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 College's calendars page. For Social Work courses open to undergraduates, please search the Tri-Co Course Guide for the department "Social Work and Social Research".

Fall 2019

COURSE TITLE SCHEDULE/
UNITS
MEETING TYPE TIMES/DAYS LOCATION INSTR(S)
B501-001Foundation Practice ISemester / 1LEC: 8:00 AM-10:50 AM TSW G2Moss,T.
B501-002Foundation Practice ISemester / 1LEC: 2:40 PM- 5:30 PM TSW G3Hausmann-Stabile,C.
B501-003Foundation Practice ISemester / 1LEC: 5:40 PM- 8:30 PM TSW G2Corrado,M.
B501-004Foundation Practice ISemester / 1LEC: 8:00 AM-10:50 AM WSW G2Bressi,S.
B503-001Research Informed Practice ISemester / 1LEC: 11:00 AM- 1:20 PM TSW G4Hausmann-Stabile,C.
B503-002Research Informed Practice ISemester / 1LEC: 5:40 PM- 8:00 PM TSW 213 - Katherine Lower ConfMontemuro,L.
B503-003Research Informed Practice ISemester / 1LEC: 11:00 AM- 1:20 PM WSW G4Moss,T.
B503-004Research Informed Practice ISemester / 1LEC: 11:00 AM- 1:20 PM TSW G7Young,C.
B505-001Theoretical Perspectives in Social Work ISemester / 1LEC: 8:30 AM-10:50 AM TSW G3Bressi,S.
B505-002Theoretical Perspectives in Social Work ISemester / 1LEC: 2:40 PM- 5:00 PM TSW G4Bressi,S.
B505-003Theoretical Perspectives in Social Work ISemester / 1LEC: 2:40 PM- 5:00 PM WSW G2Polster,J.
B505-004Theoretical Perspectives in Social Work ISemester / 1LEC: 9:00 AM-11:20 AM SSW G2Martin,M.
B517-001Social Policy FoundationsSemester / 1LEC: 8:30 AM-10:50 AM TSW 213 - Katherine Lower ConfVartanian,T.
B517-002Social Policy FoundationsSemester / 1LEC: 11:00 AM- 1:20 PM TSW G3Duffin,T.
B517-003Social Policy FoundationsSemester / 1LEC: 11:00 AM- 1:20 PM WSW 213 - Katherine Lower ConfVartanian,T.
B517-004Social Policy FoundationsSemester / 1LEC: 5:40 PM- 8:00 PM WSW G7Duffin,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 WSW G3Morrow,N.
B535-001Clinical Social Work Practice ISemester / 1LEC: 8:00 AM-10:50 AM TSW G4Harris,D.
B535-002Clinical Social Work Practice ISemester / 1LEC: 2:40 PM- 5:30 PM TSW 213 - Katherine Lower ConfByers,D.
B535-003Clinical Social Work Practice ISemester / 1LEC: 5:40 PM- 8:30 PM TSW G4Byers,D.
B535-004Clinical Social Work Practice ISemester / 1LEC: 8:00 AM-10:50 AM WSW G4Harris,D.
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
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 / 1
B559-001Family Therapy: Theory and PracticeSemester / 1LEC: 5:40 PM- 8:00 PM TSW G3Gerstein,F.
B559-002Family Therapy: Theory and PracticeSemester / 1LEC: 11:00 AM- 1:20 PM WSW G2Polster,J.
B564-001Group TreatmentSemester / 1LEC: 11:00 AM- 1:20 PM TSW G2Hurster,T.
B564-002Group TreatmentSemester / 1LEC: 5:40 PM- 8:00 PM WSW G8Hurster,T.
B566A-001Child & Family Well-being Integrative SeminarSemester / 0LEC: 8:00 AM-12:00 PM SSW 213 - Katherine Lower ConfShapiro,J.
B566C-001Child and Family Well Being Integrative SeminarSemester / 0LEC: 8:00 AM-12:00 PM SShapiro,J.
B567-001Social Work with Substance Use DisordersSemester / 1LEC: 2:40 PM- 5:00 PM WSW G3Levin,K.
B570D-001Public Education: Issues in School Social WorkSecond Half / 0.5LEC: 5:10 PM- 7:30 PM WSW G2Vindler,K.
B571D-001Education Law for Social WorkersFirst Half / 0.5LEC: 5:10 PM- 7:30 PM WSW G2Fleming,P.
B577A-001Home & School Visitor Integrative Seminar ISemester / 0LEC: 7:45 PM- 9:15 PM WSW 221 - Hathway RmVindler,K.
B579-001Independent Study: Dance and Arts-Based Methods for Trauma HealingSemester / 1
B579-002Independent Study: Advanced Standing Social Policy FoundationsSemester / 1LEC: 8:30 AM-10:50 AM TVartanian,T.
B579-003Independent StudySemester / 1
B586-001Social Work, Trauma, and the ArtsSemester / 1LEC: 11:00 AM- 1:20 PM WSW G3Corrado,M.
B586-C-001Special Topic: Trauma Informed Social WorkSemester / 1LEC: 12:00 PM- 2:20 PM SSW G4Shapiro,J.
B593-001Mindful Facilitation: Engaging DifferenceSemester / 1LEC: 2:40 PM- 5:00 PM TSW G7Harris,D.
B676-001Making Space for Learning: Pedagogical Planning and Facilitation in Higher Education ContextsSemester / 1LEC: 9:00 AM-11:00 AM THSW G4Zuckerman,K.
B685-001Research Methodology ISemester / 1LEC: 8:30 AM-10:50 AM WSW 221 - Hathway RmHausmann-Stabile,C.
B689-001Applied Development Theory and Translational ResearchSemester / 1LEC: 11:00 AM- 1:20 PM WSW 221 - Hathway RmByers,D.

Spring 2020

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

Summer 2020

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

2019-20 Catalog Data

 B501 Foundation Practice I
Fall 2019
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

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
Summer 2019, Fall 2019
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
Summer 2019
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 2019
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
Summer 2019
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

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

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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 B517 Social Policy Foundations
Fall 2019
This course will examine the U.S. social and economic landscape and the effects of government policy choices, beginning from a point of examining the role of government and the political, philosophical, theoretical, and historical forces that fundamentally shape the contexts of social welfare. The course will provide social work students the opportunity to examine and discuss policy that relate to issues that are of concern to social workers. Particular attention will be paid to the dynamics of inclusion and exclusion related to social citizenship and welfare, particularly along the lines of race; class; citizenship status; sexual orientation; and gender identity and expression. Many of the issues that will be discussed relate to the causes and consequences of economic and social inequality, poverty and low income in the U.S. (e.g., tax policy, health care policy, food and cash assistance programs like SNAP and TANF, housing policy, and education policy). The U.S. system and our various policies will be compared and contrasted with those of other large countries to help us consider the underlying values and various functions of the government within various economies.

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 B521 Field Education I
Fall 2019
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

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 2019
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

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 2019
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

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: Power, Privilege and Oppression
Summer 2019
This foundation course focuses on the development of awareness and understanding of structural inequities and systemic oppression in the United States. The impact of culture, race, ethnicity, socioeconomic status, and gender expression 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 people of color and immigrants 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 this required course.

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 B541 Field Education III
Fall 2019
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

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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 B555 Ethics and Social Work Practice: Considerations, Actions and Leadership

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 2019
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 2019
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: Staffing, Services, and Systems

The vast majority of social work graduates - whether clinical or macro direct practitioners - are assigned to supervisory positions within the first two years of employment within an organization. The knowledge and skills learned in this course are intended to prepare students for undertaking these positions. With the primary focus on the work for which an organizational supervisor or manager is responsible, this course includes: the hiring, oversight, performance evaluation, and termination of both paid and volunteer supervisees; the delivery of the organization's services and/or products; and the formal programs and plans that guide the functioning of the organization especially within an environment of constant change and diminishing external resources. Grounded in social work values and ethics, course assignments and activities are drawn largely from the social sciences (e.g., social work, psychology, and sociology) and business (e.g., organizational behavior, human resources, and entrepreneurship). While this course naturally follows SOWK B557, "An Introduction to Organizational Behavior", it was designed to also be taken independently.

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 B559 Family Therapy: Theory and Practice
Fall 2019
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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 B561 Perspectives on Special Education: The Role of Social Workers

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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 B563 Global Public Health: Special Topic in Critical Perspectives of Trauma and Resilience

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 2019
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
Summer 2019
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 2019

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 B566B Child and Family Well Being Integrative Seminar

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 B566C Child and Family Well Being Integrative Seminar
Fall 2019

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 B566D Child and Family Well Being Integrative Seminar

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 B567 Social Work with Substance Use Disorders
Fall 2019
This course reviews the major theoretical approaches to understanding substance use disorders and to assessment and treatment with individuals, families, groups and communities. The pharmacology of drugs and alcohol and the nature of addiction are included, as are the influence of culture, ethnicity, gender, the peer group, and social deviance. The principles of self-help and therapeutic communities are applied.

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 B568 Master's Paper

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

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 2019
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 2019
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

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

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 2019
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

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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 B579 Independent Study
Section 001 (Fall 2019): Dance and Arts-Based Methods for Trauma Healing
Section 002 (Fall 2019): Advanced Standing Social Policy Foundations
Summer 2019, Fall 2019

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 B583 SW Practice With The LGBTQ Population: The Psychosocial Impact of Both Macro and Micro Level Issues
Summer 2019
This class will cover the wide range of psychological and sociological issues that face the LGBTQ population. We will study each specific group that falls under the umbrella of the LGBTQ population; while studying common comorbidities and treatment strategies. We will examine theoretical constructs and ways of thinking about how to hold both psychological theories and queer/gender theories alongside each other, even when they are at odds. We will also examine how to both make use of, and to critique the role of the DSM, in treating the LGBTQ population; as it plays a significant role in both problematizing and securing treatment. We will be paying specific attention to the intersectionality and psychic impact of holding multiple marginalized identities.

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 B586 Social Work, Trauma, and the Arts
Summer 2019, Fall 2019
Social Work, Trauma, and the Arts provides instruction for social work students seeking to understand and apply the arts to encounters with traumatized individuals, communities, and systems. The course, which uses creative engagement and didactic strategies, is divided into three phases. In the introductory phase, participants will learn basic information about (1) the impact of trauma, (2) the consequences of trauma exposure, (3) the neurobiological implications of traumatization, and (4) best practices and common factors in trauma treatment. In the second phase, students will explore the relationship between social work, creativity, and trauma healing. Students will critically analyze (1) the concepts of creativity and destruction, (2) the role of various artistic media in facilitating trauma healing, and (3) the congruity of these arts based practices with social work values. In the third phase, participants will consider ways to integrate the arts into both clinical and macro contexts. Students will create and share a plan for implementation of a creative, arts-based intervention in a clinical or macro social work setting.

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 B586-C Special Topic: Trauma Informed Social Work
Fall 2019
In this required course, students will address key knowledge, values and skills that support trauma informed approaches to social work practice. Students will learn core concepts of trauma informed social work from an EcoBioDevelopmental framework. This framework will assist students in understanding the impact of adversity and traumatic stress on health and wellbeing across the lifespan. Throughout the course, we examine how risk and protective factors shape the impact of traumatic stress on individuals, families, and communities. Connected to the strategic foci of the GSSWSR, this course builds on foundation level content in our curriculum, including an emphasis on power, privilege and oppression.This course is comprised of five modules that are connected by key concepts of trauma informed social work. Module 1 focuses on the definition of trauma and traumatic stress; differentiating amongst levels of stress and clarifying unique elements of traumatic stress. In this module we examine research on ACEs (Adverse Childhood Experiences) and how this work supports our understanding of how early life experiences of traumatic stress shape developmental and health outcomes across the life course. Module two focuses on the interrelatedness of trauma and "intersectional" identity-based oppression - the accumulation of multiple forms of related subjugation (for example, based in racism, homophobia, transphobia, other gender-based oppression, and socioeconomic classism) that can cause and/or mediate traumatic experience. Module 3 prepares students to develop a grounding in assessing the trauma-informed capacity of their field agency, as well as for the promotion of trauma-informed principles in agency structure, policies, and in the organizational climate. Module 4 examines how cross-cultural perspectives on trauma are key to knowledge, values and skills relevant to local and global models of social work practice. This module builds upon a perspective of trauma that moves away from its conceptualization as a natural category to embrace the cultural and ecological systems that shape human experience and model ways of coping and meaning making. In Module 5 students will identify and explain some connections between individual and collective trauma and also explore unique opportunities and avenues for healing within the experience of collective trauma. Module 6 explores pathways to trauma healing and particular implications for social work practice across system levels and including Macro and Clinical Practice.

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 B586-D Special Topic - Trauma Informed Social Work with Children and Adolescents
Section 001 (Summer 2019): Trauma Informed SW w/Child. & Adol.
Summer 2019
This course will introduce the core concepts of trauma informed social work practice with children and adolescents. Students will be introduced to core concepts of trauma informed practice from a biopsychosocial perspective; identifying risk and resilience factors at micro, mezzo and macro systems levels. Students will learn to combine developmental, neurobiological and social-ecological approaches to trauma informed social work practice with children and adolescents. Emerging research in child and adolescent development has changed our understanding of childhood trauma and its impact on development over time. Building on available teaching materials from organizations such as the National Childhood Traumatic Stress Network and SAMHSA and NIMH, students will be introduced to core concepts of trauma informed practice from a biopsychosocial perspective. Research on "Brain Basics", the stress response system and the ACES (Adverse Childhood Experiences) studies will be utilized to examine the mechanisms by which exposure to childhood trauma can affect health across the lifespan, including an analysis of social disparities in trauma exposure. From a relational perspective, this course examines the mediating role of attachment relationships for children and adolescents exposed to traumatic stress. Our emphasis will be on the connection between trauma exposure and the development of behavioral health challenges such as depression, substance abuse, eating disorders and a range of chronic health and social problems. We will also address the concepts of vulnerability and resilience and the many factors that support developmental wellbeing even in the context of adversity; including introductory content on global perspectives on child and adolescent trauma.The first section of this course examines the definition of trauma and traumatic stress; keeping in mind the developmental status of children and adolescents. A primary focus is the importance of holistic assessment of the psychosocial, biological, neurobiological, cognitive and relational impacts of trauma on the developing child or adolescent. The second section of this course will focus on how this knowledge can be used to create trauma informed systems for social workers in multiple settings such as education, child welfare and juvenile justice. The third section of this course will address several evidence-based approaches to assessment and intervention designed to ameliorate the impact of trauma exposure on children and adolescents.

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 B586A Social Group Work In-Action: Sociometry, Psychodrama & Experiential Trauma Group Therapy

This course will introduce students to Sociometry, Psychodrama, and Group Psychotherapy while also integrating essential teachings from trauma-specific experiential models. Throughout the semester, we will learn, experience, and practice using a variety of strengths-based experiential sociometric and psychodramatic techniques while also considering their application within a multitude of social work settings with diverse client populations and treatment concerns. Upon completion of this course, students will have acquired nearly half of the 90 required hours for certification in experiential therapy (CET).The theoretical underpinnings of sociometry and psychodrama compliment social work's emphases on person-in-environment, mutual aid, the importance of human relationships, the dignity and worth of each individual, and social justice. Psychodrama's role theory, along with spontaneity-creativity theory, provides a non-pathologizing conceptualization of the individual personality and the process of change. Sociometry, which is the study of the inter-relationships of humans, allows one to examine the underlying social forces impacting the structure and functioning of a group. Sociometric tools will provide social workers with experiential methods of highlighting and strengthening connections within a group while examining the distribution of social wealth and the impact of the sociodynamic effect. Psychodramatic processes, which can be adopted for use with any content or theoretical perspective, offer social workers potent tools for creating both intrapsychic shifts and interpersonal change.Psychodrama is one of the first body-oriented forms of psychotherapy, moving beyond just words and narrative. "However important verbal behavior is, the act is prior to the word and 'includes' it" says Jacob Moreno, founder of psychodrama. Co-founder, Zerka Moreno, later states that "even when interpretation is given, action is primary. There can be no interpretation without previous action". Neuroscience research, which will be incorporated throughout the curriculum, has demonstrated that traumatic memories are stored in non-verbal parts of the brain and body, which are more accessible through the creative arts therapies. This course will focus on clinical applications of action-based group work for trauma survivors, while also demonstrating how these tools can be used in any group setting.

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 B586B Special Topic - Relational Perspectives on Treating Vulnerable Populations

The core objective of this course is to orient students to the theory, and technique of a relational frame for treatment of vulnerable populations served in a variety of contexts. The course covers central theoretical material including object relations theory, attachment theory, and postmodern theorizing around intersubjectivity, multiplicity, enactment and co-created relational experience. Students in this course will be exposed to the neurobiological and psychological underpinnings of attachment, affect regulation, and dissociation. The centerpieces of relational theory and technique will reinforce understanding and implementation of trauma-informed interventions in community-based settings. Negotiating the tensions and alignments between this approach and other major frames for treatment will be explored. The modalities of the course will include close reading of peer-reviewed literature, lecture, case presentations and discussion.

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 B587 Integrated Health Care and Social Work Practice

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 B588 Perspectives on Mental Health and Mental Illness

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

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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 B593 Mindful Facilitation: Engaging Difference
Fall 2019
Mindful Facilitation: Engaging Difference, is an advanced elective course which builds on the foundational knowledge and skills gained in the required Multiculturalism course. It is an elective designed for both clinical and CPPA concentration students, to help them further develop specific strategies and skills to engage clients, supervisors, colleagues and peers in acknowledging, discussing and working-through issues related to differences in social identities. Students will gain transferable skills applicable to social work practice in a variety of settings in the United States. Core concepts of this class derive from Critical Race Theory, Intersectionality and Mindfulness Facilitation of Cross Cultural Dialogues. Thus it is assumed that in the United States, social work practice is greatly influenced by race and racism and how this intersects with other forms of social oppression. It also acknowledges the need for students to acquire skills in order to assist people in exploring and combating forms of social oppression which may overlap with other problems of living encountered in social work practice.

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 B675 Intro. to the History of Amer. Social Welfare & Social Reform

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 in Higher Education Contexts
Fall 2019
This course/pedagogy workshop series is designed for graduate and undergraduate students interested in exploring, developing, and refining pedagogical conceptions and approaches appropriate to higher education contexts. The workshops and course consist of weekly, interactive, two-hour sessions. Undergraduates complete additional weekly hours in field work and meet weekly as a group to process the field work. The weekly meetings of all participants aim to create a space for reflection, analysis, questioning, and planning. You will draw on your experiences as students, T.A.s, and teachers across a range of disciplines and at different stages of your formal preparation and careers, and you will complete templates, respond to critical questions, and generate questions about and plans for effective teaching practice. There are readings assigned weekly (required of those enrolled in the course and recommended for those participating in the workshops). Beyond published texts, a significant portion of the 'content' of the sessions will be generated by participants through reflection and discussion. This course/workshop series counts toward the Dean's Certificate in Pedagogy, which is overseen by the Dean of Graduate Studies.

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 B681 Social Theory

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 2019
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

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

Effective Pedagogy for Social Work Education in Integrated Healthcare

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 B689 Applied Development Theory and Translational Research
Fall 2019
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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 B695 PhD Tutorial - Child Welfare Policy

This tutorial will enhance the Mater's level course "Child Welfare Policy", which 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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