The course provides foundation knowledge at the graduate level about generalist social work practice. Framed in an Autonomous Social Work Practice Model, the course content about matrix roles, Humanistic Values, and Afrocentric Perspectives are linked to the ecological system and strength perspectives. The course examines social work practice as both a method and process for intervention with micro and mezzo systems where the goal is to aid the client to achieve an optional level of social functioning within these systems.

The second course in the Practice Content sequences builds upon CSSW 500A. The course examines social work practice as both a method and process for intervention with mezzo and macro systems (small groups, organizations and communities). Primary attention is given to assessing the client's functioning within these systems.

Concurrent Field Practicum I provides students with a supervised field experience in an agency setting using generalist social work skills appropriate at the graduate level. Students apply foundation knowledge, skills, values and ethics to practice. The practicum focuses on skill development, the nature of social systems, and the integration of social work theory and practice. Students are in the field for two days per week for twelve weeks during the semester.

Concurrent Field Practicum is a continuation of CSSW 501 ¿ Concurrent Practicum I. The practicum experience focuses on skill development application of ethics to practice and the integration and application of social work theory and practice. Students work in the field two (2) days per week for fourteen weeks during the semester.

This practicum III provides students with direct practice experience reflecting a variety of theoretical constructs that undergird the students' practice focus. Critical thinking, knowledge and skills, values and ethics will be further developed based on theories, through the application of advanced multilevel field activities.

Field Practicum IV while anchored in a continuation of CSSW 502A provides students with opportunities for rigorous activities building on advanced practicum knowledge. Students will be able to utilize advanced practicum knowledge, assessment, and intervention strategies in a variety of complex treatment settings across diverse populations.

This course is designed for students who have completed the foundation courses. Building upon 500-level Autonomous Social Work Practice courses, it extends the matrix roles and subsequent skills learned in autonomous social work practice to more complex individualized practice with client systems considering the multiple variables that affect their lives. Attention is given to the bio-psychosocial integrity of the client and to ethical issues.

This advanced direct practice course builds on the knowledge skills and values learned in foundation social work practice courses. It is designed to provide depth, specificity and advanced skills in assessment and intervention with children and families within the context of the multilevel systems. Students learn to identify and critique the central issues that are addressed in the process of assessment and treatment intervention with children and families.

This advanced direct practice focus course provides depth specificity and knowledge about advanced skills in assessment and intervention. Attention is given to client systems that experience or are at risk of experiencing problems in social functioning due to their health and mental health. The course focuses on knowledge, value, skills and strengths for effective practice to enhance clients' developmental capacities, problem-solving and coping skills.

This course will introduce students to social issues within diverse populations. The course examines the roles, functions, and effects of oppression in society as it relates to social and economic justice. This course will also examine how oppression affects service delivery at micro and macro levels while focusing on the social policies that drive the shape of services. Students will examine and analyze social issues and consider the implications for social work practice with different races, ethnicities, genders, sexual orientations, and physical abilities. Students will apply the Afrocentric Perspective, along with an ecological/social systems, strengths-based framework to examine and understand the strengths, resiliency, and experiences of diverse populations.

This course provides students with advanced knowledge and understanding of organizational needs and identifies strategies and models for achieving these needs. Selected organizational development models are examined to determine their applicability to social service agencies.

This advanced direct practice course examines the theory and practices of brief interventive methods, including crisis intervention. It focuses on different use of these approaches in social work practice. The features of treatment designs and processes that are critical to effective time-limited practice are considered, with emphasis on the characteristic of brief interventive methods with individuals, families and small groups.

This course provides advanced knowledge and specialized skills for direct practice with children and adolescents who experience developmental issues and a range of psychosocial problems and social injustices. It examines practice issues relevant to culturally diverse children and adolescents, especially African-American and Latino children and adolescents. This advanced direct practice course emphasizes resiliency and "strengths" for assessments and intervention.

This advanced course is designed for skill development and effective application in problem resolution with adults in their life tasks, and with older individuals and groups in the processes of aging. Emphasis is placed on intervention with primary care givers, health care and other providers, and the elderly. Emphasis is also placed on intergenerational concepts and differential approaches with the frail, disabled, and chronically ill.

This advanced direct-practice course provides a historical overview of value perspectives of children – particularly African American – and corresponding injustices, violence in relation to child maltreatment—view of diverse cultural and ethnic groups regarding child abuse and neglect, rights of children and parents. Core objectives of the course are to: 1) explore research findings on the prevalence of factors that contribute to child abuse and neglect; 2) understand knowledge about the types and causes of child abuse; 3) develop knowledge of and skills in investigation, assessment, case management, treatment approaches, prevention, and methods of evaluation of micro and macro systems.

The primary focus of this advanced direct practice course is on theoretical knowledge and skill development for practice with task and treatment groups in child welfare, health/mental health, and school social work settings. The course builds on and integrates first-semester content, humanistic values, autonomous social work practice, and the Afrocentric paradigm with strategies for assessing individuals and groups.

This advanced direct-practice course provides students with the opportunity to analyze health problems in a given community. Emphasis is placed on access and barriers to health services; the roles and functions of multidisciplinary health-terms; community needs assessment and intervention, and policy advocacy for change. Students learn methods of assessing community health issues, data analysis skills, and resource identification.

This advanced direct-practice course provides the opportunity for social work students to learn how to promote a community-based health care and prevention program. The course also provides instruction in how to identify, analyze and eliminate barriers to community health service within communities.

This is an advanced direct practice social work course designed to increase students' knowledge and skills for intervening with families. The course engages students in: 1) exploring the development of family therapy and the dimensions of family treatment in social work practice; 2) building on conceptual, analytical, and practice skills necessary for thorough use of family therapy models; 3) and developing skills to assess family intervention.

The course provides concepts and principles of supervision and consultation. Attention is given to emerging trends and practices in supervision, staff development, personnel utilization and assessment. The course explores the history, rolls, techniques and practices involved in the supervisory process. The course is designed for the experience student who desires and expects to become an agency supervisor within the next three years.

This course prepares social work students for advanced practice in the area of public health with a focus on disease prevention. Students are introduced to the historical development of public health practice, current public health issues, policies and procedures, research, assessment, and intervention strategies. Professional values and ethics are promoted as a foundation for helping students accept the difference in health behaviors related to ethnicity, gender, race, culture, socioeconomic status, at-risk status, and sexual orientation.

This foundation course provides instruction in basic logic, process, concepts and methods of applied social work research. The course covers research methodologies and design to include interviews, focus groups, case studies, surveys, secondary data, record review, observation, and case file audits which may be applied to the investigation of social work issues at the individual and program level. The course is intended to foster an appreciation of evaluating practice and accountability.

Building upon the principles of social science research, the content of this course focuses upon the linkages between social work practice and social research. Examined are evaluation procedures for use in practice with individuals, couples, families, small groups, and programs. Application of single subject and group designs, qualitative and quantitative approaches to evaluate the effectiveness of social work interventions will be the focus. The ethical uses of evaluation techniques and practical limitations inherent in evaluation research will be discussed. The implications of minority status, racism, gender, and oppression related to conducting practice evaluations will be examined.

This course provides instruction in evidence-based practice as it relates to social work practice, theory, policy and research. Evidence-Based Practice (EBP) in Social Work is the planned use of empirically supported assessments and intervention methods combined with the judicious use of monitoring and evaluation strategies for the purpose of improving the psychological well-being of clients. EBP is expected to be goal directed and in the client's best interest in order to meet diverse population needs.

This course provides instruction, feedback, and support to develop and complete the student's thesis or conceptual paper. The course will also provide instruction in the computation, interpretation, and application of analytical procedures that can be used in social work research and evaluation . This course will culminate in the completion of the student's thesis or conceptual paper. Prerequisites:Students must have completed CSSW 585 Research Methods I and CSSW 586 Research Methods II.

Students are exposed to the ecological social systems perspective in which to understand human development in contemporary contexts. A range of theoretical frameworks that addresses individual development from conception to adolescence within the family and social institutions will be explored. The Afrocentric perspective and humanistic paradigm will be the lens through which these issues will be addressed.

This foundation course expands understanding of individual growth and development from young adult through late adulthood and death. A range of theoretical frameworks that address individual development within groups, organizations and communities will be explored. The Afrocentric perspective and humanistic paradigm will be the lens through which these issues will be addressed.

This advanced course examines historical and contemporary forces impinging upon African-American families and the resultant survival strategies of these families. The Afrocentric perspective is used in discussing African- American families. An ecological/social system, "strengths" approach to the study of African-American families represents the perspective for viewing social problems, particularly those of a physical and emotional nature.

This advanced course examines major issues in alcohol and drug dependency. Attention is given to the social, psychological, economic consequences for families where there is alcohol and drug dependency. Prevention and strategies for intervening with individuals and families from a range or ethnic and sociocultural backgrounds are explored for their usefulness. Finally, the roles of social workers in the field of alcohol and substance abuse are considered.

This is an advanced course designed to explore a range of factors, situations, and experiences that contribute to the development and progression of emotional disorders in children and adolescents.

This course is intended as a bridge course to integrate advanced social work practice skills and human development across the life span with an emphasis on ethics. Students will apply the principles of ethical decision-making and various value system approaches to the formulation of ethical issues explored in the context of biological, psychological and social substrates of normal and pathological behavior.

This course will focus on the clinical process of assessment and diagnosis from the perspective of social work practice. The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and other schemes for assessing and understanding human behavior, psychopathology, and mental disorders will be demonstrated and critically examined. A broad spectrum of developmental theory is drawn upon to further promote students' understanding of assessment and treatment interventions.

This course examines various aspects of interpersonal violence and subsequent trauma to establish a foundation of effective social work practice in this area. Using a trauma-informed care model, this course reviews theories, policies, and human behavior and development in the context of different forms of violence from childhood to older adulthood. Special attention is given to issues of diverse populations, cultural influences, policy implications, and social justice.

This foundation course is designed to assist students in acquiring knowledge of the history of America's response to the needs of the poor and oppressed, including legislative policies, and the development and role of the social work profession. Special attention is focused on general social problems, children, family and health issues, service program structures, and beginning skills for analyzing social welfare issues.

This course is designed to provide students with an advanced overview and analysis of social work as it interfaces with the law. The course will address various types of law ¿ statutory, constitutional, regulatory, and common law as it relates to systems functioning. It is not designed to turn professional social workers into lawyers, but rather to make encounters with lawyers and the legal system less mysterious and more beneficial to the client population.

This foundation course builds on CSSW 700 and is designed to assist students in developing conceptual, analytical, and political skills necessary to improve existing social policies, defeat policy initiatives incongruent and social work values, or establish new policies. Each student selects a social welfare policy or policy issues at the local, state, or federal level for analysis and advocacy action.

This course is designed to enable students to become more knowledgeable about various state-level social welfare policies and programs and their implications for diverse and at-risk populations.

This is an independent, advanced study course that is arranged between an individual faculty member and a student on a specific topic of interest to the student that meets academic and professional requirements of the MSW Program. Students must have at least a 3.8 GPA to qualify for this course. Permission of both the Director of the MSW Program and the Dean is required.

This advanced direct practice social work seminar is designed to integrate and synthesize the total experience for students enrolled in either the two-year, full-time, three-year, part-time, advanced-standing plan of study. This course enables the student to synthesize, refine and demonstrate comprehensive understanding of the MSW program goals and objectives, humanistic values, Afrocentric perspective, and autonomous social work practice roles.

This concentration year seminar is designed to integrate the academic and field learning experiences and synthesize the total experience for students enrolled in either the two-year, three­ year, or advanced-standing plan of study. This course enables the student to synthesize, refine and demonstrate comprehensive understanding of the MSW program goals, and objectives, humanistic values, Afrocentric perspective, social work praetice roles, strengths and ecological perspectives. Preparation for the LMSW licensure test, and effective leadership in social work practice using the 3 P's of effective leadership as defined by Whitney M. Young, Jr., as well as special topics depending on student need and interests will also be covered. Students will utilize their total social work experience as they draw upon knowledge and skills gained in the classroom and field practicum experiences. This reflective experience will be conducted in a seminar format around selected socio-political issues that will include theory, policy, practice and research. Attention will be given to recognized gaps in knowledge and resources needed to move social work practice forward.

This course examines concepts, ideas/issues and theoretical approaches utilized in the study of social welfare policies in the United States and globally. A variety of theoretical approaches and perspectives are utilized to understand the rationale behind social welfare policies and how these policies impact the profession of Social Work in the United States. Within this framework, philosophical themes of European/Anglo American culture will be examined to demonstrate its influence on the character of social welfare and social work in the United States. The School of Social Work affirms an Afrocentric perspective and gives primary attention to the contributions, struggles, experiences, and victories of African Americans within the context of American social welfare history.

This course creates awareness of sequential policy development on several levels, as well as fosters understanding of administration procedures, techniques and interventions that may be employed in the implementation of policies and programs. The primary objective of the course is to enable students to understand the central issues involved in the formulation, implementation, and evaluation of social policies in the United States.

This is the first of three research courses in the Ph.D. program. This course provides general instruction in the assumptions, underlying logic, and methods of social work research. This course focuses on phases of research process, data collection, the criteria that determine the select method, understanding of the strengths and limitations of the various methods, and understanding the relevance of research methods for social work practice, administration, and social science. This course is a prerequisite for CSSW 911 Descriptive and Inferential Statistics.

This course provides an in-depth understanding of descriptive and inferential statistics that enable students to master the procedures of statistical analysis as used in the field of social work. The course will instruct students in appropriate use of statistical software to analyze data in a wide variety of applied research settings. This course is a prerequisite for CSSW 912 Multivariate Statistics.

This course provides instruction in utilizing multivariate statistical analyses with particular application to social work interventions. This course emphasizes applied regression analysis and related multivariate methods. Linear regression will be covered in depth, including regression assumptions, model specification, diagnostics, and interactions (moderation) effects. This course will rely on statistical software in analyzing and interpreting social science data.

This course explores the current trends in the field of social work administration, planning and research. This course is designed to further the socialization of students to the Ph.D. program, its aims, and objectives and to provide opportunities for students to explore, discuss and develop a research agenda. This course is a prerequisite for CSSW 914 Doctoral Seminar II.

This course is a continuation of Doctoral Seminar I. This course explores the current trends in the field of social work administration, planning and research. This course is designed to further the socialization of students to the Ph.D. program, its aims, and objectives and to provide opportunities for students to explore, discuss and develop a research agenda.

This course examines the major components of organization development and design: the evolution of organization development, the nature of change, and how to effectively manage and implement change in organizations. An in-depth discussion of the OD process will familiarize the student with the process of contracting, data gathering, diagnosis, giving feedback, conducting interventions, and evaluating results. Considering the advantages and disadvantages of each, different options for structuring organizations and how to implement an organizational design change will be discussed. This course is a prerequisite for CSSW 921 Planned Change in Complex Organizations.

This course covers the primary content and substance of organization change. The content/substance includes theory, models and frameworks, research studies, and related concepts that influence the practice of organization change. The course will examine how the practice of organization changes influences theory, models, research, and concepts. Students will also examine individual behavior, group behavior, organizational structure, and organizational processes through the lens of critical thinking. Students will learn to analyze behavior patterns and assess consequences to predictive paths.

This course provides a critique and analysis of various administrative, leadership and managerial theories, principles, and concepts. It establishes a framework for assessing the potential applicability of selected managerial theories in non-profit and for profit social and human service agencies. This course prepares students to analyze, select and apply leadership theories, principles, and concepts, and establishes a framework for assessing their applicability in human service organizations. Many of the existing managerial leadership theories can contribute significantly to the formal preparation of current and future managerial leaders. Topics include leadership, motivation, communication, power and politics, ethics, diversity, and organizational culture and change. There will be a focus on African centered principles and theories of leadership through a review African leadership styles. This course is a prerequisite for CSSW 931 Administration in Human Service Organizations.

This course builds on CSSW 930 and is designed to help students strengthen their managerial skills and acquire new skills that will enable them to function more competently as managers, and administrators of human service organizations. Leading any type of nonprofit human service organization today is far more challenging than in previous years. The primary reasons for this difficulty emanate in part from increasing demands for human services provided by nonprofit human service organizations and a reduction in the level of funds allocated for the delivery of human services. The availability of funds from both the public and private sectors has decreased substantially. Thus, human service organizations must do more with less and therefore, the need for skillful leadership in human service organizations is greater than ever.

This is an introductory course designed to provide theoretical and practical understandings of qualitative/interpretive research. This course provides students with an overview of the broad field of qualitative methodology, as well as an introduction to historical, philosophical, and policy research methodologies. Students will study theoretical underpinnings of qualitative research and research design. In addition, students will learn how to evaluate qualitative studies and write literature reviews.

This course is required to complete 12 hours of Dissertation. The course is offered as a 3- or 6-hour course. The 6-hour option is subject to the approval of the Dissertation Chair and Doctoral Program Director. This course only focus is dissertation writing, under the direction of a major professor, including presentation of the prospectus. Repeatable for a maximum of 12 credits.

This course is required only for the students who have completed 12 hours of Dissertation Research, defended the dissertation, and have corrections to make. Doctoral Dissertation Consultation can only be taken with permission from the Ph.D. Program Director.