This course will examine the advanced study of clinical treatment of older adults. Focus will include different mental health issues presented by older adults, such as depression, Alzheimer's disease, adjustment disorders due to relocation or loss of loved ones and chronic illness. Successful treatment models with older adults will be presented framed in the life course perspective.

This course will begin by covering age and health demographics, along with attitudes toward aging, health and disability. Basic cellular or molecular theories of aging will be presented, along with how the human body's organ systems typically change over time. Pathologies associated with aging and psychosocial responses to normal and pathological changes will be discussed. Such responses will be viewed within a sociocultural context where ageism, ableism and beautyism, as well as other forms of oppression, are present. Support services and resources for older individuals and their caregivers will be addressed.

Suicide crosses all socio-economic paths and moves across the lifespan. This course is designed to provide information on the prevention of suicide through education and training, intervention which looks at risk factors and assessment, and postvention to help the survivor of a loss. This class is applicable within the professional and personal realm of human experience. School social workers, educators, medical professionals and interested members from the community will benefit from this class.

This course follows the history of infertility and the therapeutic issues surrounding individuals and couples affected by this issue. Medical overview, evaluation and treatment options are explored along with relevant policy issues related to infertility including the spiritual and ethical issues of reproductive medicine. Current research-based information relevant to social work practice is utilized, with cultural, socio-structural and environmental perspectives integrated throughout the course.

This course explores the dynamics of Forensic Social Work in a variety of settings. Course readings and discussion will examine the unique experiences of working with both survivors and offenders, identifying the ethical and practical challenges that can arise with these at-risk populations. This course will cover basic skills of engagement, assessment and intervention with these individuals and will help students develop a greater understanding of the treatment needs of forensic populations. It will also discuss the various systems in which a Forensic Social Worker will likely interact.

This course will provide students with an understanding of two key areas of competency when engaging with military personnel and Veterans. These areas include an understanding of military culture as well as the strengths and risks of the military lifestyle throughout the lifespan of the military member and Veteran. The course stresses the importance of attending to the interrelatedness of contextual factors in the study of human behavior and how military culture and experience impact these factors. Command structure, core traditions and their meanings, values, and language will be explored universally, as well as within each service branch. Students will learn how the military builds identity and cohesion, through training, and indoctrination. Awareness of social stigmas associated within military/civilian systems will be developed. Internal diversity issues, marginalization, and developmental stage concerns of this population will be addressed. Students will also examine the strengths and risk of a military lifestlye on members, Veterans, and their families. Students will become proficient in understanding the effects of serving during different eras so that they can engage with veterans and military members across the lifespan. Institutional Theory and Convergence Theory principles will be analyzed, providing a framework for ethical differences in civilian versus military attitudes and behavior.

This course is the first of two courses designed to address the specific treatment approaches utilized in working with the populations impacted by substance use. Specific treatment approaches as well as common assessment tools will be reviewed. Various career opportunities within the realm of the substance use treatment field will be explored. Students will be introduced to the concept of the legal impact that drugs and alcohol have on society and will have an opportunity to experience either drug court or DUI court as part of their learning experience. Specific Illinois state rules which govern treatment will be discussed (Rule 2060) as well as rules and laws of confidentiality. Standardized treatment protocol, such as utilizing the American Society of Addiction Medicine (ASAM) will be formally explained. The various levels of care and treatment settings will be explored so that students planning on pursuing certification can begin thinking of an internship placement that will be a good match.

This is the required core course for the Faith-Based Track. It is also open to all students as a general elective. The course offers an advanced examination of faith-based practice and an awareness of the transformative capacities interwoven within the complex layers of relationships functioning within faith-based environments. Students will be invited to examine self, social emotional systems, ritualistic understandings that underlie many faith-based environments, and new ways to organize practices of care and compassion through faith-based treatment options addressing addictions, child welfare, clinical mental health, and social service leadership. Students will be prepared for the unique work that lies ahead by examining the emotional systems that exist within faith-based environments while identifying, evaluating, and assessing the role of faith in community and the capacity to develop social work and religious partnerships towards empowering transformative well-being. The course is also open to students from other disciplines.

This course is designed for the addiction professional who has a sincere desire to work with clients who have co-occurring disorders. The role of the social worker from a strengths perspective as well as utilizing a systems theory will be utilized. This course will play a major role for the student who plans to pursue State Board recognition for working with this population. Note: It should be noted that completing this course without obtaining your CADC will NOT lead to qualification of the MISA I registration educational requirements. Obtaining the CADC is considered a prerequisite prior to obtaining the MISA I credential.

This course is designed to meet part of the requirements for the Professional Educator Licensure for School Social Work. This course examines major causes and characteristics of exceptional children in the public-school setting. The psychology, identification, and methods of serving exceptional students and their families will also be considered. While the focus of this course is an understanding of the various exceptionalities and how they impact a student's education, the course will provide a social work perspective for practice related to prevention, intervention, and evaluation. This course will also address ways school support personnel can use their expertise to assist students with reading in the K-12 content areas. A review of strategies for increasing achievement in diverse learners including English Language Learners(ELLs), students receiving special education, delayed learners, unmotivated students, and gifted students will be included.

This course will address a specific area of study in Social Work not already covered by other course offerings. Prerequisites vary by topic.

This course will address a specific area of study in Social Work not already covered by other course offerings. Prerequisites vary by topic.

This course will look at social work practice within a medical setting and provide students with the basic understanding of cross-cultural healthcare in the United States. An overview of the healthcare field will look at medical healthcare facilities and related services, medical terminology, the impact of chronic illness and treatment upon patients and families as well as end-of-life considerations. Insurance, ethics, and policy issues in the light of Health Care Reform and the implications for social workers will also be explored.

This course presents the theoretical framework for working with bereaved individuals and an examination of cultural attitudes toward death, other life losses, and what effect these attitudes have on individual grief reactions. This course highlights the therapeutic skills needed when working with the bereaved.

This course is designed to provide a theoretical framework for clinicians working with individuals, families, groups, organizations and communities who access hospice care. Considerable emphasis will be directed towards an examination of assessment tools, client outcomes, professional regulations, and standards for care, explanation of the coordinated efforts of all disciplines utilized in the field of hospice work as well as the field's history, characteristics and challenges faced. Therapeutic skills utilized when working with the bereaved in end of life care will also be examined.

This course provides an overview of mental health hospital settings from intake through discharge. The Diagnostic and Statistical Manual of Mental Disorders will be utilized to examine the unique needs of the psychiatric patient and help students explore the different programs available in inpatient and partial hospital programs. Criteria for admission, treatment modalities, medication management and the transdisciplinary approach to quality care will be discussed.

This course is designed to provide an understanding of etiology, occurrence, course, treatment, and prevention of self-injury and eating disorders from a multidisciplinary perspective. In addition, this course will examine the roles and responsibilities of treatment team members and the variety of current therapeutic modalities in use. The instructor will provide a framework for the course material, and invite regular participation from students. The course format will include lecture, discussion, and case studies incorporating textbook and journal article information.

Students will gain a psychosocial understanding of Oncology. An overview of the biology of cancer, cancer diagnosis and general approaches to treatment will be discussed. Research involving psychoneural-immunology, neural plasticity, group therapy, medical hypnosis and effects of immune functioning and cancer survival will be explored.

Major social welfare programs are reviewed within an overall policy analysis framework. Forces that impact social policy such as American individualism and issues such as poverty, racism and gender inequity are addressed. Historical forces which have contributed to the development of current social services are reviewed.

This course, based in an ecological systems perspective, follows human development from infancy to adolescence in the context of family and larger environments. The course includes research-based knowledge about physical, socio-emotional and cognitive development. This course emphasizes both knowledge and application of human development theories to social work assessment and practice.

This course, based in an ecological systems perspective, follows human development throughout the entire adult lifespan in the context of family and larger environments. The course includes research-based knowledge about physical, socio-emotional and cognitive development. This course emphasizes both knowledge and application of human development theories to social work assessment and practice.

The unique clinical social work needs of military personnel and veterans are the focus of this course including biological, social, psychological, and spiritual needs. Micro level skills in the domains of engagement, assessment, intervention, and evaluation of practice with this population are specifically included. Students will explore ethical and culturally competent practices related to these domains. Mental health issues faced by military personnel and Veterans, with an emphasis on Posttraumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and suicidal ideation. Other areas of exploration will inclue substance abuse disorders, Veteran homelessness, and an understanding of the transition from military to civilian life. Theories of intervention and best practices will be applied and evaluated to clinical cases, exploring areas of Cognitive Processing Therapy (CPT) and Virtual Reality Exposure Therapy (VRET). Aeras of secondary trauma and their effects on the social worker will also be explored.

Application of ecological systems theory, strengths perspective, anti-oppressive practice, the Grand Challenge for Social Work, and the NASW Code of Ethics is the focus of this foundational social work course. The content includes an emphasis on developing social work knowledge, kills, and abilities, providing students with the opportunity to launch their professional identity.

This course, based in an ecological systems perspective, follows human development throughout the entire adult lifespan in the context of family and larger environments. The course includes research-based knowledge about physical, socio-emotional and cognitive development. This course emphasizes both knowledge and application of human development theories to social work assessment and practice.

Students are introduced to ethical social work research using scientific inquiry. Class material provides an overview of various research methods and design elements. The course highlights creating, performing and evaluating outcomes of practice and policies.

This course will address a variety of topics as they relate to addictions in a number of settings. The course is intended to serve as the generalist course for students pursuing or considering obtaining a valuable clinical credential from the Illinois Certification Board (ICB) Certification. This will be the first in a series of three courses that will be addictions specific. Students pursuing this track will be required to complete an internship that documents addiction- related clinical work. Students completing this curriculum track will be eligible to test for dual credentials upon graduation: Licensed Social Worker (LSW) as well as the CADC.

This course is the first in a sequence of five practice courses covering the generalist and specialization years in the MSW program. In Social Work Practice I, students are introduced to specific theoretical and skills-based core concepts of generalist, individual, family and couples social work direct practice.

The course examines social work practice from a macro perspective, introducing group work practice skills.

The course examines social work practice from a macro perspective, introducing community direct practice skills.

This course is an exploration of historical and current economic, social, cultural and political forces that affect a wide range of minorities. Focus is on development of ethnic- sensitive, culturally competent practice skills. Self-awareness and attitudes toward self, others and differences are explored.

This is the second course specifically designed to address specific treatment approaches utilized in working with the populations impacted by substance use. In this course, students will continue building their expertise of substance use through analysis and evaluation of specific treatment approaches found to have positive outcomes with the populations impacted by substance use such as motivational interviewing and reality therapy. Students will study and develop an understanding of the impact that the substance use has on family members as well as analyze various treatment options for families. In addition, the course will address the following topics: DUI laws and implications for treatment; issues of prevention programs; examination of substance abuse from macro, mezzo and micro levels; fundamental issues of effective treatment plans; relapse process and prevention plans; importance of working relationships with other service providers in case management function; roles of practitioners in treatment settings; and the process of addiction.

This is the first of a two-course sequence for students working to acquire their Professional Educator Licensure for School Social Work. This course focuses on the role of a school social worker, ethical and legal considerations, the special education process, and multitiered systems of support. Students will learn about creating safe, responsive, and respectful school communities by utilizing a variety of evidence-informed behavioral, mental health, and suicide prevention interventions. This course will help prepare students to provide school social work services to individuals, groups, families, the school system, and the community.

This is the second of a two-course sequence for students working to acquire their Professional Educator Licensure for School Social Work. This course focuses on policy development, the history of education and laws affecting marginalized populations of students, and how school social workers can tackle oppression in schools. Additionally, students will learn about evidence-informed practice, including interventions specific to mental health, suicide prevention, and bullying prevention, in the real world of School Social Work. This course will help prepare students to provide school social work services to individuals, groups, families, the school system, and the community.

This course is designed for post-MSW graduate students seeking school social work endorsement/licensure from the Illinois State Board of Education. It provides an orientation to social work practice in the public school setting. It covers important historical, legal, and political developments that affect the modern-day roles and functions of the practitioner in the school setting. The course provides a basic understanding of the types of students served, resources and knowledge needed to deliver services and an overview of the public school system. This course is a requirement for state licensure as a school social worker. Permission of the School Social Work Coordinator required. Open to MSW post-graduate students only.

This course presents psychopathology through a distinctly clinical social work perspective. The course includes bio-psycho-social assessment and the use of DSM-5-TR as a diagnostic tool. The course emphasizes assessment, advocacy, direct service, interdisciplinary collaboration and use of community resources and supports. The person is not defined by diagnosis or condition. Mental illness is seen through a strengths perspective and within a social context. Persons are viewed holistically, as participating members of their families and communities.

This course builds upon the generalist practice knowledge and skills acquired in the generalist year. The course will focus on the major clinical theories and methods essential to working in all clinical arenas of the social work practice field.

A continuation of SWK-6511, this course will further enhance and expand the clinical student's knowledge and skill in clinical social work practice with diverse clientele in all types of clinical settings and focuses on an integrative approach to clinical social work practice.

This course examines policies relevant to social work practice, including health and mental health policy, and agency-level policy within the context of state- and federal- level policy. Students will utilize a policy practice model to complete policy research projects relevant to social work practice.

This course will synthesize principles from the social work code of ethics in the medical setting following the generalist theory of practice. An overview of the variety of medical settings and situations in which social workers practice will be explored. Students will have an opportunity to determine if the medical field is the challenge they are looking for in social work.

Within this specialist year course, the relationship between systemic oppression and social work practice is critically examined. The ways in which client's diverse environments influence their experiences and identities are assessed. Content includes the topics of human rights, social, economic, and environmental justice and strategies designed to eliminate oppressive structural barriers to promote equity and inclusion. Students explore the power and privilege held by social workers and its impact on clients, colleagues, and system.

Students will gain the understanding of how to effectively apply mindfulness-based cognitive therapy and mindfulness-based stress reduction in a variety of settings including schools, community-mental health facilities, hospitals, and substance-abuse treatment centers. Students will be engaged in experiential mindfulness practices that will promote the depth and breadth of mindfulness based interventions for clinical social work practice.

This course will provide the clinical social work student with an opportunity to explore the practice of family therapy in a more advanced hands-on approach. The course will present an integrative family therapy model (theory of dysfunction, theory of change, major techniques, role of therapist) and the opportunity to practice doing family therapy in a role-play setting.

This elective course will provide an introduction to crisis, crisis theory, individual and community response to crisis and strategies for intervention. Emergencies include potential suicide, potential violence, situations of significantly impaired judgment (acute psychosis, delirium, dementia, dissociation), and situations of victims of violence (child or elder abuse, domestic violence).

This course is designed to meet part of the requirements for the Professional Educator Licensure. This course will provide school support personnel with an overview of the foundational knowledge of reading, writing, and oral communication within the content areas of mathematics, science, social science, English/language arts, history, physical education, and the fine arts. This course provides school support personnel with a theoretical, historical, and evidence-based perspective on the methods of K-12 reading instruction. It will address how students acquire reading competency at the various reading levels, and how reading deficits can hinder students' success. A variety of ways to work with students, parents and colleagues to improve students' reading skills will be explored. It will address ways school support personnel can use their expertise to assist students with reading in the K-12 content areas. A review of strategies for increasing achievement in diverse learners including English Language Learners (ELLs), special education, delayed learners, unmotivated students, and gifted students will be included. Lastly, ways in which school support personnel can work with parents and colleagues to improve reading skills in the K-12 content areas will be explored.

This course is designed for students in the post-graduate program leading to state endorsement/licensure for school social work. This field course is designed to integrate the prior professional experiences of students who have practiced social work outside of the public school setting with the unique knowledge and skills required by this setting. Students, in conjunction with the School of Social Work and their field instructors, design a unique learning experience that allows them to transfer skills developed in other settings to the public school arena and to learn additional knowledge and skills necessary for providing school social work services. Permission of the School Social Work Coordinator required. Open to MSW post-graduate students only.

Grading Type: Credit/No Credit

Additional fee required

This course is a continuation of SWK-6650 Advanced PEL School Field Instruction I. Open to MSW post-graduate students only.

Grading Type: Credit/No Credit

Additional fee required

This course is designed for students in the post-MSW program leading to an Addiction Certification. This field course is designed to integrate the professional experiences of students who have/or will practice social work in an addictions agency with the unique knowledge and skills required by this setting. Students, in conjunction with the School of Social Work and their field instructors, design a unique learning experience that allows them to transfer skills developed in other settings to the addictions arena and to learn additional knowledge and skills necessary for providing addictions-specific services. Permission of the School Social Work Coordinator required. Open to MSW post-graduate students only.

Additional fee required

This course is a continuation of SWK-6675 Advanced Field Instruction - Addiction I. Permission of the School Social Work Coordinator required. Open to MSW post-graduate students only.

Additional fee required

This course will focus on children and adolescents who have been exposed to significant trauma and/or loss. Child trauma theory, impact of trauma and loss, and assessment of traumatized children will be explored. Factors such as the therapeutic relationship, working with caregivers, self-care for social workers and the critical need for supervision will be examined. Skills will be developed to directly treat children of trauma to assist with the management of their symptoms, healing from trauma/loss memories, and increasing coping skills to prepare for future challenges.

This course is designed to explore the expressive therapies, such as art, clay, dance, drama, music, sand and writing. Through the creative therapies, social workers will become self-aware of the use of imagination, mind, body and emotions. Students will understand the effect of expressive therapy on children from diverse populations with diverse needs. Assessment and intervention of such treatments will be examined. The intermodal treatments will allow the social worker students to alter their approach based on the clients' needs, or through using multiple forms of expression with the same client to aid with deeper exploration.

Models of analysis will be applied to explore dynamics, policies and frameworks inherent for social workers working with vulnerable children and families. Students will learn and develop new skills to work with individuals and families involved in child welfare systems, juvenile and criminal justice systems as well as to work with those impacted by substance misuse and intimate personal violence. Current and historical policies will be explored, along with evidence based approaches to serving these populations.

This course provides students with the fundamental and practical skills needed to successfully resolve disputes. The course is an interactive, skills based course that provides opportunities for students to acquire the skills used to assist parties with divergent interests reach a solution. Successful completion of the course plays a major role in fulfilling the requirements to become a mediator in the state of Illinois. Note: Additional training/education may be required based on county and/or type of mediation being offered.

This course will focus on theory, principles, issues and trends in social work with children and youth; common and special needs. Coursework includes case management, treatment planning and case monitoring. Students will explore the authority-helper role and problems of working with non-voluntary clients

This course is the first in a sequence of two consecutive semesters for the Generalist Field Placement. Students will experience practice in a professional agency under instruction of qualified practitioner, completing a minimum of 450 hours over two semesters. This generalist-level field experience is designed to build transferable skills in engagement, case management, counseling, group facilitation, documentation and referral. The 9 Core Competencies of Social Work Practice will be reinforced through Field Workshop activities throughout the field placement, and will be measured at the middle and end of the internship experience.

Grading Type: Credit/No Credit

Additional fee required

This course is the second in a sequence of two consecutive semesters for the Generalist Field Placement. Students will experience practice in a professional agency under instruction of qualified practitioner, completing a minimum of 450 hours over two semesters. This generalist-level field experience is designed to build transferable skills in engagement, case management, counseling, group facilitation, documentation and referral. The 9 Core Competencies of Social Work Practice will be reinforced through Field Workshop activities throughout the field placement, and will be measured at the middle and end of the internship experience.

Grading Type: Credit/No Credit

Additional fee required

This course is the first in a sequence of two consecutive semesters for the Specialization Field Placement. Students will experience practice in a professional agency under the instruction of a qualified practitioner, completing a minimum of 600 hours over two semesters. Students completing a track curriculum will complete internship in track area at this time. Advanced practice skills are developed during this field placement. The 9 Core Competencies of Social Work Practice will be reinforced through Field Workshop activities throughout the field placement, and will be measured at the middle and end of the internship experience.

Grading Type: Credit/No Credit

Additional fee required

This course is the first in a sequence of two consecutive semesters for the School Social Work Specialization Field Placement. Students will experience practice in a school setting under the instruction of a qualified practitioner, completing a minimum of 600 hours over two semesters. Advanced practice skills are developed during this field placement. The 9 Core Competencies of Social Work Practice will be reinforced through Field Workshop activities throughout the field placement, and will be measured at the middle and end of the internship experience.

Grading Type: Credit/No Credit

Additional fee required

This course is the second in a sequence of two consecutive semesters for the School Social Work Specialization Field Placement. Students will experience practice in a school setting under the instruction of a qualified practitioner, completing a minimum of 600 hours over two semesters. Advanced practice skills are developed during this field placement. The 9 Core Competencies of Social Work Practice will be reinforced through Field Workshop activities throughout the field placement, and will be measured at the middle and end of the internship experience.

Grading Type: Credit/No Credit

Additional fee required

This course is the second in a sequence of two consecutive semesters for the Specialization Field Placement. Students will experience practice in a professional agency under the instruction of a qualified practitioner, completing a minimum of 600 hours over two semesters. Students completing a track curriculum will complete internship in track area at this time. Advanced practice skills are developed during this field placement. The 9 Core Competencies of Social Work Practice will be reinforced through Field Workshop activities throughout the field placement, and will be measured at the middle and end of the internship experience.

Grading Type: Credit/No Credit

Additional fee required

This course is a combination of the two consecutive semesters for the Generalist Field Placement. Students will experience practice in a professional agency under instruction of qualified practitioner, completing a minimum of 450 hours during the duration of the semester. This generalist-level field experience is designed to build transferable skills in engagement, case management, counseling, group facilitation, documentation and referral. The 9 Core Competencies of Social Work Practice will be reinforced through Field Workshop activities throughout the field placement, and will be measured at the middle and end of the internship experience.

This course is a combination of the two consecutive semesters for the Specialization Field Placement. Students will experience practice in a professional agency under the instruction of a qualified practitioner, completing a minimum of 600 hours during the duration of the semester. Students completing a track curriculum will complete internship in track area at this time. Advanced practice skills are developed during this field placement. The 9 Core Competencies of Social Work Practice will be reinforced through Field Workshop activities throughout the field placement, and will be measured at the middle and end of the internship experience.

This course will address a specific area of study in Social Work not already covered by other course offerings. Prerequisites vary by topic.

This course will provide the doctoral student with a comprehensive overview of the history, development and evolution of psychological theory and clinical practice. Additional fee at GWC applies.

This course will provide the doctoral student with a comprehensive overview of the history, development and evolution of clinical social work knowledge and practice.

This first clinical seminar will provide the doctoral student with a comprehensive overview of the history, development and evolution of clinical social work knowledge and practice with individual clients. The doctoral student will also be involved in a clinical internship that runs concurrently with the academic course. Additional fee at GWC applies.

This course will provide the doctoral student with a comprehensive overview and critique of the history, development and evolution of social policy as it relates to clinical social work practice.

This second clinical seminar will provide the doctoral student with a comprehensive overview of the history, development and evolution of clinical social work knowledge and practice with couples. The doctoral student will also be involved in a clinical internship that runs concurrently with the academic course.

This course will provide the doctoral student with a comprehensive overview and critique of the history, development and evolution of organizational theory as it relates to the current state of clinical social work practice.

This third clinical seminar will provide the doctoral student with a comprehensive overview of the history, development and evolution of clinical social work knowledge and practice with families. The doctoral student will also be involved in a clinical internship that runs concurrently with the academic course.

This didactic and experiential course will expose the doctoral student to the theory and techniques necessary to teach advanced clinical social work theory and practice in higher education.

This fourth clinical seminar will provide the doctoral student with a comprehensive overview of the history, development and evolution of clinical social work knowledge and practice with groups. The doctoral student will also be involved in a clinical internship that runs concurrently with the academic course. In this clinical seminar, the doctoral student will develop the comprehensive paper used in his or her clinical oral. Doctoral students will also use this course to help prepare for the clinical oral through practice presentation in class.

This course will address a specific area of study in Social Work not already covered by other course offerings. Prerequisites vary by topic.

This course will acquaint the doctoral student with the knowledge and application of research methodology in preparation for development of the dissertation proposal.

This course will acquaint the doctoral student with the knowledge and application of statistics for the study and research of social work treatment practices in support of the development of evidence-based practice.

In this course, the doctoral student will develop an initial dissertation proposal, including formulating the research question, literature review, methodology design, data analysis, human subjects protections procedures including consent forms, IRB application, and agency or organizational approvals.

This course is intended to support the student in developing a competitive level of statistical acumen in preparation for both finalizing the dissertation and engaging in professional practice or academia.

Dissertation supervision is a mandatory four credit hour sequence that all D.S.W. students take while completing their dissertation. Students will work with and be supervised by an approved committee to accomplish this task.

This course will address a specific area of study in Social Work not already covered by other course offerings. Prerequisites vary by topic.