T6009 Course Descriptions – Spring 2008

Sections 1 & 5: Harm Reduction: Interventions
This course will introduce the philosophical underpinnings of harm reduction, outline the historical context within which the concept emerged, define it, and describe general principles of harm reduction. The course will broadly explore harm reduction strategies in three areas: direct services, environmental/community interventions, and public policy initiatives. The various models of intervention will be presented and analyzed. The efficacy and limitations of each model will also be explored from both national and international perspectives.

Sections 2 & 6: Human Rights and SW
In making the case to frame social work as a rights-based profession, scholars state that such a framework 1) helps link the varying social work roles into a unified and holistic view of practice 2) represents a discourse that moves between the local and global, and 3) enriches and contextualizes ideas of needs and justice so that they become more powerful and useful. This course will explore the idea of framing social work as rights-based.  In doing so the course offers a review of the history and definition of human rights as well as the tools and strategies for rights-based work including micro, mezzo and macro-level assessments and interventions. The course will also explore ways to re-think human rights to include gender and sexuality, race and racism, US exceptionalism, representation, and universal jurisdiction. The course is open to students with a range of human rights knowledge and experience from beginning to advanced.

Section 3: Race, Representation, Criminality, and Exclusion: Black Americans in the United States Criminal Punishment System
This seven-week course will examine the role of race and legal discourse upon the evolution of the criminal punishment system in the United States from the inception of the penitentiary in 1790 to the current incarceration explosion. It aims to relate the current system of American criminal punishment to its racial and class-based applications. This course will meet on Thursdays from 4:10 – 6:00 p.m., and during an additional required one-hour discussion section to be scheduled. An integral part of this course is to have safe and open discussions about the material.

Sections 4 & 7: Eastern Philosophy and Alternative Therapy
The purpose of this course is to broaden the concept of treatment by integrating Eastern traditions into Western therapeutic models. The foundation of the course will be a mindfulness-based approach, but several alternative modalities will be included. The course will explore Eastern and Western theories of the self, and will contain both didactic and experiential material. Students should be prepared to participate in a range of mindfulness-based exercises, and will be expected to practice these techniques for the duration of the course. Ongoing assessment will be used to determine the efficacy of this approach for practitioners, both as clinicians and for self-care.

Section 8: Criminal Justice
As social workers we strive for social justice by impacting social systems at numerous levels – often through our work with disadvantaged populations.  The U.S. criminal justice system has a tremendous impact on disadvantaged populations and, as such, has much overlap with social work in terms of persons involved in both entities.  However, social workers are often inadequately trained to recognize this interface and to affect it in ways that lead to positive results for the client systems they serve.  This course will extend our understanding of the U.S. criminal justice system, how it intersects with the social work profession and client systems, and how social workers can promote social justice at this critical juncture.  This course is applicable to any student who wishes to better understand how the criminal justice system interacts with the clients they serve (whether they plan to work in a criminal justice-specific setting or not).  Course Objectives: Upon completion of this course, students should be able to: (1) Understand the structure of the criminal justice system, its terminology, functions, and trends. (2) Describe the unique impact of the criminal justice system on specific populations and issues, including (but not limited to) persons with substance abuse problems, persons with mental health conditions, racial and ethnic minorities, women, persons with histories of trauma, socioeconomic status and health disparities. (3) Identify the effects of the criminal justice system on multiple levels, including: individuals, families, communities, and society. (4) Explore innovative programs that interact with the criminal justice system in ways that promote positive results for its participants. (5) Incorporate criminal justice issues into current social work settings. (6) Incorporate criminal justice issues into clinical assessment and treatment.

Sections 9 & 10: Understanding Efficacy Research
This course will provide students with an introduction to efficacy research through readings and experiential activities related to a new NIMH-funded efficacy study on complicated grief treatment.  This study is being conducted at NYSPI and the course will parallel the study start-up activities.  Students will learn about the process of developing a new research project, preparing an NIMH grant submission, obtaining IRB approval, and initiating study start-up activities, including preparing  procedure manuals for data collection, data management activities and for participant recruitment and screening.  Homework entails spending time at the study site and/or at IRB meetings and/or participating in recruitment activities.

Section 11: The -isms Laboratory
This 7-week course fosters students to challenge bias, prejudice, and forms of discrimination that operate at personal, institutional, and cultural levels in the lives of social workers and our clients. As a “laboratory,” learning begins with hands-on participation in a series of interactive exercises designed to elicit and deconstruct dynamics of racism, sexism, ageism, ableism, heterosexism, classism, etc. Each activity is followed by a facilitated exploration and critical analysis of the experiential process. An emphasis is placed on professional and personal insight and skill with regards to culturally/contextually competent practice, processing of charged issues, and use of self. This course is well-suited for students who are authentic, willing to take risks, and committed to becoming effective agents of change towards social justice.