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Graduate Course Proposal Form Submission Detail - SOW6342
Tracking Number - 2697

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Current Status: Approved by SCNS - 2012-05-15
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): The only change requested is a change in title of the course to Social work practice with Individuals.
Comments: to GC 4/2/12; to USF Syst 4/5/12; to GC 4/16/12; to SCNS 4/16/12; SCNS appd eff 6/1/12

Detail Information

  1. Date & Time Submitted: 2011-12-14
  2. Department: Social Work
  3. College: BC
  4. Budget Account Number: 0-1261-000
  5. Contact Person: Lisa Rapp-Paglicci
  6. Phone: 8139741809
  7. Email:
  8. Prefix: SOW
  9. Number: 6342
  10. Full Title: Individual, Family, & Group Treatment I
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum):
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites:
  23. Corequisites:
  24. Course Description: The course develops professional skills in bio-psychosocial history taking, diagnostic assessment, and treatment planning/intervention with clients from various, diverse populations who may be vulnerable, underserved and or/oppressed.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? All students are required to take this course.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) MSW degree plus two years practice experience.
  29. Objectives: The intent of this course is to prepare students to be able to engage clients at the individual level to carry out the psychosocial therapeutic process. They also learn the impact of their own behavior and feelings on the client system.
  30. Learning Outcomes: 1. Demonstrate knowledge of evidence-based individual treatment interventions or methods for

    use with specific client populations.

    Measurements: class discussions, professional journals, and evidence-based literature review


    2. Understand and identify and describe the components of the bio-psychosocial approach to clinical social work practice with individuals;

    Measurements: classroom role-plays with feedback forms and quizzes

    3 Demonstrate understanding of the essential steps in crisis intervention procedures;

    Measurements: classroom role-plays and feedback forms, class discussion and quizzes

    4 Demonstrate the role of prevention in psychosocial casework, including knowledge of specific strategies.

    Measurements: classroom role-plays with feedback forms, class discussion, and quizzes

    5 Understand crises intervention and it potential to promote change and new adaptations

    Measurements: classroom role-plays with feedback forms, class discussion, and quizzes

    6 Understand how the an absence of economic and social equity influences individual functioning

    Measurements: classroom role-plays with feedback forms, class discussion, and quizzes

    Skill objectives:

    7 Demonstrate ability to appropriately assess the individual based on a bio-psychosocial assessment including awareness of exposure to various forms of institutionalized oppression and/or membership in a diverse or at risk population group

    Measurements: class discussion, classroom role-plays, quizzes

    8 Develop clinically relevant and answerable individual practice questions, locate evidence

    related to the questions, and critically evaluate the evidence to determine the best available

    evidence- based individual treatment practice approaches.

    Measurements: evidence-based literature review paper

    9 Demonstrate ability to devise an appropriate plan of intervention based on diagnostic assessment and social work practice values and ethics.

    Measurements: class discussion, classroom role-plays with feedback forms, quizzes

    10 Demonstrate understanding and ability to apply to professional practice situations a social work ethical decision-making model;

    Measurements: classroom role-play with feedback forms, class discussion, and quizzes

    11 Demonstrate sensitivity and ability to adapt treatment processes to the distinctive needs, problems, and issues of oppressed and diverse populations such as members of groups characterized by age, religion, gender, disability, ethnicity, race or sexual orientation;

    (Measurements: classroom role-play with feedback forms, class discussion, and quizzes)

    12 Demonstrate ability to clarify personal and professional values as they apply to social work practice in general and specifically to populations at risk, diverse populations and in the promotion of social and economic justice;

    Measurements: classroom role-play with feedback forms, class discussion, and quizzes

    13 Demonstrate awareness of the professional self in the provision of human services to

    individual clients within a social work ethical framework;

    Measurements: classroom role-play with feedback forms, class discussion, and quizzes

    14 Demonstrate sensitivity and ability to adapt treatment processes to the distinctive

    needs, problems, and issues of oppressed and diverse populations such as members

    of groups characterized by age, religion, gender, disability, ethnicity, race or sexual


    Measurements: classroom role-play with feedback forms, class discussion, and quizzes

    15 Understand how the integration of the best available evidence with community, organization, and/or client values, preferences and culture and clinical competence inform individual practice.

    Measurements: evidence-based literature review paper, class discussions, and professional


  31. Major Topics: Individual Treatment


    Treatment plans

    Crisis intervention

  32. Textbooks: Cooper, M. & Granucci Lesser, J. (2008). Clinical social work practice: An integrated

    Approach (3rd Ed). New York: Allyn and Bacon.

    González, M.J. (2005). Casebook for Cooper and Lesser: Clinical social work practice an integrated approach (2nd ed.). New York: Allyn and Bacon

  33. Course Readings, Online Resources, and Other Purchases: No additional purchases required.
  34. Student Expectations/Requirements and Grading Policy: 1. Quizzes (Total of 3) 25%

    2. Literature Review Assignment 30%

    3. Role play 10%

    4. Class participation 10%

    5. Decision Cases Reviews (Total of 3) 25%

    Late assignments will not be accepted.

  35. Assignments, Exams and Tests: Evaluation Criteria for Assignments

    1. Quizzes - there will be three quizzes worth 25% of your grade (the first quiz will be worth 7 points with the other two quizzes worth 9 points each). They will cover all lectures, notes, readings, and handouts up to quiz day. Quizzes will be administered only on the dates specified in the course.

    2. Literature Review Paper- is worth 30% of your grade (see Appendix A for grading rubric). The due dates will be assigned randomly and students will be allowed to switch the due date with other students as long as the instructor is informed (see syllabus for due dates). Students will select a clinical diagnosis or problem for a specific group and read empirical research articles, books, and chapters on the interventions for that diagnosis or problem. They will then summarize and describe the latest and most effective interventions for that problem. For instance, depression in adolescents- what is the most effective treatment for reducing depression in adolescents? Or how do we intervene with adult, male sexual offenders? Students should focus on summarizing the research and should not describe each study individually. When critiquing the evidence, students should critically examine the effectiveness of the interventions. When considering effectiveness of the intervention, examine the methodological rigor (i.e., design, measures, sampling method and sample size, effect size, percentage improvement, follow-up assessment, etc), and use with diverse populations or in diverse settings. It is a good idea to get instructor approval for your topic before you begin. Students will use the following outline:


    Introduction to the problem/diagnosis

    Interventions (psychodynamic, Cognitive-behavioral etc.)

    Implications for Social Work


    References (at least 10 empirical studies)

    APA style is mandatory, citations, reference page, page numbers, headers etc. Papers

    should be approximately 8 pages in length.

    3 & 4. Role Play and Participation

    Role plays and attendance are worth 10 points each. Role plays will be graded as pass or fail. If a failing grade is earned for a role play, the student will have the opportunity to complete another role play until he or she earns a passing grade. If circumstances are such that the role play cannot be completed again (i.e. time does not allow), the student will receive ten points off the role play grade. Attendance at class is mandatory and is a substantial component of the learning process. Students are expected to read assignments before class, print out lecture outlines and be prepared to take notes and interact with the Professor and fellow students during class. Students should be on-time for class and need to turn all cell phones/pagers to vibrate position so as not to disturb the class. Students may miss one class without penalty, but five points will be deducted from the final grade under the participation grade for the second absence. Three or more absences will result in an F grade for the course (unless there is a crisis, which should be discussed with the professor). Please advise the instructor of any anticipated absences in advance if possible.

    Experiential learning is a major component of this course that seeks to prepare students for individual clinical assessment and intervention. One must practice clinical skills repeatedly for skills to develop and improve. Therefore, class participation is expected and includes voicing opinions, facilitating discussion, and speaking knowledgeably regarding the assigned readings. All students will also be a part of role-plays during the semester. This will include acting in the role of therapist and clients. Students who refuse to participate in role-plays will receive an F grade in this class. Specifics will be given each week.

    5. Case Vignettes

    The purpose of the case vignettes are to assist students in integrating theory and practice and for students to have the opportunity to use their analytic and critical thinking skills as they address complex clinical cases. Students are to choose 3 of the 6 case vignettes in the Casebook for Copper and Lesser and answer the key discussion questions at the end of the chapter on the designated week. This assignment will account for 25% of your final grade (5 points for the first one and 10 points for the second and third one). APA style should be followed.

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    Students are expected to be on time and prepared to participate when class begins as well as be present throughout the entire class meeting. Classroom exercises, discussions, role plays, guest speakers and other in-class experiential exercises are essential for a student’s professional learning and continued development of self awareness. This form of learning cannot be “made up” once missed. Accordingly, attendance is required at all class meetings. There are no excused absences (except for military leave, jury duty, or religious holidays that are planned in advance). A student is considered absent if he/she arrives more than 30 minutes late to class, leaves 30 or more minutes early or does not come to class. Students are allowed to miss 1 class (if classes meet once per week) or 2 classes (if classes meet twice a week) without penalty. After that, 5% off of the total grade will be deducted for each missed class. Students are responsible for any missed material due to absences or lateness.

    If a student misses more that 20% of classes or 3 classes, he/she will automatically receive an “F” for the course.

  37. Policy on Make-up Work: ACADEMIC DISHONESTY POLICY

    See the USF Graduate Catalog. In addition, the University of South Florida has an account with an automated plagiarism detection service that allows instructors to submit student assignments to be checked for plagiarism. The instructor reserves the right to: 1) request that assignments be submitted as electronic files and 2) electronically submit assignments to SafeAssignment through Blackboard or to Assignments are compared automatically with a comprehensive database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized. For more information about SafeAssignment, go to Click Plagiarism Resources. For more information about plagiarism go to

  38. Program This Course Supports: MSW
  39. Course Concurrence Information:

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