| Child
Development: 0 -
60 months http://www.mcnellie.com/develop/checklist.xls |
|
| http://www.mcnellie.com/develop/manual.doc |
|
|
|
|
| www.cdc.gov/growthcharts/ |
Supervision:
Supervisionreview.doc
Supervision.ppt
http://www.mcnellie.com/525/Supervisionreview.doc
http://www.mcnellie.com/525/supervisionshortcourse.doc
http://www.mcnellie.com/525/supervision.ppt
Children
Services:
http://www.mcnellie.com/525/childwelfarenotes.doc
Therapies:
Bowenpresent.doc
Bowen.doc
familytherapyreview.doc
conjointpresntation.doc
bowenpresent.doc
bowen.doc
adler.rtf
Behaviortherapy.ppt
Familytherapy.ppt
Miltonerickson.ppt
Behaviortherapy.ppt
http://www.mcnellie.com/525/hypnoticscripts.doc
Family Therapy:
familytherapyreview.doc
Statistics:
http://www.mcnellie.com/525/standarddeviation.doc
Diagnostic Assessment:
http://www.mcnellie.com/525/diagnosticassessment.rtf
Dream
Interpretation:
dreaminterpretation.doc
dreamsaremadeof.doc
dreamsymbols.doc
dreamtopten.doc
http://www.mcnellie.com/525/dreamsymbols.doc
For fun, a brain exercise: right-brain-leftbrain-test
Human Behavior:
| Therapies.doc | NonverbalCues.ppt | BodyLanguage.doc |
Ethics Model:
EthicsModel.doc
http://www.mcnellie.com/525/4/EthicsModel.doc
Ethics
Codes.doc
Erikson's
developmental chart
http://mcnellie.com/erikson.html
Eriksondevelopmentassessment.doc
Graph
Profilechart
Total Scale
Scores
Solution focused interventions
with Families
http://www.mcnellie.com/525/solutionfocus.ppt
Review for Final
hypnoticscripts.doc
Test 1, Test 1 answers
“Throughout their educational program, students should be impressed with the fact that cheating and plagiarism are morally degrading and that these practices seriously interfere with learning and intellectual development.”
“Plagiarism: Courtesy and honesty require that any ideas
or material borrowed from another must be fully acknowledged. Offering the work of another as one’s own is
plagiarism. The subject matter of the
ideas thus taken from another may range from a few sentences or
paragraphs to
entire articles copied from books, periodicals, or the writing of other
students. The offering of materials
assembled or collected by others in the form of projects or collections
without
acknowledgements is also considered plagiarism.
Any student who fails to give credit for ideas or materials
taken from
another is guilty of plagiarism.” SFASU
Student Handbook
Honesty
and representing one’s knowledge and abilities appropriately are
important
ethical principles of the social work profession. Any
student found to have plagiarized or to
have cheated on an assignment will be given a 0 on that assignment. Given the limited number of graded
assignments in this course, a 0 could have serious consequences for the
student’s academic standing.
Appropriate
attribution is expected on all works that have been used in any
assignment.
This includes any published or unpublished works by anyone and any
personal
work that has been turned in for any assignment or has been published.
Papers
that have been previously turned in for course credit are to receive
appropriate attribution as either a published or unpublished work.
General
Policies for the
Course
Students
are expected to arrive on time and stay for the duration of the class.
Class
participation is expected.
The
Office of Disability Services is committed to providing equal
opportunities in
higher education to academically qualified students with disabilities
who
demonstrate a reasonable expectation of college success. Disabled
students
attending this university will be integrated as completely as possible
into the
University community. The university shares responsibility with the
student for
modifying campus facilities and programs to meet individual need.
Students with
disabilities at
Assignments
must be submitted on the due date. Late work receives a grade of 0
(unless
previous arrangements have been made with the instructor). The only
exceptions
to this policy are University excused absences. These exceptions are
the
illness of self or a near family member and death of a near family
member. The instructor should be notified
in these
cases prior to the beginning of the class period.
All
assignments must be submitted in electronic form for grading. The preferred format is
Microsoft Word. If another format is used, such as WordPerfect, Rich
Text
Format (rtf), or other word processing software, it must be compatible
with MS
Word. Papers should be submitted to:
Cohen, M. B. (1989).
Social
work practice with homeless mentally ill people: engaging the
client. Social Work,
34(6), 505-509.
Cox, K.
(2008).
Tools
for building on youth
strengths. Reclaiming
Children and Youth, 16(4),
19-22.
Deacon,
S. A.
& Piercy,
F. P. (2001). Qualitative
methods in family evaluation:
creative assessment techniques. American Journal of Family
Therapy, 29(5), 355-373.
Gottlieb,
M. (1993). Avoiding
exploitive dual relationships: a
decision-making model. Psychotherapy, 30(1),
41-48. (http://kspope.com/dual/gottlieb.php#copy)
Graziano, M. (2008). Tapping
into strengths. Psychotherapy
Networker Magazine, 32(3), 21-22.
Green, R.,
Gregory, R., & Mason, R.
(2006). Professional
distance and social work: stretching the elastic? Australian Social Work, 59(4),
449-461.
Heydt, M. J.
& Sherman, N. E. (2005).
Conscious use of self: tuning the instrument
of social work practice with cultural competence. Journal
of Baccalaureate Social Work, 10(2),
25-40.
Johner,
R. (2006) Dual
relationship legitimization and client
self-determination. Journal of Social
Work Values and Ethics, 3(1). (http://www.socialworker.com/jswve/content/view/30/44/)
Mander,
G. (2005). Suitability
and context for brief
therapy. Psychodynamic Practice, 11(4),
417-428.
Marsh, J. C. (2002). Learning
from clients. Social
Work, 47(4), 341-343.
Marts, E. J.,
Eun-Kyoung, O. L.,
McRoy, R., &
McCroskey, J. (2008).
Point of engagement: reducing disproportionality and improving
child and
family outcomes. Child Welfare,
87(2), 335-358.
Mattison, D.,
Jayaratne, S.,
& Croxton, T.
(2002). Client or former client?
Implications of ex-client definition on social work practice. Social Work, 47(1), 55-64.
McMahon, M.
(1994). Knowledge for advanced generalist
practice. In Advanced generalist practice with an international
perspective.
(pp. 80-106).
McMahon,
M. (1994). The
methodology of advanced generalists. In Advanced
generalist practice with an
international perspective. (pp. 107-127).
McNellie,
B. (2001). The
advanced rural generalist. The New
Social Worker, 2, 16-17.
Reid, William J. (1994). The
empirical practice movement. Social
Service Review, 68(2), 165-184.
Rosen, A.
& Livne, S.
(1992). Personal versus
environmental emphases in social workers' perceptions of client
problems. Social
Service
Review, 66(1). 85-96.
Smith, D. C.
& Hall, J. A. (2008).
Strengths-oriented family therapy for
adolescents with substance abuse problems. Social Work, 53(2),
185-188.
De Jong, P.
& Miller, S. D. (1995).
How to interview for client strengths. Social
Work 40(6), 729-736.
Taylor, M.
F. (2006). Is
self-determination still important? what
experienced mental health social workers are saying. Journal of
Social Work
Values and Ethics, 3(1). (http://www.socialworker.com/jswve/content/view/29/44/)
Younggren, J. N. (2002). Ethical decision-making and dual relationships. (http://kspope.com/dual/younggren.php)
Suggested Texts:
Cialdini, R. B. (2001). Influence,
4th edition.
Pease, A. & Pease, B. P.
(2004). The definitive book of body language.
Some of the external readings are included below. Some of these are large
files so it may take a bit to download. Either be patient or go to
broadband or cable site and save to a disk for use.:
bigler.pdf
cohen.pdf
cox.pdf
deaconpiercy.pdf
dejongmiller.pdf
douglas.pdf
gottlieb.pdf
graziano.pdf
greenetal.pdf
heydtsherman.pdf
johner.pdf
mander.pdf
marsh.pdf
martsetal.pdf
mattisonetal.pdf
mcmahon1.pdf
mcmahon2.pd
mcnellie.pdf
reid.pdf
rosenlivne.pdf
smithhall.pdf
taylor.pdf
younggren.pdf
Sample LMSW Exam
Questions-webpage , (http://www.mcnellie.com/525/test6.html)