SWK351/326 Social Work Field Practice I Integrative ... SWK351 J Hedges.pdf · For SWK 325 this...
Transcript of SWK351/326 Social Work Field Practice I Integrative ... SWK351 J Hedges.pdf · For SWK 325 this...
SWK351/326 Social Work Field Practice I Integrative Seminar
September 3, 2019 – April 9, 2020
Acknowledgement I would like to acknowledge that the land on which we gather is the traditional territory of
Anishinaabeg (ah-nish-naabek), Cree, OjiCree, Dakota, and Dene peoples, and the homeland of
the Métis Nation
Instructor: Professor Jennifer Hedges
Phone: 204-924-4884
Email: [email protected]
Pre-Requisites: Students must meet the eligibility requirements and have completed the field placement
process as outlined in the Field Education Manual.
For SWK 350 this includes completion of SWK 110 Intro to Social Work Practice; SWK
230 Intro to Clinical Skills; and SWK 331 Social Work Practice with Individuals, each with
a GPA of 2.5.
For SWK 325 this includes completion of SWK 110 Intro to Social Work Practice; SWK
232 Foundations I and completion of or registration in SWK 233 Foundations II, each
with a minimum GPA of 2.5.
Students must register for either SWK 350 or SWK 325, but not both.
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Co- Requisite: Students enrolled in SWK350/325 Social Work Field Practice I are required to enroll in
SWK351/326 Social Work Field Practice I Integrative Seminar at the same time. Withdrawing
from either SWK 350/325 or 351/326 will require withdrawing from the co-requisite. Students
must receive a Pass in SWK350/325 and a C+ minimum in SWK351/326. If either of these
conditions is not met, then the student must repeat both components.
Availability: Normally email is checked daily during regular business hours. If an emergency arises and you
are unable to connect with me please contact Lisa Richard, Administrative Assistant, who will
respond to your needs in a timely manner.
Important Dates:
Course Description: The Integrative Field Seminar is taken in conjunction with the field placement. This seminar
provides students an opportunity to engage in critical thinking, discussion and exploration of
theory, practice, policy and field practicum experiences. Throughout the course, students have
an opportunity to integrate the academic knowledge and values taught in social work courses
with their field placement experiences. In addition, the seminar provides a forum for learning
and building practice skills through interaction, self-reflection, case discussion and other
experiential activities.
Time will be allocated in seminar sessions and on-line forums for students to share rewarding
or problematic learning experiences; raise issues encountered and discuss personal growth and
Fall Term: Sept 3, 2018 – Dec 6, 2019
Fall Reading Week: October 14-18, 2019
Winter Term: Jan 6, 2019 – Apr 9, 2020
Winter Reading Week: Feb 17-21, 2020
Voluntary Withdrawal Deadline:
March 6, 2020
Time Extension Deadline:
March 27, 2020
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concerns related to the student’s field experience. It is expected that all students will
participate and share their experiences and learning from field education placements and seek
input from their peers.
Students use the field experience and integrative field seminar as the backdrop for assessing
their own progress toward entry-level generalist practice and attainment of the Social Work
Program objectives which are derived from the CASWE Educational Policy.
Students require a minimum grade of C+ in SWK326/351 and a Pass in SWK 325/350 to
receive a passing grade for the first field placement and integrative seminar.
SWK 351 Course Objectives Upon successful completion of the practicum and integrative seminar students will be able to:
Demonstrate awareness of self and adoption and application of social work values and
ethics related to self-care, boundaries, diversity, and social justice
Integrate theoretical and research based knowledge into practice
Demonstrate an understanding of the intersecting levels of generalist social work
practice related to agency mission and social work roles in the practicum setting and
broader community context
Discuss the impact of policy and legislation on the practice of social work in their
placement context
Identify personal strengths and growing edges in developing social work skills at various
levels of practice
Demonstrate growing confidence in use of self as a social work practitioner.
Required Course Materials
Poulin, J., Matis, S., & Witt, H. (2019). The social work field placement: A competency-based
approach. New York: Springer Publishing Company. ISBN: 978-0-8261-7552-6
Additional Course Materials – available on course site
Booth College Social Work Field Education Manual 2019-20
Canadian Association of Social Workers Code of Ethics
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Canadian Association of Social Workers Guidelines for Practice
Canadian Association of Social Workers Scope of Practice
Manitoba Association of Social Workers Standards of Practice
Course Format
This is a hybrid/blended seminar-based course, focusing on peer interaction both in face-to-
face and online formats based on required readings and drawing on personal experiences in the
field. Your instructor will facilitate conversations and activities to enhance learning, but there
will be limited lecture content. All assigned readings are required to be completed prior to
class and discussion forum participation. Class learning will be limited or enhanced by the
amount of reading and reflection completed by students. This class is your opportunity to
integrate your practicum experiences with theory and learning from the classroom, and to
develop your sense of self as a professional social worker.
SWK 351/325 Course Schedule – DATES for in class/online still to be determined
Class Time Slot - Monday 8:30 am – 11:15 am
– roughly every 2 weeks there will either be an in-class seminar or online discussions –
Date
In Class / Online
(these dates may
change)
Topic, Readings, Assignments
Semester I
Sept 9 In Class The SW Field Placement, Learning Contract– Ch 1&2 Poulin
et al.
Sept 23 In Class Using Supervision and– Ch 3 Poulin et al.
Sept 30 Online Building Relationships, Documentation Ch 5& 6 Poulin et al.
ITP Loop #1 Due
Reading Week Oct 14-18
Oct 21 In Class Engaging in Diversity – Identity, Culture, Spirituality and
Religion Ch 7 Poulin et al.
Nov 4 Online Social Justice Ch 8 Poulin et al.
ITP Loop #2 Due
Nov 18 In Class Self Care – Ch 4 Poulin et al.
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Dec 2 In Class Peer Consultation – bring an interesting challenge
ITP Loop #3 Due
Semester II
Jan 13 In Class Micro Assessment and Intervention Ch. 11 & 13 Poulin et
al
Jan 27 In Class Mezzo Assessment and Intervention Ch 12 & 14 Poulin et
al.
ITP Loop #4 Due
Feb 10 Online Research and Policy – Ch 9 & 10 Poulin et al.
Reading Week Feb 18-22
Feb 24 In Class Peer Consultation
ITP Loop #5 Due
Mar 9 Online SW Practice, Boundaries and Ethics – Readings TBD
Mar 23 In Class Termination, Readings TBD
ITP Loop #6 Due
Mar 30 In Class View portfolio presentations of graduating students from
SWK 450-451
Case Study Application Paper Due
Course Requirements/ Assignments
1. Participation – In Class 15%
As a seminar class students are expected to offer significant contribution to the learning in the
classroom. Student participation will reflect thorough reading of the text and other assigned
readings, critical reflection and thoughtful engagement with peers and instructor whether in
class or online through required discussion forums. Your grade will be affected not only by the
amount of your contribution, but also by the quality of your contribution. It will improve when
you are able to demonstrate integration of theory, knowledge and values with the skills you are
developing in practice. Students must maintain confidentiality with their agency setting and
the clients they work with, but should reflect on their placement experience in the context of
the bi-weekly topics and bring questions and insights into the classroom and online
conversation.
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2. Online Discussion Forums 10%
Part of our class time together will be spent virtually – through online discussion forums. These
forum discussions integrate the learning we would gain from a 3 hour class session. In the
week with an online class, you are required to log into the discussion forum on Myboothonline,
and contribute to our class discussion demonstrating integration of the course readings with
your placement experience.
Contribute one substantive initial post by the date of the class listed in the syllabus
Respond to at least 3 peers within the remainder of that week – incorporate feedback
related to the readings and any connections you’re making with your placement setting.
Review the responses to your initial post and make final summary comments related to
your post by the end of the week.
Remember that if you are late posting or replying then others can’t respond to you, so
post and respond as early as possible
Posts should be 1-2 paragraphs – no longer
Posts should display critical thinking, correlating assigned readings with practicum
experiences, using references and citations where appropriate
Check for spelling and grammar
Be respectful
The forum will be closed at 8:30 am on the date of the next seminar. You will not be able to
catch up on posts after this time. Failure to participate in a forum will result in a loss of all
the marks for that discussion forum.
2. ITP Loop 6x7= 35%
Bogo and Vayda (1998) have developed a model for the examination and development of
practice. They use the imagery of a loop – the Integration of Theory and Social Work Practice
Loop. This loop asks students to Retrieve information relevant to a given practice situation; to
Reflect on personal reactions, assumptions, beliefs and experiences related to the practice
situation; to Link theory with practice through making connections with knowledge from
reading, lectures, research as they relate to the practice situation; finally leading to a
professional Response – action that incorporates what has been learned through the earlier
steps.
Students will be asked to submit a total of 6 ITP Loop reflections throughout the year.
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Submissions must include the following:
1. Retrieval – identify a significant experience from your placement setting. Using first
person narrative identify the pertinent details to the situation, including interactions
with significant others, past and present experiences, organizational or other contextual
factors, interactive or psycho-social factors that relate to the situation.
2. Reflection – think back to your reactions – thoughts and feelings in the midst of the
situation. What were the values, attitudes, beliefs and worldviews that were relevant
and how did they influence your interaction.
3. Linkage – identify the knowledge and theory base that is relevant to the situation.
Include information from one journal article that relates to the situation.
4. Response – What was your professional response in this situation – what did you do?
How did it connect with the information you had about the situation, the values and
beliefs that grounded your thoughts and feelings in the situation, and the relevant
knowledge and theory base? Was your response effective? Appropriate? Sufficient?
What could you have done differently? What did you learn about social work practice
and yourself as a social worker?
ITP Loop Reflection Papers should be 1-2 pages single spaced, and must be submitted at the
beginning of the class (uploaded to the course website) on which they are due. September 30,
November 4, December 2, Jan 27, Feb 24 and March 23.
Students will each present one ITP Loop in class for discussion on either Dec. 2 or Feb. 24.
3. Case Assessment/Skills Reflection 40%
In consultation with their Field Instructor, students will identify a case that they have worked
with. Ensuring they comply with all confidentiality policies, students will use this case as the
basis for the following assignment.
Part A – Assessment
Students will complete a brief strengths-based biopsychosocialspiritual assessment. A template
will be provided on the course website.
Length: 3-4 pages
Part B – Skills Reflection
Using the list of clinical skills at the end of the syllabus, reflect on your use of various
introduction/engagement, active listening/attending, and following/exploring/focusing skills
with this client during the assessment process.
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What worked or did not work?
What would you do differently next time and why? Be specific.
What theoretical lens did you use to complete the assessment and how was it helpful?
What social work values did you demonstrate?
Length: 3-4 pages Due Date: March 30, 2020 uploaded to the course website by 8:30 am
Course Requirements Grading for the Integrative Field Seminar is based on the following:
In Class Participation 15
Discussion Forums 10
ITP Loop Reflections 35
Assessment/Reflection 40
Total 100
Grading Schedule This is the interpretation of the letter grades as per the College academic policies, and the
percentage scores for this course that will normally correspond to those letter grades.
A+ Exceptional Performance with evidence of outstanding
original thinking, superior organization, exceptional
capacity to analyze and synthesize, a superior grasp of the
subject matter with sound critical evaluations; evidence of
extensive knowledge base.
94-100%
A Excellent Performance with evidence of excellent original
thinking, excellent organization, excellent capacity to
analyze and synthesize; an excellent grasp of the subject
matter with sound critical evaluations, evidence of an
extensive knowledge base.
85-93%
B+ Very Good Performance with evidence of original
thinking, very good organization, demonstrated ability to
analyze and synthesize; a very good understanding of the
relevant issues under examination; very good familiarity
with the relevant literature.
78-84%
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B Good Performance with evidence of a good grasp of the
subject matter; evidence of critical capacity, good
analytical skills, a good understanding of the relevant
issues under examination; evidence of good familiarity
with the relevant literature.
70-77%
C+ Satisfactory Performance with evidence of a satisfactory
grasp of the subject matter; evidence of critical capacity,
an ability to develop solutions to simple problems found in
the material; evidence of familiarity with some of the
relevant literature.
65-69 %
C Adequate Performance with evidence of an adequate
grasp of the subject matter; some evidence of critical
capacity, an ability to develop solutions to simple
problems found in the material; evidence of familiarity
with some of the relevant literature.
60-64 %
D Marginal Performance with evidence of marginal
familiarity with the subject matter and some evidence that
critical and analytical skills have been used.
50 59%
F Inadequate Performance with little evidence of even a
superficial understanding of the subject matter; serious
weaknesses in critical and analytical skills; limited or
irrelevant use of the literature; failure to satisfy course
requirements.
0-49 %
COURSE STANDARDS AND ACADEMIC POLICIES
Booth UC Policy Statements
Students are responsible for reviewing and abiding by all Booth UC student policies in the
current Academic Calendar and Field Education Manual.
Quality of Assignments and Requirements for Written Assignments
The professor reserves the right to reject any work that does not comply with requirements and
instructions. All written assignments must be typed double-spaced with margins no larger than
one inch on all sides, font size no greater than 12, include numbered pages, and title page with
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name, title of project, and date submitted. Ensure you review your assignments for clarity,
style, punctuation, grammar and spelling. Papers must be appropriately referenced using APA
style. All assignments must be satisfactorily completed to receive a passing grade for the
course.
Academic Integrity
It is a serious offense to present a piece of work for course credit as one’s own if the work was
done by some other person (plagiarism). Plagiarism or any form of cheating in examinations or
term tests (e.g. crib notes) is subject to serious academic penalty that may include loss of part
or all of the marks for an assignment/test, failure in the course, dismissal from the College, or
other serious consequences.
To plagiarize is to take ideas or words of another person and pass them off as one’s own. In
short, it is stealing something intangible rather than an object. Obviously it is not necessary to
state the source of well- known or easily verifiable facts, but students are expected to
acknowledge the sources of ideas and expressions they use in their written work, whether
quoted directly or paraphrased. This applies to diagrams, statistical tables and the like, as well
as to written material and materials or information from Internet sources. To provide adequate
documentation is not only an indication of academic honesty but also a courtesy which enables
the reader to consult these sources with ease. Failure to do so constitutes plagiarism. It will also
be considered plagiarism and/or cheating if a student submits an assignment in whole or in part
by someone other than him/herself, or copies the answer or answers of another student in any
test, examination, or take-home assignment.
Instructors are required to report all allegations of plagiarism or cheating to the Academic Dean
before a grade is assigned. The original assignment is submitted to the Academic Dean. The
Academic Dean will chair a joint meeting of student and instructor to hear both the allegations
and the student’s response to the allegations. The Academic Dean will then make a
determination whether or not plagiarism or cheating has in fact occurred and decide on
appropriate disciplinary measures. The student and instructor will be notified of the Academic
Dean’s decision in writing. A copy of the decision will be sent to the Registrar and College
President.
The student has the right to appeal the decision of the Academic Dean. The Academic Appeals
process may be found on pages 20-21 of the academic calendar.
Timely Submission of Assignments
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Assignments are due as scheduled. Handing in assignments late is unfair both to other students
who hand them in on time and the instructor who must complete grading and submit grades on
time. Any extensions must be discussed with the instructor prior to the due date. Extensions
will only be granted under exceptional circumstances, such as family emergency or illness
requiring treatment by a physician. It is the student’s responsibility to notify the instructor
before the assignment is due. A note from a doctor may be required. Factors such as poor
planning or lack of time management, computer or printer malfunctions are not sufficient
grounds for requesting an extension. Each day an assignment is late (including weekends) 5% of
the final grade will be subtracted (up to the value of the assignment). This includes the due
date.
Class Attendance
Class attendance is essential to the success of your professional preparation and understanding
of course content. Students are required to attend all class sessions and participate in all
discussion forums, and should treat arriving for class on time or absence from class similar to
being employed as a social work professional by informing their instructor if they will be absent,
late or must leave early. Unless this is cleared ahead of time they will be considered absent and
will be affected by the attendance policy. The professor reserves the right to lower the final
grade of any student according to the following except in exceptional circumstances:
Absence from 3 classes –15% reduction in the semester grade
Absence from 4 classes – automatic failure of the course
Failure to post within the 2 week time frame for the discussion forums will constitute an
absence from class.
Policy on the Use of Personal Computers, Electronic Devices and Cell Phones in Booth
Classrooms
We consider the Booth classroom environment to be a special place of focused engagement
between professors and fellow students. As such, electronic devices are allowed in the
classroom only for the purposes of course instruction. Any use other than this requires the
express permission of the instructor. The use of personal computers and other electronic
devices in the classroom is a privilege which may be withdrawn at the discretion of the
instructor.
Professional Suitability
The study of social work practice places students in a position of special trust with professional
social workers and their clients. The Faculty recognizes that social work education occurs both
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inside and outside the classroom and has the responsibility to ensure that its graduates are
competent and ethical. A student's impaired judgment or non-academic misconduct may be
grounds for determining whether the student should continue in the program, with or without
conditions, or be dismissed from the Faculty of Social Work. Where concerns arise the
Professional Suitability Policy will be enacted.
Policy on Unclaimed Term Work
It is the student’s responsibility to claim all term work, assignments or tests.
Any term work that has not been claimed by students will be held for a period of four months
from the end of final exam period for the term in which the work was assigned. At the
conclusion of this time, all unclaimed term work will be destroyed according to FIPPA
guidelines.
Withdrawal
Any student who is considering withdrawing from the course must speak with the instructor
and contact the Booth University College Registrar at 924-4861 and/or your Faculty Advisor.
Student Services
At times students may experience personal difficulties such as health, mental health or
disability concerns that may negatively impact academic work. If you experience these
challenges please discuss this with your instructor and contact Student Services as soon as
possible. In addition free and confidential counselling services are available through our
Student Support Program.
Student Services: Rhonda Friesen 204-924-4876 or [email protected]
Student Support Program: Download the free My SSP app
Visit the website mystudentsupport.com
Dial 1.855.649.8641
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Appendix A
Social Work Skills
Introduction/Engagement
Building a Rapport: feeling of relationship
The helping relationship facilitates change
The helping relationship is collaborate and a shared experience
The social worker and client engage verbally and non-verbally
The social worker is non-judgemental and open to the client’s unique experience and
story
Clarifying Names
Clarify what the client would like to be called and practice proper pronunciation
Clarify what the client should call the social worker
Roles and Responsibilities
Social worker should orient the client to the agency and the helping process
Clarify roles and expectation of the agency and social worker
Explore client’s expectations for service
Explain the purpose of the meeting
Confidentiality and Informed Consent
Social worker should review confidentiality and limitations
Social worker should inform the client of the helping process so they know what to
expect and can agree or disagree to the service (even with involuntary or mandatory
clients it is important for the client to be aware of their options within the mandated
service)
Preparedness
Students are familiar with Cournoyer (2014) preparing:
o Preparatory reviewing – review available documentation (intake form)
o Preparatory exploring – talk to other workers who have had contact with client
o Preparatory consultation – consult with a supervisor
o Preparatory arranging – scheduling, preparing location, interpreter,
transportation
o Preparatory empathy – try to understand what the client might be feeling
o Preparatory self-exploration – any personal issues that may arise
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o Center yourself – positive self-talk, relaxation exercises
o Preliminary planning and recording- think of purpose of the meeting (p.221-243)
Feedback
Social workers regularly check in with their client to assess if they understand or if they
have anything to add or ask. This gives the social worker a sense of how the session is
going and also allows opportunity for the client to participate in the direction of the
session
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Active Listening /Attending Skills
Relaxed Open Posture
The social worker should look and feel comfortable
Sit Squarely
Open Posture
Lean Towards the Client
Eye Contact
Relaxed and Natural (Egan, 2014, p.77-78)
Non-Verbal Communication
Social worker should appropriately mirror client facial expressions so that client feels
heard and understood (student should not be laughing when client is sad or upset)
Social worker should demonstrate appropriate eye contact (show interest) by taking
lead from the client
Annoying Habits
Students are encouraged to reflect on any habits that could be distracting in the session.
For example: clicking a pen, chewing gum, shifting uncomfortably
Minimal Prompts
Social workers should use a variety of minimal prompts to let their client know they are
listening and to encourage their client to keep talking.
Ex: head nodding, “go on”, “mm hmm”, “yes”
Voice
Pace, tone, volume of speech
Observation
Social workers should be assessing non-verbal communication from their client
throughout the session and pick up on any cues from their client
Explore incongruences
Silence
Social workers recognise there are many explanations for silence and uses for it in the
helping process. Students are encouraged to become more comfortable with silence
and avoid jumping in or changing the topic automatically.
Silence could mean:
o Confusion
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o Thinking
o Dealing with difficult emotions
o Trust issues
o Comfortable with silence
o Nothing else to say (Shebib, 2011, p.121-125)
Verbal Following, Exploring and Focusing Skills
Open Questions
Explore a topic more broadly and encourages clients to elaborate
o What brings you in today….?
o How do you feel about…..?
o I’m curious about your opinion?
Closed Questions
Can be answered with “yes” or “no” and one word answers
Used to gather facts
Avoid:
“why” questions – asks clients to justify
Ask too many questions – interrogation
Stacking question – more than one at a
time
Dominate the conversation
Allow client to speak in generalities –
“can you give me an example?”
Ask how does that “make” you feel?
Do:
Use “how” or “what”
Ask one question at a time
Balance of questions and answers
Ask questions to clarify and be more
specific “how did you come to that
conclusion?”
Ask “how do you feel?”
(Corcoran, 2012, p.57-58)
Empathy
Students in this class have been learning to recognise levels of empathy:
o Level 1: “you must have gotten up on the wrong side of the bed”
o Level 2: “you’ll just have to be patient”
o Level 3: “you feel _______ about ________ because _______”
o Level 4: “you feel very frustrated with the lack of progress in getting your son
back. You wonder whether there is any hope in working with a new worker and
this system, which you feel hasn’t been helping you”
Example: Single women aged 80:
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“Goodness, the more I think about moving, the more scared I get. I have neighbors here who
look after me, and I won’t know a soul there. I’m afraid I’ll be all alone.”
Level 1 - “don’t worry, you’ll make friends in no time, and you’ll wish you moved sooner”
Level 2 - “it’s pretty scary for you, leaving your neighbors and familiar surroundings. But there
will be a lot of friendly people there and things to do. Besides, they fix one hot meal for you
everyday”
*Level 3 - “just thinking about moving worries you because you will be leaving your own
neighborhood and friends. Even though your life will be much easier, you’re unsure you will be
better off in other ways”
*Level 4 – “It sounds like you have some pretty mixed feelings about moving. Part of you wants
to go because you could live more comfortably, but another part of you is afraid you’ll feel
alone and lost and wants to cling to people you know care about you” (Hepworth et al., 2013,
p. 104-105)
Reflection of emotion
o Reframing:
Use of metaphor or simile, “sounds like a rat in a maze”
Focus on positive or new opportunity “it sounds as if you have
persisted…”
o Double sided reframe: “part of you is….and the other part…..” or “on the one
hand….”
Students are encouraged to use a variety of lead in’s:
o Could it be that….
o You’re feeling…..
o What I thinking I’m hearing….
Students should be able to understand clients and reflect that understanding back to
the client
Paraphrasing
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Paraphrasing is used throughout the session to demonstrate listening and also to check
in with the client to see if you are following them correctly. The client may confirm or
disagree.
Social worker uses his/her own words or “fresh words” to reflect content back to the
client
Social worker should avoid parroting or dominating the conversation with paraphrasing
Students are encouraged to use a variety of lead in’s:
o As I understand it….
o It sounds as if…..
o It seems like…..
o I think what you are saying is…..
Summarizing
A good summary should end the session and can also be used throughout the session
to:
o Highlight key aspects
o Recap lengthy messages
o Focus
o Pull everything together
o Use when client is stuck to regroup and move forward
The social worker should end the summary with a check in question (Young, 2009;
Hepworth, 2013)
Seeking Concreteness
Everyone attached their own meaning to word, phrases, feelings and experiences. It is
important for the social worker to understand what it means to the client.
Ex: “what do you mean when you say you are at your wits end”
o What does “depression” look like for you?
o What do you mean “you felt pressured?”
o Walk me through what happened starting at the beginning? And then what did
you do (or say)?
Self-Disclosure
Only used to benefit the client and not to meet a need of the social worker
Can help humanise the social worker
Can help normalise a situation, behavior or emotion
Can help social worker connect with client – establish relationship
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Focusing
Selecting topics for exploration
Explore topics in depth
Use time wisely
References
Canadian Client Consultation Competition. Retrieved November 5, 2012, from
http://www.clientconsultationcomp.ca/?page_id=15
Cournoyer, B. (2014). The social work skills workbook. (7th ed.). Stanford, CT: Brooks/Cole.
Corcoran, J. (2012). Helping skills for social work direct practice. New York, NY: Oxford.
Egan, G. (2014). The skilled helper. (10th ed.). Belmont, CA: Brooks/Cole
Hepworth, D.H., Rooney, R., Rooney, G.D., & Strom-Gottfried, K. (2013). Direct social
work practice; theory and skills (9th ed.). Belmont, CA: Brooks/Cole.
Knapp, H. (2008). Introduction to social work: A workbook. Thousand Oaks, CA: Sage
Shebib, B. (2010). Choices (4th ed.). Toronto: Pearson Education Canada Inc.