How to structure an effective social work field education program with details about the roles of students, the field supervisor, field liaisons and instructors. Format: PowerPoint file.
Are you ready to face a day in and out the office facing some of the challenges that confront social workers? You'll have to manage your time, avoid getting pulled off track - and take part in a case conference and home visit. Need help? You can find out about the job through extracts from the BBC/OU programme Protecting Our Children.
"Decolonizing Social Work" is a course taught at Humboldt State University in California. These resources provide an introduction to the topic of decolonizing social work, an example syllabus, suggested textbook, suggested approach for an introductory lesson and links to additional resources. This material was provided by Humboldt State University.
This module defines what case notes are, what purpose they serve and identifies best practices for writing good quality case notes. It is intended for an audience new to public social work, specifically child welfare, with little or no knowledge of they types of writing tasks required. By the end of the module, learners should be able to define the term "case notes", explain what purpose they serve, and begin to identify examples of well written case notes.
This is an introductory level module for undergraduate or beginning graduate level social work students, or for public child welfare staff. Basic information about the brain and the impact of traumatic experiences are covered.
The outcome for this introductory module is to understand the basic neurobiological impact of trauma, while respecting the rapid evolution of knowledge regarding this phenomena. The module teaches to the following learning objectives:
1. Know function of key brain parts
2. Recognize key neurotransmitter names
3. Understand that the brain develops into early adulthood
4. Describe impact of early trauma on the brain & how this may impact behavior
5. Define brain plasticity & its relationship to healing
6. To help with terminology, it is recommended that students have a printout of the summary sheet.
The module consists of slides introducing the content, 9 self-assessment quiz questions with feedback for incorrect responses, and a list of references and resources for further study. The module can be used as a self-study professional development resource or to supplement an in-person course.
This is an introductory to intermediate level module for undergraduate or graduate level social work students, or for public child welfare staff. It presents basic information about responses to trauma, along with a trauma-spotting practice tool. SSHARED can help identify trauma survivors and offers some best-practice strategies for planning interventions.
The learning objectives for the module are:
1. Be able to identify key signs (symptoms) of trauma
2. Be able to describe alternative contextual “meanings “ of such signs, most notably developmental stage & culture
3. Be able to describe the associated “lesson, result and help” for such symptoms, using the SSHARED handout
4. Gain an empathic understanding of the impact of trauma in the PCW context
5. Be able to apply SSHARED to a case example
The module consists of slides introducing the content, 9 self-assessment quiz questions with feedback for incorrect responses, and a list of references and resources for further study. A handout outlining the SSHARED assessment tool is provided as a downloadable attachment. The module can be used as a self-study professional development resource or to supplement an in-person course.
This is an intermediate level module for undergraduate or graduate level social work students, or for public child welfare staff with some exposure to Trauma Informed Practice. It presents information about trauma related vocabulary, the Mental Health System, advocacy and DSM V trauma related diagnoses.
Learning objects addressed in this module are:
1. Describe the importance of MH Intervention for trauma survivors
2. Identify MH vocabulary regarding trauma and referrals
3. Describe MH service options
4. Describe the basic DSM V Trauma/Stressor Diagnostic Labels
5. Apply a basic MH risk assessment
6. Complete a best practice case-based MH advocacy, referral, and follow-up plan
The module consists of slides introducing the content, 9 self-assessment quiz questions with feedback for incorrect responses, and a list of references and resources for further study. To support learning of new terminology, a summary sheet of vocabulary common to mental health services is provided as a downloadable attachment. The module can be used as a self-study professional development resource or to supplement an in-person course.
Modules related to trauma-informed practice and systems change developed through the SJSU School Work emphasize active and experiential learning. Although the modules were designed for use with intermediate (MSW program) audiences, they are easily be adapted to courses or trainings for beginning or advanced audiences. The modules may be used independently or in conjunction with existing publicly available didactic materials (see Curriculum Resource Review document for recommended materials). The modules were developed Ryan Pickrell, Principal and Owner of Family Restoration Consulting, with Laurie Drabble, Professor, San Jose State University School of Social Work, and include the following: 1) building resilience in the context of cultural humility, 2) self assessment, 3) adaptive ways of addressing trauma across cultural differences, 4) principles of trauma-informed care, 5) developmental perspectives, 6) trauma-informed systems change, and 7) creating effective and sustainable trauma-informed practice.
Aimed at public child welfare (PCW) audiences, these three modules cover key areas of trauma informed practice delivery: the Neurobiology of Trauma; SSHARED: A Tool for Identifying Signs and Sequelae of Trauma; and Trauma Advocacy with Mental Health Systems. Module materials are multi-media, including assessments, and were designed for future or current PCW workers, with a sophistication level designed to be accessible to beginning masters level students.
Case notes are records of interactions children, families, and persons relevant to a given case or incident attended to by a social worker. Good case notes employ strategic, insightful inquiry and an understanding of larger case processes. When well written, case notes provide accurate, objective descriptions grounded in fact and evidence. They leverage a social worker's assessments and opinions thoughtfully, but never include an undue amount of either.
This interactive video is interspersed with questions probing the viewer's understanding of fact and evidence and how to detect unnecessary use of assessment or opinion in case notes. It contextualizes the skills being taught in a realistic scenario, an investigative interview where a social worker is trying to assess whether a claim of physical abuse can be substantiated, and aims to enable learners to differentiate and identify correct / incorrect uses of fact & evidence , assessment & opinion.
*This resource is a remix of "Investigative Interview - Craig Price" , provided by The Academy for Professional Excellence.