SOWK 7300

 

ADVANCED PRACTICE IN RURAL AREAS I - INDIVIDUALS

 


Instructor: Rich Vodde, Ph.D.
Office: Pine Hall Room 208
Telephone: 249-4864
Office hours: Mon. Tues. 3-5 p.m.; Wed. Thurs. - 2-5 p.m. or by appt.
Classroom: Pine Hall 114
E-mail: rvodde@valdosta.edu
Semester: Fall 2001
Credits: Three


CATALOG DESCRIPTION

Co-requisite: SOWK 7310. Provides students with practice models compatible with the ecological systems perspectives and with skills for working with individuals in the rural community.

COURSE DESCRIPTION

This is the first advanced practice course whose purpose is to prepare students for working with individuals within a rural community across a variety of settings. The course stresses the use of diverse assessment methods and individualizing interventions to fit the specific needs of a client system within a rural community. This model of systematic eclecticism is integral to advanced generalist practice and emphasizes an open, yet systematic selection of theories and interventions, using an ecological model and the problem-solving method as conceptual and methodological frameworks respectively.

This particular course presents elements of three diverse practice models, highlighting the congruity of each with particular aspects of the general problem-solving method. Emphasis will be placed on the identification and selection of an array of methods used in working individually and in groups to include natural support groups. Additionally common elements of the change process are identified as well as those elements of effective practice shared by all models. Finally students will be offered the opportunity to integrate all of the above by selecting a particular problem area and developing a protocol of preferred practices for that problem that is appropriate for use with rural client systems.

This is all done within the context of a rural ecological system. Care is taken to contextualize each model within a rural concentration while identifying rural issues at each step.

Content will be developed through the use of lectures, discussions, role plays, video assessment, assigned readings and discussion of assignments which focus upon the application of course content within Practicum.

RELATION TO OTHER COURSES

This course builds upon the foundation courses, especially HBSE I & II (SOWK 6201, 6202) and Practice I & II (SOWK 6301, 6302). It seeks to extend and add to that knowledge so that students may pro-actively select and use theories and methods that are most useful at specific ecological systems levels and particular phases of the problem solving method. The practice methods explored are linked and overlap with some methods in SOWK 7310.  There is an expectation that research methods covered in SOWK 6600 and SOWK 7500 will be used in assignments.   There is the expectation that in analyzing the fit between practice and rural areas (in class and in assignments), students will use material presented in SOWK 7400

AREA OBJECTIVES

PRACTICE

1. Demonstrate an understanding of and an ability to conduct advanced generalist social work practice from an ecological perspective including the ability to articulate the difference between a generalist and an advanced generalist perspective and to reflect and critically assess one's practice  and knowledge in the service of professional growth

2. Building on the professional foundation content, demonstrate an  ability to independently and  systematically select and apply a wider range of theories, practice models and specialized skills in work with individuals, families, groups, minorities unique to the area, oppressed populations, organizations and/or communities in rural areas.

3. Demonstrate an increased ability to independently identify the needs of diverse populations in rural areas, as well as select and apply culturally sensitive practice theory and methods to persons of diverse cultures living in rural areas.  This includes populations-at-risk which exist in, but may be less visible in, rural areas, such as those of differing sexual orientation, religion,  gender,  those who are differently challenged; people of color; and especially those who are vulnerable to poverty, oppression, or social differences in rural communities.

4. Demonstrate independent implementation of the problem-solving process with systems at multiple levels, intervening in increasingly complex  and ambiguous situations with special attention to factors that impact rural communities.

 5. Demonstrate an ability to expand the use of generalist social work interventive roles as well the ability to identify and apply more intensive, independent and  proactive interventive roles such as brief therapist and administrator.

6. Demonstrate the ability to apply the values and ethics of the social work profession to more complex situations and problems at all levels of  practice in rural settings.

7. Demonstrate the ability to identify and analyze oppressive systems, power disparities and strategies of marginalization in rural areas as well as the ability to independently identify, mobilize and apply resources and remedial strategies which promote social and economic justice for oppressed groups in rural areas.

 

HBSE

 

Students are expected to demonstrate:

 

1.        An understanding of  theories of human behavior and social systems as they  relate to the changing social contexts particular to rural areas.

2.        An understanding of specific theories that relate to particular issues addressed in courses during the concentration year, including all elective courses, courses that relate to the practice  and basic management/admin theory

3.        An understanding of those theories and models that assist in viewing aspects of a client or clients system alomg a continuum ranging from pathology to health, focusing  on both primary and secondary prevention and intervention as wellas how this view relates to social policy and advocacy

4.        An ability to select and analyze from an array of theories those most useful in understanding and intervening as they relate to rural life styles and rural social work practice at all levels.

5.        Increasing independence and depth of analysis as it applies to more complex situations as well as cultural analysis


 

REQUIRED TEXTS
Goldstein, E.G. (1995) Ego psychology and social work practice. (2nd ed.). New York: The Free Press.

Teyber, E. (2000). Interpersonal processes in psychotherapy: A relational approach.  Belmont CA: Brooks/Cole.

 

Abels, P & Abels, S.L. (2001) Understanding narrative therapy. NewYork: Springer.

 

RECOMMENDED TEXTS (these will not be used in class, but may be helpful)

Steven Friedman (1997).  Time Effective Psychotherapy: Maximizing outcomes in an era of  minimized resources.  Allyn & Bacon.

Bernard Bloom (1997).  Planned short term psychotherapy  (2nd ed.). Allyn & Bacon.

 

SUPPLEMENTAL TEXTS AND READINGS

McMahon, M.O. (1994). Advanced generalist practice with an international perspective. New Jersey: Prentice Hall.

Martinez-Brawley, E. (1990). Perspectives on the small community: Humanistic views for practitioners.  Washington DC:  NASW Press.

Anderson, C.M. & Stewart, S. (1989). Mastering Resistance: A practical guide to family therapy. New York: The Guilford Press.

Gambrill, E. & Puger, R. (1994). Controversial issues in social work ethics, values and obligations. Boston: Allyn & Bacon.

See & Klein (1997). Should medical social workers take clients' 'folk beliefs' into account in practice? In (Bruce thyer ed.).  Controversial issues in social work practice. Boston: Allyn & Bacon.

Blythe & Jackson-White (1997) Should social workers attempt to apply specific interventions for clients with specific problems? ? In (Bruce thyer ed.).  Controversial issues in social work practice. Boston: Allyn & Bacon.

Gray,S.W; Zide,M.R & Wilker, H. (2000)  Using the solution focused brief therapy model with bereavement groups in rural communities: Resiliency at its best.  Hospice-Journal. Vol 15(3): 13-30

 

Zust,B.L. (2000)Effect of cognitive therapy on depression in rural, battered women.Archives-of-Psychiatric-Nursing. Vol 14(2): 51-63

 

Brownlee, K (1992). Constructivist family therapy: A promising method for rural settings. Human Services in the Rural Environment 16 (2) 18-23

Catalano,-S. (1997. The challenges of clinical practice in small or rural communities: Case studies in managing dual relationships in and outside of therapy. Journal-of-Contemporary-Psychotherapy.  Vol 27(1): 23-35

 

Brownlee,-Keith (1996). The ethics of non-sexual dual relationships: A dilemma for the rural mental health professional.Community-Mental-Health-Journal. Vol 32(5): 497-503

 

Wijnberg,M.H; Reding, K. M (1999) Reclaiming a stress focus: The hassles of rural, poor single mothers. Families-in-Society.  Vol 80(5): 506-515

Coyle,B.R (1999) Practical tools for rural psychiatric practice.

Bulletin-of-the-Menninger-Clinic.  Vol 63(2): 202-222

 

Holaday,M & Greene,M. (1997). Resources for rural practitioners. Psychotherapy-in-Private-Practice. Vol 16(1): 15-20


Vodde & Randall: Typology of   potentially dysfunctional rural attributes from an ego psychology perspective: Adapting the model to working with rural populations. Unpublished paper.

 

Vodde, R. & Giddings, M.G. (1997). The propriety of affiliations beyond the professional role: Nonsexual dual relationships. Arete, 2(1), pp. 58-70.

Vodde, R. & Gallant P.G. (2002). Bridging the gap between micro and macro practice: Large scale change and a unified model of narrative-deconstructive practice. Journal of Social work Education

Delaney, R. Brownlee, K & Sellick, M. (1999). Respecting community: Rethinking social work with rural and northern communities. Pp. 1-14. In Social Work with rural and northern communities ( Roger delaney, Keith Brownlee & Marg Sellick eds.). Lakehead University Press: Thunder Bay Ont.

Benbenishty, R. (1996).  Integrating research and practice: time for a new agenda. Researchon social work Practice. 6(1), 77-82.

Reid, W.J. (1996). The empirical clinical practice movement. Social Service Review.   June.

 

Explanation of practice models and the course

The first 10 weeks will emphasize the psycho-dynamic relational model. It is a difficult practice model to understand and focuses on psychological and social aspects of the bio-psycho-social paradigm.  It is the most widely used practice model in understanding, in-depth, the person with whom you are working. Its focus is a deep understanding of the client and the development and use of an empathic therapeutic bond between worker and client. It demands that the client develop an internal focus..

Weeks 11 through 15 will emphasize the short-term narrative practice model.  It focuses on the clear definition of problems, making the problem the problem, activity on the part of the worker and collaboration between the client and worker. Its focus is on intervention and activity on the part of both worked and client.  Understanding of the client is helpful but not necessary.  There is a focus on mobilizing already existing resistance to the problem that lies within  the client.

The empirical clinical practice model is based solely on what has been proven through research to be effective with specific problems.  This model will not be covered in class, but developed through work on your final paper. (See assignments).  The basis of this model is found in the following readings: Reid, The empirical practice movement; Corcoran, Structuring change; Benbenishty, Integrating research and practice: Time for a new agenda. Although these readings are specified for the first class, it will probably help to refer to them throughout your work on your final paper. We will discuss this model in the first class and I will be available to consult with you individually on your paper. This model is fundamentally a way of gathering information about a particular problem and using research to guide your interventions.  Since specific theories and methods are not integral to this model, class time will not be required. There are three principles of empirical clinical practice:  

1.      The use of empirically verified methods or methods that have been demonstrated to be effective.

2.       The use of research methods in assessment, to determine intervention effectiveness and to evaluate practice

3.      knowledge building through controlled studies.

 COURSE FORMAT

The major difference in this course and the one offered in Valdosta is that we will not meet every week.  Instead, for those weeks that we do not meet in class, we will meet online in the SOWK 7300 web-ct discussion group.  For each discussion group, you will be expected to answer the two questions posted by me, as well as asking one question, based on the readings and notes and answering one of your colleagues questions. (This is a minimum of four postings) The minimum is just that! It will give you the bottom range of points needed to  pass this course.  You can earn more points in discussion by being 1. more active than the minimum and 2. posting exceptional answers (for more info go to the topic in web-ct discussion labeled 'introductory activity' and click on 'orientation to web-ct discussion'). See also grade point distribution on last page.  There may  be some weeks that we will change this format a bit. That will occur when I post a 'case study' for analysis. When that occurs. Instructions will be given for that week. Finally, you will know where to post your discussions because the topic will be labeled by the week number of class (class 1, 2 etc).  The first online class will occur for week 2.

 

The materials usually covered in face to face classes will be provided in two ways. 1. For powerpoint presentations, you will be given cd-roms with the contents of three weeks worth of powerpoint presentations. Many of these are narrated and have film clips within (Its just like being there. 2. In addition the text version of class notes will be posted in the weekly notes section of web ct.  The notes and the discussion questions will be posted the SUNDAY BEFORE the class would normally be held. You can then do the readings and begin to answer the discussion questions.  (Often the notes will have additional info besides that in the powerpoint session. It is advisable to make sure you look over the classnotes in addtion to the powerpoint.

 

Finally, on those weeks that we do not meet face to face, any assignments due can be snet to me via e-mail component of web-ct. PLEASE DO NOT SEND THESE VIA REGULAR E-MAIL!

In summary, the weeks on which we do not meet, you will 1. review powerpoint point presentations via cd-r.   2. read online classnotes. 3. particpate in web-ct discussion. 4. e-mail any assignments due that week (These assignments will be mostly the skill practice assignments (see section on grades)

 

COURSE OUTLINE

CLASS 1 - Aug  24

1.      Overview of the course

2.      A continuum of practice models

3.      Levels of treatment

4.      The relational approach and understanding


 Read for Class 2: Text; McMahon chp. 1 advanced generalist practice; Teyber, Chp. 1, Teyber, chapter 4  The need for a conceptual framework, pp. 1-28, chp. 2 Establishing a working alliance; Goldstein Ch. 1& 2; Delaney, R. Brownlee, K & Sellick, M. (1999). Respecting community: Rethinking social work with rural and northern communities. Pp. 1-14. In Social Work with rural and northern communities ( Roger delaney, Keith Brownlee & Marg Sellick eds.). Lakehead University Press: Thunder Bay Ont.

 

 

 

CLASS 2 - SEPT 7

                                                      

1.      Principles of Psychodynamic relational model

2.      Theoretical framework

  1. Helping clients develop an internal focus
  2.  Rural issues - traditions and closed systems

Skills: open ended questions, silence, process comments

Read for Class 3:
Goldstein, chp.3; Teyber, chapter 4; Wijnberg,M.H; Reding, K. M (1999) Reclaiming a stress focus: The hassles of rural, poor single mothers. Families-in-Society.  Vol 80(5): 506-515

 

 

CLASS 3 - Sept 14

1. Ego functions - Classifying ego functions
2. Attachment style and the therapeutic relationship

3. internal focus con’t

3.  begin Practice assessment

4. Rural issues: Populations at risk (Women)
5.  Topic due for empirical paper
Skills: empty chair, early recollections

Read for Class 4: Teyber, chps. 5& 7; Goldstein, chp. 4 & chp. 5, pp. 166-172 - pay attention to sustainment exploration, ventilation. 

 

CLASS 4 - Sept 21

1.  Inflexible coping strategies and generic conflicts (Teyber, chp. 7)

2. Defenses - (Goldstein, chp 4. - be prepared to ask questions and  identify defenses in                                                      vignettes).

3.  Dealing with clients emotions and pain; Introduction to the holding environment (Teyber, chp. 5

Skills: responding to  extreme emotions; holding responses, sustainment, exploration, ventilation

Read for Class 5: Goldstein ch. 5, 6 (Object relations and ego development);
Martinez-Brawley, "Community values and practice" pp. 223-238 In Perspectives on the small community "Rurality and Race"

 

 

CLASS 5 - Sep 28

1.      Object relations - ego development

2.      Ego Development and Mastery

3.      primary process thinking

4.      Rural Populations-at-risk (Rural African-Americans)

Skills: immediacy, letter writing, confrontation

View tape

Read for class 6. Teyber , chp 6 Familial and developmental factors; Goldstein chp. 6 object relations and ego development; handouts or webpage handouts. Vodde & Randall: Typology of   potentially dysfunctional rural attributes from an ego psychology perspective: Adapting the model to working with rural populations.




CLASS 6 - Oct. 5

1.      Object relations revisited: Self, attachments and internalized transactions

2.  Familial and developmental factors

3. Intervention-Insight and the healing relationship

5.      rural ego issues
first section on empirical paper due - the scope of the problem

Skills: house, tree, person drawing 

read for cl. 7. Goldstein,  chps.7 & 9 Teyber, chp. 8; Pierce, "Its scary but I have a night light: Practice in a small town" Raines, Self-disclosure in clinical social work

 

 

CLASS 7 -Oct. 12
1. Ego assessment
2. Working relationship and worker's use of self
3.. practice assessment

4. levels of empirical validity - the foundation of empirical research

Tape; the psycho-dynamic process

Skills:  Normalizing,  strategic self-disclosure

Reading for Class 8
Goldstein, ch. 7 (The nature of ego oriented assessment), 8 (The nature of ego oriented intervention), 9; Teyber, chp 9 An interpersonal solution .Catalano,-S. (1997. The challenges of clinical practice in small or rural communities: Case studies in managing dual relationships in and outside of therapy. Journal-of-Contemporary-Psychotherapy.  Vol 27(1): 23-35; Brownlee,-Keith (1996). The ethics of non-sexual dual relationships: A dilemma for the rural mental health professional.Community-Mental-Health-Journal. Vol 32(5): 497-503;

 

CLASS 8- Oct 19

Mid-term (one hour)

1. Ego psych. Assessment, cont'd.

2.      Working with change in the psychodynamic relational model

3.      Ego diffusion

4.      Ethical considerations and rural boundaries

 

Skills: Pattern Dynamic reflection, Developmental reflection as forms of interpretation


Read for Class 9. Teyber, chp. 3 Honoring the client's resistance, re-read chp. 5, responding to conflicted emotions &chp. 9 re-read. Read handouts on assessment. Vodde & Randall: Typology of   potentially dysfunctional rural attributes from an ego psychology perspective: Adapting the model to working with rural population


CLASS 9 - Oct 26

  1. dealing with obstacles in treatment
  2. resistance
  3. acting out

second part of empirical paper due - the three methods of treatment investigated

Skills: using immediacy and process challenges

Read for cl. 10. Goldstein, Ch. 10 (Ego oriented interventions with diverse and oppressed populations), 11 (Ego oriented interventions with special populations); Bloom,  Section II pp.15-100 (Psychodynamic approaches to planned short term therapy)

 

 

CLASS 10 - Nov 2

  1. The model and oppressed populations.
  2. Special populations
  3. Final thoughts on assessment
  4.  Rural issues: critique of model for rural populations
    Skills: Dream-partializing; using artifacts and rituals; artifacts of hope (therapeutic gift-giving)

Read for class 11; Abels & Abels, chps. 1&2; Handouts Friedman; Coyle,B.R (1999) Practical tools for rural psychiatric practice. Bulletin-of-the-Menninger-Clinic.  Vol 63(2): 202-222

 

 

 

CLASS 11 - Nov. 9
1. common elements of short term therapy

2. Thinking of the possible; the power of small change
3. Maximizing therapeutic leverage
4. Negotiating a solvable problem and having a picture of a desirable goal.

5.      Short term practice and rural areas

6.      Introduction to narrative

7.      ego psychology assessment due

Skills: miracle questions, scaling questions.

Read for Class 12:   Abels & Abels, chp. 3&4; White (Handouts).

 



 

 

CLASS 12 - Nov 16

  1. Making the problem the problem
  2. Demonstration of externalizing
  3. Letter-writing and the reflecting team
  4.  rural issues: "The quick fix" and "quick alternatives

4.  fishbowling (not fish bowling)

Skills:  tracking, delaying, blurring, deferring, embedding

Read for class 13: Handout on Tasks and homework  Friedman, chp 7 & 8 (Collaborative practice in action I&II). Holaday,M & Greene,M. (1997). Resources for rural practitioners. Psychotherapy-in-Private-Practice. Vol 16(1): 15-20. Abels & Abels, chp.5.  

 

 

CLASS 13 - Nov 24

1. Tasks and homework
2. Externalizing and the use of questions
3. rural help seeking and resistance

4.fishbowling

3rd section of empirical clinical practice paper due - The rationale for the best practice and and an in-depth description of treatment

Skills: creative questioning, externalizing

 
Read for class 14: Abels & Abels, Chps. 6&10; Vodde, R. & Giddings, M.G. (1997). The propriety of affiliations beyond the professional role: Nonsexual dual relationships. Arete, 2(1), pp. 58-70.

 

 

 

CLASS 14 - Dec. 7

1. Using writing, logs and briefs

2. Cultural Competence and narrative practice

2. Ethical dilemmas in rural practice: gift-giving and dual relationships
3. Role plays

4. fishbowling

Skills: task giving;

Read for class 15:  Abels & Abels, chps. 7&8; Vodde & Gallant.

 

CLASS 15 -

  1. connecting micro and macro practice
  2. large group externalizing

 

FINAL (WE WILL MEET FOR 2 HOURS)

1.Rural spirituality and ethical practice - rural wisdom and local knowledge
2. good therapist views of how they are helpful
3. Characteristics of a successful  Advanced direct practitioner

 

EVALUATION

1. Using methods identified in class the previous week,  or in SOWK 7310, attempt to employ these methods in practice settings. Write up the results of two with attention to the following: 1) What you did. 2) The response/results. 3) What you found most useful. (No more than two type written pages.) First one due week 5 and then weekly up to week 15. 18 points per week. Total 200 points.
(measures prc obj 1,2, 4;  hbse 4)


2. 8th week exam, based on all materials, particularly practice applications using an ego psychology model, theories of human behavior emphasizing attachment theory, object relations theory, generic psycho-dynamic theory as well as critical theory -  up to and including week 4. (Week 5; 40 multiple choice questions, 5 points each = 200 points total).  (measures prc. Obj. 1,2,3,4,6,7; hbse obj. 1,2,3,4)

3. Turn in a psychosocial assessment based on  ego psychology practice model and using a case study handout. Identify major issues or problems that might be focus of interventions, assess person's capacity (including strengths), opportunity, motivation. Using material from SOWK 65000 & 7500,  identify possible evaluation procedures and measures. Any salient rural considerations. Be prepared to apply relevant aspects of attachment theory, object relations and  any other theorems or principles derived from a psycho-dynamic perspective.  Additionally,  consider salient rural policies (based on material from SOWK 7400 and rural readings) that could impact assessment and treatment in this case. (Due week 11) Grade will be based upon use of specific elements of assessment as well as integration and synthesis of elements. 200 points total. (measures prc. Obj. 1,2, 4 hbse obj 2,3,5).

 

5. Final paper 20-25 pages - not including references. Using the Empirical clinical practice model, select a specific problem or problem area (An area of interest derived from your practicum SOWK 7600 or one of the focus electives) due week 3. Write a paper on that problem area focusing on the following points: 1) A description of the problem area.definition, demographic and magnitude - due week 6.  2) Identify and  summarize the current major treatment strategies - present empirical evidence for their use.(no more than three) due week 9.. 3) An in-depth description of preferred practice protocol (That specific collection of methods that has been proven to be the most effective with the problem selected.) , based on empirical data, for that problem, highlighting protocols and techniques and the theory base, if any. Due week 13. 4) Using material from SOWK 6500 and  7500, describe specific methods for evaluating progress, including a description of any measurement tools used. 5) Using material from SOWK 6300 & 7400 and the reading on rural practice, identify rural issues or considerations needed in order to use preferred practice in rural areas as well as any modifications you might make in application with rural client systems. 6) Identify foreseeable problems using those preferred practices with oppressed populations. 7) Using material from SOWK 6100, 6200and this course, identify possible ethical issues involved in the treatment of this problem. (complete paper Due at final). Total 200 points  (measures prc. Obj. 3,5,6, 7; hbse obj. 1,2,4)

5. Daily class Participation. 200 points total ( 5 per classes that are FTF [8x5=40] - 23 per class online [7x23=161])
Grand total: 1000 points

GRADING

A = 900 - 1000
B = 800 - 899
C = 700 - 799
D = 600 - 699
F = 599 or below

 

GENERAL EXPECTATIONS:

 The Division of Social Work expects to prepare students for the professional practice of social work.  Our requirements and expectations are given in order to accomplish this goal.  We believe that students will respond to classes as they respond to work, therefore, our evaluations will reflect that assumption. They are as follows:

 (1) Class attendance is expected and required.  At such times as attendance is not possible, professors will be notified ahead of time.  Absences may affect your grade. Absence from class will result in the loss of 30 points for each absence. One excused absence may be allowed, entirely at the discretion of the instructor.  Professional comportment is a facet  of professional education. When a professional misses work for entirely valid reasons, she still must use her sick leave or annual leave.  Conversely, those who attend all classes and do so with timeliness, will receive thirty extra points at the end of the semester.  Attendance of only segments of class time will not be counted as full attendance.

 

(2) This syllabus should be considered similar to a contract between the instructor and students and should be followed. Professors reserves the right to modify a syllabus during the course and students will be notified of any necessary changes.  Students should always read and follow instructions for assignments.

(3) Assignments should always be on time.  At such time this is impossible, negotiations for extended time should be made before the due date and professors have the right to determine whether an extension of time is possible.  One can expect a degradation of 5%, per each day late, of the assignment grade.

(4) Standards are not negotiable. 

(5) Students may depend on well planned classes and experienced, knowledgeable instructors. In every class students will be given assignments that allow for individual interest, style, and creativity.  Professors are committed to the facilitation of students' success.

(6) Learning is a complex phenomena for which both instructors and students are responsible.  We support learning that is not competitive--everyone in the class can be successful.

(7) The evaluation criteria is clearly stated in the syllabus.  If this is not clear, it is the students' responsibility to discuss the matter in class so that further explanation may be given.

(8) At such time that the student is unable to continue or complete class work as indicated in the syllabus, the student should contact the instructor.  An I is given only when inability to complete work is due to circumstances beyond the control of the student, such as illness, death in the family, etc.. Please see the Student Handbook for further information.

(9) Class begins promptly at 5:00  and all of us are expected to be there. If a student is consistently a few minutes late, this too will affect your participation grade.

(10) Plagiarism is defined as "the unauthorized use or close imitation of the language and/or thoughts of another author and the representation of them as one's own original work" [Flexner, S.B. (ed.) (1987). The Random House dictionary of English language. Random House. N.Y. p. 1479].

Presenting another's ideas as one's own does not just refer to the works of published authors. For example, turning in individual assignments that have content or sections of content that are the same as or extremely similar to another student's assignment,  can be construed as plagiarizing.

(11) All written assignments are expected to conform to APA guidelines.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Grade guide for empirical clinical practice paper

1)      A brief description of the problem area.  30 points

 

2)      Identify and briefly summarize the current major treatment strategies(no more than three).

These should be based on a literature review.  You should select the three that best fit levels of empirical validity.

If you have chosen a problem that has little in the way of  treatment material, you may have to go far down the list.  In this section, give an overview of the treatment and highlight the evidence for successful use of the particular treatment.  It is in this section that you are building a case for the selection of one of the three (or in some rare cases, a combination of two) as your preferred treatment  pay attention to levels of empirical validity(50  points)

3)       This section begins with the statement of your 'preferred practices' and an in-depth explanation or  rationale for your choice.  The choice should be based on evidence; so you must present a case for why this model is the best. An in-depth description of preferred practice protocol (That specific collection of methods that has been proven to be the most effective with the problem selected.) , based on empirical data, for that problem, highlighting protocols and techniques.  This section should be specific enough that someone who was attempting to use this treatment for your selected problem could actually follow it and apply it.  (60 points)

4)      Describe specific methods for evaluating progress, including a description of any measurement tools used. (10 points)

5)       Identify rural issues or considerations needed in order to use preferred practice in rural areas as well as any modifications you might make in application with rural client systems.  (20 points)

6)      Foreseeable problems using those preferred practices with oppressed populations.  Pay particular attention to those groups who may be inordinately represented in the particular problem  (15 points)

7)      ) Identify possible ethical issues involved in the treatment of this problem. (15 points)

There can be up to a total of  25 bonus points earned!  Bonus points are earned based on either revisions of the first three sections OR overall excellence of the paper.

 (Due at final). Total 225 points