Course Syllabus

 

SOW5132 - Diverse Client Populations

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Course Policies | Course Schedule | Social Work Competencies  | Bibliography  | Standards for Professional Behavior 

Course Instructor

 

Instructor	Linda A. Long, PhD, MSW
Office	Online
Office Hours	Monday 3-5PM EST Thursday 4:30-7:30PM EST
Phone	706-255-0085
E-mail	linda.long@ucf.edu

Course Information

Course Name	Diverse Client Populations
Course ID & Section	SOW5132 0W58
Credit Hours	3
Semester/Year	Fall 2021, Term 2 October 25 - December 10, 2021
Location	Online

COURSE DESCRIPTION

This course will foster understanding of difference in the areas of gender, race, ethnicity, class, ability, religion and sexual orientation. Upon completion of this course students will have an understanding of the strengths, needs, risk, resources, and community of diverse client populations.   In addition, this course will provide opportunities to foster cultural competence – the development of awareness, knowledge, and skills that allow individuals (and agencies) to increase their abilities to provide effective cross-cultural services.

COURSE LEARNING OBJECTIVES

By the end of the term, students should be able to:

1. Critically evaluate personal worldview, background, value systems, biases and triggers that might impede your success working with clients and/or hinder diversity in social work practice.
2. Discuss how issues such as racism, sexism, classism, ableism, heterosexism, ageism and other isms need to be considered as special targeted social work interventions.
3. Articulate ethical considerations in regard to working with diverse populations.
4. Assess the impact of oppression and discrimination on the social functioning of marginalized populations.
5. Utilize a systems framework that encompasses an intersectional perspective to better understand marginalized client systems on a micro, a mezzo and a macro level.
6. Demonstrate critical thinking and problem-solving ability to identify strategies for empowering marginalized clients using a client strengths perspective with a variety of culturally responsive interventions.
7. Demonstrate application of theory in assessing diversity and discriminatory practices.
8. Critically evaluate research and evidence-based interventions with historically oppressed groups.
9. Demonstrate skills for empowering diverse under-represented clients in social work practice.
10. Assess and acknowledge the strengths and resiliency in historically oppressed groups.

REQUIRED READINGS

Sue, Sue, Neville & Smith. (2019). Counseling the Culturally Diverse: Theory and Practice. John Wiley and Sons, Inc.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000 (Available from the UCF Bookstore, the publisher’s website, or a retailer of your choice)

RECOMMENDED READINGS

Singh. (2019). The Racial Healing Handbook. The New Harbinger Publications, Inc.

Sue, D.W., Gallardo, M.E., & Neville, H.A. (2013). Case studies in multicultural counseling and therapy. Wiley, Inc.

See Webcourses for List of Recommended Readings

COPYRIGHT

This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.

ONLINE RESOURCES

Assignment guidelines and other course handouts are available through Canvas (Webcourses), which is a secure website. All course materials will be available via the online course section. Please also note that all email should be sent through Webcourses.

LIBRARY RESOURCES

Electronic Course Reserve:

Students can access electronic course reserve materials. Follow the instructions to search Course Reserves. Students can search either by instructor’s name, course number, author’s name, or title. Once item is selected, students will be prompted to enter their UCF NID and password to access that online item. Textbooks and other materials in print are available for in-library loan for a period of 2 or 4 hours.

Students will be expected to utilize UCF library resources to search library databases for required readings. The UCF Libraries has a full array of paper and electronic resources available for students and their research needs. The following websites which can help students find information, navigate through databases, and learn how to use the library:

1. Information Literacy Modules
2. Help Videos
3. Social Work Guide
4. 'Ask a Librarian' Service
5. Consult with the Social Work Librarian
6. Services for Postdocs & Grad Students

Additional Library Information:

• In addition to paper copies of books and journals, UCF students can also access a vast selection of journals and books in electronic format while on or off campus via the library's catalog.
• The ‘Ask Us’ service provides students the ability to contact a library professional either by phone, on-line chat, or email, and ask for assistance on "how to" locate, research, and obtain library materials.
• A series of streaming videos has been developed and is available to show students how to search for a book or journal article
• Research Guides for different majors, that list books, journals, databases, and web sites have been developed and are available in electronic format, including a Social Work Guide
• Another service to help students conduct library research is a Research Consultation. After a student has conducted their research and needs additional information, they can work with a librarian to locate material with the help of their expert searching capabilities.
  • You can set up Research Consultation to meet with the Social Work Librarian at UCF Libraries. Click “Schedule Appointment” on the librarian
  • This method is the preferred one, as it captures full information about student needs. Students may also contact the Ask Us service via the link above or call the Ask Us Desk at (407) 823-2562.

LEARNING METHODS

The objectives of this course will be achieved through a variety of methods, which will include didactic content through lectures, integration of field and classroom content discussions, role-plays and case studies. Learning will be facilitated by the creation of an inclusive and mutually supportive environment where all students are engaged, feel comfortable and are encouraged to discover different perspectives while being respectful of others. This course will also help students think critically and analyze how systematic and institutionalized racism, classism, sexism, ageism, ableism, heterosexism, cisgenderism, religious discrimination, xenophobia, transphobia and other types of discrimination and marginalization on the micro, mezzo and macro levels can serve as impediments to the success of social work with Diverse Client Populations.  In addition, learning will be facilitated by infusing an inclusive, intersectional, multicultural, social justice perspective into all course material, assignments and discussions.

ASSIGNMENTS AND POINTS

1. Introductory Discussion Board and Background Sheet (5 points): Students will be required to post an introduction to the class on the course discussion board and complete a demographic questionnaire related to their background. [Participation Requirement: each term, faculty members are required to document students’ academic activity at the beginning of each course. In order to meet this requirement, please complete the Introductory Discussion Post and Background Sheet in Module 1 by Friday 11:59 PM of Week 1, or as soon as possible after adding the course. Failure to do so may result in a delay the disbursement of your financial aid.]

2. Implicit Bias Reflection Paper (10 points): Paper Content and Format: 3 to 4 double-spaced pages, Times New Roman 12-point font with 1-inch margins. Paper and references should follow APA format. Paper should be written in 1st person.

a. Visit Teaching Tolerance: Test Yourself for Hidden Bias. Read the information provided regarding “Stereotypes & Prejudices”. After reading the information, complete three (3) Project Implicit Social Attitudes Tests: Race IAT (required) and at least two (2) Additional Implicit Association Tests. The Project Implicit website can be found by clicking the Test Yourself for Hidden Bias button or by visiting https://implicit.harvard.edu/implicit/.

b. After completing the tests, write a reflection paper that describes at least two new pieces of information you learned about hidden bias, prejudice, stereotyping, stigma, or discrimination as a result of reading the information, conducting and taking the tests. Write in your own words, how this new information helped you better understand an experience you have had personally or an experience someone else has encountered with hidden bias. Students must reference at least two (2) sources in addition to the textbooks and teaching tolerance website.

3. Reflection Papers (10 points/each): Paper Content and Format: 4 to 5 double-spaced pages, Times New Roman 12-point font with 1-inch margins. Students should reference at least two (2) course readings and one additional source to complete each reflection. Paper and references should follow APA format. Papers should be written in 1st person.

1. 1. Reflection on a Cross-Cultural Interaction: Write a paper reflecting on an experience you had interacting with a person or persons from a background other than yours. Discuss some of the preconceived notions, stereotypes or beliefs (positive or negative) you held regarding members of the group prior to the interaction and ways in which these beliefs may have altered the communication.  Discuss some of the ways you would change the interaction if you could by using some of the information learned in this course.
   2. Reflection on Triggers, Beliefs and Values: Write a paper reflecting on your personal reaction to a specific course discussion and/or specific course content around an area that is a “trigger” for you. A “trigger” is an emotional reaction (and/or cognitive dissonance) based on the following: your values and beliefs, a past event or interaction, an issue that you are sensitive about and/or course content you disagree with. A “trigger” can result from a smell, a memory, a song, a word or phrase etc. In social work/clinical terms a “trigger” can also cause someone who is in recovery to relapse or trigger an emotional reaction. In your reflection, you should be specific about the content, the trigger and your reaction. Why do you think you reacted the way you did? How might this get in the way of working with particular clients/colleagues in the future? What changes do you need to make to address your reaction surrounding the trigger in the future?

4. Gen Silent Discussion Board (10 points)

To complete this week's discussion, watch Gen Silent. After watching, answer the following questions:

1. What are your initial feelings after watching the film?
2. What was most surprising to you about the stories or people in the film? 
3. As social workers, how can we better serve this population?
4. Once you have answered the questions, respond to at least two other members of your group. 

5. Bio/Psycho/Social/Cultural Strengths Assessment (20 Points):

Choose one of the following characters from the movie Moonlight: Chiron (Little); Chiron (Teenage); Chiron (Adult); Kevin (Teenage); Kevin (Adult); Paula; Theresa.

Complete a brief (2 to 4 pages) bio/psycho/social/cultural strengths assessment by considering the following:

1. Identifying information: Other than demographic information and inquiries about cultural groups to which the client feels connected, also ask about primary language use in the home.  Describe class, gender, race, orientation, ability and age issues which are present in client.
2. Presenting problem: Consider his/her perception of the problem and be sure to consider issues such as marginalization, prejudice or oppression.
3. History of presenting problem: Get a chronological account of the problem and understand how cultural issues might be related to the problem.
4. Psychosocial history: Be sure to assess social background, values, and belief.
5. Abuse history: Consider physical, sexual, and emotional abuse history.
6. Strengths: Identify culturally relevant strengths such as pride in one’s identity or culture.
7. Medical history: Assess medical or physical conditions that may be related to psychological problems.
8. Substance abuse history: Assess substance and alcohol use; assess family history as well.
9. Risk of harm to self or others: Assess harm and clients’ emotional state.
10. Other factors to consider: Discuss any additional sociocultural factors that should be considered in treatment.

6. Cultural Identity Digital Storyboard (10 Points):

Using PowerPoint, you will create a Cultural Identity Digital Storyboard that will be audio narrated and approximately 5 to 10-minutes in duration.

• Using course readings, assignments, and reflections, this project will describe your experience in the course, your understanding of cultural competence; social justice issues of concern; and the ways in which this course has shaped your understanding of social work practice.
• Your submission should include audio narration, written text, video clip(s), pictures, printouts and/or drawings that display your identity, passion, and interest in social work.

Your digital storyboard must answer these four (4) questions:

1. Who am I?
2. Social justice issue of concern and/or current event in society?
3. What is culturally responsive social work practice?
4. How you will use this class experience in social work practice?

7. Ethnography of Self Paper (25 points):

We bring our background and personal views/values to the social work profession. This assignment is designed to help students explore their own racial/cultural identity formations.  Reflect on own racial/ethnic cultural identity and intersectionality (race, class, ethnicity, gender, sexual orientation, ability, age, religion/spirituality). Apply information from your assigned readings, classroom activities and your understanding of prejudice, power and privilege.  Paper Content and Format: minimum 8 double-spaced pages, Times New Roman 12-point font with 1-inch margins. Paper format and references should follow APA format.  While students are encouraged to use course readings, at least five (5) additional peer-reviewed journal articles are required that were not used in class readings. Use UCF Libraries and/or Google Scholar to locate articles.

Assignments	Points	Due Dates
Introductory Discussion Board and Background Sheet	5 points	Week 1 - See Webcourses
Implicit Bias Activity and Paper	10 Points	Week 2 - See Webcourses
Reflection Papers 2 @ 10 points each	20 Points	Weeks 3 & 6 - See Webcourses
Gen Silent Discussion Board	10 points	Week 4 - See Webcourses
Bio/Psycho/Social/Cultural Strengths Assessment	20 points	Week 5 - See Webcourses
Cultural Identity Digital Storyboard	10 Points	Week 7 - See Webcourses
Ethnography of Self Paper	25 Points	Week 7 - See Webcourses
Total Possible Points	100

A final course grade will be based upon the total number of points accumulated by a student on the above evaluations.

Grade	Overall  Points	Grade Point Value	Grade	Overall  Points	Grade Point Value
A	95-100	4.00	C	74-76	2.00
A –	90-94	3.75	C –	70-73	1.75
B +	87-89	3.25	D+	67-69	1.25
B	84-86	3.00	D	64-66	1.00
B  –	80-83	2.75	D –	60-63	0.75
C +	77-79	2.25	F	59 points and below	0.00