This page displays the schedule of Bryn Mawr courses in this department for this academic year. It also displays descriptions of courses offered by the department during the last four academic years.

For information about the Academic Calendar, including the dates of first and second quarter courses, please visit the School's academic calendar. For Social Work courses open to undergraduates, please search the Tri-Co Course Guide for the department "Social Work and Social Research".

Fall 2017

COURSE TITLE SCHEDULE/
UNITS
MEETING TYPE TIMES/DAYS LOCATION INSTR(S)
B501-001Foundation Practice ISemester / 1LEC: 8:00 AM-10:50 AM TSW G8Laster,B.
B501-002Foundation Practice ISemester / 1LEC: 2:40 PM- 5:30 PM TSW G3Bressi,S.
B501-003Foundation Practice ISemester / 1LEC: 8:00 AM-10:50 AM WSW G3Hausmann-Stabile,C.
B501-004Foundation Practice ISemester / 1LEC: 5:40 PM- 8:30 PM THSW G2Newberg,S.
B503-001Research Informed Practice ISemester / 1LEC: 11:00 AM- 1:20 PM TSW G3Alexander,L.
B503-002Research Informed Practice ISemester / 1LEC: 5:40 PM- 8:00 PM TSW G7Alexander,L.
B503-003Research Informed Practice ISemester / 1LEC: 11:00 AM- 1:20 PM WSW G3Alexander,L.
B505-001Theoretical Perspectives in Social Work ISemester / 1LEC: 8:30 AM-10:50 AM TSW G4Bressi,S.
B505-002Theoretical Perspectives in Social Work ISemester / 1LEC: 2:40 PM- 5:00 PM TSW G2Hausmann-Stabile,C.
B505-003Theoretical Perspectives in Social Work ISemester / 1LEC: 5:40 PM- 8:00 PM TSW 213 - Katherine Lower ConfLittell,J.
B505-004Theoretical Perspectives in Social Work ISemester / 1LEC: 2:40 PM- 5:00 PM WSW G2Littell,J.
B507-001Theoretical Perspectives in Social Work IISemester / 1LEC: 11:00 AM- 1:20 PM TSW G2Baumohl,J.
B507-002Theoretical Perspectives in Social Work IISemester / 1LEC: 11:00 AM- 1:20 PM TSW 221 - Hathway RmDuffin,T.
B507-003Theoretical Perspectives in Social Work IISemester / 1LEC: 11:00 AM- 1:20 PM WSW G2Baumohl,J.
B507-004Theoretical Perspectives in Social Work IISemester / 1LEC: 5:40 PM- 8:00 PM WSW G2Duffin,T.
B521-001Field Education ISemester / 1
B521-002Field Education ISemester / 1
B521-003Field Education ISemester / 1
B521-004Field Education ISemester / 1
B531-001Community Practice, Policy and Advocacy ISemester / 1LEC: 5:10 PM- 8:00 PM TSW G8Sousa,C.
B535-001Clinical Social Work Practice ISemester / 1LEC: 8:00 AM-10:50 AM TSW G3Harris,D.
B535-002Clinical Social Work Practice ISemester / 1LEC: 2:40 PM- 5:30 PM TSW G4Byers,D.
B535-003Clinical Social Work Practice ISemester / 1LEC: 5:40 PM- 8:30 PM TSW G2Martin,J.
B535-004Clinical Social Work Practice ISemester / 1LEC: 8:00 AM-10:50 AM WSW G2Martin,J.
B540-001Multiculturalism and Diversity: Advanced PerspectivesSemester / 1LEC: 8:30 AM-10:50 AM TSW G2Martin,M.
B540-002Multiculturalism and Diversity: Advanced PerspectivesSemester / 1LEC: 5:40 PM- 8:00 PM THSW G8Martin,M.
B541-001Field Education IIISemester / 1
B541-002Field Education IIISemester / 1
B541-003Field Education IIISemester / 1
B541-004Field Education IIISemester / 1
B541-007Field Education IIISemester / 1
B552-001Perspectives on Economic Inequality and PovertySemester / 1
B556-001Caring for an Aging AmericaSemester / 1LEC: 11:00 AM- 1:20 PM TSW G8Morrow,N.
B557-001Organizational Behavior: An Introduction to the Art and ScienceSemester / 1LEC: 11:00 AM- 1:20 PM TSW G7Tice,C.
B559-001Family Therapy: Theory and PracticeSemester / 1LEC: 5:40 PM- 8:00 PM TSW G3Polster,J.
B559-002Family Therapy: Theory and PracticeSemester / 1LEC: 11:00 AM- 1:20 PM WSW G4Polster,J.
B564-001Group TreatmentSemester / 1
B565-001Clinical Social Work Practice with Children & AdolescentsSemester / 1LEC: 11:00 AM- 1:20 PM TSW G4Hurster,T.
B566A-001Child & Family Well-being Integrative SeminarSemester / 0LEC: 8:00 AM-12:00 PM SSW G7Shapiro,J.
B566C-001Child and Family Well Being Integrative SeminarSemester / 0LEC: 8:00 AM-12:00 PM SSW G7Shapiro,J.
B568-001Master's PaperSemester / 0
B570D-001Public Education: Issues in School Social WorkSecond Half / 0.5LEC: 5:10 PM- 7:30 PM WSW G7Vindler,K.
B571D-001Education Law for Social WorkersFirst Half / 0.5LEC: 5:10 PM- 7:30 PM WSW G7Fleming,P.
B577A-001Home & School Visitor Integrative Seminar ISemester / 0LEC: 7:45 PM- 9:15 PM WSW G7Vindler,K.
B579-001Independent StudySemester / 1
B579-002Independent StudySemester / 1
B587-001Integrated Health Care and Social Work PracticeSemester / 1LEC: 11:00 AM- 1:20 PM WSW G7Bressi,S., Sousa,C.
B588-001Perspectives on Mental Health and Mental IllnessSemester / 1LEC: 2:40 PM- 5:00 PM WSW G8Vider,S.
B675-001Intro. to the History of Amer. Social Welfare & Social ReformSemester / 1LEC: 8:30 AM-10:50 AM WSW 221 - Hathway RmBaumohl,J.
B676-001Making Space for Learning: Pedagogical Planning and FacilitationSemester / 1LEC: 9:00 AM-11:00 AM THSW G8Rho,K.
B685-001Research Methodology ISemester / 1LEC: 2:40 PM- 5:00 PM WSW 221 - Hathway RmPinto-Coelho,J.
B688-001Independent StudySemester / 1
B689-001Applied Development Theory and Translational ResearchSemester / 1LEC: 11:00 AM- 1:20 PM WSW 221 - Hathway RmByers,D.

Spring 2018

COURSE TITLE SCHEDULE/
UNITS
MEETING TYPE TIMES/DAYS LOCATION INSTR(S)
B502-001Foundation Practice IISemester / 1LEC: 8:00 AM-10:50 AM TLaster,B.
B502-002Foundation Practice IISemester / 1LEC: 2:40 PM- 5:30 PM TBressi,S.
B502-003Foundation Practice IISemester / 1LEC: 8:00 AM-10:50 AM WHausmann-Stabile,C.
B502-004Foundation Practice IISemester / 1LEC: 5:40 PM- 8:30 PM THNewberg,S.
B504-001Research Informed Practice IISemester / 1LEC: 11:00 AM- 1:20 PM TVartanian,T.
B504-002Research Informed Practice IISemester / 1LEC: 5:40 PM- 8:00 PM TYoung,C.
B504-003Research Informed Practice IISemester / 1LEC: 11:00 AM- 1:20 PM WVartanian,T.
B506-001Assessment and Psychopathology: Across the LifespanSemester / 1LEC: 8:30 AM-10:50 AM TBressi,S.
B506-002Assessment and Psychopathology: Across the LifespanSemester / 1LEC: 2:40 PM- 5:00 PM TPolster,J.
B506-003Assessment and Psychopathology: Across the LifespanSemester / 1LEC: 5:40 PM- 8:00 PM TByers,D.
B506-004Assessment and Psychopathology: Across the LifespanSemester / 1LEC: 2:40 PM- 5:00 PM WMartin,M.
B508-001Community Strategies and Assessment: Advocacy and ActionSemester / 1LEC: 2:40 PM- 5:00 PM WSousa,C.
B517-001Social Policy Foundations & AnalysisSemester / 1LEC: 11:00 AM- 1:20 PM TBaumohl,J.
B517-002Social Policy Foundations & AnalysisSemester / 1LEC: 11:00 AM- 1:20 PM TDuffin,T.
B517-003Social Policy Foundations & AnalysisSemester / 1LEC: 11:00 AM- 1:20 PM WBaumohl,J.
B517-004Social Policy Foundations & AnalysisSemester / 1LEC: 5:40 PM- 8:00 PM WDuffin,T.
B522-001Field Education IISemester / 1
B522-002Field Education IISemester / 1
B522-003Field Education IISemester / 1
B522-004Field Education IISemester / 1
B532-001Community Practice, Policy, & Advocacy IISemester / 1LEC: 5:10 PM- 8:00 PM TSousa,C.
B536-001Clinical Social Work IISemester / 1LEC: 8:00 AM-10:50 AM THarris,D.
B536-002Clinical Social Work IISemester / 1LEC: 2:40 PM- 5:30 PM TByers,D.
B536-003Clinical Social Work IISemester / 1LEC: 5:40 PM- 8:30 PM TMartin,J.
B536-004Clinical Social Work IISemester / 1LEC: 8:00 AM-10:50 AM WMartin,J.
B542-001Field Education IVSemester / 1
B542-002Field Education IVSemester / 1
B542-003Field Education IVSemester / 1
B542-004Field Education IVSemester / 1
B542-007Field Education IVSemester / 1
B555-001Ethics and Social Work Practice: Considerations, Actions and LeadershipFirst Half / 0LEC: 9:30 AM- 1:00 PM SSW 213 - Katherine Lower ConfCampbell,J.
B555-002Ethics and Social Work Practice: Considerations, Actions and LeadershipFirst Half / 0LEC: 9:30 AM- 1:00 PM TCampbell,J.
B555-003Ethics and Social Work Practice: Considerations, Actions and LeadershipFirst Half / 0LEC: 4:30 PM- 8:00 PM WCampbell,J.
B558-001Managing the Work of OthersSemester / 1LEC: 2:40 PM- 5:00 PM TInterim,R.
B559-001Family Therapy: Theory and PracticeSemester / 1LEC: 11:00 AM- 1:20 PM TPolster,J.
B560-001Attachment -Based PsychotherapySemester / 1LEC: 11:00 AM- 1:20 PM WSportolari,L.
B561-001Perspectives on Special Education: The Role of Social WorkersSemester / 1LEC: 5:40 PM- 8:00 PM WHurster,T.
B563-001Global Public Health: Special Topic in Critical Perspectives of Trauma and ResilienceSemester / 1LEC: 2:40 PM- 5:00 PM TSousa,C.
B564-001Group TreatmentSemester / 1LEC: 11:00 AM- 1:20 PM THurster,T.
B566B-001Child and Family Well Being Integrative SeminarSemester / 0
B566D-001Child and Family Well Being Integrative SeminarSemester / 0
B567-001Clinical Social Work and Substance AbuseSemester / 1LEC: 11:00 AM- 1:20 PM WBlanche,M.
B569-001Master's PaperSemester / 1
B572-001Clinical Social Work and Trauma: Theory and Practice IssuesSemester / 1LEC: 2:40 PM- 5:00 PM WMartin,J.
B574-001Child Welfare Policy, Practice & ResearchSemester / 1LEC: 2:40 PM- 5:00 PM TLittell,J.
B577B-001Home & School Visitor Integrative Seminar IISemester / 0LEC: 8:00 PM- 9:30 PM WVindler,K.
B578-001Gender and SexualitySemester / 1LEC: 2:40 PM- 5:00 PM WConston,E.
B590-001Social Work Practice with Immigrants and RefugeesSemester / 1LEC: 11:00 AM- 1:20 PM THausmann-Stabile,C.
B591-001Child Welfare Policy: An Intensive ElectiveSemester / 1LEC: 9:00 AM- 4:30 PM M-FLittell,J.
B681-001Social TheorySemester / 1LEC: 11:00 AM- 1:20 PM WVider,S.
B686-001Research Methodology IISemester / 1LEC: 8:30 AM-10:50 AM WPinto-Coelho,J.

Summer 2018

(Class schedules for this semester will be posted at a later date.)

2017-18 Catalog Data

 B501 Foundation Practice I
Fall 2017
As the first course in our foundation practice sequence, Foundation Practice I covers the core knowledge, values and skills applicable to practice with individuals, families, small groups, organizations, and communities and is taken by all students in the MSS program. In conjunction with other foundation courses, this course examines the field of social work and forms the base from which students later develop advanced knowledge and skills in our various concentrations and specializations. We teach Foundation Practice from a generalist perspective and as such, focus on elements of the social work knowledge base that are important and relevant to all fields of social work practice. This course explores the history and purpose of the social work profession and introduces students to the unique role of social work, as a distinct field, amongst the helping professions. The mission of social work is conceptualized broadly as reflecting the person-in-environment and strengths perspectives with particular emphasis on working with diverse populations and populations at risk. The course also reflects the school's mission, goals and objectives of promoting a global perspective, social justice and human wellbeing. Over the course of the semester, Foundation Practice students learn about the centrality of social work values and ethics, the critical role of helping relationships across fields of social work practice, the challenges of forming assessments of diverse populations across and within nation borders, building skills of advocacy and cultural competence, the knowledge and skills for developing and analyzing policies and services and the importance of utilizing research-based knowledge and evidence of best practices in evaluating practice effectiveness. Additionally, all students acquire knowledge and skills to formulate community, organizational and biopsychosocial assessments. Critical thinking skills are emphasized as students are taught to integrate policy, theory and research in practice.

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 B502 Foundation Practice II
Spring 2018
The Foundation Practice sequence of classes, taken concurrently with the first year of field education, introduces the basic components of social work practice applicable to work with individuals, families, groups, organizations, and communities. Through an ecological and strengths perspective, emphasis is placed on the helping relationship, assessment, advocacy, intervention planning, and evaluation, especially as they impact the multiple systems and diverse populations with whom social workers work.

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 B503 Research Informed Practice I
Fall 2017
This course prepares students to use and contribute to the knowledge base of social work by: (1) gathering and incorporating research knowledge into social work practice, (2) actively participating in research, and (3) interpreting and disseminating the knowledge gained from research activity. The course enables the student to act independently and with some technical competence in the design, conduct, and evaluation of research. The major research strategies such as the use of existing data, participant observation, experimental design including single-subject designs, and survey techniques are studied.

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 B504 Research Informed Practice II
Spring 2018
Following the prerequisite course in Research Informed Practice I (#133), this course enables students to analyze, interpret, and present data. Emphasis is placed on the uses and misuses of data in social work. The course is designed to enhance students' ability to (1) read, understand, and critique research findings and (2) apply basic principles of data analysis to the development of knowledge about social work clients and services in agency and community settings. Univariate and bivariate statistics are taught and structured assignments develop elementary computer skills and familiarity with SPSS. Each student prepares a paper in the style and format of a journal article, based on his/her own analysis of data.

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 B505 Theoretical Perspectives in Social Work I
Fall 2017
The Theoretical perspectives in Social Work sequence of courses is grounded in conceptual frameworks in an integrated manner. The courses in the sequence are taught concurrently; one focusing on social theory, the other on behavioral theory. The social (or mezzo-macro) theory course considers theories of culture, regimes, communities, social groups and organizations. The behavioral (or micro) theory course considers theories of human behavior, human development, interpersonal relationships, and families. The semester ends with a discussion of the uses of diverse theoretical lenses to help students develop more integrated, biopsychosocial perspectives on human experience.

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 B506 Assessment and Psychopathology: Across the Lifespan
Spring 2018
This course will provide an overview of principles used in the assessment of psychopathology across the lifespan. Emphasis will be placed on assessment issues, theoretical formulations, etiology, and research findings related to each diagnosis, and the clinical manifestations of these conditions will be illustrated through the use of case examples and video presentations. The uses, strengths, and limitations of our present systems of diagnostic classification will be considered. Students will learn to use the DSM-5 as a diagnostic tool and to critically evaluate it as an extension of the medical model of assessing human distress; in addition, students will be introduced to the Person-in-Environment System (PIE) used to assess the strengths and social functioning problems experienced by clients across a range of practice settings. Psychological factors related to physical conditions will be considered, and cultural influences on the expression and diagnosis of mental disorders will be explored. The impact on the assessment process of oppression, discrimination, and trauma, especially as they intersect with race, sex, ethnicity, and sexual orientation, will also be examined. A strengths perspective that leads to a competence model of assessment and intervention that is compatible with social work principles and values will be emphasized.This course supports the assessment skills that are emphasized in Foundation Practice I and II and further developed in Clinical Social Work I and II, and essential to the field instruction experience. Readings and discussions build on the social and behavioral theories introduced in Theoretical Perspectives in Social Work I and II.

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 B507 Theoretical Perspectives in Social Work II
Fall 2017
The Theoretical perspectives in Social Work sequence of courses is grounded in conceptual frameworks in an integrated manner. The courses in the sequence are taught concurrently; one focusing on social theory, the other on behavioral theory. The social (or mezzo-macro) theory course considers theories of culture, regimes, communities, social groups and organizations. The behavioral (or micro) theory course considers theories of human behavior, human development, interpersonal relationships, and families. The semester ends with a discussion of the uses of diverse theoretical lenses to help students develop more integrated, biopsychosocial perspectives on human experience.

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 B508 Community Strategies and Assessment: Advocacy and Action
Spring 2018
Community Strategies and Assessment: Advocacy and Action is designed for students intending to concentrate in Community Practice, Policy, and Advocacy. Students develop capacities to apply basic skills and strategies for policy advocacy and community organizing, to understand and distinguish between various community assessment methods, program planning and to employ a case study methodology to assess differential approaches to practice with individuals, organizations, and communities, especially as they are related to excluded and oppressed populations. Throughout the course, emphasis is placed on the use of multicultural perspectives, advocacy with marginalized and at-risk populations, and practice in a diverse and global landscape.

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 B515 Integrative Practice

This course is designed to prepare incoming advanced standing students for the advanced practice concentrations; namely Clinical Social Work or Policy, Practice, and Advocacy. The course serves to bridge the theory, knowledge, and practice skills students encountered at the undergraduate level with the advanced study of the social work helping relationship, evidence-based practice, and skills for assessing and intervening with individuals, families, groups, communities, organizations, and policies. Furthermore, the course provides knowledge and skills for evaluating the effectiveness of social work interventions. The course uses social and behavioral theory, the person-in-environment perspective, and a strengths-based approach to inform social work assessment and intervention. Critical thinking skills are emphasized as students are taught to integrate theory, practice knowledge, and research. The course relies on and critically examines research-based knowledge, empirical literature, and evidence of best practices for guiding practice knowledge, behaviors, and decisions.Throughout the course, practice with diverse populations and vulnerable groups, adherence to social work ethics, and promotion of social justice are highlighted. The course focuses on issues that may arise when workers and clients differ in terms of gender, age, race, ethnicity, class, sexual orientation, and other differences.This course follows the structure of all practice courses with some class time devoted to discussion of field-based practice experiences in order to continuously promote reflection on work with clients.

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 B517 Social Policy Foundations & Analysis
Spring 2018
This course deepens students' understanding of current controversies in U.S. social welfare policy and their relevance for professional social work. The course provides historical background on the evolution of U.S. social welfare policy with comparison to other nations' social welfare approaches; critically examines the concepts of social and economic justice and the rise and development of professional social work in the U.S.; and gives practice in analyzing the underlying assumptions of social policy, particularly in relation to issues of race, gender, and class conflict. The emphasis throughout is on helping students develop a thoughtful, conceptually sophisticated position on the policy and advocacy aspects of their profession and their practice within it. Individual projects allow students to pursue their own interests in specific policy areas.

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 B521 Field Education I
Fall 2017
Supervised experience in using social work skills is provided in a field setting. The field instructors are agency staff members and are responsible for facilitating the student's learning. Field Education I and II are taken concurrently with B106 and B106 Foundation Practice I and II. Students spend two full days per week in the field during the regularly scheduled hours of the assigned agency.

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 B522 Field Education II
Spring 2018
Supervised experience in using social work skills is provided in a field setting. The field instructors are agency staff members and are responsible for facilitating the student's learning. Field Education I and II are taken concurrently with B106 Foundation Practice II. Students spend two full days per week in the field during the regularly scheduled hours of the assigned agency.

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 B531 Community Practice, Policy and Advocacy I
Fall 2017
This is first of the two practice seminars in the Community Practice, Policy and Advocacy concentration (CPPA). It builds on the student's knowledge of social work practice with individuals, communities and organizations acquired in the first year practice classes including issues of advocacy for social change. The emphasis in this course is on finding one's own voice as an advocate, learning the diverse roles and relationships involved in advocacy, working the policy system as an advocate to promote social change, and developing skills to advocate in the policy process effectively. Case studies, examples from the field and learning from successful advocates will be featured in a class that allows students to develop their own particular relationship with advocacy for social change.

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 B532 Community Practice, Policy, & Advocacy II
Spring 2018
This course is the last of the concentration year practice classes in the Community Practice, Policy, and Advocacy (CPPA) concentration. The second semester will focus in depth on skills used by policy advocates in developing social policies and programs. Emphasis is on policy analysis, program development, planning, evaluation, service coordination and management.

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 B535 Clinical Social Work Practice I
Fall 2017
In Clinical Social Work I (SW 535), students develop knowledge, values and skills relevant to core competencies in clinical social work reflected in key intervention process areas such as multi-systemic differential assessment, goal setting, intervention, evaluation of practice and transfers/endings in social work practice. Clinical Social Work I emphasizes the need for critical analysis of current health and mental health trends and their effects on all clients, particularly those in groups likely to be discriminated against and/or those at the lower end of the socioeconomic spectrum. Our definition of clinical social work includes a range of public and private settings focused on many substantive areas of practice including, but not limited to health and mental health, child welfare, the justice system, health care settings, schools and community based agencies and organizations. Clinical Social Work I pays special attention to the socio-cultural context of practice and to issues that can arise when worker and client differ in terms of gender, gender identity, age, race, ethnicity, class, sexual orientation, and/or other aspects of diversity, as well as how agency/institutional practices affect groups differentially. In addition, this course considers the socio-structural arrangements that create and maintain such practices. This critical perspective is integrated with the study of the ethical principles of social work practice as outlined in the NASW Code of Ethics.

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 B536 Clinical Social Work II
Spring 2018
In Clinical Social Work II (SW 536), students develop knowledge, values and skills relevant to practice in both public and private settings. Building on the competencies taught in Clinical Social Work I, Clinical Social II students explore the application of case conceptualization intervention processes from multiple theoretical perspectives and modalities. Students develop their capacity to consider the nature of change processes, and the variety of pathways available for achieving change. A primary focus is the development of knowledge regarding major areas of client vulnerability such as depression, major mental illness, personality disorders, addictions, chronic health concerns, as well as vulnerabilities related to stress and trauma. A lifespan perspective is utilized as students consider how each of these areas is conceptualized and addressed from theoretical perspectives such as psychodynamic, cognitive-behavioral, social constructionist, ecosystemic and integrative models. Throughout, students focus on professional use of self in reflective practice, social work values and ethics, the capacity to communicate with clients and colleagues, the importance of critical thinking, and understanding of diversity, and the importance of research- and context- informed clinical social work practice.

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 B540 Multiculturalism and Diversity: Advanced Perspectives
Fall 2017
This foundation course focuses on the development of awareness and understanding of the potential obstacles to effective communication and interaction between individuals from culturally diverse backgrounds. The impact of culture, race, ethnicity, socioeconomic status, and gender on differences in values, beliefs, communication style, family functioning, help-seeking behavior, and problem-solving processes will be examined. Particular attention will be paid to the sociopolitical factors affecting minority and immigrant life chances and to the negative consequences of biases and stereotypes. Implications of this cultural awareness and knowledge for effective, ethical social work practices will be examined. All students must take the course in Advanced Perspectives on Multiculturalism and Diversity (254).

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 B541 Field Education III
Fall 2017
Second year field education provides an opportunity for the student to focus on the further development of skills. It is taken concurrently with Clinical Social Work, or Community Policy Practice and Advocacy. Concentration year students are assigned to a field setting for three days per week for each of the two semesters (263, 264). Their work is supervised by an agency staff member who assumes responsibility for facilitating the student's learning.

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 B542 Field Education IV
Spring 2018
Second year field education provides an opportunity for the student to focus on the further development of skills. It is taken concurrently with Clinical Social Work or Community Policy Practice and Advocacy. Concentration year students are assigned to a field setting for three days per week for each of the two semesters (263, 264). Their work is supervised by an agency staff member who assumes responsibility for facilitating the student's learning.

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 B552 Perspectives on Economic Inequality and Poverty
Fall 2017
This course will examine the U.S. economic landscape and the effects of government policy choices. It will provide students an ample opportunity to examine and discuss policy issues related to income and other forms of inequality. Some of the issues that will be explored include welfare and welfare reform, issues related to poverty, income inequality, health care policies, unemployment, environmental policies, crime, education, and tax policy. Differences between radical, liberal, conservative, and other approaches will be examined. Current events will be studied extensively by reading both academic articles and articles from current periodicals. The course will emphasize the differential effect of government policy choices on women, ethnic minorities, and other disadvantaged groups.

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 B554 The Social Determinants of Health and Health Equity

This main purpose of this course is to provide students with knowledge and an understanding of how structural factors (racism, sexism, homophobia, classism, discrimination, the built environment, poverty, working conditions, and the unequal distribution of power, income, goods, and services) contribute to racial/ ethnic and gender disparities in health and well-being. "These inequities in health, avoidable health inequalities, arise because of the circumstances in which people grow, live, work, and age, and the systems put in place to deal with illness. The conditions in which people live and die are, in turn, shaped by political, social, and economic forces" (World Health Organization, Commission on Social Determinants of Health, 2008, Executive Summary). You will learn about the most recent findings, while critically examining the health disparities literature, debate the causes and consequences of social inequalities in health and the differential assumptions underlying various explanatory paradigms, and engage in meaningful dialogue regarding the processes through which these disparities in health occur. You will also analyze and discuss the strategies, policies, interventions and programs, across the whole of society, that have been designed to address the social determinants of health and improve health equity. Taking action to tackle these inequities - the huge and remediable differences in health between and within countries - is a matter of social justice.The recently released Institute of Medicine Report clearly documented the relationship between racial and ethnic disparities in health status and health care. In the report, David Williams and others set out the multidimensional nature of the problem between health disparities and health care, linking both to a myriad of conditions within the greater society. They noted that the reasons for health status disparities were complex and that in situations where individual risks were pronounced; those individual risks were also confounded by socioeconomic position and environmental health conditions. These and other risks factors associated with health and poor health, illustrate that racial and ethnic disparities in health status largely reflect differences in social, socioeconomic, and behavioral risk factors and environmental living conditions. (House and Williams, 2000 in Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, 2002, pp. 30). Healthcare is therefore necessary but insufficient in and of itself to redress racial and ethnic disparities in health status (Williams, 1999 in Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, 2002, pp. 30).
Counts toward Child and Family Studies
Counts toward Health Studies

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 B555 Ethics and Social Work Practice: Considerations, Actions and Leadership
Spring 2018
Social workers are often called the "conscience" of society. Intimately involved with the details of clients' lives, social workers practice at the highly charged intersection of ethical, moral and legal issues. Balancing a need to be sensitive to differences in culture and a responsibility to confront oppression requires a finely nuanced ability to identify ethical dilemmas. Once identified these issues are complex to sort through. Whether acting as a therapist, a community organizer, policy or legal advocate, social workers have a responsibility to make ethical decisions that are informed by thoughtful and thorough ethical reasoning process. In establishing themselves as ethical practitioners, social workers have a responsibility to become competent in: •fostering and maintaining their own ethical practice; •stimulating and participating in discussions about ethics with clients and colleagues;•facilitating the often charged ethical discussions that ensue;•and then helping to bring such discussion to closure and subsequent action The purpose of this ethics workshop is to provide a provocative look at the study of ethics. The objectives are as follows:•Delineate different definitions of ethical practice. •Articulate the numerous challenges to maintaining an ethical practice in the social work field. •Apply the concept of an "ethical work-up" to analyze ethical dilemmas.

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 B556 Caring for an Aging America
Fall 2017
The course broadly explores the biological, psychological, and social aspects of aging into middle and late adulthood for individual, families, communities, and society at large. This is accomplished through exploration of a.) the psychological and social developmental challenges of adulthood, b.) the core biological changes that accompany this stage of life, c.) research methodology for inquiry into aging, d.) the demands and impact on care givers and families, e.) psychopathology common in older adults, f.) social welfare policies and programs designed to ameliorate stress and promote well-being among older adults, and g.) the political, social, and academic discourse around the concept of aging successfully in the 21st century. Throughout the course, the experience of aging, and the ways in which this experience differs by race, ethnicity, gender, class, culture, and sexual orientation are considered. This course builds on theory, knowledge, and skills of social work with older adults introduced in Foundation Practice and Human Behavior in the Social Environment I and III. This course is relevant to the clinical, management, and policy concentrations, in that it focuses on the concepts, theories, and policies central to effective assessment and intervention with older adults.

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 B557 Organizational Behavior: An Introduction to the Art and Science
Fall 2017
Whether as an administrator, staff /service provider or board member, or even as a consumer, we all have multiple opportunities to interact with organizations. This course explores the 10 basic components of organizations which impact people, place, processes, and placement. In this seminar-style class, students will contribute as both teachers and learners in the study of how people, as individuals and as groups, operate within the context of change that surrounds today's organizations. The skills taught in this course will help students think about, advocate within, elicit change from, and lead organizations.We will use a "10-S" model of organizational practice to guide our thinking. This model champions multicultural competency and examines a number of mezzo- and macro-level influencing factors. For instance, we will consider how even an organization's physical setting impacts the delivery of its mission. Also examined is the leadership style of organizational administrations as well as the types of staff and their skills, and the agency's shared values, strategy, structure, systems, and the services provided to diverse stakeholders.In the course of the semester, students will explore these organizational components, their interrelatedness, and reciprocal impacts through individual and small group presentations, self-reflection exercises, and a final paper. A particular emphasis will be placed on ways to invoke both 'right brain' /synthesizing and non-linear thinking with more 'left-brain'/ analytical methods to better understand the responsibilities and various styles of effective leaders. This class will be interactive, co-constructed, and provide foundational theories and practical skills.

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 B558 Managing the Work of Others
Spring 2018
This elective course has as its focus understanding the work for which a supervisor or manager is responsible, the context of that work and the tasks into which the work can be divided. Focusing on the work to be accomplished, the course includes administrative, educational and clinical models of supervision and management. It presumes that most master's prepared social workers will be overseeing the work of others, either as program directors, managers or supervisors. Literature for the course is drawn from social work, psychology, business, organizational development and social science.

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 B559 Family Therapy: Theory and Practice
Fall 2017, Spring 2018
This seminar considers contemporary theories of family therapy within a historical perspective. Building on approaches associated with communication, inter-actional, structural, intergenerational, feminist, symbolic and psychodynamic theories, the seminar emphasizes practitioner decision-making in family treatment. Experiential learning methods utilizing practice simulations and videotapes are used to focus on a range of social work practice issues including family developmental stages, economic strains, single parent, minority and multi-problem families. Students who have not completed Foundation Practice and the first semester of practicum must have the instructor's permission to take this course..
Counts toward Child and Family Studies

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 B560 Attachment -Based Psychotherapy
Spring 2018
This course is limited to MSS students who are in their second year of field education (including Advanced Standing students). Attachment Theory provides an overarching framework from which to understand our clients' distress and their attempts to cope with that distress, as well the reparative potential of the therapy relationship. We will consider the centrality of attachment in early development and our ongoing attachment needs and challenges throughout the lifespan. The neurobiological underpinnings of attachment and its central role in affect regulation and neural integration will be discussed. We will look at characteristics of attachment security and styles of attachment insecurity that develop as adaptations to one's early and current relational world. We will consider how attachment insecurity can become maladaptive, underlying personality organization, symptoms of anxiety and depression, anger expression and relationship dynamics. We will apply our knowledge of attachment theory to our clinical work by taking a view of the therapeutic (clinical) relationship as an attachment relationship with goals of promoting self-integration, affect regulation, reflectiveness, and the capacity for healthy dependency. In particular we will consider how to understand and work with clients who have early histories of significant trauma, loss, neglect, and/or abuse. The role of nonverbal communication will be emphasized as will the influence of the social worker's own attachment style. Work with individual adults, couples and families will be discussed, with attention to the interplay of attachment dynamics with culture, class, race, ethnicity, gender expression and sexual orientation. Students will have a chance to draw on attachment theory to better understand the population they work with and apply it to their clinical approach with their clients. The instructor will bring in case examples to discuss from her psychotherapy and supervision practice.

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 B561 Perspectives on Special Education: The Role of Social Workers
Spring 2018
Perspectives on Special Education: The Role of Social Workers is designed as a survey course. The goal is to introduce graduate-level social work students interested in working in schools to a range of topics, challenges, dilemmas and strategies in understanding and educating all learners, especially those considered to have special learning needs.. The field of 'Special Education 'is vast, thus the nature of a survey course; however, through the assignments students will have an opportunity to narrow their area of interest through a research paper and area of interest by developing a comprehensive learning profile or IEP for a specific student. Throughout the course federal and state legislation, and rules and regulations governing educational law specific to special education populations will be referred to to guide the discussion. However the emphasis will be on clinical material and examples to help students to develop a greater understanding of the populations they will encounter, and how best to work with them and their families.

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 B562 Uses of Gestalt Therapy: From Psychoanalytic Theory to New Narratives

Use of the Therapeutic Relationship in Gestalt Therapy: This course introduces the use of Gestalt Therapy with clients. Louis Cozolino, Ph.D., who specializes in therapy and neuroscience, wrote in 2002: "Gestalt therapy is a unique expression of psychodynamic therapy that is particularly relevant to neural integration." Gestalt therapy does this by encompassing the practice of working with the body as part of the mind, as well as ways to construct something new in each session. In the gestalt tradition, learning will take place through the use of active participation, exercises, role plays, non-verbal communication, experiments, discussion, and reading assignments.

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 B563 Global Public Health: Special Topic in Critical Perspectives of Trauma and Resilience
Spring 2018
Global Public Health: Special Topic in Critical Perspectives of Trauma and Resilience, will bring in a social work and public health perspective related to violence and resilience. The course will explicitly focus on theoretical understandings about trauma, with a particular focus on mass experience of trauma, and how this type of "social suffering" (Kleinman) requires a critical, culturally grounded analysis. This analysis must consider both the collective, cultural dimensions of trauma and the creative ways that people seek to understand and recover from traumatic experiences, including how art helps individuals and collectives to make meaning of traumatic experiences that fundamentally undermine one's understanding of the world and the safety of their individual and collective selves.

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 B564 Group Treatment
Fall 2017, Spring 2018
This course explores the group dynamics, theory and processes that are applicable to all groups and explores the specific techniques of group therapies. There is an experiential component of this course. A portion of the time will be devoted to examining our own group functioning. Readings and discussions will focus on the major theories of groups and interventions. Topics include leadership skills, client selection, sub-grouping, group conflicts and clinical management of beginning, maintaining and termination stages of groups. Concurrent practice with groups is desirable.

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 B565 Clinical Social Work Practice with Children & Adolescents
Fall 2017
The purpose of this course is to introduce students to some of the theoretical and practice issues related to adapting the clinical social work process to work with children and adolescents. Work in the course will concentrate on a social work framework that stresses the complexity of the person-environment transactions and emphasizes strengths and competencies
Counts toward Child and Family Studies

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 B566A Child & Family Well-being Integrative Seminar
Fall 2017

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 B566B Child and Family Well Being Integrative Seminar
Spring 2018

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 B566C Child and Family Well Being Integrative Seminar
Fall 2017

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 B566D Child and Family Well Being Integrative Seminar
Spring 2018

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 B567 Clinical Social Work and Substance Abuse
Spring 2018
This course will introduce students to a range of theories about heavy drinking and addiction, provide an overview of commonly abused substances, and evaluate assessment and treatment strategies employed in work with both individuals and families. Assigned readings and class discussions will explore the special needs and concerns of specific population groups including adolescents, older adults, women, racial and ethnic minorities, and gays and lesbians. The class will examine psychosocial factors affecting both the identification and treatment of substance abusers.

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 B568 Master's Paper
Fall 2017
A Master's Paper may be undertaken with the permission of two faculty persons who would serve as readers, or as the result of a research project in a particular interest area with one instructor and a second reader. Whether students are enrolled in such research projects or whether students are developing a Master's Paper independently with first and second readers, one course credit will be given after satisfactory completion of the Master's Paper. This course requires prior approval of the Dean.

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 B569 Master's Paper
Spring 2018
A Master's Paper may be undertaken with the permission of two faculty persons who would serve as readers, or as the result of a research project in a particular interest area with one instructor and a second reader. Whether students are enrolled in such research projects or whether students are developing a Master's Paper independently with first and second readers, one course credit will be given after satisfactory completion of the Master's Paper. This course requires prior approval of the Dean.

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 B570D Public Education: Issues in School Social Work
Fall 2017
This course is designed to prepare the students to integrate the practice of social work into the unique context of the public educational system. The students will examine the various roles and responsibilities of school social workers. By also examining the hierarchy of the educational and legal systems in the United States, the student will gain an understanding of the organizations that school social workers work within and the implications of educational laws and regulations on their work.

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 B571D Education Law for Social Workers
Fall 2017
This course will provide social work students with a working knowledge of the education and related laws that relate to minors in the Commonwealth of Pennsylvania, with an emphasis on analyzing and interpreting primary legal sources. The students will learn to identify, locate and discriminate among the various sources of law, as well as understand the hierarchy of the various Federal, State and Local laws and regulations, and how that hierarchy governs their implementation. Students will also examine the complexities of the overlapping, and sometimes conflicting, responsibilities of various agencies involved in the supervision and education of Pennsylvania children, and the role of the social worker within this complex legal and educational framework.

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 B572 Clinical Social Work and Trauma: Theory and Practice Issues
Spring 2018
This course is intended to provide social work graduate students the opportunity to expand and enrich their knowledge and intervention skills related to trauma theory and clinical practice. The course will emphasize the assessment of trauma exposure, early interventions after trauma exposure, and effective interventions for trauma related distress and disorders. The course will provide students an opportunity to examine theory and practice issues in the context of biological, psychological, social, and spiritual dimensions of trauma. Students will be able to use this course to address specific stress and trauma topics that are important to their own social work education, field experiences, and /or personal interests. Each student will be expected to consider issues of cultural diversity as they relate to and interact with trauma theory and clinical practice.

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 B574 Child Welfare Policy, Practice & Research
Spring 2018
This course examines social policies and interventions that address problems of child abuse, neglect, and abandonment. First, child maltreatment and dependency are considered in historical, cross-national, and political contexts. Then, theories and research on the causes and consequences of child maltreatment are studied. The legal and political structure of child welfare services in the U.S. is considered, along with the extent to which this system provides a continuum of care, copes with residual problems of other service sectors (e.g., welfare, mental health, substance abuse, and housing), and prevents or perpetuates oppression of women, children, people of color, and other disadvantaged groups. The course focuses on micro-, meso-, and macro-level practice issues and research findings in the areas of child protection, in-home services, out-of-home care, adoption, treatment, and prevention of child maltreatment. Issues of cultural sensitivity and new directions for practice are considered in each of these areas.
Counts toward Child and Family Studies

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 B577A Home & School Visitor Integrative Seminar I
Fall 2017
The Home and School Visitor Integrative Seminar is a supervisory group for students interested in pursuing the Home and School Visitor Certification and/or school social work practice. This seminar focuses on the integration of the practice of social work into the unique context of the public educational system in Pennsylvania. The various roles and responsibilities of Home and School Visitors and social workers in an educational environment will be examined. This seminar will allow further exploration of the application of knowledge learned.

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 B577B Home & School Visitor Integrative Seminar II
Spring 2018
The Home and School Visitor Integrative Seminar is a supervisory group for students interested in pursuing the Home and School Visitor Certification and/or school social work practice. This seminar focuses on the integration of the practice of social work into the unique context of the public educational system in Pennsylvania. The various roles and responsibilities of Home and School Visitors and social workers in an educational environment will be examined. This seminar will allow further exploration of the application of knowledge learned.

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 B578 Gender and Sexuality
Spring 2018
Sexual issues are present in all aspects of social work practice. Taking a bio/psycho/social approach to human sexuality, this course is designed to increase the student's comfort and sensitivity to the diversity of sexual issues people face. Course material will improve the student's skills in identifying, addressing, and treating sexual issues in practice. Sexual concerns of clients will be examined in a variety of practice settings such as case management, psychotherapy, schools, child welfare, aging, and group work. A variety of sex related topics will be covered including sex through the life span, diagnostic interviewing, sexual development, treatment for sexual concerns and dysfunctions, sexual wellness, sex education, sexual physiology, sexual neurology, and sexual diversity. All materials will be taught using the framework of NASW's Code of Ethics for social workers dealing with sexually related matters.

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 B579 Independent Study
Fall 2017

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 B583 Clinical Social Work With The LGBTQ Population: The Psychosocial Impact

This practice course, which will incorporate several macro level issues, will examine: variations in gender presentation and the complex issues associated with different types of gender transitions; the work of managing dual oppressions for LGBTQ communities of color; the differential experience of countertransference and transference with the LGBTQ population; the use and abuse of drugs and alcohol in the LGBTQ population; current practice concerns related to the treatment of HIV/AIDS; work with the developmental stages of "coming out" to oneself and one's community; alternative family construction and family structures with the LGBTQ population; managing self-disclosure and use of self with LGBTQ clients; attention to policy issues (particularly local ones) that have an impact on LGBTQ societal functioning, access to health care and overall experiences of inequality.

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 B587 Integrated Health Care and Social Work Practice
Fall 2017

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 B588 Perspectives on Mental Health and Mental Illness
Fall 2017
Cultural and Historical Perspectives on Mental Health in the U.S.Historical perspectives on mental illness, mental health, and social work engagement are critical for rethinking the role of power, authority, and culture in clinical and community practice today.Our understandings of familiar diagnostic categories and treatment approaches remain tied to socially and politically rooted constructions of race, gender, sexuality, family, attachment style, ability, and class. We will draw on autobiographical writing and case studies from the 1800s to the present, as well historical scholarship, theory, and students' own experiences in the field today. Students will learn to critically historicize their own clinical and community-based practice, introducing a vital lens for innovating ways forward with an accountability for the past.

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 B590 Social Work Practice with Immigrants and Refugees
Spring 2018
This elective course will examine the major theoretical principles and practice skills of clinical social work with immigrants and refugees. This class uses a bio-psycho-social framework that embraces eco-developmental and strengths perspectives. This elective course expands and enhances the study of the clinical engagement processes, assessment, intervention planning and implementation, and the processes associated with client transfer and clinical endings paying special attention to the needs of transnational social work clients across diverse settings of services. Immigrants and refugees bring into social work practice an assemblage of human strengths and challenges that have their origin in the social forces that shape human experiences. Because emigration and relocation processes result from global and regional political, economic, and institutional forces, and these categories are often divided among separate fields of study, this course incorporates readings from policy, sociology, psychology, global mental health, journalism, and clinical social work practice in an effort to help students grasp the complexities involved in this area of clinical practice. The course emphasizes a cross-cultural approach, which starts with the recognition that immigrant and refugee clients and clinical social workers share their human condition. From there we move towards understanding the role that differences, especially cultural and power differences, play in shaping the processes and outcomes of social work encounters with this population. The course is organized around three areas: the migration process, the clinical encounter, and social work services. When possible, the course incorporates a gendered and life span perspective and suggests avenues for including what we know into the clinical care of children, adults, and elderly clients with immigrant backgrounds.

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 B591 Child Welfare Policy: An Intensive Elective
Spring 2018
This intensive, one-week course provides students with an in-depth look at national, state, and local child welfare policies and programs in the U.S. The legal, philosophical, political, and empirical foundations of public child welfare policies are explored, along with current issues in the prevention, identification, and treatment of child abuse and neglect and related efforts to improve the wellbeing of children, youth, and families. The course considers whether and how child welfare policies may prevent or perpetuate oppression of women, children, people of color, and other disadvantaged groups in the U.S. The class will meet from 9:00 am until 4:30 pm every day during Spring Break (March 12-16, 2018). Students should expect to spend an additional 2-3 hours of work outside of class in advance of each day on which the course meets. The course involves lectures, discussion, guest lectures, individual and small group writing projects, oral presentations, and one or more local fields trips. Working independently or in small groups, students will develop short policy briefs on issues related to the welfare of children. Students will also write short reaction papers and lead class discussion on selected required readings. Additional assessment methods include a quiz at the end of each day.

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 B675 Intro. to the History of Amer. Social Welfare & Social Reform
Fall 2017
After brief considerations of the British origins of American social welfare, this course focuses on the development of social welfare and social work in the context of American reform movements. In addition to providing students with a chronological understanding of the development of social welfare policy and the profession of social work, the course emphasizes comparative historiography; that is, critical appraisals of different interpretations of social welfare history. Its overall goal is to help students understand the development of social welfare and social work in the context of American political-economic and social history.

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 B676 Making Space for Learning: Pedagogical Planning and Facilitation
Fall 2017
Full semester-1 unit courseSupported by the Teaching and Learning Institute (TLI) and a grant from The Andrew W. Mellon Foundation, this series of pedagogy workshops for graduate students may be taken in its entirety for course credit, or individual workshops may be attended as stand-alone sessions. Seven two-hour workshops focused on a variety of pedagogical issues (e.g., course design, teaching styles, creating culturally responsive classrooms, grading) are scheduled for both the fall and the spring semesters.* These are interactive workshops, some of which require the completion of reading in advance and some of which include discussion of texts during the workshops themselves, but all of which focus on active, collaborative explorations of pedagogical issues. A full list of the workshop topics is available through the Dean's Office. These workshops count toward the completion of the Dean's Certificate in Pedagogy (http://www.brynmawr.edu/gsas/Resources/certificate.html).

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 B681 Social Theory
Spring 2018
This seminar covers a range of theories useful for understanding social structure and social process at various levels of social organization. The purpose is (1) to increase familiarity with different theoretical perspectives, and (2) to allow practice in identifying and using conceptual frameworks suitable for guiding analysis in dissertations or other professional and scholarly work. In addition to assigned readings discussed in class, students will have the opportunity to prepare and present individual papers based on original texts by one or more major social theorists of their choice.

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 B682 Data Analysis I

Data analysis is seen as one step in the research process. Statistical methods of analysis include descriptive and inferential statistics with major emphasis on partial and multiple correlation and regression, and analysis of variance and covariance. Knowledge of the assumptions and conditions under which statistical methods are valid, and discrimination in the selection, application, and interpretation of statistical tests are developed.

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 B683 Data Analysis II

Advanced training in multivariate data analysis is preceded by training in file construction on the Vax 8200 computer. Among the topics covered in this seminar are multiple factor analysis, multiple regression analysis and path analysis, time series analysis, logit probit and log linear analysis. The seminar concludes with an introduction to models used in the social sciences. Students are expected to prepare a paper based on an original multivariate data analysis of an existing data base, utilizing the Bryn Mawr Vax 8200 computer and SPSSX.

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 B684 Qualitative Inquiry: Methods

This course is the first of a two-semester sequence in qualitative inquiry. Both semesters address the philosophical underpinnings, ethical conundrums, and the assessment of rigor within qualitative research. Course aims for the entire sequence are both conceptual and practical. These courses prepare students for qualitative research that is ethical, rigorous, reflexive, and relevant to social work practice and the enhancement of social work's evidence base. The first course in this sequence, offered in Semester 1, is B684: Qualitative Inquiry: Methods which prepares students to conceptualize, design, and carry out research by providing an in-depth understanding of methods, focusing on open-ended interviews, focus groups and ethnographic observations, all designed to deepen students' understanding of qualitative inquiry and to promote sophistication in using these methods, either alone or with quantitative approaches. The first semester also covers issues such as the role qualitative approaches play in social work research and related disciplines; the development of research problems appropriate for qualitative methods; development of conceptual lens to guide inquiry; reflexivity; sampling strategies; development of interview guides, with appropriate probes; and an introduction to mixed methods. Assignments will include learning how to critique existing qualitative research studies and to plan and collect one's own data. Students will develop a small class project, consisting of either two intensive interviews or one focus group. These data will be transcribed and loaded into NVivo for analysis in the second course in this sequence, Qualitative Inquiry: Analysis.

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 B685 Research Methodology I
Fall 2017
This course considers major issues in the design and conduct of empirical research. Students are introduced to historical trends, landmark studies, epistemological and methodological debates, and current issues in social work research. Emphasis is on developing the knowledge and skills necessary to identify relevant and manageable research topics. Experimental and naturalistic research methods are covered, and students read and critique examples of research in these two traditions. Integration of qualitative and quantitative approaches is considered a strength in research design. Examples of faculty research are provided to illustrate applications of research methods at all levels of social work practice.

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 B686 Research Methodology II
Spring 2018
This is a continuation of Research Methodology I. Survey research and secondary analysis of data are discussed and examples are examined. Important methodological details are then considered along with adaptations required for different types of research. Topics include: sampling, statistical power, measurement, data collection, data management, and the initial phases of data analysis. The course focuses on the knowledge and skills necessary to read research articles critically, plan and cost research proposals, develop research proposals, acquire funding, write research reports, and achieve publication of research findings. Protection of the rights of human subjects and other ethical concerns are taken up throughout the course.

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 B688 Independent Study
Fall 2017
Effective Pedagogy for Social Work Education in Integrated Healthcare

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 B689 Applied Development Theory and Translational Research
Fall 2017
Core concepts and theories of human development are critical elements of building an integrated approach to research, practice and policy relating to various aspects of the wellbeing of individuals, families, and communities. In particular, developmental science has made important contributions to our work by increasing our understanding of the nature of human development, and processes of risk and resilience. Social work researchers interested in promoting health and wellbeing need to build capacity in the nature of translational research, and the tools needed to apply our understanding of developmental science to a broad range of social problems and issues. A social work perspective places this knowledge in the context of our understanding of poverty, the changing nature of family structure and composition, discrimination, oppression and family/community violence and stress.

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 B694 Qualitative Inquiry: Analysis

This course, offered in Semester II, builds on the foundation provided in Qualitative Inquiry: Methods, and is the second course in this two semester sequence in qualitative inquiry. This course prepares students to analyze and report qualitative research that is ethical, rigorous, reflexive, and relevant to social work practice and the enhancement of social work's evidence base. This class focuses on helping students explore different ways to make sense of qualitative data - how to clean and organize data; how to embark on thoughtful analysis that relies on systematic methods, ethical considerations, and assurances of rigor; and how to prepare and undertake a writing process wherein they detail findings in a credible and useful form. The course explores the philosophical assumptions and practical methodology involved in various analytic strategies for organizing and analyzing qualitative data, using NVivo, a widely used qualitative data analysis software package, supported by Bryn Mawr College. This practical, experiential course addresses various techniques and analytic practices. Students will acquire practice both with analytic depth and analytic breadth as they learn to think deeply within their data, which has been collected and transcribed in Qualitative Inquiry: Methods, as well as how to "zoom out" from their data to place findings in a broader context of scholarly work and theory on their area of focus. Throughout the semester, a focus will be on the practice of analysis and writing up of qualitative data; students should thus come prepared each week to workshop their process in a spirit of collegial critique and exploration.

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