Course Syllabus
Instructor Contact Information
Lead Faculty Information
This course was designed by Dr. Lori Franklin. There are numerous sections of this course with varying faculty. This course may contain videos and content designed by another faculty to be used by all sections of this course.
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Description
Within a social systems framework and biopsychosocial perspective, students learn empirically-based theories that deal with life-span development, family theory, and an introduction to small group dynamics and development. This course provides a theoretical foundation for micro and mezzo-level generalist practice.
Course Materials
- Berk, L. E. (2022). Development through the Lifespan (7th ed.). Sage Publications.
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.)
- National Association of Social Workers Code of Ethics for Social Workers (2021)
Social Work Competencies Alignment Table
| Competencies | Course Content |
Dimensions(s) |
|---|---|---|
| Competency 1 Demonstrate ethical and professional behavior |
Discussion Board, Lifespan Interview, Live Sessions |
|
| Competency 2 Engage diversity and difference in practice |
Discussion Board, Lifespan Interview with Simulation, Live Sessions |
|
| Competency 4 Engage in practice-informed research and research-informed practice |
Case Analysis, Lifespan Interview with Simulation |
|
| Competency 6 – Engage with individuals |
Discussion Board, Lifespan Interview with Simulation, Live Sessions |
|
| Competency 7 Assess individuals, families |
Case Analysis, Lifespan Interview with Simulation |
|
Grades
Breakdown
| Activity | Percentage |
|---|---|
| Case Analysis 1 | 25% |
| Case Analysis 2 | 25% |
| Lifespan Interview/Simulation | 30% |
| Discussion Boards | 20% |
| 100% |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Case Analysis Paper
The case analysis assignment will include two submissions based on a case study that are due throughout the semester. These analyses assess the student’s understanding and ability to integrate individual and family theories within a systems perspective. Using the case study, One Little Boy, students will construct a comprehensive view of a family experiencing difficulty. This task develops integrative and critical thinking necessary for generalist assessment and intervention at the micro level.
Lifespan Interview/Simulation
This paper has some similarities with the Case Analysis assignments, the critical difference of this assignment now requires that you observe and interview live people. This time you will sharpen your skills of observation and interviewing while relating relevant theories to these observations. You will utilize relevant sources and theoretical material to understand the development your interviewee describes. You will construct a set of 15 open-ended questions relevant to your population based on your readings and research which guide you through the interview.
The class will be divided randomly into three groups, and each group will be assigned one interview population. For all of the populations, you will be required to interview a standardized client in the Simulation Lab for 25-30 minutes. Following the interview, you will be asked to meet with your Standardized Client for feedback. This session is usually about 5 minutes.
Discussion Boards
Discussion boards will be posted throughout the semester. Students are expected to have read course material prior to participating in discussion boards. Students are expected to integrate course material into discussion board posts. Students have two responsibilities for each discussion board: initial posts and response posts. Due dates for initial posts and response posts are noted on the assignment pages.
Course Policies
Communication
The best way to communicate with me is through email. If you have a question, I will respond as soon as possible, usually within 24 hours, other than over the weekend. If you would like to schedule a call, send me an email, give me a few dates and times that work with your schedule and I will confirm a time that works for me as well.
Late Policy
Assignments should be turned in when they are due, electronically on Canvas by the stated time. Late submissions will be reduced by 10% for each day they are late and will not be accepted at all after 3 days. Extensions are granted only in emergencies and on a case-by-case basis. Extensions must be arranged in advance and will not be granted after the due date has passed. Communicating your needs in a manner suitable for the workplace is also a part of the professionalism competency.
School of Social Work Anti-Racism Statement
“The 2022 Educational Policies and Accreditation Standards (EPAS) affirms and strengthens the enduring commitment of social work education to principles of anti-racism, diversity, equity, and inclusion. The 2022 EPAS supports social work programs in developing a workforce of social workers who are knowledgeable about the ways positionality, power, privilege, and difference affect practice areas, and how social workers challenge systems of oppression that affect diverse populations.” - Excerpt taken from the CSWE Educational Policies and Accreditation Standards
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|