SOWK - Social Work (SOWK)

Introduces components of generalist social work practice including social work fields of practice, special (at risk) populations, the value of human diversity, issues of poverty and oppression, and the values and ethics of the profession.

Individualized and guided study in social work. Covers a variety of topics and can include fieldwork, community service and research. Prerequisite: permission of program director.

Individualized and guided study in social work. Covers a variety of topics and can include fieldwork, community service and research. Prerequisite: permission of program director.

Overview of principal supportive, supplementary and substitutive child and youth welfare services: family and child guidance, social insurance, public assistance, education and employment, day care, protective services, adoption, institutional care and advocacy. This course is required for social work majors who have been accepted into the Baccalaureate Child Welfare Education (BCWE) Program.

Examines the interaction of the disciplines of law and social work, as well as interactions between lawyers and social workers and the relationships of ethics and law.

Examines selected issues and trends in social work practice. Areas selected for study vary each semester as need and demand indicate.

Examines the causes, manifestations, preventive strategies, and interventions applicable to the inappropriate use of force between and among persons known to each other, including acquaintance rape; spouse battering; child, adolescent and elder abuse.

Overview of the basic facts about aging and aging processes, including demography, biology, psychology, sociology and policy analysis.

Examination of the person/situation of older adults, focusing on factors contributing to behavioral stability and change over time. Emphasis on traits, self-concepts, and lifestyles; the roles of older adults; and the relationship of both person/situation to successful aging.

Introduces students to the nature and extent of social problems and governmental and not-for-profit programs that attempt to ameliorate, prevent, or eliminate these problems.

Over the last 20 years, there has been increasing recognition of the role that psychological trauma plays in a wide range of health, mental health, and social problems. Trauma includes a wide range of situations where people are physically threatened, hurt or violated, or when they witness others in these situations. This course explores the nature and experience of traumatic events including but not limited to child abuse, intimate partner violence, grief and loss, homicide, suicide, campus violence, and race-based trauma. Historical perspectives, neurobiology, and various theories will be explored. Multiple assessment tools will be examined. Various examples of interventions and therapeutic techniques will be examined for their usefulness in working with survivors of trauma. The concepts of vicarious trauma and self-care will also be taught in order to prepare students to effectively work with trauma survivors.

Methods of organizing Black communities to alter the responsiveness of institutions, assume control of them, or replace them. Heavy emphasis on the theories of power, politics and community control along with practical examples.

This course explores the complexities of racism in America: the construction of racial and ethnic categories, the impact of racism and discrimination on individuals and social institutions, and the influence of ideology and oppressive policies and practices on social welfare systems and their clients. Students learn about forms and patterns of social and economic injustice based on race and ethnicity that impact American social systems at individual and, particularly, institutional levels. Students develop conceptual frameworks and social work practice approaches necessary to fulfill their professional responsibility to combat social ills and to work to dismantle racism and bias.

This course provides an introduction to the recognition, assessment, and intervention with persons who abuse substances. Topics explored in the course will include: theories of chemical dependency; models of substance abuse therapy; and the comparison of selected models of intervention and prevention. This is an elective course for majors and minors. It counts for three credits toward the minor and can be used as one of two required electives for social work majors.

This course introduces students to the nature and extent of social problems and governmental and not-for-profit programs that attempt to ameliorate, prevent, or eliminate these problems. This course is designed to further inform students of the history and operation of social welfare programs as responses to social problems. The course focuses on history within the contexts of politics, economics, and social values at respective points in time, up to the present. This course focuses upon learning about understanding social justice; advocacy for human rights; and advancing social and economic justice by means of learning about social welfare programs as a response to social problems.

Social workers frequently face ethical issues and dilemmas requiring ethical decisions-making across practice settings. This course will help students acquire the knowledge needed to identify ethical issues in social work and the skills necessary to resolve these ethical dilemmas. It will also increase their capacity to make ethical decisions consistent with social work's values based, code of ethics, and lows relating to clients, colleagues, employers, the profession, and society. 3 credits.

Amidst the ongoing global realities of social and political polarization, racial reckoning, and health and environmental crises, what does it mean to work for justice? How can Catholic Social Thought (CST) and social work core values help foster the building of a more global, just beloved community? The See, Reflect, Act Circle of Insight paradigm, inspired by CST core principles, provides the framework for the exploration of global justice at the intersection of CST and core social work values, including: a belief in the inherent dignity of all persons; solidarity; self-determination; subsidiarity; service; centering those most vulnerable; and working for social justice. A case study approach is utilized to examine stories of individuals and communities motivated by CST and social work principles in their work to promote and practice justice globally. Case studies examined include the work and insights of: social workers and Nobel Peace Laureates Jane Addams and Jody Williams; international social worker and Zen Master Thich Nhat Hanh, a Vietnamese Buddhist monk nominated for the Nobel Peace Prize by Rev. Dr. Martin Luther King, Jr.; the Polish Solidarity movement; social worker and Secretary of Labor in the FDR administration, Frances Perkins; Dorothy Day, founder of the Catholic Worker Movement; Martyr and Saint from El Salvador, Oscar Romero; Mairead Maguire, Nobel Peace Laureate from Northern Ireland; and Fathers Phil and Dan Berrigan and the Catonsville 9, who used napalm to burn draft files in protest of the Vietnam War, inviting nations to beat swords into ploughshares. The course invites deeper understanding of the intersection and confluence of CST and core social work values. It also explores creative tensions at this intersection. Finally, it invites constructive, creative, faith-inspired application of these values and principles in the fierce urgency of now.

Intensive elaboration of the life course with emphasis on the interactive effects of economic, physical, social, and technological environments (the ecological perspective) on the growth and development of individuals and families. There is emphasis on the interactive effect of these environmental variables. Social work majors only. Prerequisites: BIOL 1101, PSYC 1101, SOCI 1101, SOWK 1111.

Intensive elaboration of the life course with emphasis on the interactive effects of economic, physical, social, and technological environments (the ecological perspective) on the growth and development of individuals and families. There is emphasis on the interactive effect of these environmental variables. Social work majors only.

Introduces and furthers comprehension and application of ethical caring, self-awareness, respect, effective communication and resource mobilization. Social work majors only. Prerequisite: SOWK 1111. Corequisite: SOWK 3811.

Introductory field work experience for students planning a career in social work. Students maintain written records and learn under professional supervision at social agencies for 84 hours paced over the semester, plus a minimum of three, one-hour in-class meetings with the Director of Field Education over the semester. Social work majors only. Corequisite: SOWK 3611.

First of a two semester sequence that is the signature pedagogy of the program and designed for students to gain competency in the aforementioned list of competencies. Under professional supervision, students function in a social work agency to gain beginning level generalist social work competencies. An internship of approximately 200 hours is to be completed during this fall semester learning experience. This course also includes periodic meetings with students as a group in class and with the Director of Field Education. Prerequisites: Formal admission to the social work program. The admission process takes place over the spring semester of the junior year and is explicated in the Program Handbook, and implemented by the program under the leadership of the Director of Field Education. Corequisite: 4911.

Second of a two-semester sequence. Under professional supervision, students function in a social work agency to gain beginning-level generalist social work competencies. Includes various student reports and periodic class/group meetings with the Director of Field Education. Total number of practicum hours for the SOWK 4811-4812 sequence is 400. Prerequisites: SOWK 4811, 4911. Corequisites: SOWK 4912, 5111.

Consists of the first of two theory and practice methodology courses designed to help students develop the competencies required for ethical, effective and compassionate generalist professional practice. Prepares students for micro/mezzo practice with individuals, families, small groups, organizations and communities. Emphasizes problem solving, strengths, cultural competence, best practices, and evidence-based practice.

Develops the competencies required for ethical, effective and compassionate generalist professional practice. Prepares students for professional mezzo and macro practice to serve individuals, families and large groups, organizations, communities, and society at large. Emphasizes problem solving, strengths, cultural competence, best practices, and evidence-based practice.

Consists of a capstone learning experience designed to help social work students integrate their beginning preparation for professional practice and/or graduate school and to explore major issues confronting the profession and society today. The course focuses on specific areas of interest identified by participants with the guidance of the instructor. Through a written research requirement, student presentations, group discussions, community observations and guest lectures, the selected areas of interest will be integrated with the strengths perspective especially in needs assessment, with the fullness of cultural competency, in evidence-based/research-based best practice.