Sociology, Social Work, and Criminal Justice

Instructor: Frederick H. Stephens, MSW	Semester: Spring 2001
Class Location: 204BA	Time: Mondays and Wednesdays @ 9:00 - 9:50
Lab Location: OFFICE # 232 BA Building	Time: OFFICE HOURS: Mon., Fri., 12:30-1:30; Wed. 10-11:15; Thur., 12-1:15; or by appointments
Section: 01

Description

Course Description:

This course is designed to offer a set of skills for basic interviewing in the social work. These skills are intended to assist clients in developing a vision, and a deeper awareness of the strengths and resources that clients can draw from. These interviewing skills are solution building, that will help clients solve or alleviate problems.

Objectives

Course Objectives:

1. To understand solution-building interviewing questions.

2. To understand the origins of problem-solving model

3. To identify, understand, and increase proficiency in the use of several basic interviewing skills.

4. To understand how basic interviewing skills are used in solution-focused interviewing.

5. To understand how interviewers explore clients' problems and what clients have tried in order to solve them.

6. To understand the types of client/practitioner relationships in solution building work.

7. To understand the characteristics of well-formed goals.

8. To understand the goals of interviewing and recording in diversity-competent

Practice.

9. To understand that certain populations or groups of people based on identified

characteristics are at greater risk of social and economic deprivation. These populations at risk

include people of color, women, gay and lesbian persons. as well as those distinguished by

age,ethnicity, culture, class, religion, and physical or mental ability.

10. To understand the issues in recording

11. To understand the relationship between research and social work interviewing and recording practices.

12. To understand and adhere to social work ethical principles in interviewing and recording as outlined by the National Association of Social Workers.

13. To understand how one's values affect the interviewing and recording process.

Course Materials

Textbook(s)

Required Text:

De Jong, P. & Kim Berg, I.(1999) Interviewing for Solutions. Brooks/Cole: Pacific Grove

Reference

Corey, G., Corey, M. S., & Callahan, P. (1988). Issues and ethics in the helping professions.

Pacific Grove, CA: Brooks/Cole.

Royalty, G. M., Gelso, C. J., Mallinckrodt, B., & Garren, K. D. (1986). The environment and the

student in counseling psychology: Does the research training environment influence graduate

students' attitudes toward research? The Counseling Psychologist, 14, 9-30.

Shaw, B. F., & Dobson, K. S. (1988). Competency judgments in the training and evaluations of

psychotherapists. Journal of Consulting and Clinical Psychology, 56(5), 666-672.

VanZandt, C. E. (1990). Professionalism: A matter of personal initiative. Journal of Counseling &

Development, 68, 243-245.

De Jong, P. & Miller, Scott D. (1995). How to interview for client strengths. Social Work, 40 (6): 729

Delery, J. E. & Kacmar, K. M. (1998). The influence of applicant and interviewer characteristics on the use of impression management. Journal of Applied Social Psychology, 28 (18): 1649.

Fielding, N. G. & Conroy, S. (1992). Interviewing child victims: Police and social work investigations of child sexual abuse. Sociology, 26 (1), 103-

Gleeson, J. P. (1990). Engaging students in practice evaluation: Defining and monitoring critical initial interview components. Journal of Social Work Education, 26 (3): 295-

Hutchinson, K. L. & Wegge, D. G. (1991). The effects of interviewer gender upon response in telephone survey research. Journal of Social Behavior and Personality, 6 (3): 573-

Kemph, B. T. & Kasser, T. (1996). Effects of Sexual Orientation of Interviewer on Expressed Attitudes toward Male Homosexuality. The Journal of Social Psychology, 136 (3): 401-

Kleinke, C. L. Williams, G. (1994). Effects of interviewer status, touch, and gender on cardiovascular reactivity. The Journal of Social Psychology, 134 (2): 247-

Nordstrom, C. R. (1996). The impact of self-regulatory processes on interviewer evaluations. Journal of Social Behavior and Personality, 11 (4): 713-

Nordstrom, C. R., Huffaker, B. J. & Williams, K. B. (1998). When physical disabilities are not liabilities: The role of applicant and interviewer characteristics on employment interview outcomes. Journal of Applied Social Psychology, 28 (4): 283-

Osvold, L. L. & Sodowsky, G. R. (1993). Eating disorders of white American, racial and ethnic minority American, and international women. Journal of Multicultural Counseling and Development, 21 (3): 143-

Rickford, F. R. (1991). On Record. Social Work Today. 22 (27): 26

Rothery, M. A. (1990). Structure as an aspect of social work interviewing. The Clinical Supervisor, 8 (2): 141

Rubin, H. J. (1995). Qualitative Interviewing : The Art of Hearing Data. Thousand Oaks : Sage Pubications.

Sattler, Jerome M. (1998). Clinical and forensic interviewing of children and families: Guidelines for the mental health, education, pediatric, and child maltreatment fields. San Diego, CA

Jerome M. Sattler. Schwartz, Y. & Elad, N. (1993) Teaching bedside interviewing skills in a social work training program. Social Work in Health Care, 18 (3/4): 193-

Shaffer, D. R. Ruammake, C. & Pegalis, L. J. (1990). The "Opener": Highly Skilled as Interviewer or Interviewee. Personality and Social Psychology Bulletin, 16 (3): 511-

Stenson, K. (1993). Social work discourse and the social work interview. Economy and Society, 22 (1): 42-

Stevenson, K. M. Leung, P. & Monit Cheung, K. (1992) Competency-based evaluation of interviewing skills in child sexual abuse cases. Social Work Research & Abstracts. 28 (3), 11-

Strickland, L. (1994). Autobiographical interviewing and narrative analysis: An approach to psychosocial assessment. Clinical Social Work Journal, 22 (1): 27-

Vourlekis, B. B. & Rosenblum, P. (1996). Testing the reliability and validity of an interviewing skills evaluationtool for use in practicum. Research on Social Work Practice, 6 (4): 492-

Other

Course Outline

I. From Problem Solving to Solution Building

Chapter 1 and Chapter 13 In Interviewing for Solutions /Assigned Exercises

II. Solution Building: The Basics

Chapter 2 of Interviewing for Solutions/Assigned Exercises

III. Skills for not knowing

Chapter 3 of Interviewing for Solutions/Assigned Exercises

IV. What Does the Client Want?

Chapter 4 & 5, &6Interviewing for Solutions/Assigned Exercises

V. Feedback, the fine art

Chapter 7/Assigned Exercises

VI. Measuring Client Progress/Crisis Situations/Outcomes

Chapter 8/9/10 in Interviewing for Solutions/Assigned Exercises

VII. Professional Values and Human Diversity

Chapter 11

VIII. Agency, Group and Community Practice Issues

Chapter 12 in Interviewing for Solutions/Assigned Exercises

Grade Components

Name	Weight	Subject
Mid-Term	20%	February 26, 2001
Exercises in Class/Attendance	30%	Weekly Assessment along with attendance
Video Recorded Interview	30%	April 9, 2001 Social Work Interview Getting the interview- You will video tape an interview in which you are the interviewer. You will need to arrange to interview a fellow classmate around some problem, concern event of mutual interest. The length of the tape will depend on how long it takes to show with some sufficiency and detail your interviewing skills.( Probably 20 minutes) 2.You will need to review the tape and to prepare a paper regarding issues in the tape. The paper should include the following 1) Introduction, topic of the tape etc 2) Address specific period of non-verbal communication or long period of silence. Respond to the reasons that you asked the questions that you did. Identify the types of questions used, give examples of each 3) Talk about your comfort level and how well you established rapport with the client. 4) Look over the elements of the interviewer skills rating form for Your grade will be based on the interview as well as the processing of that event.
Final	20%	Monday, May 7, 2001 @ 8:00 - 10:00

Final Grades

A:	93-100	B+:	88-89	C+:	78-79	D+:	68-69	F:	0-59
A-:	90-92	B:	83-87	C:	73-77	D:	63-67
		B-:	80-82	C-:	70-72	D-:	60-62

Attendance Policy

Attendance Policy:

To aid students in making the transition from student to professional, absences will not be tolerated. An excused absence means the student is permitted to make up work, an unexcused absence means that a student may not make up the work. All absences (excused and unexcused) are penalized. In addition, if a student is ill on a test day, he/she must report before the test by calling the instructor. Failure to do so will result in a zero credit for that test. Attendance counts as a percentage of the overall grade. You will receive an F if you miss more than 6 clock hours of the class. For more details see "Class Attendance" in The University of North Carolina at Pembroke 1997-1999 catalog (p.57).

Student Conduct & Honor Code

UNCP Academic Honor Code

UNCP Academic Honor Code

Giving and Taking Help

Giving and Taking Help

The practice of social work includes two important concepts: "process" and "outcome". Outcome is the degree of success in achieving a goal. Process includes the hard work and elf-discipline a social worker employs in achieving a goal. The social work faculty feel that the "process" is as significant as the "outcome". When one student assists another by sharing projects, term papers, book reports, reaction papers and other assignments, the benefit of the "process" are usurped. The student who recycles the assignments is denied the opportunity to enhance his/her self-discipline and work habits. Simply stated, Don't share your work with other students. The social work faculty considers such behavior as cheating a violation of the NASW Code of Ethics and a violation of the Student Honor Code. Students have the responsibility to know and observe the UNCP Academic Honor Code. For complete details refer to The University of North Carolina at Pembroke, 1997-1999 catalog (pp.58-61).

Plagiarism

Two types of students plagiarize 1) Students who do not know the meaning of plagiarism, and 2) Students who cheat. The Social Work Program cannot permit with type of student to continue in the program. As a result of successfully completing CMA 105 and CMA 106, students are expected to understand the meaning of plagiarism and to use the APA citation style. All students enrolled in SWK courses are required to use the APA citation style. Since APA style is taught in CMA 105-106, anyone caught plagiarizing or not using APA will automatically receive an F. APA manuals can be purchased in the bookstore. There is a copy on closed reserve in the library.

Student with Disabilities

Students with Disabilities

Students with disabilities who believe they require reasonable accommodations in order to meet the requirements of the course should discuss this situation with the instructor as early in the semester as possible

Other Information

Class Exercises/Attendance

As this is a "practice" course you will be expected to be prepared every day and to participate in the class activities, if you are absent you will be unable to participate. Please not that this is a major portion of the overall grade of the class.

Video Recorded Interview Due the 12th of October.

Instructions will be given during the semester. The evaluation for this project is on Page 143-144 of the Learner's Workbook.