Social Work 621

Section 67334/35 and 67342/3

Social Work Practice with Adolescents, Young Adults and their

Families
3 Units

Spring 2018

Instructor: Lisa Kabot, MSW, LCSW

E-Mail: lkabot@usc.edu Course Day: Tuesday or Thursday
Office Hours: 3:30 – 4:00 T, TH Course Time: 4:00 – 5:20 or 5:40 to 7:00
PM PST
Course Location: VAC

I. COURSE PREREQUISITES
Social Work Practice with Adolescents, Young Adults and their Families is an advanced practice course
of the School of Social Work, Department of Children, Youth and Families. Students will have
successfully completed the generalist semester (SOWK 544 & SOWK 506) and the first semester
departmental required courses (SOWK 608, SOWK 609, SOWK 610) before enrolling in this course.

II. CATALOGUE DESCRIPTION

The course focuses on intervention with adolescents and young adults, addressing developmental assets
and challenges facing youth. The roles of various contexts in the development of problems and solutions
will be addressed. Skills in engagement and evidence-based interventions in working with youth will be
acquired.

III. COURSE DESCRIPTION

This course advances theoretical knowledge and practice skills in working with adolescents, young
adults, and their families. The course uses biopsychosocial and systems/ecological perspectives in
viewing adolescents and young adults in the context of their family and social environment. It focuses on
understanding risk factors, developmental disruptions, and derailments for adolescents, young adults and
their families. The role of schools, other social institutions, the community, and the larger social
environment, including state and national policies and their impact on adolescents, young adults and their
families will be explored. Current research that informs theory and practice with these age groups,
particularly neuroscience, the role of adverse childhood experiences, resilience, and protective factors will
be further considered. Students will develop knowledge and skills of applying evidence based practices

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and interventions, including engagement, assessment, and diagnosis, as well as intervention and
evaluation with adolescents, young adults and their family.

IV. COURSE OBJECTIVES

The Social Work Practice with Adolescents, Young Adults and their Families course (SOWK 621) will:

Objective # Objectives
1 Teach the use of critical thinking to integrate knowledge and perspectives on
adolescence, young adulthood/ emerging adulthood and the developmental tasks and
competencies associated with the transition to adulthood while focusing on youth in
familial and cultural contexts.
2 Present contexts of practice with adolescents, transition age youth and young adults,
including the family, and the systems and service systems that assist clients before and
after age eighteen. Students will learn to locate resources at federal, state and county
levels, and understand how these resources may differ depending on geographical
location and the service-providing agency.
3 Provide perspectives, theories and research-based knowledge on major mental health
issues that may affect adolescents and young adults, including physical, mental,
behavioral and relational difficulties.
4 Teach students to critically consider and use current research, theory and evidence based
practices when working with adolescents, transition age youth, young adults and their
families, while taking into account the impact of the complex social environment on youth
and their families.
5. Provide students with opportunities to develop skills in engaging, assessing, diagnosing,
and intervening with adolescents, young adults and their families in diverse client
populations.
6. Provide opportunities for students to enhance self-awareness by critically examining
thoughts, feelings, and practices with adolescents, young adults and their families.

V. COURSE FORMAT AND INSTRUCTIONAL METHODS

The class format consists of a combination of didactic lecture, class discussion, small group discussions
and experiential exercises. Role-plays, case vignettes, small group discussions, and videos will also be
incorporated to facilitate learning. Students will be invited to share case materials from field placement to
illustrate and deepen content of class discussion, and to provide integration of knowledge and experience
between the classroom and the field. Confidentiality of information shared in class will always be
observed.

VI. STUDENT LEARNING OUTCOMES

The following table lists the nine Social Work core competencies as defined by the Council on Social
Work Education’s 2015 Educational Policy and Accreditation Standards:

Social Work Core Competencies

1 Demonstrate Ethical and Professional Behavior
2 Engage in Diversity and Difference in Practice
3 Advance Human Rights and Social, Economic, and
Environmental Justice
4 Engage in Practice-informed Research and Research-
informed Practice
5 Engage in Policy Practice

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6 Engage with Individuals, Families, Groups,

Organizations, and Communities
7 Assess Individuals, Families, Groups, Organizations,
and Communities*
8 Intervene with Individuals, Families, Groups,
Organizations, and Communities*
9 Evaluate Practice with Individuals, Families, Groups,
Organizations and Communities
* Highlighted in this course

The following table shows the competencies highlighted in this course, the related course objectives,
student learning outcomes, and dimensions of each competency measured. The final column provides
the location of course content related to the competency.

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Competency Objectives Behaviors Dimensions Content

Competency 7: Assess 1. Teach the use of 7b. Select Cognitive Unit 2:

Individuals, Families, critical thinking to appropriate and Affective Assessment
Groups, Organizations, integrate knowledge intervention Processes of
and Communities and perspectives on strategies based Adolescents
Social workers use their adolescence and on the and Young
young adulthood and assessment, Adults and
knowledge of theories of
the developmental research their Families
human behavior and the tasks and knowledge, and
social environment to competencies values and Unit 3:
inform ongoing associated with the preferences of Interventions
assessment as they work transition to adulthood children, youth with
with diverse children, while focusing on and families and Adolescents,
youth, and families, as youth in familial and the communities Young Adults
well as with the groups, cultural contexts. in which they live. and Their
organizations, and Families
institutions that play 4. Teach students to
critically consider and Unit 4:
important parts in their
use current research, Family Based
lives. Social workers use theory and evidence Interventions
culturally informed and based practices when
varied assessment working with Unit 5:
methods to capture the adolescents, transition Group-based
diverse strengths, age youth, young and System-
resources, and needs of adults and their Based
children, youth and families, while taking Interventions
families, which in turn into account the
advances the impact of the complex Assignment
social environment on 1: Take-home
effectiveness of their
youth and their Exam
practice. Social workers families.
work collaboratively with Assignment
other service providers 3: Research
involved in the family’s Paper
life in order to obtain a
comprehensive
understanding of the
family system to enhance
the assessment process.
Social workers are
mindful of the potential
influence of their
personal experiences
and affective reactions
on the processes of
assessment with
children, youth, and
families.

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Competency Objectives Behaviors Dimensions Content

Competency 8: 5. Provide 8a. Negotiate, Skills Unit 5: Group-
Intervene with students with mediate, and based and
Individuals, Families, opportunities to advocate with System-Based
Groups, develop skills in and on behalf of Interventions
Organizations, and engaging, diverse clients
assessing, and Unit 14:
Communities
diagnosing, and constituencies. Complex
Social workers are intervening with Issues of
knowledgeable about adolescents, Adolescents
the evidence-informed young adults and Young
interventions for and their Adults
children, youth, and families in
families that can best diverse client Unit 15:
help them to achieve populations. Transition Age
the goals of their Youth Leaving
diverse clients. Social the Child
Welfare
workers are able to
System
critically evaluate and
apply theories of human Assignment
behavior and the social 2: Group Work
environment to
intervene effectively Class
with their clients in child Participation
and family practice
settings. Social workers
understand methods of
identifying, analyzing
and implementing
evidence-informed
interventions to achieve
family and agency
goals. Social workers
understand the
importance of inter-
professional teamwork
and communication in
interventions, and
employ strategies of
interdisciplinary, inter-
professional, and inter-
organizational
collaboration to achieve
beneficial outcomes for
children, youth, and
families.

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VI. COURSE ASSIGNMENTS, DUE DATES, AND GRADING

% of
Assignment Due Date
Final Grade
Assignment 1: Take- Home Exam Unit 7 30%

Assignment 2: Group Work TBA 20%

Assignment 3: Research Paper Unit 15 40%

Class Participation Ongoing 10%

Each of the major assignments is described below.

Assignment 1: Take-Home Exam (30% of Course Grade)
This is a take-home exam that consists of several short essay questions on the material covered in the
first six weeks of the semester. Students are expected to understand the similarities and possible
differences in working with adolescents and young adults and to integrate the information learned through
the assigned readings, class presentations and class discussions when answering the essay questions.
Due: Unit 7 at 11:59PM (PST)
This assignment relates to student learning outcomes 1 & 4
Assignment 2: Small Group Class Presentation (20% of Course Grade)
Students will work in small groups of up to three individuals on this class presentation assignment
addressing a problem that impacts adolescents, young adults and their families. Students will use
literature from the course recommended readings as well as outside resources to explain the problem
and its impact on the youth and their families. Students will explore issues of diversity and culture, family
and service systems issues and their impact on the youth’s problem. Students will demonstrate how the
readings inform their understanding and practice with the problem. Finally, students will conduct a class
discussion or activity on clinical and ethical issues relevant to the presented problem.
Due: TBA
This assignment relates to student learning outcomes: 5
Assignment 3: Research Paper (40% of Course Grade)
In this assignment, students will write a research-based paper that integrates the theory and practice
dimensions of the course. Students will select and examine a problem area that they are dealing with in
field placement (such as substance abuse, sexual abuse, depression in adolescents and young adults,
etc.), include theories of etiology and effects on the problem on the youth in the context of the family and
the systems in which the youth is being involved. The student will research and present an evidence-
based intervention applicable to a client that they work with in their field placement. The student will
explain in detail how the intervention is applied to the client from engagement, assessment, intervention,
termination, evaluation and follow-up. The student will use a client from their fieldwork to illustrate the
discussion and to explain what ethical and cultural issues may be present. Finally, the student will
critically appraise the intervention.
Due: Unit 15 at 11:59M (PST)
This assignment relates to student learning outcomes: 1& 4

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Class Participation (10% of Course Grade)

It is expected that students will attend class regularly, participate in class discussions, and submit work
promptly. Failure to meet these expectations may result in reduction in grades.
Your involvement in this class is considered essential to your growth as a practitioner. You will be asked
to discuss the material assigned, participate in role-playing, exercises, and so on. Knowing the "right"
answers is not nearly as important as being willing to risk, explore your ideas, and be open to new
information and ideas. Your presence in class, along with preparation by having read and considered the
assignments, and participation in discussion is essential. Participation on a course website (message
board/chat room), if developed, also constitutes meaningful class participation.

Guidelines for Evaluating Class Participation:

10: Outstanding Contributor: Contributions in class reflect exceptional preparation and participation is
substantial. Ideas offered are always substantive, provides one or more major insights as well as direction
for the class. Application to cases held is on target and on topic. Challenges are well substantiated,
persuasively presented, and presented with excellent comportment. If this person were not a member of
the class, the quality of discussion would be diminished markedly. Exemplary behavior in experiential
exercises demonstrating on target behavior in role plays, small-group discussions, and other activities.

9: Very Good Contributor: Contributions in class reflect thorough preparation and frequency in
participation is high. Ideas offered are usually substantive, provide good insights and sometimes direction
for the class. Application to cases held is usually on target and on topic. Challenges are well
substantiated, often persuasive, and presented with excellent comportment. If this person were not a
member of the class, the quality of discussion would be diminished. Good activity in experiential
exercises demonstrating behavior that is usually on target in role plays, small-group discussions, and
other activities.

8: Good Contributor: Contributions in class reflect solid preparation. Ideas offered are usually
substantive and participation is very regular, provides generally useful insights but seldom offer a new
direction for the discussion. Sometimes provides application of class material to cases held. Challenges
are sometimes presented, fairly well substantiated, and are sometimes persuasive with good
comportment. If this person were not a member of the class, the quality of discussion would be
diminished somewhat. Behavior in experiential exercises demonstrates good understanding of methods
in role plays, small-group discussions, and other activities.

7: Adequate Contributor: Contributions in class reflect some preparation. Ideas offered are somewhat
substantive, provides some insights but seldom offers a new direction for the discussion. Participation is
somewhat regular. Challenges are sometimes presented, and are sometimes persuasive with adequate
comportment. If this person were not a member of the class, the quality of discussion would be
diminished slightly. Occasionally applies class content to cases. Behavior in experiential exercises is
occasionally sporadically on target demonstrating uneven understanding of methods in role plays, small-
group discussions, and other activities.

6: Inadequate: This student says little in class. Hence, there is not an adequate basis for evaluation. The
student doesn’t participate actively in exercises and sits mostly silently in group activities and in class
discussions.

5: Non-participant: Attends class only. Does not appear to be engaged.

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Class grades will be based on the following:

Class Grades Final Grade

3.85–4.00 A 92.5–100 A
3.60–3.84 A– 89.5–92.4 A–
3.25–3.59 B+ 86.5–89.4 B+
2.90–3.24 B 82.5–86.4 B
2.60–2.89 B– 79.5–82.4 B–
2.25–2.59 C+ 76.5–79.4 C+
1.90–2.24 C 73.5–76.4 C
70.5–73.4 C–

VII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS AND RESOURCES

Required Textbooks
Kerig, P., Schulz, M. S., & Hauser, S. T. (2012). Adolescence and beyond: Family processes and
development. New York, NY: Oxford University Press. (Available at the USC library online).
Weisz, J. R., & Kazdin, A. E. (Eds.). (2017). Evidence-based psychotherapies for children and
rd
adolescents (3 ed.). New York, NY: Guilford Press.
On Reserve
All additional required readings that are not in the above required texts are available online through
electronic reserve (ARES) under instructor name Michal Sela-Amit.

Recommended Books
nd
Arnett, J. J. (2015). Emerging adulthood: The winding road from the late teens thorough the twenties. (2
ed.). New York, NY: Oxford University Press.
Laser J. A., & Nicotera, N. (2011). Working with adolescents: A guide for practitioners. New York, NY:
Guilford Press.
McLean, K. C., & Pasupathi, M. (2010). Narrative development in adolescents: Creating the storied self.
New York, NY: Springer. Also available online.
Smith, W. (2011). Youth leaving foster care: A developmental, relationship-based approach to practice.
New York, NY: Oxford University Press.
nd
Steiner, H. & Hall, R. E. (2015). Treating adolescents (2 ed.). Hoboken, NJ: John Wiley & Sons.

Recommended Websites
U.S. Department of Health and Human Services, Office of Adolescents Health
http://www.hhs.gov/ash/oah/

Strengthening Families:
http://www.cssp.org/reform/strengtheningfamilies
http://www.strengtheningfamiliesprogram.org

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Course Overview
Session Topics Assignments
1 Overview and Unique Considerations for Adolescents,
Young Adults and Their Families
2 Assessment of Adolescents and Young Adults and Their
Families
3 Interventions with Adolescents, Young Adults and Their
Families
4 Family-Based Interventions
5 Group-based and System-Based Interventions
6 Neurodevelopment Disabilities and Their Impact on
Adolescents, Young Adults and Their Families
7 Trauma and PTSD Assignment 1 Due
8 Relational-Based Problems
9 Anxiety and Self-Injury
10 Depression and Suicidality
11 Bipolar Mood Disorder and Schizophrenia
12 Disruptive and Impulse Control Problems
13 Substance Use and Abuse
14 Complex Issues of Adolescents and Young Adults
15 Transition Age Youth Leaving Child Welfare System Assignment 3 Due

STUDY DAYS / NO CLASSES

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Course Schedule ― Detailed Description

Unit 1: Overview and Unique Considerations for Adolescents, Young

Adults and Their Families

Topics

Introduction to the course

Overview of developmental and ecological context of practice with adolescents, young adults and
their families, unique identity development experiences: Racial/ethnic identity and sexual identity/
orientation
Ethical considerations in working with adolescents, young adults and their families
Strengths-based perspective and resilience in adolescents and young adults

Required Readings
• Arnett, J. J. (2014). A longer road to adulthood. In Emerging adulthood: The winding road from
the late teens through the twenties.(Chapter 1 pp. 1-29). New York, NY: Oxford
University Press.
• Friedman M., Marshal, M., Guadamuz, T., Wei, C., Wong, C., Saewyc, E., & Stall, R. (2011). A
meta-analysis of disparities in childhood sexual abuse, parental physical abuse, and peer
victimization among sexual minority and sexual nonminority individuals. American Journal
of Public Health, 101(8), 1481-1494.

• Hope, E. C., Hoggard, L. S., & Thomas A. (2015). Emerging into adulthood in the face of racial
discrimination: Physiological, psychological, and sociopolitical consequences for African
American youth. Translational Issues in Psychological Science.1(4), 342–351.

• Zimmerman, M. A., Stoddard, S. A., Eisman, A. B., Caldwell, C. H., Aiyer, S. M., & Miller, A.
(2013). Adolescent resilience: Promotive factors that inform prevention. Child
Development Perspectives, 7(3), 215–220.

Recommended Readings
• American Psychologist Association (2015). APA Guidelines for clinical practice with transgender
and gender non-conforming people. American Psychologist, 70(9). 832-864.
• Allen, J. P., & Miga, E. (2010). Attachment in adolescence: A move to the level of emotional
regulation. Journal of Social and Personal Relationships, 27(2), 181-190.
• Brownlee, K., Rawana, J., Franks, J., Harper, J., Bajwa, J., O’Brien, E., & Clarkson, A. (2013). A
systematic review of strengths and resilience outcome literature relevant to children and
adolescents. Child and Adolescent Social Work Journal, 30, 435-459.
• Maholmes, V. (2014). Thriving in adversity: Toward a framework of hope, optimism and
resilience. In Fostering resilience and well-being in children and families in poverty.
(Chapter 2 pp. 13-33). New York, NY: Oxford University Press.

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Unit 2: Assessment of Adolescents and Young Adults and Their

Families

Topics
Strengths-based, culturally-informed, and motivation-considerate assessment of adolescents and
young adults
The role of the family, and other involved adults in youth assessment
General and problem-focused measurements of adolescents assessment
Consideration and Implication of diagnosing adolescents and young adults

Required Readings
• Alegria, M., Atkins, M., Farmer, E., Slaton, E., & Stelk, W. (2010). One size does not fit all: Taking
diversity, culture, and context seriously. Administration and Policy in Mental Health
Services Research, 37(1-2), 48-60.

• Cavendish, W., Montague, M., Enders, C., & Dietz, S. (2014). Mothers’ and adolescents’
perceptions of family environment and adolescent social-emotional functioning. Journal of
Child and Family Studies, 23(1), 52-66.

• De Los Reyes, A., Augenstein, T. M., Aldao, A. (2017). Assessment issues in child and
adolescent psychotherapy. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based
rd
psychotherapies for children and adolescents (3 ed. pp. 537- 554). New York, NY:
Guilford Press.

• Friedberg, R. D., & McClure, J. M. (2015). Case conceptualization. In Cognitive therapy with
children and adolescents: The nuts and bolts (Chapter 2 pp.9-41). New York, NY:
Guilford Press.

Recommended Readings
• Delgado, M., Killoren, S., & Updegraff, K. (2013). Economic hardship and Mexican-origin
adolescents' adjustment: Examining adolescents' perceptions of hardship and parent-
adolescent relationship quality. Journal of Family Psychology 27(5), 827-837.

• Frances, A., & Batstra, L. (2013). Why so many epidemics of childhood mental disorder? Journal
of Developmental and Behavioral Pediatrics, 34(4), 291-292.

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Unit 3: Engagement and Interventions with Adolescents, Young

Adults and Their Families

Topics
Engagement and introducing treatment
Identifying intervention goals and objectives
Selecting an EBI
Assessing intervention using measurements
Social worker’s advocacy role in working with adolescents & young adults

Required Readings
• Allan, D., Power, L., & Robinson, E. (2010). What works with adolescents? Family connections
and involvement in interventions for adolescent problem behaviors. Australian Institute of
Family Studies,16,1-13.
• Huey Jr. S.J., & Polo, A. (2017). Evidence-Based Psychotherapies with Ethnic Minority Children
and Adolescents. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based
rd
psychotherapies for children and adolescents (3 ed. pp. 361-378). New York, NY:
Guilford Press.
• Kim, H., Munson M., R., & McKay, M. (2012). Engagement in mental health treatment among
adolescents and young adults: A systematic review. Child and Adolescence Social Work,
29, 241-266.
• Laser J. A., & Nicotera, N. (2011). Challenges in clinical work with adolescents. In Working with
adolescents a guide for practitioners (pp. 3-13.) New York, NY: Guilford Press.
Recommended Readings
• Pineda, J., & Dadds, M. R. (2013). Family intervention for adolescents with suicidal behavior: A
randomized controlled trial and mediation analysis. Journal of the American Academy
Child and Adolescent Psychiatry, 52(8), 851-862.

Unit 4: Family-Based Engagement and Interventions

Topics
Methods for family engagement: Special consideration to diversity and culture
Family-based interventions: Brief Strategic Family Therapy
Working with families impacted by adversity:
Single-parenting
Mental illness
Immigration and deportation

Required Readings
• Carr, A. (2014). The evidence base for family therapy and systemic Interventions for child-
focused problems. Journal of Family Therapy, 36, 107-157.
• Henderson S. W. and Baily, C. (2013). Parental deportation, families, and mental health. Journal
of the American Academy of Child & Adolescent Psychiatry, 52(5), 451-453.

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• Stein, H. C., Osborn, L. A., & Greenberg, S. C. (2016). Understanding young adults’ reports of
contact with their parents in a digital world: Psychological and familial relationship factors.
Journal of Child and Family Studies. 25(6). 1802 – 1814.

• Szapocznik, J., Zarate, M., Duff, J., & Muir, J. (2013). Brief strategic family therapy: Engaging
drug using/problem behavior adolescents and their families in treatment. Social Work in
Public Health, 28(3-4), 206-223.
Recommended Readings
• Johnson, E. & Easterling, B. (2012). Understanding unique effects of parental incarceration on
children: Challenges, progress, and recommendations. Journal of Marriage and Family,
74(2), 342-356.

• Kaslow, N. J., Broth, M. R., Smith, C. O., & Collins, M. H. (2012). Family-Based interventions for
child and adolescent disorders. Journal of Marital and Family Therapy, 38(1), 82-100.

• Nichols, M. P. (2014). Strategic family therapy. In The essentials of family therapy (6th ed.,
Chapter 6, pp. 89-109). Boston, MA: Allyn and Bacon.

Unit 5: Group-Based and System-Based Interventions

Topics
Group interventions with adolescents, young adults and their families
Systems-involved interventions with adolescents, young adults and their families
EBI Group and system-based interventions in the context of schools, health systems, and CPS
Termination and evaluation of system-based and group-based interventions

Required Readings
• Cole, A., Jenfskey, N., Ben-David, S.,& Munson, M. (2016). Feeling connected and understood:
The role of creative arts in engaging young adults in their mental health services. Social Work
with Groups.1-15. DOI: 10.1080/01609513.2016.1258619
• D'Amico, E. J., Houck, J. M., Hunter, S. B., Miles, J. N. V., Osilla, K. C., & Ewing, B. A. (2015).
Group motivational interviewing for adolescents: Change talk and alcohol and marijuana
outcomes. Journal of Consulting and Clinical Psychology, 83(1), 68-80
http://dx.doi.org/10.1037/a0038155
• Sheets, E. S., Wilcoxon, E., Brosse, A., Hauser, M., Madsen, J., & Craighead, E. (2013).
Prevention of recurrence of major depression among emerging adults by a group
cognitive-behavioral/interpersonal intervention. Journal of Affective Disorders. 147(1),
425-430.
• Liddle, H.A. (2016). Multidemensional family therapy: Evidence base for transdiagnostic
treatment outcomes, change mechanisms, and implementation in community setting.
Family Process, 55 (3), pp. 558-576 Doi: 10.1111/famp.12243
Recommended Readings
• Rhoades, K. A., Chamberlain, P., Roberts, R., & Leve, L. (2013). MTFC for high-risk adolescent
girls: A comparison of outcomes in England and the United States. Journal of Child &
Adolescent Substance Abuse, 22, 435-449. ISSN: 1067-828X print/1547-0652
online DOI: 10.1080/1067828X.2013.788887.

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Unit 6: Neurodevelopment Disorders and Their Impact on Adolescents,

Young Adults and Their Families

Topics
Impact of neurodevelopmental problems on adolescents, young adults and their families
Executive system deficits and their impacts on adolescents and young adults with: Autism
Spectrum Disorders and ADHD
Interventions with ADHD
Interventions with ASD: Communication and social engagement interventions

Required Readings
• Gotham, K., Brunwasser, S. M., & Lord, C. (2015). Depressive and anxiety symptom trajectories
from school age through young adulthood in samples with autism spectrum disorder and
developmental delay. Journal of the American Academy of Child & Adolescent
Psychiatry, 54(5), 369-376. Doi: http://dx.doi.org/10.1016/j.jaac.2015.02.005
• Schohl, K., Van Hecke, A., Carson. A., Dolan, B., Karst, J. & Stevens. S. (2014). A replication and
extension of the PEERS intervention: Examining effects on social skills and social anxiety
in adolescents with autism spectrum disorders. Journal of Autism and Developmental
Disorders, 44, 532-545.
• Van den Berg, S., Scheeren, A., Bergeer, S., Koot, H., & Geurts, H. (2014). Age related
differences of executive functioning problems in everyday life of children and adolescents
in the autism spectrum. Journal of Autism and Developmental Disorders, 44, 1959-1971.
• Walkup, J., Stossel, L., & Rendleman, R. (2014). Beyond rising rates: Personalized medicine and
public health approaches to the diagnosis and treatment of attention-deficit/hyperactivity
disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 53 (1),
14-16.
Recommended Readings
• Daley, D., van der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese S., & Sonuga-
Barke, E. (2014). Behavioral interventions in attention-deficit/hyperactivity disorder: A
meta-analysis of randomized controlled trials across multiple outcome domains. Journal
of the American Academy of Child & Adolescent Psychiatry, 53 (8), 825-829.
• Kulage, K., Smaldone A., & Cohn. E. (2014). How will DSM-5 affect autism diagnosis? A
systematic literature review and meta-analysis. Journal of Autism and Developmental
Disorders, 44, 1918-1932.
• Laugeson, E., Frankel, F. Gantman A., Dillon A., & Mogil, C. (2012). Evidence-based social skills
training for adolescents with autism spectrum disorders: The UCLA PEERS program.
Journal of Autism and Developmental Disorders, 42(6), 1025-1036.
• Young, R., & Rodi, M. (2014). Redefining autism spectrum disorder using DSM-5: The
implications of the proposed DSM-5 criteria for autism spectrum disorders. Journal of
Autism and Developmental Disorders, 44, 758–765.

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Unit 7: Trauma and PTSD

Topics
Trauma and PTSD reactions in adolescents and young adults
Neuroscience of trauma and post-trauma recovery
Assessment in trauma and PTSD
Trauma-Focused CBT and other EBI interventions

Required Readings
• Black, P., Woodworth, M., Tremblay, M., & Carpenter, T. (2012). A review of trauma-informed
treatment for adolescents. Canadian Psychology, 53(3), 192-203.
• Cary, C. E., & McMillen, J. C. (2012). The data behind the dissemination: A systematic review of
trauma-focused cognitive behavioral therapy for use with children and youth. Children
and Youth Services Review, 34, 748–757.
• Lam, A., Lyons, J. S., Griffin, G., & Kisiel, C. (2015). Multiple traumatic experiences and the
expression of traumatic stress symptoms for children and adolescents. Residential
Treatment for Children & Youth, 32(2), 167-181.
• McKenzie-Mohr, S., Coates, J., & McLeod, H. (2012). Responding to the needs of youth who are
homeless: Calling for politicized trauma-informed intervention. Children and Youth
Services Review, 34(1), 136-143.

Recommended Readings
• Carrion, V. G., & Kletter, H. (2012). Posttraumatic stress disorder: Shifting toward a
developmental framework. Child and Adolescent Psychiatric Clinics of North America,
21(3), 573-591
• Cohen, J. A., Mannarino, A. P., & Deblinger, E. (Eds). (2012). Trauma-focused CBT for children
and adolescents: Treatment Applications. New York, NY: Guilford Press. Note: This is the
manual for TF-CBT.
• Palinkas, L., Fuentes, D., Finno, M., Garcia, A. R., Holloway, I.W., & Chamberlain, P. (2012).
Inter-organizational collaboration in the implementation of evidence-based practices
among public agencies serving abused and neglected youth. Administration and Policy in
Mental Health and Mental Health Services Research, 41(1), 74-85.

Unit 8: Relational-Based Problems

Topics
Rapture/conflicts with parents, familial alienation
Peer relations, LGBT social support
Intimate-partner relationship and dating violence

Required Readings
• Moed, A., Gershoff, E., Eisenberg, N., Hofer, C., Losova, S., Spinrad, T., & Liew, J. (2015).
Parent–adolescent conflict as sequences of reciprocal negative emotion: Links with
conflict resolution and adolescents’ behavior problems. Journal of Youth and
Adolescence, 44(8), 1607-1622.

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• Mustanski, B., Andrews, R., & Puckett, J. A. (2016). The effects of cumulative victimization on
mental health among lesbian, gay, bisexual, and transgender adolescents and young
adults. American Journal of Public Health, 106(3), 527-533.
doi:10.2105/AJPH.2015.302976
• Stonard, K. E., Bowen, E., Walker K., & Price, S. (2015). “They’ll always find a way to get to you:”
Technology use in adolescent romantic relationships and its role in dating violence and
abuse. Journal of Interpersonal Violence, 1-35. DOI: 10.1177/0886260515590787
Recommended Readings

• Almaida, J., Jonson, R., Corliss, H. & Azrael, D. (2009). Emotional distress among LGBT youth:
The influence of perceived discrimination based on sexual orientation. Journal of Youth
and Adolescence, 38, 1001- 1014.
• Foshee, V. A., Heath L., McNaughton R., Ernett, S. T., Ennett, Cance, D., Bauman, K. E., &
Bowling, M. (2012). Assessing the effects of families for safe dates, a family-based teen
dating abuse prevention program. Journal of Adolescent Health, 51, 349-356.
• Konishi, C., & Saewyc, E. (2014). Still a target: Sexual diversity and power of caring. School
Psychology International, 35(5), 504-515.
• Shulman, S., Scharf, M. & Shachar-Shapira, L. (2012). The intergenerational transmission of
adolescents romantic relationships. In Kerig, P., Schulz, M. S. & Hauser, S. T. (Eds.),
Adolescence and beyond: Family processes and development. (pp 113- 133). New York,
NY: Oxford University Press

Unit 9: Anxiety and Self-injury

Topics
Anxiety in adolescence and young adulthood
Non-suicidal self-injury
Interventions

Required Readings
• LeCloux, M. (2013). Understanding the meanings behind adolescent non-suicidal self-injury: Are
we missing the boat? Clinical Social Work Journal, 41(4), 324-332. doi:10.1007/s10615-
012-0417-y
• Thompson, E. D., May, A., & Whiting, S. E. (2011). Evidence-based treatment of anxiety and
phobia in children and adolescents: Current status and effects on the emotional
response. Clinical Psychology Review, 31(4), 592-602.
• Young, J., Makover, H., Cohen, J., Mufson, L., Gallop, R., & Benas, J. (2012). Interpersonal
psychotherapy-adolescent skills training: Anxiety outcomes and impact of comorbidity.
Journal of Clinical Child and Adolescent Psychology, 41(5), 640-653.

Recommended Readings
• Cohen, J. A., Mannarino, A. P., & Deblinger, E. (Eds). (2012). Trauma-focused CBT for children
and adolescents: Treatment applications. New York, NY: Guilford Press.
• Gulbas, L. E., Hausmann-Stabile, C., De Luca, S. M., Tyler, T. R., & Zayas, L. H. (2015). An
exploratory study of non-suicidal self-injury and suicidal behaviors in adolescent Latinas.
American Journal of Orthopsychiatry,85(4), 302-314. doi:10.1037/ort0000073

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• Hoffman, R., Gimenez, M., & White, V. (2010). Letter writing as an intervention in family therapy
with adolescents who engage in nonsuicidal self-injury. The Family Journal: Counseling
and Therapy for Couples and Families, 18 (1), 24-30.
• Schore, J., & Schore, A. (2012). Modern attachment theory: The central role of affect
regulation in development and treatment. In The science of the art of psychotherapy
(pp. 28-51). New York, NY: W.W. Norton.

Unit 10: Depression and Suicidality

Topics
Depression & suicidality in adolescence and young adulthood
Assessment of depression & Suicidality
Empirically supported interventions for depression and suicidality

Required Readings
• Boeninger, D. K., & Coger, R. D. (2012).Risk and protective factors for suicidality during the
transition to adulthood: Parenting, self-regulatory processes and successful resolution of
stage-salient tasks. In Kerig, P., Schulz, M. S. & Hauser, S. T. (Eds.). Adolescence and
beyond: Family processes and development (pp. 43- 63). New York, NY: Oxford
University Press.
• Brent, D. A., Poling, K. D., & Goldstein, T. R. (2011). Assessment and treatment of suicidal
ideation and behavior. In Treating depressed and suicidal adolescents: A clinician's
guide (Chapter 2, pp.42-84). New York, NY: Guilford Press.
• Jacobson, C. M., Mufson, L., & Young, J. F. (2017). Treating adolescent depression using
interpersonal psychotherapy. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based
rd
psychotherapies for children and adolescents (3 ed. pp. 66-84). New York, NY: Guilford Press.
Recommended Readings
• Cummings, J. R., & Druss, B. G. (2011). Racial/ethnic differences in mental health service use
among adolescents with major depression. Journal of the American Academy of Child
and Adolescent Psychiatry, 50(2),160-70.
• Ford-Paz, R. E., Reinhard, C., Kuebbeler, A., Contreras, R., & Sánchez, B. (2015). Culturally
tailored Depression/Suicide prevention in Latino youth: Community perspectives. The
Journal of Behavioral Health Services & Research, 42(4), 519-533. doi:10.1007/s11414-
013-9368-5
• Varghese, D., Scott J., Welham, J., Bor, W., Najma, J., O’Callaghan, M., William, G., & McGrath,
J. (2011). Psychotic-like experiences in major depression and anxiety disorders: A
population-based survey in young adults. Schizophrenia Bulletin 37(2), 389-393.
doi:10.1093/schbul/sbp083

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Unit 11: Bipolar and Schizophrenia

Topics
Bipolar disorder
Schizophrenia Prodromal and early phases
Interventions

Required Readings

• Fisher, M., Loewy, R., Hardy, K., Schlosser, D., & Vinogradov, S. (2013). Cognitive
interventions targeting brain plasticity in the prodromal and early phases of
Schizophrenia. Annual Review of Clinical Psychology, 9, 435-463.
http://doi.org/10.1146/annurev-clinpsy-032511-143134.
• Goldstein, T.R., Fersch-Podrat, R.K., Rivera, M., Axelson, D.,Merranko, J., YU, B., Brent,
D.A.,& Birmaher, B. (2015). Dialectical Behavior Therapy for Adolescents with bipolar
disorder: Results from a pilot randomized trial. Journal of Child and Adolescent
Psychopharmacology, 25, 140-149. doi:10.1089/cap.2013.0145.
• Kozloff, N., Cheung, A. Schaffer, A., Cairney, J., Dewa C., Veldhizen S., Kurdyak P., & Levitt,
A. (2010). Bipolar disorder among adolescents and young adults: Results from an
epidemiological sample. Journal of Affective Disorders, 125 (1), 350-354.

Recommended Readings
• Kurtz, M.M. (2016). Psychological and psychosocial treatment. In Schizophrenia and its
Treatment: Where is the Progress (Chap. 8, pp. 159-179). New York, NY: Oxford Press
University.
• Painter, K., & Scannapieco, M. (2015). Bipolar disorder. In Understanding the Mental Health
Problems of Children and Adolescents (159- 173). Chicago; Lyceum.

Unit 12: Disruptive Behavior and Aggression

Topics
Behavior and aggression issues in adolescence and young adulthood
Young offenders
Interventions for aggression
Intervention in delinquency of young adults: MST, MTFC & Anger Management Training

Required Readings
• Alcorn. T. (2014). Rethinking mental health care for young offenders. The Lancet, 383, 1283-4.
• Bostic, J., Thurau, L., Potter, M., & Drury, S. (2014). Policing the teen brain. Journal of Child and
Adolescent Psychiatry, 53(2), 127-129.
• Henggeler, S. W. & Schaeffer, C. (2017). Treating serious antisocial behavior using multi-
systemic therapy. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based

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rd
psychotherapies for children and adolescents (3 ed., pp.197- 214). New York, NY: Guilford
Press.
Recommended Readings
• Barrett, D. E., Ju, S., Katsiyannis, A., & Zhang, D. (2015). Females in the juvenile justice system:
Influences on delinquency and recidivism. Journal of Child and Family Studies, 24(2),
427-433.
• Darnell, A. J., & Schuler, M. S. (2015). Quasi-experimental study of Functional Family Therapy
effectiveness for juvenile justice aftercare in a racially and ethnically diverse community
sample. Children and Youth Services Review, 50, 75-82.
• Henggeler, S. W., & Sheidow, A. J. (2012). Empirically supported family-based treatments for
conduct disorder and delinquency in adolescents. Journal of Marital and Family Therapy,
38, 30- 58.
• Robbins, M. S., Alexander, J. F., Turner, C. W., & Hollimon, A. (2016). Evolution of functional
family as an evidence-based practice for adolescents with disruptive behavior problems.
Family Process, 55(3), 543-557.

Unit 13: Substance Use and Abuse

Topics
Substances experimentation vs. use vs. substance abuse in adolescence and young adulthood
Impact of drugs on adolescents and young adults
Assessment and intervention with substance use
Harm-reduction intervention
Family-based treatment of substance use in adolescents

Required Readings
• Burrow-Sanchez, J., & Wrona, M. (2012). Comparing culturally accommodated versus standard
group CBT for Latino adolescents with substance use disorders: A pilot study. Cultural
Diversity and Ethnic Minority Psychology, 18(4), 373-383.
• Down, A. B., Seedall, R. B., Taylor, N. C., & Downs, K. J. (2014). Attachment-based
considerations for addressing adolescent substance use (ASU) in a family context. The
American Journal of Family Therapy, 43, 28-43. DOI:
10.1080/01926187.2014.935683
• Patton, R., Deluca, P., Kaner, E., Newbury-Birch, D., Phillips, T., & Drummond, C. (2013). Alcohol
screening and brief intervention for adolescents: The how, what and where of reducing
alcohol consumption and related harm among young people. Alcohol & Alcoholism, 49
(2), 207-212. http://dx.doi.org/10.1093/alcalc/agt165
• Waldron, H. B., Brody, J. L. & Hope, H. (2017). Functional family therapy for adolescent
substance use disorders. In J. R. Weisz & A. E. Kazdin (Eds.), Evidenced-based psychotherapies
nd
for children and adolescents (2 ed., pp. 401-416). New York, NY: Guilford Press.
Recommended Readings
• Henderson, C., Dakof, G., Greenbaum, P., & Liddle, H. (2010). Effectiveness of multidimensional
family therapy with higher severity substance-abusing adolescents: Report from two
randomized controlled trials. Journal of Consulting and Clinical Psychology, 78(6), 885-
897.

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• Hock, R., Priester, M. A., Iachini, A. L., Browne, T., DeHart, D., & Clone, S. (2015). A review of
family engagement measures for adolescent substance use services. Journal of Child
and Family Studies, 24(12), 3700-3710. doi:10.1007/s10826-015-0178-7
• Rowe, C. L. (2012). Family therapy for drug abuse: Review and updates 2003–2010. Journal of
Marital and Family Therapy, 38(1), 59-81. doi:10.1111/j.1752-0606.2011.00280.x
• Santisteban, D., & Maite, M. (2009). Culturally informed and flexible family-based treatment for
adolescents: A tailored and integrative treatment for Hispanic youth. Family Process,
48(2), 253-268.
• Stockings, E., Hall, W., Lynskey M., Morley, K., Reavley, N., Strang J.. Pattan G., & Dengenhardt,
L. (2016). Prevention, early intervention, harm reduction, and treatment of substance use
in young people. The Lancet Psychiatry, 3(3), 280-296.
• Wetherill, R., & Tapert, S. F. (2013). Adolescent brain development, substance use, and
psychotherapeutic change. Psychology of Addictive Behaviors: Journal of the Society of
Psychologists in Addictive Behaviors, 27(2), 393-402. doi:10.1037/a0029111

Unit 14: Complex Issues of Adolescents and Young Adults

Topics
Teen Parenthood: Impacts on parents and baby development
Interventions in Teen Parenthood
Homeless adolescents and young adults
Intervention with homeless youth

Required Readings
• Bender, K. A., Thompson S., Ferguson, K., Yoder, J. R., & Kern, L. (2014). Trauma among street-
involved youth. Journal of Emotional and Behavioral Disorders, 22(1), 53-64.
• Coren, E., Hossain, R., Pardo, J. P., Veras, M. M., Chakraborty, K., Harris, H. & Martin, A. J.
(2013). Interventions for promoting reintegration and reducing harmful behavior and lifestyles in
street-connected children and young people. Evidence-Based Child Health, 8, 1140–1272.
• Patel, P. H., & Sen, B. (2012). Teen motherhood and long-term health consequences. Maternal
and Child Health Journal, 16(5),1063- 71.
Recommended Readings
• Asheer, S., Berger, A., Meckstroth, A., Kisker, E., & Keating, B. (2014). Engaging pregnant and
parenting teens: Early challenges and lessons learned from the evaluation of adolescent
pregnancy prevention approaches. Journal of Adolescent Health, 54(3), S84-S91.
doi:10.1016/j.jadohealth.2013.11.019
• Fielding, K., & Forchuk, C. (2013). Exploring the factors associated with youth homelessness and
arrests. Journal of Child and Adolescent Psychiatric Nursing, 26, 225–233.
doi: 10.1111/jcap.12056
• McDonell, J. R., Limber, S. P., & Connor-Godbey, J. (2007). Pathways teen mother support
project: Longitudinal findings. Children and Youth Services Review, 29(7), 840-855.
• Wong, C., Clark L., & Marlotte, L. (2014). The impact of specific and complex trauma on the
mental health of homeless youth. Journal of Interpersonal Violence, 31 (5),831- 854. doi:
10.1177/0886260514556770

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Unit 15: Special Issues of Transition Age Youth Leaving the Child
Welfare System

Topics
Youth leaving systems of care: Strengths & challenges
Planning the transition and Programs for Youth leaving care
EBP for system-involved youth

Required Readings
• Batsche, C., Hart, S., Ort, R., Armstrong, M., Strozier, A., & Hummer, V. (2014). Post secondary
transitions of youth emancipated from foster care. Child & Family Social Work, 19(2),
174-184.
• Curry, S. R., & Abrams, L. S. (2015). Housing and social support for youth aging out of foster
care: State of the research literature and directions for future inquiry. Child & Adolescent
Social Work Journal, 32(2), 143-153. doi:10.1007/s10560-014-0346-4
• Hollywood Homeless Youth Partnership. (2009). The ARC framework for runaway and homeless
youth serving agencies. Retrieved from www.hhyp.org
• Powers, L., Greenen, S., Powers J., Summer-Pommier, S., Turner A., Dalton L., Drummond, D.,
& Swank, P. (2012). My life: Effects of a longitudinal, randomized study of self-
determination enhancement on the transition outcomes of youth in foster care and
special education. Child and Youth Services Review, 34(11), 2179–2187.
Recommended Readings

• California Child Welfare Co-Investment Partnership. (2010). Understanding outcomes for youth
aging out of foster care. Insights, 3.

• Ferguson, K. M., Kim, M. A., & McCoy, S. (2011). Enhancing empowerment and leadership
among homeless youth in agency and community settings: A grounded theory approach.
Child and Adolescent Social Work Journal, 28(1),1-22. doi:10.1007/s10560-010-0217-6

• Linda, W. P., Marroquín, B., & Miranda, R. (2012). Active and passive problem solving as
moderators of the relation between negative life event stress and suicidal ideation among
suicide attempters and non-attempters. Archives of Suicide Research, 16(3), 183-197.
doi:10.1080/13811118.2012.695233
• Pottick, K., Warner, L., Stoep, A., & Knight, N. (2014). Clinical characteristics and outpatient
mental health service use of transition-age youth in the USA. The Journal of Behavioral
Health Services & Research, 41(2), 230-243.
• Stott, T. (2012). Placement instability and risky behaviors of youth aging out of foster care. Child
and Adolescent Social Work Journal, 29(1), 61-83. doi:10.1007/s10560-011-0247-8

• Smith, W. (2011). The child welfare system as context. In Youth leaving foster care: A
developmental, relationship-based approach to practice (pp. 5-19). New York, NY: Oxford
University Press.
• Wagner, M., & Newman, L. (2012). Longitudinal transition outcomes of youth with emotional
disturbances. Psychiatric Rehabilitation Journal, 35(3), 199- 208.

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University Policies and Guidelines

IX. ATTENDANCE POLICY

Students are expected to attend every class and to remain in class for the duration of the unit. Failure to
attend class or arriving late may impact your ability to achieve course objectives, which could affect your
course grade. Students are expected to notify the instructor by e-mail (bmharper@usc.edu) of any
anticipated absence or reason for tardiness.

University of Southern California policy permits students to be excused from class for the observance of
religious holy days. This policy also covers scheduled final examinations which conflict with students’
observance of a holy day. Students must make arrangements in advance to complete class work which
will be missed, or to reschedule an examination, due to holy days’ observance.

Please refer to Scampus and to the USC School of Social Work Student Handbook for additional
information on attendance policies.

X. ACADEMIC CONDUCT
Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words –
is a serious academic offense with serious consequences. Please familiarize yourself with the discussion
of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards”
https://policy.usc.edu/scampus-part-b/. Other forms of academic dishonesty are equally unacceptable.
See additional information in SCampus and university policies on scientific misconduct,
http://policy.usc.edu/scientific-misconduct.

XI. SUPPORT SYSTEMS

Student Counseling Services (SCS) - (213) 740-7711 – 24/7 on call
Free and confidential mental health treatment for students, including short-term psychotherapy, group
counseling, stress fitness workshops, and crisis intervention. https://engemannshc.usc.edu/counseling/

National Suicide Prevention Lifeline - 1-800-273-8255

Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours
a day, 7 days a week. http://www.suicidepreventionlifeline.org

Relationship & Sexual Violence Prevention Services (RSVP) - (213) 740-4900 - 24/7 on call
Free and confidential therapy services, workshops, and training for situations related to gender-based
harm. https://engemannshc.usc.edu/rsvp/

Sexual Assault Resource Center

For more information about how to get help or help a survivor, rights, reporting options, and additional
resources, visit the website: http://sarc.usc.edu/

Office of Equity and Diversity (OED)/Title IX compliance – (213) 740-5086

Works with faculty, staff, visitors, applicants, and students around issues of protected class.
https://equity.usc.edu/

Bias Assessment Response and Support

Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate
investigation and response. https://studentaffairs.usc.edu/bias-assessment-response-support/

Student Support & Advocacy – (213) 821-4710

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Assists students and families in resolving complex issues adversely affecting their success as a student
EX: personal, financial, and academic. https://studentaffairs.usc.edu/ssa/

Diversity at USC – https://diversity.usc.edu/

Tabs for Events, Programs and Training, Task Force (including representatives for each school),
Chronology, Participate, Resources for Students

XII. STATEMENT ABOUT INCOMPLETES

The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a
documented illness or some other emergency occurring after the 12th week of the semester. Students
must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be
instituted by the student and agreed to be the instructor and reported on the official “Incomplete
Completion Form.”

XIII. POLICY ON LATE OR MAKE-UP WORK

Papers are due on the day and time specified. Extensions will be granted only for extenuating
circumstances. If the paper is late without permission, the grade will be affected.

XIV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS

It may be necessary to make some adjustments in the syllabus during the semester in order to respond to
unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students
both verbally and in writing.

XV. CODE OF ETHICS OF THE NATIONAL ASSOCIATION OF SOCIAL WORKERS

Approved by the 1996 NASW Delegate Assembly and revised by the 2008 NASW Delegate Assembly
[http://www.socialworkers.org/pubs/Code/code.asp]

Preamble
The primary mission of the social work profession is to enhance human well-being and help meet the
basic human needs of all people, with particular attention to the needs and empowerment of people who
are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the
profession’s focus on individual well-being in a social context and the well-being of society. Fundamental
to social work is attention to the environmental forces that create, contribute to, and address problems in
living.

Social workers promote social justice and social change with and on behalf of clients. “Clients” is used
inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are
sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other
forms of social injustice. These activities may be in the form of direct practice, community organizing,
supervision, consultation administration, advocacy, social and political action, policy development and
implementation, education, and research and evaluation. Social workers seek to enhance the capacity of
people to address their own needs. Social workers also seek to promote the responsiveness of
organizations, communities, and other social institutions to individuals’ needs and social problems.

The mission of the social work profession is rooted in a set of core values. These core values, embraced
by social workers throughout the profession’s history, are the foundation of social work’s unique purpose
and perspective:

§ Service
§ Social justice
§ Dignity and worth of the person
§ Importance of human relationships

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§ Integrity
§ Competence

This constellation of core values reflects what is unique to the social work profession. Core values, and
the principles that flow from them, must be balanced within the context and complexity of the human
experience.

XVI. COMPLAINTS
If you have a complaint or concern about the course or the instructor, please discuss it first with the
instructor. If you feel you cannot discuss it with the instructor, contact the lead instructor of the course, Dr.
Bianca Harper. If you do not receive a satisfactory response or solution, contact your advisor and/or MSW
Chair Dr. Leslie Wind for further guidance.

XVII. TIPS FOR MAXIMIZING YOUR LEARNING EXPERIENCE IN THIS COURSE

ü Be mindful of getting proper nutrition, exercise, rest, and sleep!
ü Come to class.
ü Complete required readings and assignments BEFORE coming to class.
ü BEFORE coming to class, review the materials from the previous unit AND the current unit, AND
scan the topics to be covered in the next unit.
ü Come to class prepared to ask any questions you might have.
ü Participate in class discussions.
ü AFTER you leave class, review the materials assigned for that unit again, along with your notes
from that unit.
ü If you don't understand something, ask questions! Ask questions in class, during office hours,
and/or through e-mail!
ü Keep up with the assigned readings.
Don’t procrastinate or postpone working on assignments.

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