Health specialization for advanced practice



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Term: Fall 2022

Instructor: Natalie Peterson, DSW, MSW, LCSW

Phone: 706.564.5880 Office: Virtual

Email: [email protected] Office Hours: Saturdays 2:30 PM – 3:30 PM or by appointment


Day and Time: Saturdays 11:40 AM – 2:30 PM

Classroom : University of South Carolina – Columbia, Hamilton College, Room 227



Advanced direct practice in a specialized area with a focus on engagement, assessment, intervention planning and implementation, and practice evaluation for diverse client systems at multiple levels.



This advanced practice course is offered as one of two intervention courses for the Health and Mental Health specialization for the advanced practice concentration. This three-hour advanced level social work practice course offers students the opportunity to learn about effective, social work approaches to providing compassionate care for people who have a mental health diagnosis, including those clients with co-occurring substance abuse diagnoses, various disabilities, and socioeconomic disadvantage.


This course attends to the range of mental health diagnoses including mild to severe and those possible treatments that may be used to address this continuum. Despite growing neuroscience, many etiologies (history/origin) remain elusive for many mental illnesses; however, the DSM-5-TR is briefly introduced to orient students to treatments presented and based on symptoms that clients may present.

This course introduces two underlying philosophies that drive mental health care (Medical Model and the Recovery Movement), exploring the types of services provided based on levels of care and then explores more intimately the evidence-based treatments and interventions employed by current mental health practitioners across settings and philosophies. Many different understandings related to mental health and mental illness are included and the required readings draw from various theoretical approaches to treatment, ranging from psychodynamic to brief solution focused and are introduced to students. Students will be encouraged to think critically about both the current philosophies, the current research on treatments, and the various approaches to treatment.


The approach to teaching the course is person-centered in that the emphasis is on understanding the individual with behavioral health challenges, strengths, relationships, larger contexts, and the processes associated with acquiring care whether that be in the community or through an integrated care setting.



Full-time and Part-time Programs: SOWK 722, SOWK 732, SOWK 742, SOWK 777, SOWK 782. Advanced Standing Program: SOWK 777.

Note: Instructor permission for non-MSW program students




A student who successfully completes this course will:

1. Identify the general philosophies that drive behavioral health (mental health and substance abuse) services (prevention and intervention) at a national and state level.

2. Understand and integrate the DSM-5 and relevant empirically based literature to inform practice with individuals with a range and differing levels of behavioral health challenges.

3. Examine the challenges of current best practices for effective interventions.

4. Learn practice skills and implementation of approaches designed to enhance therapeutic relationship, effective communication, engagement, motivation, and empowerment.

5. Gain experience and skills necessary to be effective in a variety of roles (i.e., advocate, case manager, social work administrator, counselor, therapist, and practitioner).

6. Increase knowledge of major therapies employed and their importance in work with clients with behavioral health needs.



Social Work Core Competencies Practice Behaviors Indicators


4 Engage In Practice-informed Research and Research-informed Practice Social workers

● identify when further research is needed to competently address client needs at multiple systems levels

● locate, critically analyze, and synthesize research findings to inform and improve practice

● implement research and research findings across practice context


A2, A3
6 Engage with Individuals, Families, Groups, Organizations, and Communities Social workers

● apply knowledge of person-in-environment and related multidisciplinary, systemic, and developmental theoretical frameworks to engage with clients

● develop and implement engagement strategies that reflect an understanding of structural, environmental, and power dynamics, and the lived experiences of oppression in peoples’ lives

● actively engage with individuals, families, groups, communities, and organizations in ways that value, respect, and include their expertise, knowledge, values, and culture; promote collaboration; and mobilize change

● acknowledge and address how aspects of their own identities (e.g., background, status, privilege) and experiences affect the engagement process

● use warmth, empathy, reflection, and other interpersonal skills to effectively engage diverse clients and constituents in a process of change, growth, and healing.


7 Assess Individuals, Families, Groups, Organizations and Communities Social workers

● assess and analyze strengths, needs, assets, benefits, gaps in services, rights, and distribution of resources and power to identify appropriate micro, mezzo, and macro interventions

● use various assessment measures and tools to identify appropriate targets for intervention in individual, family, group, organizational, and community change processes

● develop, select, and conduct assessments using theoretical frameworks, knowledge of human development, inventories, diagnostic measures, appropriate metrics, analytical methods, frameworks, and tools centered in the lived experience of individuals, families, groups, communities, and organizations within multiple system levels

● actively collaborate with clients, community members, professional colleagues, and stakeholders throughout the assessment process


8 Intervene with Individuals, Families, Groups, Organizations, and Communities Social workers:

● provide person-centered and relationship-based interventions that take account of disparities and are targeted to diverse populations

● select and implement theoretically and empirically informed interventions to achieve goals that enhance well-being for individuals, families, groups, organizations, and communities

● assess for gaps in services at all levels, and advocate with and on behalf of diverse clients and client systems for needed changes and innovation in intervention methods and processes

● negotiate, mediate, and advocate with and on behalf of diverse client system levels and facilitate their participation in micro, mezzo, and macro interventions

● identify the strengths, expertise, and potential contributions of individuals, families, communities, and other relevant stakeholder groups to bring about social change




There are no required textbooks for this course.

Articles and chapters will be posted on Blackboard under the link to e-Reserves. Students are expected to read the assigned articles and arrive at class prepared to integrate them into discussions and skills practice. Class participation marks depend on this.


Walsh, J. (2013). Theories for direct social work practice (3rd ed.). Wadsworth / Brooks / Cole (Cengage).

Rapp, C. A., and Gosha, R. J. (2012). The Strengths Model: A Recovery-Oriented Approach to Mental Health Services. Oxford University Press.


Course Format

This course is delivered face to face in a traditional classroom setting. Students are expected to be prepared to discuss all assigned readings and to be active discussants in class. You will need to access the required readings via Blackboard (Bb) e-Reserves. Various methods of instruction will be used including mini-lectures, seminar discussion, small group discussions, in-class exercises, class presentations, video and internet content, and possible guest speakers.


Course Communication

I will be communicating with you regarding grades and assignments. If you need to get in touch with me, the best method is via email. Generally, I will reply to emails within 24 hours and will usually provide feedback on assignments within a week.


If you are having trouble with this course or its material, you should contact me via email to discuss the issues.


Please be sure that the email you check regularly is set in Blackboard:

· Click on the My USC tab along the top of the page in Blackboard.

· In the Tools module, click on “Personal Information”.

· Click on “Edit Personal Information”.

· Scroll down to the listing for email.

· In the box will be listed what Blackboard has as your email address. If you wish to change it, delete the email address in the box and type in the email address you want to use.

· Click on the Submit button at the top or bottom of the page.


Technology Requirements

The PowerPoint slides, links to articles, assignments, and rubrics are located on the Blackboard site for the course. To participate in learning activities and complete assignments, you will need:

· Access to a working computer that has a current operating system with updates installed, plus speakers or headphones to hear supplementary videos,

· Reliable Internet access and a USC email account,

· A current Internet browser that is compatible with Blackboard (Google Chrome is the recommended browser for Blackboard),

· Microsoft Word as your word processing program, and

· Reliable data storage for your work, such as a USB drive or Office365 OneDrive cloud storage.

If your computer does not have Microsoft Word, Office 365 ProPlus package is available to you free of charge and allows you to install Word, Excel, PowerPoint, Outlook, OneNote, Publisher, and Access on up to 5 PCs or Macs and Office apps on other mobile devices including tablets. Office 365 also includes unlimited cloud storage on OneDrive. To download Office 365 ProPlus, log into your student (University) email through a web browser, choose Settings (top right corner), and select software. If you have further questions or need help with the software, please contact the  Service Desk ( .


Minimal Technical Skills Needed

Minimal technical skills are needed in this course. All work in this course must be completed and submitted online through Blackboard. Therefore, you must have consistent and reliable access to a computer and the Internet. Minimal technical skills include the ability to:

· Organize and save electronic files,

· Use USC email and attached files,

· Check email and Blackboard daily,

· Download and upload documents,

· Locate information with a browser, and

· Use Blackboard.


Technical Support

DoIT is providing 24/7 support for Blackboard users across the UofSC system. Technicians will be able to assist with a wide range of Blackboard-related issues, including basic use, how to post and complete assignments, and how to use academic integrity tools such as Safe Assign.


Anyone, from any campus, in need of Blackboard support should call the Division of Information Technology Service Desk at 803-777-1800 and follow the prompts. Assistance with Blackboard is available anytime throughout the day, night, or weekend. The Service Desk can assist with other support issues Monday to Friday from 8 a.m. to 6 p.m.


Assignment 1: Maintenance Self-Care Plan for Health/Mental Health Social Work Practice (20 points) Due Week #4 by 11:59 PM


Working in health, mental health and behavioral health settings can be challenging. Social workers are at risk for experiencing burnout, compassion fatigue, and secondary traumatic stress. All social work practitioners should develop maintenance self-care plans to keep their emotional, physical, psychological, social, and spiritual selves healthy. Consider this assignment “beyond the bubble bath” in nature. Students learn of risk and resilience and protective factors in the MSW Program and should consider these factors for their own well-being (e.g. protective factors such as cognitive capacity, healthy attachment relationships, the motivation and ability to learn and engage with the environment, the ability to regulate emotions and behavior, and supportive environmental systems, including educational, cultural, and faith-based communities).


Watch the Self-Care for Disaster Behavioral Health Responders Podcast

and complete a written self-care plan for yourself, unique to working in a health/mental health setting. Helpful resources for this assignment: “Self-care assessment” and “My Maintenance Self-Care Worksheet” found at: edu/resources/self-care-starter-kit.html” target=”_blank” rel=”nofollow noopener”>


When completing the self-care plan, consider reflecting on the following:

1. What type of practice setting are you working in / do you see yourself working in when you graduate?

2. What are the unique issues and challenges regarding self-care that may arise in that practice setting? How would you address them?

3. What does / or will self-care involve for you? What barriers do you experience / or do you think you will experience practicing self-care?

4. Are there negative coping strategies that you currently use to cope in difficult professional situations? What are some things you can do to address these negative coping strategies?

5. Assess your current level of resilience and identify new strategies that may be helpful for self-care in the health / mental health setting you have identified.


Page length of the assignment: 4 -5 pages.


Students will be assessed using the following criteria:

· Integration of knowledge gained from the podcast / Buffalo site, evidence of a formulated self-care plan.

· Student understands the difference between personal and professional self-care (e.g., considers how agency policies, professional roles, support systems, ethics, etc. impact worker self-care).

· Student demonstrates self-awareness / insight related to the impact and alleviation of stress (Physical, emotional, social, intellectual, spiritual aspects; Compassion fatigue, burnout, STS)


Potentially helpful resources for Self-Care Plan (SCP) assignment:

· You might consider exploring self-care podcasts for your self-care plan, including meditation, laughter/comedy, sleep, negative thoughts, or something else, podcasts offer another medium for self-care.

· UofSC wellness activities (on-campus and remote options):

· Campus and Community Resources – Student Health Services | University of South Carolina (

· Online Services – Student Health Services | University of South Carolina (

· Wellness & Prevention – Student Health Services | University of South Carolina (

· “Self-care assessment” and and “My Maintenance Self-Care Worksheet” found at

Self-Care Starter Kitâ„  – University at Buffalo School of Social Work – University at Buffalo

· Be mindful that self-care enables us to attend to the needs of clients – how we use our “selves” in service to others. How Emotionally Intelligent are You? Law, K. S., Wong, C. S., & Song, L. J. (2004). Wong and Law Emotional Intelligence Scale, WLEIS:

/wp-content/uploads/How-Emotionally-Intelligent-are-You-Wong-and-Law-Emotional-Intelligence-Scale-WLEIS.pdf” target=”_blank” rel=”nofollow noopener”>

· “31 self-care apps”:

31 self-care apps to step up your health and wellness game (

· 7 Apps That’ll Help You Boost Your Self-Care Game By Natalia Lusinski (Jan. 10, 2019):

7 Self-Care Apps To Help You Stay Balanced In 2019 (


SOWK 779: Intervention Planning Assignment


Assignment 2: Intervention Planning Assignment  (Outline = 10 points, Final paper = 30 points, Total = 40 points)

Outline (10 points) is due on Week #7


· Your case study (5 points)

· Listed points of:


o Client or client system issue (1 point);

o SMART goal(s) and objectives (2 points);

o Identified intervention (1 point);

o One peer-reviewed scholarly reference (in APA 7th edition format) that supports your choice of intervention for the issue (1 point).


Final Paper (30 points) is due by 11:59 PM on Week #10.

In this assignment you will write a brief case study related to your specialization. Your task is to formulate an intervention plan / process based on your assessment of the problem/s. The case study should be one page or less single spaced, including both current presentation and related history.

Include the following in your intervention planning and implementation:

·  Choose any evidence-informed intervention that we have studied to apply.

· Discuss assessment issues from the case study that have informed your decision around which evidence-informed intervention to choose. Why did you choose this type of intervention? What are other ways that you could intervene, and why did you not choose those options?

· Who would you include in the intervention process?

· Consider micro, mezzo and macro level intervention targets

· Be specific on who/what organizations are included, and the justification for such inclusion  Identify systems and organizations involved, assess involvement, need for collaboration, and how each will be involved in interventions

· Describe how you would engage the client system, how you would use social work skills to do so, and what challenges you anticipate

· Clearly define and explain the proposed intervention, both overall and in terms of process, steps or stages related to your particular client system.

· Who will implement the intervention?

· What strengths does the client system bring to the intervention process?

· What are the components of the intervention and how will the social worker adapt them to this client system? (See peer-reviewed literature related to the intervention.)

· How long will the intervention take?

· What are some barriers to implementing the intervention? What are some solutions to these barriers?

· How have you addressed issues of diversity, disadvantage, and other larger socio-cultural constraints (risk factors) and strengths?

· What are some ethical challenges you think may arise from working with this client system, and how will you address them? (Reference the NASW Code of Ethics, 2017)

Page length of the assignment: 8-10 pages, APA format. The case study should be approximately one page (single spaced) and can introduce the paper. NOTE: Title page and reference page are not included in page count.


Description Competency Assessed Checklist Score of  Competent Dimension
Case study





(1) Selection of evidence-informed intervention and detailed explanation of intervention’s application to case study  



¨ Chooses evidence-informed practice and discusses what other interventions were considered

¨ Offers a compelling argument for using the particular intervention by demonstrating its clear relevance to case study, including relevant elements such as: age, gender, and culture; developmental capacity and any disability; family structure and challenges; resources and challenges in larger contexts; structural, environmental, and power dynamics, systemic disparities, the lived experiences of oppression in peoples’ lives.

¨ Includes reference to evidence-informed intervention and/or intervention’s application to specific population and contextual considerations (2 text or peer-reviewed readings)



All 3 checked




C/A Processes

(2) Quality and depth of analysis of intervention planning to case study: development and implementation of engagement strategies  


¨ Provides description of engagement process as it applies to this intervention process – in other words how are you engaging this client/client system?

¨ Applies understanding of intervention process to the case material for the development and implementation of engagement strategies specific to client system – in other words why are you doing what you’re doing?

¨ Includes proper citations as needed



All 3 checked



(3) Use of self in relationship to engage, assess, and intervene with client system in case study 6 ¨ Demonstrates warmth, empathy, reflection, challenge, advocacy, and other relevant interpersonal skills to effectively engage diverse client systems

¨ Acknowledges how aspects of one’s own identities (e.g., background, status, privilege) and experiences affect the engagement process, and competently addresses them in engaging




All 2 checked



C/A Processes

(4) Quality and depth of analysis of intervention planning to case study: assessment process





¨ Provides description of assessment process as it applies to intervention chosen – in other words how are you assessing this client/client system?

¨ Applies understanding of intervention process to the case material for the development and implementation of assessment strategies specific to client system – in other words why are you assessing in this way?

¨ Includes proper citations as needed



All 3 checked



C/A Processes

(5) Quality and depth of analysis of intervention planning to case study: intervention process  


¨ Effectively develops an overall intervention plan using salient elements of the case study

¨ Develops each aspect of the intervention process (stages, tasks, and/or elements) related to the case study

¨ Describes effective use of social work skills to implement intervention

¨ Describes effective use of social work skills to address barriers to the intervention process

¨ Includes proper citations as needed




All 5



Skills  Values




Assignment 3: Skills Practice Demonstration Video (10 points) / Discussion Board Facilitation (10 points) / Feedback to Peers (10 points) 30 points, see due dates below

In this course, students will interact with readings, class lectures, and videos regarding current evidence- based practices and examples of interventions. There is also a focus on evidence-based therapeutic relationships, and the core capacities of the social work relationship. The goal of this assignment is not to “perform” but to work at developing skills; therefore, the assignment will be graded in these terms, not in terms of “getting it right”.


Social Work practice includes developing therapeutic skills in the following areas:

· engagement and building rapport with clients,

· becoming tuned in to the client and “reading feedback” from the client,

· developing acceptance and empathy with the client,

· developing a deep curiosity for understanding the person you are assisting,

· developing strengths language; focusing on strengths and narratives that cultivate resilience and possibility,

· staying with a client who is not ready for change, who does not want to be working with you, or who does not feel understood,

· working through skill-based practices of the various evidence-supported interventions, and

· ending well.


Further, in real world practice, social workers are often called upon to demonstrate skills in front of peers and supervisors. In addition, being able to provide substantive and useful feedback (not simply “good job” comments) to others is a skill that social workers use with clients, community members, peers, and supervisees. The objectives of this assignment are: 1) to mindfully practice steps in an intervention; 2) to facilitate peer learning in the application of theory to practice; 3) to provide an opportunity to give and receive constructive feedback on practice.

This assignment has three (3) parts:

1) Pairs of students will illustrate the use of a chosen skill or intervention technique found in the course, through a skills demonstration video recording (10-minutes in length), that is uploaded to the course VoiceThread on Blackboard. The pair will include an explanation (embedded in the video beyond the 10-minute length) of the intervention / skill they demonstrated.

Grading criteria: Evidence of diligent effort to understand the goal of the intervention and its usefulness for the client. Students demonstrate EBP in that an evidence-supported intervention (ESI) is chosen, tailored to the client’s need, and delivered in a way that reflects ethical clinical judgment in the context of a therapeutic relationship.

10 points group-grade, video uploaded to Blackboard Voice Thread by 11:59 PM on Week #12

2) Each member of the pair will facilitate a discussion among their peers about their video. Two good quality posts are required. The posts may include a question that helps further the conversation, or a reflection on peers’ comments.

Grading criteria: Student facilitates a useful discussion (not a 1-sentence response) to accompany their video recorded skills demonstration, furthering and deepening peers’ understanding of the intervention and respectful in tone.

10 points individual grade, due on Voice Thread by 11:59 PM on Week #14

3) Students are responsible for engaging in discussion with and providing quality feedback to five (5) separate peer groups. So, in a class of 20 students, there will be 10 groups and each student must respond to 5 groups’ work using VoiceThread. Feedback will reflect the student’s knowledge of the intervention.

Grading criteria: Students provide substantive and constructive feedback on five (5) video recorded skills demonstrations, grounded in their developing knowledge (from readings, class discussion) of the intervention. Offering praise (e.g., “good job”) feedback alone will result in a low grade.

10 points individual grade, due on Voice Thread by 11:59 PM on Week 14


Class Participation (10 points)

Students are expected to participate in skills practice labs, case studies, and case planning around mental health EBPs and interventions. They are expected to engage fully, practice new skills, be receptive to and willing to give constructive feedback to other students.

Students will be assessed using the following criteria:


A B+ to B C+ to C D to F
Excellent engagement and effort demonstrated in classroom discussions, integrating readings, skill practice on a consistent basis. Student actively makes a contribution to peer learning.



Good engagement and effort demonstrated in classroom discussions, integrating readings, skill practice. Student attends class and is seen to make efforts to actively participate.





Minimal engagement and effort demonstrated in classroom discussions, integrating readings, skill practice. Student essentially attends class but does not work to actively participate, or participates minimally.


Demonstration of any of the following: Student chooses to not participate in skills practice. Student does not attend class prepared; no evidence that readings have been completed; no engagement in class discussions on a consistent basis. Inappropriate use of technology during class time.



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