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TWU-UNT Joint MSW Program Syllabus

Social Work 5973 (3 credits)

Advanced Integrative Seminar

Instructor Contact Class Meeting Information

Name Mahasin Saleh, Ph.D., MSW Class Location: UNT Language Bldg 318

Office Location 390J Chilton Class Time: Section One 1-2:50pm

Phone number 940.565.4181 Section Two 3-4:50pm

Office hours Tuesdays 11-12 and by appointment

Email mahasin.saleh@unt.edu

Course Description

Advanced seminar course in which students integrate concepts from across the

curriculum and demonstrate cumulative knowledge gained from all areas of the program

in one focused assignment, within the context of the student’s chosen concentration.

Required of all non-thesis students in their final semester of coursework.

Pre-requisite(s):

Course Objectives

Core Competency COURSE OBJECTIVES

By the end of this course students will be able to:

Demonstrate Ethical and

Professional Behavior

(Specialist Competency 1)*

1. Demonstrate application of core values, ethical

standards across multiple settings and client

populations.

2. Apply use of decision making frameworks to make

critical ethical decisions to complex case

situations.

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Engage Diversity and Difference in Practice (Specialist C2)

3. Demonstrate understanding of importance of self-

reflection of personal biases and beliefs regarding

diversity and difference.

4. Analyze the impact of oppression, exclusion,

power, and privilege in clients and explore

promotion of social justice.

5. Articulate the negative impact of social inequalities

and provide leadership in promoting diversity and

inclusion.

Advance Human Rights and

Social, Economic, and

Environmental Justice

(Specialist C3)

6. Understand and analyze the complexities of

oppression, power and resource differentials

along the time continuum (past, present and

potential future) including an understanding of the

interrelatedness of local, regional, national and

global contextual factors.

7. Develop, implement and evaluate techniques to

address oppressive and discriminatory practices,

policies, laws, and language.

Engage in Practice-Informed

Research and Research-

Informed Practice (Specialist

C4)

8. Critically analyze and select various types of

evidence as it relates to diverse contexts in order

to improve decision making, practice, policy and

services.

9. Select, understand, and implement evaluation

methods in order to assess and improve practice

and policies.

Engage in Policy Practice

(Specialist C5)

10. Develop and advocate for just policies and are

capable of influencing local, state, and national

policies through political advocacy.

11. Work to enhance access to resources and

opportunities, promote social, economic, and

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environmental justice, and ensure human and civil

rights through policy practice.

12. Work with constituencies to develop coalitions

capable of addressing policy issues.

Engage Individuals, Families,

Groups, Organizations, and

Communities

(Specialist C6)

13. Effectively implement theoretical frameworks,

considering the client in the context of the

environment.

14. Skillfully apply techniques such as, empathy,

active listening, unconditional positive regard,

genuineness, reflective listening, and cultural

humility to effectively engage clients at the micro,

meso and macro levels.

Assess Individuals, Families,

Groups, Organizations, and

Communities

(Specialist C7)

15. Synthesize and apply an array of theoretical

perspectives, including the Person in

Environment, to assess client complex problems.

16. Analyze and incorporate theoretical models and

practice principles to accurately collect, organize

and interpret assessment information from

multiple sources.

17. Develop evidenced-based intervention plans that

are linked directly to client needs, strengths,

resources, resilience, and preferences.

Intervene with Individuals,

Families, Groups,

Organizations, and

Communities (Specialist C8)

18. Engage in the development of comprehensive and

appropriate intervention plans.

19. Thoroughly and critically assess referral and

resource options in order to maximize client self-

determination and independence.

20. Provide ongoing evaluation of interventions and

modify intervention plans as necessary to ensure

maximum client impact.

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*Council on Social Work Education Educational Policy and Accreditation Standards (EPAS) Social Work Core Competencies

Required Materials

Apgar, D. (2017). Social Work ASWB Master Exam Guide: A Comprehensive Study

Guide for Success. 2nd edition.

The A to Z Self Care Handbook for Social Workers and Other Helping Professionals.

Co-Editors-- Erlene Grise-Owens, Justin Miller, and Mindy Eaves. Publisher White Hat

Communications. 2016

CSWE (2015). 2015 Educational Policy and Accreditation Standards. Retrieved from.

https://www.cswe.org/getattachment/Accreditation/Accreditation-Process/2015-

EPAS/2015EPAS_Web_FINAL.pdf.aspx

NASW CODE OF ETHICS

TWU-UNT JMSW Program Advanced Generalist Competencies. (Class handout)

Course reading list. Please see week by week sessions for reading information.

21. Provide innovation in interventions in order to

properly respond to evolving or emerging issues

of social, economic, and environmental justice.

Evaluate Practice with

Individuals, Families, Groups,

Organizations, and

Communities (Specialist C9)

22. Approach, plan and conduct evaluation in order to

improve and refine services, policies, and

organizations in order to better serve client

systems.

23. Disseminate evaluation findings in order to

positively impact both client systems and the

larger professional service delivery network.

24. Remain aware of and sensitive to the diverse

nature of their client systems, and select or design

evaluation methods that accurately capture the

effect of interventions, programs, and policies with

all clients.

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Additional materials including selected articles, textbook chapters, and videos

will be utilized during the semester. These materials will be available through

links with in the course Canvas platform and/or placed on reserve through the

library.

Assignments

1. Practice Theories Quiz: (C6, C7, C8)

2. Research/Evaluation Quiz (C4, C7)

3. Field Case Description: (C7) This short paper is a description of a case that the

student has selected for their integrative paper. It is in preparation for the Focused

Integrative Paper, Submit on Canvas by 5pm on day of class.

4. Focused Integrative Paper (C1, C2, C3, C4, C5, C6, C7, C8 & C9): Students

are required to critically and reflectively analyze a case from their field practicum.

Detailed instructions will be provided to help prepare for this assignment. Submit

on Canvas by 5pm day of class.

5. Diversity Homework—(C2)

a. Read the Association of American Colleges and University’s Step Up and Lead for Equity https://www.aacu.org/publications/step-up-and-lead

Write a 1 page reaction to Step up and Lead reading and turn it in at a

class. State in your paper if you actually read the whole document or not.

b. Complete the Harvard Implicit Association Test prior to class

c. Watch Microaggressions in the Classroom and complete reflection questions

https://www.youtube.com/watch?v=ZahtlxW2CIQ&feature=youtu.be

6. Attendance and in-class participation will include regular small group work. It

will also include bringing a hardcopy and electronic copy of your Resume to class.

See the JMSW Attendance Policy in the student handbook that states more than

2 absences will result in a failing grade for the course. The instructor may request

that students utilize a participation rubric during the semester.

NOTE: Use of cell phones and laptops are prohibited, unless you are referring to

a course textbook when we are doing textbook exercises or referring to the

textbook. If you are viewing electronic devices for other reasons during class,

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you will receive a zero for class participation and attendance for that day. If you

have a personal emergency and need to watch your cell phone, please notify the

instructor prior to class.

7. Self-Care Brief Presentation and Handout (C1): Each Student will present a 10

minute presentation about self-care and burn out prevention. Students will provide

a clear description (and if desired a demonstration) of an actual self-care practice

or exercise, along with a handout for each class member. Students are to

describe the benefits of this chosen self-practice and how it could prevent burn

out. Students will email the handout to the instructor prior to their

presentations. Mahasin.saleh@unt.edu

8. Self-Care Plan (C1). Submit (on Canvas) a completed Self-care planning form

from page 148 in The A to Z handbook. You may choose the length of the

timeframe of your plan. The timeline can be up to one year. However, you may

choose less than 1 year. 1 to 2 pages maximum. Refer to the example in the

book for ideas. At the end of the plan, state that you have read the entire A to Z

Self Care Handbook. Remember the honesty policy applies here. If you did not

read the text, state you did not read it. Points will be deduced if you did not read

the short textbook. Due by 11:59pm on due date noted below.

Grading Criteria

Task Percentage

1. Practice theories & Evaluation quizzes

20%

2. Field Case Description 15%

3. Integrative Paper 30%

4. Diversity Homework—3 items

9%

5. Self-Care Brief Presentations and Handouts

10%

6. Self-Care Plan 6%

7. Attendance and in class activities/participation

10%

Grading Scale:

A = 90% - 100% B = 80% – 89.9%

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C = 70% – 79.9% D = 60 – 69.9% F = 59.9% or below

Date Topic Readings Completed for Today

Assignments Due Today and/or Presentations

Week 1 January 15, 2019

Course Overview Virginia Satir Activity Social Work Licensure Highlights Advanced Generalist Practice Competencies Presentation Instructions

Recommended Reading AFTER CLASS https://www.dshs.texas.gov /socialwork/sw_lmsw-ap.shtm Texas State Board Of Social Worker Examiners

Purchase Text Books

Week 2 January 22, 2019

Test Taking Skills Comprehensive Exam Study Guides Competency 1 Demonstrate Ethical & Professional Behavior Paper Assignment Guidelines

Apgar pages 1-43 Introduction & Self-Assessment Complete the Self-assessment Apgar Chapter 9 Professional Relationships, Values and Ethical Issues Chapter 10 Confidentiality Chapter 11 Professional Development and Use of Self

Sign up for Presentations Make sure you have completed the Self-Assessment prior to class and can verbally share your answers

Week 3 January 29, 2019

Competency 6 Engage, Individuals, Families, Organizations and Communities Practice Theories

Apgar Chapter 1 Human Growth & Development

Presentations

Week 4 February 5, 2019

Competency 7 Assess Individuals Families, Groups and Organizations and Communities

Apgar Chapter 4 Biopsychosocial History & Collateral Data Apgar Chapter 5 Assessment Methods and Techniques

Presentations DUE Written Description of selected case from field Submit to Canvas

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Week 5 February 12, 2019

Competency 8 Intervene with Individuals, Families, Groups, Organizations and Communities.

Apgar Chapter 6 Intervention Planning Chapter 7 Intervention Processes and Techniques for Use Across Systems

Presentations

Week 6 February 19, 2019

Guest Speaker Meena Naik UNT Career Connect E-Portfolios Competency 1 Related to Ethical Behavior and Professionalism in Job Seeking, Career Development plans

Bring an electronic copy of your resume and a hard copy to class. This will count as part of your participation points.

MEET IN WILLIS LIBRARY Computer Lab Room 136

Week 7 February 26, 2019

Competency 4 Engage in Practice Informed Research and Research Informed Practice

Competency 9 Evaluate

Practice with Individuals, Families Groups, Organizations and Communities

Chapter 4 Design by Drake and Jonson- Reid. In Social Work Research Methods From Conceptualization to Dissemination 2008 Pearson On E-Reserve UNT Especially concentrate on pages 70-84 Review Evidence Based Practice Definition—see class powerpoint in Canvas Required: Royse, Thyer & Padgett (2016) Program Evaluation: An introduction to an Evidence-Based Approach. Text from Evaluation course Chapter 6 Single System Research Designs Recommended Reading:

Presentations Bring a typed paper with your chosen type of research design for proposal you wrote in the evaluation course last semester. Identify if your design was exploratory, descriptive, correlational, quasi experimental, etc. Also identify if your design was qualitative or quantitative or mixed methods. Name your sampling method (ie snowball, purposive, etc). In summary, students should have these three items listed on their papers.

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Backman, C.L., Harris, S. R., Chisholm, J.M., & Monette, A. D. (1997). Single-subject research in rehabilitation: A review of studies using AB, withdrawal, multiple baseline, and alternating treatments designs. Archives of Physical Medicine Rehabilitation, 78, 145-1153.

If your paper is not typed you will not receive participation points. I need evidence that you prepared for this assignment ahead of time.

Week 8 March 5, 2019

Competency 5 Engage in Policy Practice

Apgar Chapter 8 Intervention Processes and Techniques for use with Larger Systems

Presentations Research/Evaluation Quiz Practice theories quiz

Week 9 March 12, 2019

SPRING BREAK NO CLASS

Week10 March 19, 2019

Read the Association of American Colleges and University’s Step Up and Lead for Equity Competency 2 Engage Diversity And Difference In Practice BOTH SECTIONS MEET

TOGETHER Today FROM

1pm to 3:50pm

Step up & Lead for Equity https://www.aacu.org/ publications/step-up-and-lead Apgar Chapter 3 Diversity, Social/Economic Justice, & Oppression

1 page reaction to step up and lead reading due today Submit via canvas.

Week 11 March 26, 2019

Bias Awareness and Socialization Competency 2 Engage in Diversity and Difference in Practice

Take assigned Harvard Implicit Association Test Apgar Chapter 3 Diversity, Social/Economic Justice, & Oppression

Prior to class Take assigned Harvard Implicit Association Test (10-15 minutes)

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BOTH SECTIONS MEET TOGETHER Today FROM 1pm to 3:50pm

Review any readings of your choice from the Diversity Class

You will be sent a link by the presenters in advance.

Week 12 April 2, 2019

Abuse and Neglect Children, Adults and Elders Competency 1 Ethical Behavior and Professionalism in Job Seeking, Career Development plans Negotiation Skills

Apgar Chapter 2 Concepts of Child Abuse and Neglect

Presentations Final Paper Due submit via canvas

Week 13 April 9, 2019

Microaggressions and Inclusive Language Competency 2 Engage in Diversity and Difference in Practice Competency 3 Advance Human Rights and Social, Economic and Environmental Justice BOTH SECTIONS MEET TOGETHER Today FROM 1pm to 3:50pm

Prior to class Watch

Microaggressions in the

Classroom and complete

reflection questions (see

youtube link in assignment

section)

Turn in the reflection

questions. These will

be provided by the

presenters. Bring

them to class in hard

copy.

Week 14 April 16, 2019

Review Session

Week 15 April 23, 2019

Comprehensive Exam NOTE TEST TIME

9:30am to 12:30pm. Recommended that you arrive and wait right outside the testing location by 9:15am.

Your UNT EUID Login is required Bring your student ID card for identification that will be required

Computer lab University IT Classroom- Testing Center SAGE HALL ROOM C330

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Week 17 April 30, 2019

No Class-due to Diversity Sessions

Have read this text by

today.

The A to Z Self Care

Handbook for Social

Workers and Other Helping

Professionals. Co-Editors--

Erlene Grise-Owens,

Justin Miller, and Mindy

Eaves. Publisher White

Hat Communications. 2016

Submit to CANVAS a completed Self-care planning form from page 148 in The A to Z handbook. The plan time frame is for 3-6 months after your graduation. Your plan can be short. See example in book. State that you have read the entire A to Z Self Care Handbook. Remember the honesty policy applies here. If you did not read the text, state you did not read it.

Week 18 May 7, 2019

Comprehensive Exam—Retake if needed 1-4pm

Your UNT EUID Login is required

Computer lab UIT Classroom-Testing Ctr SAGE HALL ROOM C330

JMSW Program COURSE RELATED POLICIES: Attendance and Late Work Policy Attendance and professionalism are vital in social work education. You are expected to attend all classes, seminar meetings, faculty appointments and other obligations, and to come to class on time. Many courses use small group collaboration and roleplaying methods that require your presence and participation during class for optimal learning. Professors rely on your timely presence to effectively implement these experiential methods, and enhance the learning environment for everyone. Absences result in reductions in attendance and participation points from the total points possible for the course. The rubric is a guide for our expectations of your performance in the classroom and your interactions with professors and other students in and out of the classroom. We use this rubric to clarify our expectations of your habits, attitudes and behaviors as you prepare for field work and professional practice in social work. If you must miss a class, Please notify the professor in advance that you will be absent. It is your responsibility to collect notes from a classmate and/or handouts/powerpoints from Canvas. The professor reserves the right to deduct points from your final point total for multiple (more than one) absences, late arrival, and/or leaving early. It is the policy of the Joint Social Work Program that upon obtaining three misses from any course

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(excused or unexcused) you will earn a failing grade for the semester. You will not be able to advance in your field practicum or other parts of the JMSW Program until you retake the course due to minimum grade and GPA requirements. In fairness to students who do complete assignments on time, those who turn papers in late will have significant points deducted unless a legitimate reason for the tardiness has been discussed with the instructor prior to the due date. Late assignments/papers will be penalized one full grade and will only be accepted one day after the deadline. Please plan ahead. Academic Integrity Specific details and descriptions of TWU’s Policies on Academic Dishonesty Procedures and students’ right to appeal are available at https://servicecenter.twu.edu/TDClient/KB/ArticleDet?ID=24426 Specific details and description of UNT’s Policy on Student Standards of Academic Integrity (18.1.16) and students’ right to appeal are available at https://policy.unt.edu/policydesc/student-standards-academic-integrity- 18-1-16. Student Conduct Any student behavior that interferes with an instructor’s ability to conduct class or other students' opportunity to learn is unacceptable and will not be tolerated in any instructional setting at TWU or UNT. This includes traditional face-to- face classes, online or blended classes, labs, discussion groups or boards, field trips, and verbal and/or written (including email or Canvas) communication with the instructor and/or other students. Examples of unacceptable behavior include, but are not limited to, disrespectful treatment of other students (verbal or written), disrupting lecture, and use of inappropriate or profane language or gestures in class or other instructional settings. Disability Accommodation In accordance with university policies and state and federal regulations, TWU & UNT are committed to full academic access for all qualified students, including those with disabilities. To this end, all academic units are willing to make reasonable and appropriate adjustments to the classroom environment and the teaching, testing, or learning methodologies in order to facilitate equality of educational access for persons with disabilities. Students seeking accommodation must first register with the TWU Disability Services for Students (DSS) if their home base is TWU or the Office of Disability Accommodation (ODA) if their home base is UNT to verify their eligibility. If a disability is verified, DSS or ODA will provide the student with an accommodation letter to be hand delivered to the instructor to begin a private discussion regarding the student’s specific needs in the course. Campus Carry & Concealed Handguns In accordance with state law and TWU and UNT policies, students who are licensed may carry a concealed handgun on campus premises except in locations

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and at any function, event, and program prohibited by law or by this policy. Students may learn more about TWU’s concealed handgun policy at https://servicecenter.twu.edu/TDClient/KB/ArticleDet?ID=34877 and UNT’s concealed handgun policy at https://campuscarry.unt.edu. Sexual Discrimination, Harassment, & Assault TWU & UNT are committed to providing an environment free of all forms of discrimination and sexual harassment, including sexual assault, sexual exploitation, domestic violence, dating violence, and stalking. If you (or someone you know) has experienced or experiences any of these acts of aggression, please know that you are not alone. The federal Title IX law makes it clear that violence and harassment based on sex and gender are Civil Rights offenses. Both TWU & UNT have staff members trained to support you in navigating campus life, accessing health and counseling services, providing academic and housing accommodations, helping with legal protective orders, and more.

Social Media/Cell Phone Policy: Cell phones should be turned off prior to class except

students on “emergency on-call” with an employer or placement. This includes texting.

Students may not leave class to make or receive calls. Use of laptops during class is at

the discretion of the instructor.

Selected References from

SOWK 5323 Social Work Administration and Management

Blanchard, K., Edington, D. W., & Blanchard, M. (1986). The one minute manager

balances work and life. New York, NY: Blanchard Management Corporation.

Bogo, M., & Vayda, E. (1998). The practice of field instruction in social work: Theory

and process (Second ed.). New York, NY: Columbia University Press.

Bramson, R. M. (1981). Coping with difficult people. New York, NY: Anchor

Press/Doubleday.

Brueggemann, W. G. (1996). The practice of macro social work. Chicago, IL: Nelson-

Hall Publishers.

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Edwards, R. L., Yankey, J. A., & Altpeter, M. A. (Eds.). (1998). Skills for effective

management of nonprofit organizations. Washington, DC: NASW.

Gambrill, E., & Stein, T. J. (1983). Supervision: A decision-making approach. Beverly

Hills, CA: Sage Publications.

Gibelman, M., & Furman, R. (2008). Navigating human services and

organizations (Second ed.). Chicago, IL: Lyceum Books, INC.

Ginsberg, L., & Keys, P. R. (Eds.). (1995). New management in human

services; (Second ed.). Washington, DC: NASW Press.

Gitlin, L., & Lyons, K. (1996). Successful grant writing: Strategies for health and human

service professionals. New York, NY: Springer Publishing Company.

Kadushin, A., & Harkness, D. (2002). Supervision in social work (Fourth ed.). New York,

NY: Columbia University Press.

Kettner, P. M. (2002). Achieving excellence in the management of human service

organizations. Boston, MA: Allyn & Bacon.

Koestenbaum, P. (2002). Leadership: The inner side of greatness. San Francisco, CA:

Jossey-Bass.

Munson, C. E. (2002). Handbook of clinical social work supervision (Third ed.). New

York, NY: The Haworth Social Work Practice Press.

Plummer, D. L. (Ed.). (2003). Handbook of diversity management beyond awareness to

competency based learning. Lanham, MD: University Press of America.

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Saleebey, D. (Ed.). (1997). The strengths perspective in social work practice (Second

ed.). New York, NY: Longman.

The social worker as manager: A practical guide to success (2003). (Fourth ed.).

Boston, MA: Pearson Education, Inc.

Tsui, M. (2005). Social work supervision: Contexts and concepts. New Delhi, India:

Sage Publications.

Workers, N. A. (2017). NASW Code of Ethics (Guide to the Everyday Professional

Conduct of Social Workers). Washington, DC: NASW

SOWK 5413 Social Work Program & Practice Evaluation

Bamberger, M., Rugh, J., & Mabry, L. (2006). Real world evaluation: Working under budget, time, data, and political constraints. Thousand Oaks, CA: Sage Publications, Inc.

Rossi, P., Lipsey, M., & Freeman, H. (2004). Evaluation: A systematic approach (7th ed.). Thousand Oaks, CA: Sage Publications.

Salkind, N. (2014). Statistics for people who (think they) hate statistics (5th ed). Thousand Oaks, CA.: Sage Publications, Inc.

Yuen, F., Terao, K., & Schmidt, A. (2009). Effective grant writing and program evaluation for human service professionals. Hoboken, NJ: John Wiley & Sons.

Web Resources:

The Program Manager’s Guide to Evaluation, Administration for Children and Families, Office of Planning, Research, and Evaluation, (2nd ed): http://www.acf.hhs.gov/programs/opre/other_resrch/pm_guide_eval/reports/pmguide/program_managers_guide_to_eval2010.pdf

Administration for Children, Youth and Families, Office of Planning, Research and Evaluation: http://www.acf.hhs.gov/programs/opre/

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Framework for Program Evaluation in Public Health: ftp://ftp.cdc.gov/pub/Publications/mmwr/rr/rr4811.pdf American Evaluation Association: http://www.eval.org/

University of Wisconsin—Extension, Program Development and Evaluation: http://www.uwex.edu/ces/pdande/evaluation/

Basic Guide to Program Evaluation, Free Management Library: http://managementhelp.org/evaluatn/fnl_eval.htm#anchor1575679

SOWK 5253 Social Work Advanced Practice II Interventions

Carpetto, G. (2008). Interviewing and brief therapy strategies: An integrative approach. Boston, MA: Allyn & Bacon.

Cohen, J.A., Mannarino, A. P., Deblinger, D. (2017). Treating Trauma and Traumatic Grief in Children & Adolescents, New York, NY: Guilford Press.

Doel, M., Allmark, P., Conway, P., Cowburn, M., Flynn, M., Nelson, P., & Tod, A. (2010).

Professional boundaries: Crossing a line or entering the shadows? British Journal of Social Work, 40, 1866-1889.

Linehan, M. M. (1993). Cognitive-behavioral treatment for borderline personality disorder. New

York: Guilford Press. “Motivational Interviewing: An introduction” by Bill Matulich, PhD, member of the Motivational

Interviewing Network of Trainers (MINT). https://www.youtube.com/watch?v=s3MCJZ7OGRk

McLaughlin, A., M., Rothery, M., Babins-Wagner, R., & Schleifer, B. (2009). Decision-making

and evidence in direct practice. Clinical Social Work Journal, 38, 155-163 Miller, W. & Rollnick, S. (2002). Motivational interviewing: Preparing

people to change addictive behavior (2nd ed.). New York, NY: The Guilford Press.

Murphy, B. C. & Dillon, C. (2011). Interviewing in action in a multicultural world (4thed.). Belmont, CA: Brooks/Cole, Cengage Learning.

Neuger, C. C. (2001). Counseling women: A narrative, pastoral approach. Minneapolis, MN: Fortress Press.

Teaster, P. B., Roberto, K. A., & Dugar, T. A. (2006). Intimate Partner Violence of Rural Aging

Women. Family Relations, 55(5), 636-648. Urdang, E. (2010). Awareness of self- A critical tool. Social Work Education, 29, 523-538.

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Westbury, E., & Tutty, L. M. (1999). The efficacy of group treatment for survivors of childhood

abuse. Child Abuse & Neglect, 23(1), 31-44. Worden, J. W. (2002). Grief counseling and grief therapy (3rd ed.). New York, NY:

Springer Publishing Company.

Yunong, H. & Fengzhi (2009). A reflection on reasons, preconditions and effects of implementing evidence based practice in social work. Social Work, 54, 177-181.

Zlotnik, C., Franklin, C. L., & Zimmerman, M. (2002). Does "subthreshold" posttraumatic stress

disorder have any clinical relevance? Comprehensive Psychiatry, 43(6), 413-419.

SOWK 5333 Social Work Advanced Policy Analysis Bodenheimer, T. S., & Grumbach, K. (2016). Understanding health policy: A clinical

approach. McGraw Hill Education, New York, NY. Chambers, D., & Bonk, J. (2013). Social policy and social programs: A method for

the practice public policy analyst (6th ed.). Boston, MA: Pearson. Gil, D. G. (2013). Confronting Oppression and Inequality:

Concepts and strategies for social workers. New York: Columbia University Press.

Hayes, K., & Mickelson, J. S. (2009). Affecting change: Social

Workers in the political arena (7th Eds.). Pearson, London, UK.

Howlett, M., Ramesh, M., & Perl, A. (2009). Studying public policy: Policy cycles

and policy subsystems. NY: Oxford. Lewis, M. & Widerquist (2001). Economics for social workers: The application

of economic theory to social policy and the human services. New York: Columbia University Press.

Mignon, S. (2016). Child welfare in the United States:

Challenges, Policy and Practice. Springer, Berlin, Germany.

Miringoff, M. L. (1999). The social health of the nation: How is

America really doing. New York : Oxford University Press.

NASW (2012). Social Work Speaks: Policy statements (8th Edition).Washington, D.C.: NASW Press.

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O'Connor, M.K. & Netting, F.E. (2011). Analyzing social policy: Multiple perspectives for critically understanding and evaluating policy. Hoboken, NJ: John Wiley & Sons.

Pan, M.L. (2004). Preparing Literature Reviews: Qualitative and quantitative

approaches (2nd ed.). Glendale, CA: Pyrczak Publishing.

Rome, S.H. (2013). Social Work and Law: Judicial Policy and Forensic Practice. Upper Saddle River, NJ: Pearson.

Wheelan, C. (2010). Naked economics: Undressing the dismal

science. New York: W.W. Norton & Company, Inc.