceding the practicum. Four hundred (400) hours of field practicum experience are required.

Students will learn a multicultural approach to concepts of spirituality, aging, and empowerment in American society. The course will also examine the role of social workers and gerontology professionals in relationship to the impact of chronic illness on the psychosocial, economic and spiritual contexts of aging adults in our society.

A short term, concentrated study of some topic or unit. Opportunity is given for group and individual participation to fit needs of the student.

A short term, concentrated study of some topic or unit. Opportunity is given for group and individual participation to fit needs of the student.

For social work majors with good academic standing. Provides practical experience in community organizations and social agencies. Systematic recording and reporting of the work experience and supplementary reading are required.

The purposes of this course are to help students: (1) learn the history, mission, and philosophy of the social work profession and the evolution of social welfare policy (2) develop a beginning level understanding of the development, implementation, and impact of major US social welfare policies and programs (3) research and analyze US social welfare policies and programs using a comprehensive framework with special attention to equity and justice (4) build foundation level policy-practice skills. Throughout the course students are helped to connect their classroom work and their field work with current social welfare policies and related programs. Special attention is given to policies and programs that affect social and economic security throughout the life span. The course also includes an introduction to policies and programs that are central to fields of practice in child and family welfare, aging, health, and mental health. The course focuses on state and federal level social policies in the US, but also includes opportunities for students to learn from the social policy experiences of other countries. Students develop skills in analyzing the ways in which social conditions, values, and ideologies shape the definitions of social problems, the formulation of social policies, and the implementation of policies that impact well-being.

This course is designed to help students gain and understanding of, and appreciation for, the use of research as a tool for professional evidence-based practice. Students are introduced to the concepts and skills underlying a systematic approach to social work research, including basic research terminology, the scientific method in social work, the value of research in social work, research ethics and the social work value base, problem formulation and conceptualization, measurement, research designs to evaluate programs and practice, sampling, alternative quantitative and qualitative data gathering and analytic techniques, and preparation and use of research reports. The emphasis in the course is on equipping students with the research knowledge and skills needed to engage in the evidence-based practice process at all levels of social work practice. As part of that process, students will learn how to critically appraise sources of scientific evidence and how the criteria for that appraisal will vary depending upon the purpose of the research. Fundamentals of research design, data collection, and analysis are presented. The nature of bias in research is explored. Development of skills for using and conducting research in practice settings is emphasized.

This is the first of two Human Behavior and the Social Environment courses. From a systems/ecological approach, this course will focus on a range of social systems theories, social roles, and the life cycle of general human development from conception to older adulthood. Course content will also include an overview of cognitive behavioral and psychodynamic theories as applied to professional micro social work assessment and case summary analysis. A holistic ecological framework will include an examination of factors related to socioeconomic, gender, and cultural diversity environmental contexts.  

This is the second course on Human Behavior and the Social Environment continuing to study social systems theory as a foundation to generalist social work practice. This course examines the theoretical basis for understanding groups, organizations, & communities. Emphasis is placed on providing students with theoretical knowledge which can then be applied to assessing and intervening with mezzo and macro client systems. This course presents and critiques knowledge of human development in the context of families, groups, communities, organizations, and institutions, and provides foundation knowledge about the structure and function of larger systems and their impact on people.

This course provides entry level individual engagement, assessment, intervention, and evaluation, theory, knowledge, research, values, and skills for social work practice. Self-awareness, critical thinking, problem solving, intervention skills, goal planning, professional relationships, and ethics are explored. This course focuses on foundation aspects of social work practice including the sensitizing frameworks of systems and ecological theory, the strengths perspective, and the generalist practice framework as applied to micro systems.

This course is one of two foundation practice courses that prepare students to apply a generalist perspective to social work practice with systems of all sizes. It complements and builds on the first general practice course (micro skills) as well as other foundation courses and practicum by specifically focusing on groups, organizations and communities as targets of intervention. By working with groups, organizations and communities in culturally appropriate ways, social workers can improve the well-being of individuals and groups, positively influence the availability and effectiveness of services, and seek to achieve social and economic justice.

This course is the first of two field practicum experiences that students are required to complete during the foundation year of the MSW Program. This course provides social work majors with supervised learning experiences from a licensed social worker within approved social welfare agencies. A practice course accompanies this practicum in order to enable students to integrate and apply classroom learning in the field setting. An ethno-cultural practice perspective is emphasized. Students work closely with the Field Practicum Director to identify their preferred practice population, preferred agencies, and the geographical area where they want to complete the practicum. Students are required to begin this practicum experience the same week that other MSW courses begin in the fall semester. A minimum of 200 hours of field practicum experience are required during the fall semester.   

This course is the second of two field practicum experiences that students are required to complete during the generalist year of the MSW Program. This course provides social work majors with supervised learning experiences from a licensed social worker within approved social welfare agencies. Students will be concurrently enrolled in the SOCW 835 Generalist Social Work Practice II: Mezzo/Macro Skills course in order to enable the students to integrate and apply classroom learning in the field setting. Students are expected to use this course to build from the first field practicum course. An ethnocultural practice perspective is emphasized. Students work closely with the Field Practicum Director to identify their preferred practice population, preferred agencies, and the geographical area where they want to complete the practicum. Students are required to begin this practicum experience the same week that other MSW courses begin in the spring semester. A minimum of 200 hours of field practicum experience are required during the spring semester. Once students complete this course and hours, they will have accumulated a minimum of 400 practicum hours to satisfy the practicum requirements to move on to the advanced year of the MSW program.

The course will present an integrative biopsychosocial model for the understanding of mental and behavioral disorders. This course provides students with a fuller understanding of the process of diagnosing mental disorders utilizing the latest framework as described in the Diagnostic and Statistical Manual, fifth edition, 2013 (DSM-5). The focus will be on major affective, cognitive, anxiety, and other disorders that graduates are likely to encounter in social work practice.  In addition to assessment and diagnosis of mental and behavioral disorders, this course will identify and describe a risk and resilience biopsychosocial framework, and evidence-based treatment interventions for persons who meet the diagnostic criteria for a disorder.  Evidence based treatment and intervention strategies covered will include pharmacological treatment, stages of change, motivational interviewing, cognitive behavioral therapy, trauma-based treatments, strengths-based person-centered approaches, along with assessment and intervention strategies using an integrated care model.

The course will present an integrative biopsychosocial model for the understanding of mental health disorders including personality disorders, trauma, eating disorders, somatic disorders, and a special focus on addictions. Course content includes an overview of the history of substance abuse, a review of models of addiction, a multidimensional model of the addiction process, the physiological effects of commonly abused substances, assessment and diagnosis of substance abuse disorders, and specific, evidence-based treatment and interventions for adolescent and adult clients. The course will provide comprehensive learning about the behavioral health model, dual-diagnosis and differential diagnosis. Evidence based treatment and intervention strategies covered will include stages of change, harm reduction, screening, brief intervention, and referral to treatment (SBIRT), motivational interviewing, cognitive behavioral therapy, strengths-based person-centered approaches, along with assessment and intervention strategies using an integrated care model.

The use of one’s self is the foundational platform on which all other tools used in the therapeutic relationship depend. As such, it is essential that clinical social workers engage in personal development in preparation for and in conjunction with development as a professional.  Self-awareness, self-understanding and a commitment to self-improvement are an essential part of the development of a clinical social worker. This course is designed to assist students in understanding the theory of one’s individual self, identify areas for self-development, converge this development within a professional social work context, and develop strategies for personal and professional development across one’s career.

Effective administrative social work practice demands knowledge, skills, and abilities in the areas of personnel management, team building, and workplace diversity. Social work agencies and programs must be administered by people with human resource expertise in order to meet the needs of clients and communities, and to build upon strengths and enhance well-being of individuals, families, households, and communities. Additionally, it is critical that the managers of social programs not only be grounded in the ethics, values and knowledge of social work, but have specific skills needed to operate culturally appropriate programs. Through this course students will learn to: (1) supervise and manage social workers and other human service staff members (2) build teams and organizational cultures that maximize staff morale and job satisfaction and (3) create and maintain workplaces that reflect, contribute to, and celebrate diversity in the larger community. The class also includes a historical orientation to and a comparison of various theoretical perspectives on personnel management and related administrative work in human service agencies.

Social work and healthcare are inextricably linked with quality of life and well-being. Methods of clinical social work practice in health care are studied within the framework of the bio-psycho-social-spiritual perspective. Assessments and interventions include understanding of medical concerns, physical function, medical treatment, and the socio-cultural meanings ascribed to illness. The course will discuss issues related to coping with illness, self-concept, identity formation, and the impact of illness on individual well-being and family relationships. The impact of illness on psychosocial functioning over the life cycle with special attention directed to the beliefs and practices of diverse cultures, races, and spiritual orientations will be addressed.

Clinical social work practice is influenced by legal systems to such a degree, it is difficult to conceptualize a competent practitioner without a basic understanding of forensic social work practice. The actions of social workers and their clients are powerfully, implicitly, and explicitly shaped through legal mandates and regulations at multiple levels of governance. This course will provide a foundation for the essential areas of interaction between social work practice and the law, with an emphasis on how these impact the roles and functions of the clinical practitioner.  The course also equips the practitioner with a crucial underpinning of the forensic knowledge and skills necessary to provide clinical social work services to clients in legal settings, such as mediation, forensic interviewing, and testimony as an expert witness. 

Students learn selected theoretical orientations and therapeutic interventions designed to promote goal attainment and the well-being of individuals. Students recognize that effective and efficient clinical social work practice is guided and informed by a theoretical foundation as well as policies and demands of agency function and funding sources. Students are expected to display autonomous ethical practice, to utilize critical thinking and reflection as they expand awareness of conscious use of self in the social work clinical helping partnership. Students will demonstrate theoretical knowledge and psychotherapeutic skills through coursework, clinical intensive meetings, and practicum. This course has been designed to synchronize with SOCW 890 Advanced  Clinical SW Field Practicum I and topics and assignments from this course have been integrated into the practicum.

Students learn selected theoretical orientations and therapeutic interventions designed to promote goal attainment and the well-being of groups and families. Students recognize that effective and efficient clinical social work practice is guided and informed by a theoretical foundation as well as policies and demands of agency function and funding sources. Students are expected to display autonomous ethical practice, to utilize critical thinking and reflection as they expand awareness of conscious use of self in the social work clinical helping partnership. Students will demonstrate theoretical knowledge and psychotherapeutic skills through coursework, clinical intensive meetings, and practicum. This course has been designed to synchronize with SOCW 895 Advanced Clinical SW Field Practicum II and topics and assignments from this course have been integrated into the practicum.

This course is the first of two field practicum experiences that students are required to complete during the advanced year for the MSW Program. This course provides social work majors with supervised clinical learning experiences from a licensed social worker within approved social welfare agencies. SOCW 880 Advanced Practice with Individuals accompanies this practicum course in order to enable students to integrate and apply classroom learning in the field setting. An ethnocultural practice perspective is emphasized. Students work closely with the Field Practicum Director to identify their preferred practice population, preferred agencies, and the geographical area where they want to complete the practicum.  Student are required to begin this practicum experience the same week that courses begin in the fall semester. A minimum of 250 hours of field practicum experience are required.  

This course is the second of two field practicum experiences that students are required to complete during the advanced year for the MSW Program. This course provides social work majors with supervised clinical learning experiences from a licensed social worker within approved social welfare agencies. SOCW 885 Advanced Practice with Groups and Families accompanies this practicum course in order to enable students to integrate and apply classroom learning in the field setting. An ethnocultural practice perspective is emphasized. Students work closely with the Field Practicum Director to identify their preferred practice population, preferred agencies, and the geographical area where they want to complete the practicum. Students are required to begin this practicum experience the same week that courses begin in the fall semester. Students are required to complete a minimum of 250 hours of field practicum experience during this semester. Once students complete this course and hours, they will have accumulated a minimum of 500 practicum hours to satisfy the practicum requirements.