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Courses of Instruction

Social Service Administration Courses

SSAD 20550. Food Insecurity and Food Policy in the U.S. 100 Units.

Despite the economic recovery following the Great Recession, there continue to be approximately 40 million individuals in the U.S. who experience food insecurity. In this course, we will explore the paradox of how so many people struggle to afford an adequate diet within the borders of the world's top food exporter and the extent to which inequality is embedded in the U.S. food system and in American social policy. We will examine the basic structure of our domestic food system, the causes and consequences of food insecurity, the effectiveness of current public and private responses, and how new challenges in the 21st century may influence current and future strategies. Among the diverse topics we will delve into over the quarter are the recent efforts to reduce access to the Supplemental Nutrition Assistance Program (SNAP), which remains the primary mechanism for addressing food insecurity; the economic challenges experienced by workers throughout the food system, from farm to table; the intersection of the U.S. food system and immigration; the significant disparities in food insecurity and diet-related illness experienced by communities of color; and emerging ideas for how to establish a more equitable food system.

Equivalent Course(s): SSAD 40550

SSAD 21300. Global Mental Health. 100 Units.

Global mental health has emerged as a priority for multilateral institutions like the World Health Organization and World Bank, for international non-governmental organizations, and for academic researchers alike. This course examines the foundations, practices, and critiques of this field. We will explore how sociocultural processes shape the experience of distress and mental illness; various cultures of healing, including Western psychiatry, and their power dynamics; gaps and inequalities in service provision; as well as approaches to and challenges of cross-cultural diagnosis/treatment/epidemiology. Building on these explorations, we will then turn to the tools, programs, and practices that constitute the somewhat amorphous movement called "Global Mental Health." Ongoing debates of this movement will also be examined. This course will take an interdisciplinary approach, with readings drawn from psychiatry, public policy, anthropology, history, sociology, and so on. Through discussions and assignments, students will develop skills to design, evaluate, and critically reflect upon global mental health interventions.

Equivalent Course(s): HLTH 21300, SSAD 41412

SSAD 21501. Genealogies of Environmental Organizing and Activism. 100 Units.

This course explores how organizations-civic, private, governmental-working in the field of environmental advocacy construct, deploy and are shaped by distinct discourses governing relationships between nature and society. The environment is a field of social action in which organizations attempt to effect change in large domains like resource conservation, access, stewardship, and a basic right to environmental quality in everyday life. The work of effecting change in these complex domains can assume a variety of forms including public policy (through the agencies of the state), private enterprise (through the agency of the market), 'third sector' advocacy (through the agency of nonprofit organizations) and social activism (through the agency of social movements and community organizations). State, market, civil society and social movement organizations are where ideas are transmitted from theory to practice and back again in a recursive, dialectical process. These contrasting forms of organization have different histories, wellsprings and degrees of social power. Moreover, they bring different epistemologies to their claims about being legitimate custodians of nature-that is to say they can be understood genealogically. As such, organizations working to effect environment change are at once animated by and constitutive of distinct discourses governing the relationships between nature and society. The course explores how those distinct discourses are associated with a suite of different organizational realms of social action; the goal is trying to connect the dots between discursive formations and organizational forms.

Instructor(s): Mary Beth Pudup     Terms Offered: Autumn
Note(s): This course counts towards the ENST 4th year Capstone requirement.
Equivalent Course(s): MAPS 31101, SSAD 41501, CEGU 31501, HMRT 21501, ENST 21501, CEGU 21501, GLST 21501

SSAD 21850. Housing, Inequality, and Society II. 100 Units.

This course builds on Housing, Inequality, and Society I to consider the United States' approach to housing and inequality with a particular focus on Federal programs. The course will consider how and when housing became a social problem that was deemed worthy of policy intervention at the Federal level. Students will become intimately familiar with the main Federal housing programs such as Public Housing, Housing Choice Vouchers, Project Based Section 8, the Home Mortgage Interest Deduction, and the Low Income Housing Tax Credit. The course will explicitly consider the degree to which housing policy has been shaped by prevailing racial hierarchies, Specifically, we will examine how the segregative ideals of both the North and South have limited the potential of housing policy to achieve justice. Recent attempts at representational and redistributive housing policy will be considered as students strive towards a detailed understanding of policy "as it is" as well as a vision of "what could be."

Equivalent Course(s): SSAD 41850

SSAD 23013. Educational Excellence in US Public Schools. 100 Units.

What are the mechanisms that promote educational excellence for students in US public schools? Are there particular aspects of the school setting that enhance the educational experience of students? In this discussion based course, we will engage these questions via extant literature and community engaged activity (i.e. getting involved with a school). The core interests central this course are as follows: (1) at the conclusion of this course one should be better positioned to promote educational/academic excellence for students in the United States, and (2) one should be better positioned to eradicate inequity and inequality in the educational/academic excellence of students in the United States.

Equivalent Course(s): CHDV 23013, EDSO 23013

SSAD 23412. Cultural Studies in Education. 100 Units.

The course begins with an introduction to the history, development, and basic tenets of cultural studies. Throughout our work together, we will examine how social class, race/ethnicity, and gender are represented in literacy, language, and cultural theories and research that examine reproduction and resistance. Using cultural studies as the point of departure, this course explores the intersection of culture, power, and language (both oral and written) within schools and school systems. In accordance with the tenets of cultural studies, the course is guided by the presumption that culture (as it is realized through the functioning of schools and their agents and the experiences, knowledge, expressions, dispositions, and meaning-making of people of color, women, and low-income or working-class individuals) is critical for understanding and intervening in the reproduction of social and economic inequality. In order to understand the reproduction of inequality we will examine theories and empirical investigations that explore how structures of domination and subordination are reproduced and social difference and inequality are reinscribed through the cultural practices that are reflected in schools. We will also analyze the extent to which the cultural practices and experiences of marginalized individuals simultaneously contribute to the process of reproduction and also affirm the emancipatory possibilities of resistance.

Equivalent Course(s): SSAD 63412, EDSO 23412, EDSO 63412

SSAD 24950. International Disability Rights and Justice. 100 Units.

The rights of persons with disabilities have become a new frontier of human rights across the world. This course introduces recent developments in concepts, tools, and practices of disability rights both internationally and in different regions/countries. We will pay specific attention to the United Nations Convention on the Rights of Persons with Disabilities, including its principles, provisions on key topics (e.g., institutionalization, education, employment, and political participation), and the role of state and non-state actors in its implementation. We will also consider the implications of disability rights on global social development and humanitarian work. Moreover, we will critically examine barriers and concerns in realizing disability rights, areas where dominant understandings of disability rights fall short, and alternative approaches to conceptualizing and promoting justice for persons with disabilities. The course will consist of reading and critique of literature, large and small group discussions, guest lectures by practitioners, case studies, and student presentations. Students will develop skills to analyze disability policies or design/evaluate disability inclusive development projects in international settings.

Terms Offered: TBD
Equivalent Course(s): SSAD 64950, GNSE 34950, HMRT 34951, GNSE 24950, HMRT 24950, HLTH 24950

SSAD 25002. Social Welfare Policy and Services. 100 Units.

This course introduces students to the issues and problems associated with social welfare interventions at the policy level, including an overview of its history in the US. Students are expected to learn and develop competencies in analyzing the components of current social welfare policies; designing programmatic alternatives; anticipating substantive, operational, and political advantages and disadvantages; and weighing trade-offs of policy choices. Policy domains to be considered include education, health, employment, safety net programs, and housing. While focusing on public policies, the course will include consideration of the impact of policies and programs on individuals and families. This course is part of the College Course Cluster, Inequality.

Terms Offered: Autumn

SSAD 25005. Inequality at Work: The Changing Nature of Jobs and Prospects for Improvement. 100 Units.

This course will consider sources of inequality in the labor market and in workplaces. Empirical evidence and theory on labor markets and job conditions will be analyzed to provide insights into the changing nature of work and workplace inequality for the majority of Americans -- who do not hold a four-year college degree. Although the course will consider ways to ready workers for good jobs in the economy, the emphasis will be on improving jobs themselves, through voluntary employer behavior, collective action, and public policy. The assignment for the course involves observing and/or interviewing workers in an occupation chosen by the student.

Instructor(s): Susan Lambert     Terms Offered: TBD
Equivalent Course(s): PBPL 25005

SSAD 25006. Global Health Initiatives: An Interdisciplinary Approach. 100 Units.

This course provides an introductory understanding of global health from an interdisciplinary perspective. The course explores the historical and contemporary dimensions of global health initiatives, offering theoretical and analytical tools for assessing, planning, and implementing global health programs and services. With a focus on addressing global health disparities, particularly among marginalized populations, students delve into the complexities of global health problems and interventions. The course situates global health policy considerations in a globalizing world, emphasizing theoretical, conceptual, and practical models related to policies, programs, and services across diverse countries based on income, geography, and socio-cultural environment. Students are encouraged to critically analyze major global health trends, disparities, and the role of international organizations, gaining insight into the forces that shape global health practice. The objectives encompass exploring trends, educating about relief and development policies, and providing macro frameworks for planning health projects globally. The educational outcomes emphasize students' abilities to evaluate research, apply knowledge to diverse contexts, and critically analyze and recommend changes in global health projects, programs, and policies. Readings and assignments will contribute to a comprehensive and up-to-date understanding of the interdisciplinary challenges and strategies in global health.

Terms Offered: TBD

SSAD 25630. Poverty, Work, and Family Policy. 100 Units.

This course examines contemporary policy questions regarding the dual spheres of work and family life, with a particular focus on economically impoverished families and communities. Students will analyze the relative merits of different policies designed to improve the conditions of work and family life and mitigate the effects of poverty on children's wellbeing. Throughout the ten-week quarter, we will consider demographic, labor market, and policy trends contributing to family poverty and income inequality in American society; interrogate policy debates concerning the responsibility of government, corporate, and informal sectors to address these critical social problems; and examine specific policy and program responses directed at (1) improving employment and economic outcomes and (2) reconciling the competing demands of employment and parenting. Although our primary focus will be on policies that promote the wellbeing of low-income families in the United States, relevant comparisons will be made cross-nationally, across race/ethnicity, and across income. This course is part of the Inequality, Social Problems, and Change minor.

Equivalent Course(s): CRES 25630, PBPL 25630

SSAD 25732. Prejudice and Discrimination: Individual Cost and Response. 100 Units.

This foundational diversity class explores the origins and practices of racial/ethnic prejudice, stereotypes, and discrimination, and how demographic factors such as class, gender, sexuality, and nationality intersect to solidify and perpetuate inequality. We will explore the resulting psychological, economic, and sociopolitical tolls on individuals, and also examine various individual responses that can mitigate the negative impacts of or engage in resistance towards such discrimination (such as racial/ethnic identity development, deliberate retention of heritage culture, and social/political mobilization). Moreover, we will examine how these individual responses together with organized and collective efforts can bring about social changes. This class consciously expands a dominant binary discourse of race to develop a more inclusive and complex paradigm that accurately reflects the diversity of contemporary America.

Equivalent Course(s): SSAD 45732, CRES 25732, CRES 45732

SSAD 25810. Social Problems, Social Policy, and Social Change. 100 Units.

This course is designed to provide an analytic framework that enables students to understand how social problems are socially constructed, how social policies are created in response to those identified problems, and how social change efforts both shape and respond to the policy environment. During the quarter, we will examine how social problems, policies and programs are framed, re-framed, and addressed and how individuals, organizations, and relevant constituencies take part in social change. In addition to providing an overview of the relationship between social problems, social policy, and social change efforts, the course encourages critical thought about the role of and relationship between professional elites (philanthropists, advocates, researchers, etc.) and ground-level activists (affected populations, community leaders, etc.) in constructing and contesting social problems and promoting social change.

Instructor(s): J. Mosley     Terms Offered: TBD
Equivalent Course(s): ANTH 25810

SSAD 25812. Making Kin: Adoption and Fostering in a Global Perspective. 100 Units.

Studies of kinship have provided the foundation for the ethnographic record of communities and family arrangements around the world, and over time. The majority of these studies take place in contexts outside of the United States, contributing essential evidence of the wide array of kin organizational models that challenge assumptions about the 'nuclear family' structure. Both fostering and adoption reveal important cultural assumptions about processes of relatedness and concepts of personhood. In this course, we will learn about different ways of reproduction, childrearing, and circulation cross-culturally, but also the varying degrees by which notions of 'family' and raising young people influence understandings of age and generations, relationships, identity, and responsibility. Students will discuss and write about ethnographic readings and films, reflecting on life course development and human adaptation. Through this process, the course will address how different cultures in various social and ecological settings conceptualize and care for displaced young people. This course fulfills the Human Diversity Requirement. This course is one of Crown Family School's global and international course offerings.

Equivalent Course(s): SSAD 65812

SSAD 26312. Race, Crime, and Justice in the City. 100 Units.

The size and growth of the U.S. jail and prison census, and its deleterious consequences for the poor, and especially for poor black people who reside in the nation's most disadvantaged communities, has been well documented. This course examines some of this work but goes further in addressing how the targets of mass incarceration experience crime control policy, how criminal legal expansion shapes urban, and, in recent years, suburban and rural sociality, and how criminalized people work to bring about change in the laws and policies that regulate their lives.

Equivalent Course(s): RDIN 46312, RDIN 26312, SSAD 46312

SSAD 26922. Structuring Refuge: U.S. Refugee Policy and Resettlement Practice. 100 Units.

The UN estimates that there are 100 million forcibly displaced people around the world (UNHCR, 2022), with over 27 million refugees among them, but in 2022 only 57,500 refugees were resettled to third countries. Historically the U.S. has been the largest resettlement country, and in the U.S. refugees are entitled to federal, state, and local supports that other immigrants do without. At the same time, refugees in the U.S. are arguably subject to greater scrutiny and social control than most other un-incarcerated domestic populations. This course asks the central questions: How is refugee status politically constructed and experienced by individuals; what are the interrelationships between institutional actors and refugee policies, with what implications for service delivery; what does research tell us about the resettlement outcomes. and what drives these outcomes; and finally, what are the points of intervention for social workers in the resettlement process? We will address these questions by: 1. detangling the web of international and domestic policies that relate to the refugees' political identity, 2. focusing on U.S. resettlement, 3. analyzing resettlement policies and exploring the implications for social work practice targeted at integration, employment, and mental health, and 4. holding the inherent tension that can result from a dual focus on macro issues of scale and policy and micro issues related to the lived experience of human beings.

Equivalent Course(s): SSAD 46922, CRES 26922, HMRT 46922, CHST 26922, RDIN 26922

SSAD 27452. Smart Decarceration: A Grand Challenge for Social Work. 100 Units.

The United States has the highest rate of incarceration in the world, and inequities in the use of incarceration yield a high burden on people of color, people in poverty, and people with behavioral health conditions. Evidence indicates that mass incarceration has reached a tipping point, and that the U.S. is entering an era of decarceration. The grand challenge of this new era will be to move away from incarceration-based thinking and toward an array of proactive policy, practice, and research innovations that will not only substantially reduce the incarcerated population, but also ameliorate social disparities and maximize public safety and well-being. This course, which is connected to the "Promote Smart Decarceration" Grand Challenge for Social Work, will provide opportunities for students to: 1) Explore the political, social, and empirical context for decarceration; 2) Examine emerging decarceration policies and practices; 3) Develop interventions at multiple levels to achieve smart decarceration outcomes.

Equivalent Course(s): SSAD 47452

SSAD 28112. Community Organizing. 100 Units.

This is a class about community organizing and how organizing brings about collective action. Through analysis of both historical and contemporary community organizing efforts, students will learn how organizing mobilizes people to gain power and influence over public policy and decision-making that directly impact them. Students will be introduced to different conceptual models of organizing, as well as how these models employ different theories of social change. The course emphasizes the "nuts-and-bolts" of organizing, ranging from strategic vision formulation to campaign development to one-on-one engagement. Students will have the opportunity to learn, discuss, and employ these different organizing skills and techniques through in-class exercises and group projects.

Equivalent Course(s): CHST 28112, HMRT 34950, SSAD 48112

SSAD 28860. A Comparative Study of Trauma & Role of Schools in Forced Migration of Children: Vienna & Chicago. 100 Units.

As of 2022, more than 100 million individuals experienced displacement by forced migration. In 2023, the United States witnessed the arrival approximately 3.3 million refugee children, while in Austria1 the rise in numbers of children seeking asylum has grown precipitously in recent years, making this country the largest host of asylum- seeking youth in the European Union.2 These young people arrive with a host of complex needs; the social workers and teachers, who are the front-line workers in school settings, need to be equipped to treat and respond to trauma in the most effective ways possible. This comparative course will examine the school service-delivery context experienced by forcibly displaced children by incorporating a neurobiological trauma lens and focusing on environmental and relational regulatory processes. The course will address this global social issue by bringing Viennese and Chicago classes together into a collaborative learning community. Students will draw on their field experiences from social service organizations and school settings, to discuss, analyze, and strategize around the issues facing displaced children in school settings. Pedagogical methods will include virtual discussion groups, case studies, cross-classroom assignments, and regular guest lectures from multidisciplinary scholars. Citations on syllabus.

Equivalent Course(s): SSAD 48860

SSAD 29400. Climate Change and Human Mobility. 100 Units.

A 2021 UN report estimated that 21.5 million people have been forced to move, each year, for over a decade, due to climate change. The report states: "weather-related crises have triggered more than twice as much displacement as conflict and violence in the last decade" (UNHCR, 2021). In spite of mounting evidence that climate change is to blame for these catastrophic weather-related events and associated increases in migration, the UNHCR eligibility criteria for refugee status doesn't include climate change. Due to political challenges involved in considering such a definition change, the UN convened member states to establish a global compact for migration that takes the effects of climate change into consideration. The Global Compact suggests rights and obligations of climate change migrants, and standards to guide sovereign states in protecting these rights. Given the growth in climate change related migration over the last decade, and the complicated nature of implementation with such a broad international instrument such as the Global Compact, there is much room for development within the climate change and human mobility sector. This course will: examine the issue of climate change and its relationship to human mobility using human rights, political ecology, and social policy perspectives; consider how these different perspectives for understanding the problem suggest different types of policy solutions; and consider the impact of these solutions for those affected.

Terms Offered: TBD
Equivalent Course(s): ENST 29400, CEGU 29400, SSAD 69400, HMRT 39401, CEGU 69400, HMRT 29400, CHST 29400

SSAD 29455. MIGRATION SERVICES IN CHICAGO: KIPHART CHALLENGE EXPERIENTIAL LEARNING COURSE. 100 Units.

In this team-based experiential learning course, students will be matched with community-based organizations (CBOs) that serve migrants in Chicago, with the collaborative goal of developing a policy proposal responsive to organizational objectives. Through this applied learning experience, students will: grapple with the context of service provision for migrants, learn how to conduct organizational power analyses, develop collaborative relationships responsive to power dynamics, engage in resource mapping, co-design policies, building on organizational strengths and community resources, and present their work product to the community. Student engagement in this course will serve as a forum for the development of skills including: assessment of power and positionality, interpersonal communication, healthy team dynamics and conflict resolution, analysis of organizational resources, policy design, and presentation development. The course will include a presentation of the policy design to a panel of judges: the winning team securing a $1,000 donation for their CBO partner. Due to the collaborative nature of this course, and the priority of centering community perspectives, students are asked to commit to a set of guiding values: respect and curiosity, self-awareness & accountability, flexibility & punctuality, & confidentiality. Trust is built over time and these values will help foster a relationship where this growth is possible.

Equivalent Course(s): SSAD 69455

SSAD 29600. Black Women Work: The labor of Black women in communities, families, and institutions. 100 Units.

This multidisciplinary course will explore the labor of Black women in three distinct arenas-communities, families, and institutions. Students will explore these areas through engaging with historical and contemporary narratives, research, and popular media, heavily drawing in a U.S. context, but not exclusively. Through an engagement of Black women in the U.S. labor force, this course will explore three questions. How has the labor of Black women contributed to the sustainability of communities, families, and institutions? What are the choices Black women make to engage and sustain their work? What is the future of the labor of Black women? Is the future one that is liberatory or not? Students will leave this course with an understanding of the ways intersectional experiences of oppression contribute to complex conditions and decision-making, that shape the labor of Black women, the function of certain labor decisions as sites of resistance, as well as the generative resources that support the professional success and well-being of Black women.

Terms Offered: TBD
Equivalent Course(s): SSAD 69600, GNSE 20127, CRES 29600

SSAD 30000. Social Intervention: Programs and Policies. 100 Units.

This two-quarter course introduces students to the issues and problems associated with social welfare interventions at the community, agency, and policy levels. Students are expected to learn and develop competencies in analyzing the components of current policies, designing programmatic alternatives, anticipating substantive, operational, and political advantages and disadvantages, weighing benefits against financial costs, and making sound choices among imperfect alternatives. While focusing on public policies, the course will include consideration of the impact of policies and programs on individuals and families. The course will give students a thorough grounding in several critical areas of social work practice, including poverty and at least two social service areas such as mental health and child welfare.

SSAD 30100. Social Intervention: Direct Practice. 100 Units.

This two-quarter course emphasizes the design and practice of social work interventions at the individual, family, and group levels. Students are introduced to the values, theories, concepts, skills, and empirical evidence that form the base for direct social work practice and develop competencies related to this area of practice. Complementing 30000, material is presented to examine needs, resources, and potential for change at the individual, family, and group levels, as well as to provide students with an understanding and appreciation of various options for intervention. Students will develop skills in identifying and defining problems, implementing and refining intervention strategies, evaluating the impact of clinical interventions, and weighing the ethical considerations of various choices. Particular attention is given to developing intervention approaches for working with underserved groups.

SSAD 30200. Social Intervention: Research and Evaluation. 100 Units.

This course focuses on the generation, analysis, and use of data and information relevant to decision-making at the case, program, and policy levels. Students learn and develop skills in collecting, analyzing, and using data related to fundamental aspects of social work practice: problem assessment and definition; intervention formulation, implementation, and refinement; and evaluation. The course covers specification and measurement of various practice and social science concepts, sampling methods, data collection strategies, and statistical and graphical approaches to data analysis. All incoming day students will take a research placement exam during the first week of classes to determine their research course. Students who pass the exam will be eligible to take a concentration research course in the first year, either clinical research (44501) or data analysis (48500).

SSAD 32700. Human Behavior in the Social Environment. 100 Units.

This core course teaches biological and social science concepts concerning human development in a social context that are fundamental to social work practice: social and ecological systems; life course development; culture, ethnicity, and gender; stress, coping, and adaptation; and major social issues related to development over the life course. Students learn a general framework and theory for integrating the concepts. Students with strong academic backgrounds in human behavior may be eligible for an advanced human behavior course. Enrollment is limited to Crown Family School students only.

SSAD 35000. Key Issues in Social Sector Governance. 100 Units.

This course introduces students to a set of important ideas for thinking about governance and its major players in the social sector. Governance is a complex, multidisciplinary concept that might be thought of colloquially as "how things get done, why they get done that way, and how we might get things done differently." It includes issues of public policy, markets, organizational practice, and individual action. While the social sector faces governance issues that are unique to it, it also shares some governance challenges with the public and business sectors. At the end of this course, students will be able to understand key conceptual issues, the histories that inform our current governance practices, and the possibilities for moving forward to improve on key challenges. SSL ONLY

Terms Offered: TBD

SSAD 35100. Inclusive Leadership. 100 Units.

This course is intended to provide students with a conceptual understanding of social, economic, and racial justice and different perspectives regarding how social sector leaders can help achieve those goals. It also supports skill development for fostering inclusivity. Students learn to think critically about their own identity and role in society, increasing awareness of one's own positionality, as well as how social sector organizations operate in minoritized communities. Theories of leadership are considered as well as how managers can inspire social change leadership more broadly. SSL ONLY

Terms Offered: TBD

SSAD 35200. Nonprofit Operations and Management. 100 Units.

This course provides an overview of nonprofit organizations and what is required to manage and operate them effectively. We will explore various nonprofit structures and revenue models, understand board governance, learn essential components of organizational design and operations; and learn how to set priorities and manage with organization-wide data and dashboards. Furthermore, managing nonprofits effectively requires effective people management; we will address the complex stakeholders of nonprofits, understand how to cultivate and maintain positive organizational mission-driven culture, and how to set up staff for success through using mandates, performance management and integrating leadership development. Lastly, we will highlight the importance of leading nonprofit organizations through complex decision-making and change.

Terms Offered: TBD

SSAD 35300. Impact Measurement & Evaluation. 100 Units.

This course introduces students to the major approaches to managing performance and data analysis within social sector organizations, and develops skills in using information to inform decision-making in those settings. The course will cover topics like: conceptualizing performance at the program and organizational levels, implementing different approaches to evaluation and performance measurement, common data analysis and visualization methods, and managing the politics of performance management and accountability structures. Students will learn how to think critically and make decisions among different approaches for translating evidence into actions that support an organization's mission.

Terms Offered: TBD

SSAD 35400. Organizational Analysis for Social Sector Leaders. 100 Units.

This course introduces a variety of theoretical perspectives on organizations, in a way that connects key insights from theory to the improvement of leadership and management in social sector organizations. Fundamental to this perspective is the fact that organizations are not islands unto themselves; they are situated in complex and dynamic external environments which good leaders and managers must understand in order to guide their organizations towards success. This course is intended to help students better understand the organizations they work in, the environments those organizations are situated in, and how the intersection of organization and environment, as well as internal organizational structures and processes, affect social outcomes and community well-being. Course goals include: 1) appreciating the ethical, political, and historical roots of contemporary controversies in management practice, and also the usefulness of independent critical thinking and analysis; 2) developing advanced knowledge of the challenges involved in the management and design of social sector organizations; 3) developing analytical skills to intervene in organizational processes in ways that advance social and economic justice, 4) analyzing, assessing and improving links between social sector organizations and their external environment; and 5) building skills necessary to assume leadership positions in the social sector. SSL ONLY

Terms Offered: TBD

SSAD 35500. The Policymaking Process for Social Sector Leaders. 100 Units.

This course is designed to provide an analytic framework that enables students to understand the relationship between social problems, the policies intended to solve those problems, and the practices that result from those policies. We begin with how social problems are in part socially constructed. We then address how social policies are created and implemented across various cultural, historical, political and economic contexts. Throughout the quarter, we will examine how social problems, policies and programs are framed, reframed, and implemented, and how clients, staff members, human service organizations, and other relevant constituencies are involved in and affected by these processes. In addition to providing an overview of the relationship between social services and social policy, the course encourages critical thought about the roles social sector leaders and managers play within the policymaking process and the broader social safety net across a range of policy arenas. The course is divided into two modules. Module I addresses the social construction of social problems and development of social policies, and Module II addresses the implementation of policy. Each module includes readings and exercises that are conceptual as well as applied. This course may not be taken by Crown social work students. SSL ONLY

Terms Offered: TBD

SSAD 40012. Clinical Interventions in Substance Use Disorders. 100 Units.

This course is an introduction to substance use issues, the spectrum of substance use, associated diagnostic criteria (DSM-5), and major evidence-supported methods for treatment. Through readings, lecture, class discussion, experiential learning, class assignments, and a full-day workshop on motivational interviewing, participants will become familiar with best practices in the core counselor functions of screening, assessment, treatment planning, community intervention, and counseling. While the primary focus of this course is on verbal interventions, participants will also become familiar with the pharmacology of non-medical substances, medications approved for Medication-Assisted Treatment, and opiate overdose prevention strategies. Special attention will be given to the framework of Trauma-Informed Care, techniques to engage/retain individuals in treatment, brief interventions that can be applied to a variety of settings, individual and group counseling approaches, and relapse prevention/response. This course provides an overview of the particular treatment needs of underserved populations, including LGBTQ-identified individuals, older adults, individuals with co-occurring mental illness, and women.

SSAD 40125. Sem: Social Inequality. 100 Units.

This course focuses on the role played by society in differential access to all the things society values-such as education, health, money, jobs, status, safety, and respect. We will discuss key classic and modern theoretical perspectives on inequality, and review the literature on differentials by gender, race and ethnicity, family background, immigrant status. We will look at differentials across neighborhoods, cities, regions and countries. Each class meeting we will read and discuss three or four journal articles or sections of a book, with class participants presenting each reading, summarizing it, and then critiquing it. The class will then discuss. We will add to and subtract from the readings to match the interests of participants on each topic; the syllabus will list readings as starting point for this process.

Instructor(s): L. Waite     Terms Offered: Spring
Equivalent Course(s): SOCI 50125

SSAD 40403. Fundamentals of Behavioral Therapy: Contemporary Approaches. 100 Units.

Many persons seeking treatment present with problems more extreme than individuals described as the "worried well" yet they do not display the symptom profile of persons diagnosed with a "severe mental illness." Typically, these individuals experience chronic distress; they present with impulsive coping styles, chaotic relationships and affective dysregulation. Psychotherapy for persons presenting with chronic distress present a unique set of challenges. Most research in psychotherapy outcomes suggest that one of the most important factors associated with successful treatment is the relationship between the client and therapist. Traditionally, focus on the therapeutic relationship has been the purview of experiential and psychodynamic therapies. However, in the past ten years, three behavioral models of psychotherapy have been introduced that focus on the relationship in the therapy session. To varying degrees, these therapies are based on a large body of knowledge developed over the past several decades in the study of verbal behavior. In this class, participants will be introduced to a behavioral conceptualization of phenomena such as emotion, memory, cognition, and beliefs. Discussion of these private behaviors will conclude in a presentation of a behavioral theory of the "sense of self." For the remainder of the course, participants will revisit these concepts as they apply to discussion of three influential behavioral therapies. First, participants will become acquainte

SSAD 40404. Cognitive and Behavioral Approaches: Children and Families. 100 Units.

Behavioral and cognitive theories form the bases for many of today's evidence-supported clinical interventions for children and families. This course helps students understand these theoretical bases and how they are applied in (a) parent-management training programs for children with behavioral problems, (b) interventions for children and youth who have experienced trauma, and (c) clinical approaches for youth with severe emotional dysregulation. The course prods students to think about what children and youth need from their environments in order to develop healthy thinking and behavior. The course also emphasizes the purposeful and necessary use of relationship in cognitive and behavioral practices in ways that demonstrate respect, challenge children and youths' cognitions about themselves, and help children and youth approach new relationships in healthier ways. Within these larger intellectual contexts, the course explores the substantial cultural challenges of these approaches.

SSAD 40405. Relational Cultural Theory and Feminist Theories. 100 Units.

This course will explore the history, neuroscience, and application of Relational Cultural Theory (RCT) to social work practice in multiple settings. Drawing on its relationship to feminist theories, including Black feminist theory, and attachment theory, this course will address the significance of gender in the context of RCT and its implications for how we consider connection. Throughout the course, attention will also be focused on its on-going transformation as a theory and model to practitioners who are Black, Indigenous, and People of Color (BIPOC) and its value to communities of color. We will study its functions and limitations as a framework that works in complement with other models through engaging examples of its application, in a variety of clinical and non-clinical settings.

Terms Offered: TBD

SSAD 40532. Motivational Interviewing. 100 Units.

Motivational Interviewing (MI) is an empirically supported way of being with clients in an empathic, open, nonjudgmental, and collaborative manner. The clinician practicing MI helps those with whom they are working acknowledge and explore ambivalence in regards to behavior change. Furthermore, once a client decides to make (or not make) changes, the MI clinician collaborates in determining a course of action. MI, though simple at first glance, is complex and requires ongoing training and practice. This course is designed to provide students with an in-depth understanding of MI and how to practice it within various treatment settings. Through lectures, open discussions, readings, written assignments, and practice exercises, students will be able to gain insight, knowledge, and skills related to person-centered clinical practice, the human condition, and behavior change.

SSAD 40550. Food Insecurity and Food Policy in the U.S. 100 Units.

Despite the economic recovery following the Great Recession, there continue to be approximately 40 million individuals in the U.S. who experience food insecurity. In this course, we will explore the paradox of how so many people struggle to afford an adequate diet within the borders of the world's top food exporter and the extent to which inequality is embedded in the U.S. food system and in American social policy. We will examine the basic structure of our domestic food system, the causes and consequences of food insecurity, the effectiveness of current public and private responses, and how new challenges in the 21st century may influence current and future strategies. Among the diverse topics we will delve into over the quarter are the recent efforts to reduce access to the Supplemental Nutrition Assistance Program (SNAP), which remains the primary mechanism for addressing food insecurity; the economic challenges experienced by workers throughout the food system, from farm to table; the intersection of the U.S. food system and immigration; the significant disparities in food insecurity and diet-related illness experienced by communities of color; and emerging ideas for how to establish a more equitable food system.

Equivalent Course(s): SSAD 20550

SSAD 40590. Big Data and Public Policy. 100 Units.

This course examines the conceptual underpinnings of data science and social science approaches to policy analysis. We discuss epistemologies of quantification, data production and the phenomenon of "datafication," predictive versus causal analytic paradigms, algorithmic fairness, and issues of data ethics, regulation, and governance. The course is open to graduate and advanced undergraduate students who have taken at least one course in quantitative methods.

Instructor(s): Berry, C; Marwell, N     Terms Offered: Winter
Equivalent Course(s): PPHA 30590

SSAD 40800. Family Systems Approaches to Practice. 100 Units.

This course provides a systems-based conceptual and technical foundation for social work practice with families, considering multigenerational family life-cycle development, sociocultural context, and family diversity. We examine social constructions of the "normal family" with particular attention to changing family forms and gender roles, addressing the challenges facing diverse couples and families in a changing world. An overview of foundational models of family practice and recent developments in strength-based collaborative approaches highlights core concepts and methods in brief problem-solving, post-modern, and intergenerational, growth-oriented models. Discussion focuses on: (1) assessment of family strengths and vulnerabilities; (2) intervention objectives; and (3) the process of change. A research-informed, integrative Family Resilience Framework is presented, identifying key family processes and intervention/prevention guidelines to foster resilience of at-risk children and distressed families by strengthening family functioning as presenting problems are resolved. Special topics include: working with child and adolescent concerns, family diversity, the role of culture and spirituality/belief systems in families, and disenfranchised/multi-stressed families. A broad range of practice issues and guidelines are illustrated with videotape and case examples.

SSAD 40922. Cognitive Behavioral Therapy: Theory and Practice. 100 Units.

Cognitive Behavioral Theory is a major practice theory that integrates the theoretical perspectives and therapeutic techniques of Cognitive Theory and Behavioral Theory. As such, CBT focuses on changing cognitions, changing behavior and on supporting clients to develop coping skills. This course is designed to provide students with a basic understanding of CBT and to assist students with implementing CBT perspectives and techniques in their own practice. Lectures and course readings will review different considerations and applications of CBT with children, adolescents, adults, and vulnerable populations. Through lectures, readings and assignments, students will learn skills to conduct assessment, intervention and evaluation of clients from a CBT perspective. The relationship between theory and practice is emphasized, as is the empirical evidence supporting the use of CBT to effectively address a range of emotional and behavioral problems with diverse populations. Critiques of CBT will be discussed. Course assignments will emphasize the practical application of CBT techniques in practice. Students will be expected to implement CBT methods with a selected client and to record the therapeutic process. For clinical students completing a concentration requirement.

SSAD 41000. Psychodynamic Practice Methods I. 100 Units.

This course introduces contemporary psychodynamic thought and social work practice. The first part examines the defining features of the psychodynamic tradition and explores the growing emphasis on relational and social domains of concern in recent theory, research, and psychosocial intervention. Readings trace the development of psychodynamic understanding and social work practice, present the core concepts and essential concerns of the major schools of thought, and describe the empirical foundations of contemporary relational perspectives. The second part, focused on clinical practice, introduces principles of treatment and methods of intervention from an integrative relational perspective. Readings examine approaches to assessment, establishment of the therapeutic alliance, formulation of goals, representative forms of communication, use of interactive experience, and termination procedures. Presentations of clinical perspectives encompass a range of vulnerable groups and emphasize realistic, flexible use of strategies in view of varying levels of functioning, coping capacities, support systems, and social environments. Critical pluralism is introduced as an orienting perspective that sponsors dialogue among multiple theoretical traditions and helps social workers consider differing approaches in light of the pragmatic concerns and core values of the profession.

SSAD 41100. Psychodynamic Practice Methods II. 100 Units.

This course is designed to: (1) explain the underlying theory and resultant practice of psychoanalytic psychotherapy as a contextually-based activity that reflects definitions and roles of particular cultures, client needs and self-determination, and the socially sanctioned role of the therapist; (2) introduce students to the basic principles of psychoanalytic psychotherapy through a phenomenological or experience-based approach; and (3) highlight the role of the therapist in considerations of theory and practice. The latter focuses on students' fieldwork and related experiences. Following an introduction to psychoanalytic psychotherapy, the course examines the relational approach to psychodynamic practice, which highlights the clinician's willingness to examine his or her role in the therapy relationship and regards the client as a crucial teacher and guide in the process.

Prerequisite(s): SSAD 41000.

SSAD 41205. Restorative Justice Interventions: Anti-Racist Practice + Facilitation. 100 Units.

Learn how to facilitate Restorative Practices through anti-racist, self-aware, inquiry-based framework; build community; examine paradigms related to accountability, growth and human interaction. Learn school-based/time-constrained Restorative best-practices, in addition to honoring indigenous circle practices that have existed for millennia. The facilitation of Restorative Practices without deep self-reflection, self-awareness, and commitment to anti-racism can lead to harmful, appropriative impacts. Students will engage in necessary conversations with vulnerability, trust, and deep engagement. In learning to be a Restorative Practice facilitator, prepare to 1. Build the capacity to be self-aware accomplices for change, 2. Minimize unintentional harm to others, 3. Be accountable for the ways we engage in harm, 4. Repair harm through Restorative Practices, 5. Hold space for others that is non-judgmental and generative. Students will engage in a balance of reading, analysis, and group discussion; experiential learning and engagement; and hands-on planning and facilitation. Written coursework includes two short reflection essays, a midterm paper, and a final project plus reflection paper. By the end of this course, students will have built/deepened a practice of anti-racist self-awareness; know Restorative Justice philosophy, practices, and practice implications; compile a Restorative Practice facilitation toolkit; and will have engaged in supportive facilitation practice.

Terms Offered: TBD

SSAD 41206. Community Accountability & Transformative Justice: Theory & Practice in Social Service & Community. 100 Units.

In this course, students will learn the theoretical foundations of Community Accountability and Transformative Justice as peacemaking and community-led social change work; and will learn tangible skills for interventional practice in interpersonal and structural harm, and approaches to policy-based change making. This is a project-based and experiential learning course that will provide social administration AND clinical students valuable tools and skills for peacemaking work in the social service sector. The course content is grounded in equitable and inclusive community within the classroom. Ultimately approaches learned will grow students' ability to become truly transformative, heart-centered, and equity-minded social service leaders.

Terms Offered: TBD
Prerequisite(s): It is recommended that students take the SSAD41205 Restorative Practices course prior to taking this course, or have intermediate exposure/experience with Restorative Practices.

SSAD 41212. Intersectional Approaches to SW with LGBTQIA Individuals and Communities. 100 Units.

A social justice and intersectional framework is used to examine social work and social welfare issues relevant to lesbian, gay, bisexual, transgender, queer, intersex, and asexual populations. This course covers basic knowledge and history related to gender and sexuality and will provide a lifespan and systems approach to individual, group, community, policy, and administrative practice. Emphasis is placed analyzing power and privilege and the intersection of LGBTQIA identities with race, gender, ability, class, age, and immigration status.

Instructor(s): Staff     Terms Offered: Spring

SSAD 41412. Global Mental Health. 100 Units.

Global mental health has emerged as a priority for multilateral institutions like the World Health Organization and World Bank, for international non-governmental organizations, and for academic researchers alike. This course examines the foundations, practices, and critiques of this field. We will explore how sociocultural processes shape the experience of distress and mental illness; various cultures of healing, including Western psychiatry, and their power dynamics; gaps and inequalities in service provision; as well as approaches to and challenges of cross-cultural diagnosis/treatment/epidemiology. Building on these explorations, we will then turn to the tools, programs, and practices that constitute the somewhat amorphous movement called "Global Mental Health." Ongoing debates of this movement will also be examined. This course will take an interdisciplinary approach, with readings drawn from psychiatry, public policy, anthropology, history, sociology, and so on. Through discussions and assignments, students will develop skills to design, evaluate, and critically reflect upon global mental health interventions.

Equivalent Course(s): HLTH 21300, SSAD 21300

SSAD 41500. The Practice of Group Work. 100 Units.

This course explores elements of group work practice in clinical and educational settings and includes experiential activities to build the group worker's skill/competence in leading groups. Students will participate in a brief, personal growth small-group to grasp important aspects related to becoming skilled group leaders. These aspects include: planning and preparing to lead the group; understanding leaders' roles and responsibilities; facilitating group dynamics to promote positive changes in participants; co-leading; designing group work curricula; and considering the ethical issues inherent in therapeutic group work.

SSAD 41501. Genealogies of Environmental Organizing and Activism. 100 Units.

This course explores how organizations-civic, private, governmental-working in the field of environmental advocacy construct, deploy and are shaped by distinct discourses governing relationships between nature and society. The environment is a field of social action in which organizations attempt to effect change in large domains like resource conservation, access, stewardship, and a basic right to environmental quality in everyday life. The work of effecting change in these complex domains can assume a variety of forms including public policy (through the agencies of the state), private enterprise (through the agency of the market), 'third sector' advocacy (through the agency of nonprofit organizations) and social activism (through the agency of social movements and community organizations). State, market, civil society and social movement organizations are where ideas are transmitted from theory to practice and back again in a recursive, dialectical process. These contrasting forms of organization have different histories, wellsprings and degrees of social power. Moreover, they bring different epistemologies to their claims about being legitimate custodians of nature-that is to say they can be understood genealogically. As such, organizations working to effect environment change are at once animated by and constitutive of distinct discourses governing the relationships between nature and society. The course explores how those distinct discourses are associated with a suite of different organizational realms of social action; the goal is trying to connect the dots between discursive formations and organizational forms.

Instructor(s): Mary Beth Pudup     Terms Offered: Autumn
Note(s): This course counts towards the ENST 4th year Capstone requirement.
Equivalent Course(s): SSAD 21501, MAPS 31101, CEGU 31501, HMRT 21501, ENST 21501, CEGU 21501, GLST 21501

SSAD 41600. Public School Systems and Service Populations. 100 Units.

This course familiarizes students with the origin and history of school social work, the organization of American public schools, the current role of the social worker in a variety of public-school settings, and the populations served by social workers in schools. From a whole-school perspective, students address issues such as creating conditions for and removing barriers to learning, engaging parents and the community, crisis intervention, trauma informed practice, data driven decision making, building partnerships, culture and climate, working with culturally and economically diverse populations, and current policy issues impacting K-12 education. The class format includes group discussions and relevant readings. Enrollment is open to both clinical and social administration students. (Completion of course required for students in Crown Family School Social Work Program of Study.)

Instructor(s): Staff
Prerequisite(s): Enrollment limited to students getting Type 73 Certificate, consent of instructor required for students from other departments.

SSAD 41712. Clinical Assessment in Abusive Family Systems. 100 Units.

The family lays the foundation in a micro-system for the future emergence of abuses in families and societal macro-systems. This course explores intersectionality and diversity in the presentation of abusive family systems. The application of evidence-based treatment modalities that enhance resiliencies and promote positive structural and interpersonal changes to the family infrastructure will be examined. The classes include a mix of theoretical information and specific clinical interventions. Class structure includes didactic material, class discussion, interactive exercises, and use of videos/documentaries. The course includes a broad exploration of the following areas: interpersonal violence; child maltreatment; substance abuse; the impact of historical and transgenerational trauma; how immigration, refugee status, diverse religious/personal practices, and community violence affect the functioning of family systems.

SSAD 41812. Narrative Therapy. 100 Units.

Narrative Therapy is a collaborative approach, which centers people as the experts in their own lives. Not grounded in the medical model, the Narrative Therapy worldview sees problems as separate from people. An awareness of power, as it operates in people's lives and in the therapy is a central concern, and a commitment to social justice frames the entire endeavor. Together we will support each other in exploring and practicing within the Narrative worldview. This will include: asking questions that generate experience, externalizing problems, thickening stories to create possibilities, double listening to hear problem stories while supporting preferred outcomes, understanding problems as based on discourses, deconstruction of problem stories, moving from problem stories to preferred stories, approaching ethics in ways that consider actual effects and beliefs about justice. We will take a glimpse into the origins of Narrative Therapy ideas in anthropology and philosophy. We will venture into and perform Narrative Practices including: creating documents to support preferred stories, reflecting teams, linking lives for shared purposes, and the absent but implicit. The goal for the course is for students to develop an initial understanding of the Narrative worldview, and practices. From here students can judge if Narrative Therapy might become a preferred direction to pursue as a social worker.

SSAD 41850. Housing, Inequality, and Society II. 100 Units.

This course builds on Housing, Inequality, and Society I to consider the United States' approach to housing and inequality with a particular focus on Federal programs. The course will consider how and when housing became a social problem that was deemed worthy of policy intervention at the Federal level. Students will become intimately familiar with the main Federal housing programs such as Public Housing, Housing Choice Vouchers, Project Based Section 8, the Home Mortgage Interest Deduction, and the Low Income Housing Tax Credit. The course will explicitly consider the degree to which housing policy has been shaped by prevailing racial hierarchies, Specifically, we will examine how the segregative ideals of both the North and South have limited the potential of housing policy to achieve justice. Recent attempts at representational and redistributive housing policy will be considered as students strive towards a detailed understanding of policy "as it is" as well as a vision of "what could be."

Equivalent Course(s): SSAD 21850

SSAD 41900. Treatment of Adolescents: A Contextual Perspective. 100 Units.

This contextually-based course will integrate developmental and systems theory to develop a framework for the assessment and treatment of adolescents. Conceptions of adolescence will be examined using research data. Indications for individual, group, and family treatment will be delineated. Emphasis will be on sharing responsibility with the family and collaborating with other social and helping institutions from engagement to termination. Specific topics: adolescent development, intergenerational relationships, gender, substance abuse, eating disorders, family violence, social victimization and cyber-bullying, and adolescent manifestations of mental health disorders. A working knowledge of human development, systems theory, and ecological approaches to social work is required.

SSAD 42001. Substance Use Practice. 100 Units.

Social workers, regardless of their practice setting, frequently encounter individuals, families, and communities adversely affected by alcohol and other drug use. A 2002 survey of NASW members revealed that during the year prior to the survey 77% of members had taken one or more actions related to clients with substance use problems; these actions typically included screening, treatment, or referral. Especially relevant for social work practice is the understanding that substance use can be both adaptive and potentially maladaptive and that poverty, class, racism, social isolation, trauma, sex-based discrimination, and other social inequalities affect both people's vulnerability to and capacity for effectively dealing with substance use problems. This course will facilitate the development of attitudes, knowledge, and skills needed for effective clinical practice with substance users. The course will review the core concepts and essential features of substance use intervention including models for understanding substance use, the transtheoretical model of change, and countertransference. We will examine a range of contemporary approaches to substance use treatment including harm reduction, motivational interviewing, and relapse prevention, and review the literature related to the implementation of these practices in the field. Additionally we will consider several special topics related to the intersection of mental illness and substance use, trauma and substance use, spirituality, and working with families, LGBTQ individuals, women, and people with HIV. Students will be encouraged to draw on their direct practice experience with clients affected by substance use concerns.

SSAD 42100. Aging and Mental Health. 100 Units.

This course integrates the theories and practice skills needed for effective clinical work with older adults and their families. The developmental process of aging, fostering an alliance, overcoming stigma, use of self, therapeutic bias, and ethical dilemmas with this population are covered. Specific focus is given to the significance of the older person's history, background, and culture as well as understanding behavior within the environmental context. Students will develop assessment, diagnostic and treatment skills with older adults. Similarities and differences in practice techniques with other age groups are reviewed and generic principles identified. Concrete service delivery and care management, as well as individual, family, and caregiver interventions, are addressed. The class format includes didactic material, case examples, films, and group discussions.

SSAD 42212. Introduction to Trauma Informed Practice. 100 Units.

From a multiple systems and multicultural foundation, this course investigates the nature of trauma informed practice from developmental and neurodevelopmental perspectives. Current neuroscience research provides opportunities to explore traditional as well as body-centered psychotherapies across the life-span and with a variety of client populations and settings. As part of the learning experience and application to direct practice, students will apply course material to specific populations impacted by violence which may include, but are not limited to: returning military personnel and their families; survivors of war/torture/terrorism; gang/community violence; hate crimes/LGBT violence; individuals and families impacted by suicide/homicide, survivors of natural disasters; violence in prisons; violence against the clinician; and secondary or vicarious traumatization for clinicians (compassion fatigue). Additional topics that will be integrated throughout the quarter include: cultural competence in trauma practice, unique practice settings, ethical considerations, and the integration of various theoretical orientations/styles in working with complex trauma. This course includes a high level of student participation, experiential activities, and self-examination. A willingness for self-reflection and commitment to managing the tensions of complex and seemingly incongruous constructs is required. Note: Some reading on-line will be required before the first class meeting. Also, students must be present at the first and last class in order to register for this course. Because of the Thanksgiving holiday, please note that this course will meet on December 1 and December 8.

SSAD 42322. Child and Adolescent Substance Use. 100 Units.

Substance use disorders are related to devastating outcomes including, but not limited to, trauma, incarceration, homelessness, mental illness, infectious diseases, medical conditions, and death. Substance use among children and adolescents is distinct from adult substance use and requires unique and specific attention to reduce the likelihood of negative outcomes. This course will address risk and protective factors for child and adolescent substance use, assessment, and treatment approaches. A primary goal of this course is to examine the spectrum of substance use across the developmental span of childhood and adolescence. There will be an emphasis on integrating theory and practice to not only reduce risk, but to also promote the health and potential of children and adolescents. Learning objectives will be achieved through analysis of selected readings, class discussion, multimedia presentations, and experiential activities.

SSAD 42500. Adult Psychopathology. 100 Units.

This course covers the description, classification, evaluation, and diagnosis of the adult psychiatric disorders described in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR). Additional topics include how to conduct a diagnostic and psychosocial evaluation, cultural factors in mental illness, mental illness in older adults, and discussion of the major categories of drugs used in treating psychiatric disorders. This course is appropriate for students with clinical interests and students with administration/policy interests.

SSAD 42555. Competency-based Mental Health Assessments. 100 Units.

This course will present essential knowledge and skills for understanding mental health using the Diagnostic and statistical manual of mental disorders, 5th edition (DSM-V) and competency-based assessments applied in the social work field. It focuses on application of diagnostic criteria for mental disorders with a careful consideration of the role of intersectionality, culture, stigma, and systems of oppression influencing assessment and subsequent treatment. This course reflects current issues in mental healthcare access and culturally sensitive treatment from a social justice lens, reflecting the need for sustainable funding, equitable policies and research to support utilization and effective practice. Moreover, the course examines the cultural implications when discussing mental wellbeing and the implications for assessment and treatment across local, national and global contexts.

Terms Offered: TBD

SSAD 42600. Diagnosing Mental Disorders in Children and Adolescents. 100 Units.

Determining the nature of an individual's mental health problem is the first step toward rational and effective intervention. In the case of children and adolescents the critical task of formulating a diagnosis is further complicated by the currently shifting conceptualizations of the nature and determinants of pathology in these age groups. This course will focus on assessing mental disorders in young people according to the DSM-5 classification system with some emphasis on the transition from DSM-IV to DSM-5 since many students will still be using DSM-IV in their field placements and it is unclear as to when the DSM-5 will be required or included in the licensing exam. The characteristic clinical presentation of each diagnostic group will be presented. Associated family patterns and key issues in interviewing parents will be highlighted. Assessment methodologies including behavioral, psychobiological and systemic will be surveyed. This course will provide a beginning information base for students interested in working with children and adolescents.

SSAD 42700. Family Support Principles, Practice, and Program Development. 100 Units.

This course explores the theoretical principles and values underlying family support. The family support approach emphasizes prevention and promotion, an ecological framework, an integrated collaborative use of community resources, relationship-based intervention, and strengths-based practice. Students will examine programs that use family support principles and the evidence base for the effectiveness of such programs. Students will also explore key family support practice methods, including group work, home visitation, reflective supervision, and the parallel process in agency culture. Examples will draw heavily from programs focused on supporting families with infants and young children.

SSAD 42750. FAP and Relational Components of Contextual Behavioral Therapies. 100 Units.

This course will focus on developing clinical skills in therapeutic relationship-building. We will establish a foundation for therapeutic interactions based on Functional Analytic Psychotherapy (FAP) and then branch out to examine how FAP informs or diverges from relational techniques in other Contextual Behavioral approaches. FAP was developed by applying principles of behaviorism to interpersonal interactions. FAP therapists strategically use moments in session to collaboratively transform clients' relationship patterns. While not necessarily a treatment in itself, FAP provides a lens for understanding interpersonal behavior and informs how therapists respond to clients in session. FAP is often used in conjunction with ACT interventions, but what about DBT or other contextual behavioral therapies? How does FAP integrate with Relational Frame Theory, the theory of language that gave rise to ACT? We will examine how to make the most of interpersonal moments across therapeutic approaches. This course will utilize didactic, discussion, and experiential components. Students will have the opportunity to practice giving and receiving feedback, using vulnerability, self-disclosure, and reinforcement strategically, and exploring their own interpersonal style. These skills are applicable to the practice of psychotherapy in clinical settings, especially with adult populations.

SSAD 42800. Clinical Intervention with Socially Vulnerable Clients. 100 Units.

Social workers are committed to social justice and to helping the most vulnerable members of society, but have often found traditional methods unsuccessful with this population. Although many of these clients carry a significant psychological burden derived from the internalization of oppressive experience, clinical response is frequently limited to concrete services and problem-solving tasks. Successful engagement of socially vulnerable clients in therapeutic intervention requires an integrated approach that addresses individual dynamic issues and environmental concerns simultaneously. This course presents the conceptual framework for such an approach, including consideration of clinical implications for policy design. Specific techniques that enhance effectiveness-such as multilevel assessment, the therapeutic use of metaphor, and practical action-oriented methods- are discussed in detail.

SSAD 43222. Evidence-Based Therapies for Treating Trauma in Adults. 100 Units.

This class will explore current, evidence-based therapies for treating posttraumatic stress disorder (PTSD) and trauma-related symptomatology in adult clients. Students taking this class will be given the opportunity to develop skills in two front-line treatments (Cognitive Processing Therapy and Prolonged Exposure Therapy), as well as receive an introduction to other treatment approaches (Eye Movement Desensitization and Reprocessing Therapy, Virtual Reality Exposure Therapy, Pharmacotherapy, and Stress Inoculation Training). Students will also discuss commonly encountered themes in trauma work (Moral Injury, Military Sexual Trauma, Trauma Stewardship/Self-Care, and more). It has been estimated that almost 90% of adults will experience a traumatic event at some point in their lifetime. According to a National Comorbidity Survey Replication (NCS-R) study on the epidemiology of PTSD in the U.S. (conducted between 2001 and 2003), there was a 6.8% lifetime prevalence of PTSD among American adults. There are many factors which contribute to the prevalence of trauma and stressor related disorders, including military service, community violence, sexual assault, and more. PTSD is a risk factor for interpersonal problems, substance use disorders, self-directed violence, depression and related mood and anxiety disorders, and certain medical conditions.

SSAD 43300. Exceptional Child. 100 Units.

This course focuses on categories of exceptional children as defined by federal and state legislation, including the Individuals with Disability Education Act (P.L. 94-142), the Rehabilitation Act (Section 504), and policies and programs for children who have disabilities. The prevalence and description of childhood disabilities and chronic illnesses are discussed. The role of the social worker in providing appropriate services to children and their parents in a school setting is emphasized. Methods of evaluating children as well as current research in the field are considered. Enrollment is limited to School Social Work Students Only. (Completion of course is required for State School Social Work Licensure.)

SSAD 43610. Foundations of Social Entrepreneurship. 100 Units.

This course aims to give students a comprehensive overview of the social entrepreneurship ecosystem and how they will contribute to it across their careers. Rather than focus purely on new venture creation, this course will give students experience in the three main roles within the ecosystem. Students will learn the roles of: Impact Investors/Foundations, Product Managers, and Social Entrepreneurs. As we explore each role in the ecosystem, students will learn the perspectives, mindsets, and tools that practitioners use to advance their declared impact. By the end of the course, students will have produced real-life deliverables for all three roles, be more confident in their future career choices, and understand how the mindsets, incentives, and values of each role constrain and influence the others.

Instructor(s): Gossin, W.     Terms Offered: Winter
Equivalent Course(s): PPHA 33611

SSAD 43622. Life Course Development: Immigrant Adolescents & Their Families. 100 Units.

This class explores the multidimensional processes of immigrant adaptation, with a focus on the life course development of immigrant adolescents. A new generation of immigrant families and their children is the fastest growing and the most ethnically diverse population in the U.S. In addition, adolescence can be a difficult developmental period. Thus, the majority of adolescents of immigrants face multifold challenges of being adolescent, immigrant, and an ethnic minority. This class explores a variety of issues related to such challenges. We will study various levels of factors that influence the psychosocial outcomes of immigrant adolescents, including individual, familial, and social factors of adaptation. The role of culture as a context for children's development will be discussed in relation to children's identity development and parent's cultural adaptation. Discussions include the development of bicultural competence among adolescents and the role of parental adaptation in facilitating such bicultural competence. Implications for practice and research will be discussed.

SSAD 43722. Social Work in Healthcare: The Rapidly Changing Landscape. 100 Units.

Learn about relevant and controversial issues social workers are dealing with in hospital and health-care settings currently. This course introduces students to psycho-social issues related to health care provision and some of the issues and tasks common among health social workers. These include understanding the determinants of health behavior, working on interdisciplinary teams, and recognizing biases in medicine and how they affect social work practice. Value and ethical conflicts inherent in clinical practice in health care are emphasized, with special attention to issues related to disadvantaged populations.

Instructor(s): Staff     Terms Offered: Spring
Note(s): Learn about relevant and controversial issues social workers are dealing with in hospital and health-care settings currently. This course introduces students to psychosocial issues related to health care provision and some of the issues and tasks common among health social workers. These include understanding the determinants of health behavior, working on interdisciplinary teams, and recognizing biases in medicine and how they affect social work practice. Value and ethical conflicts inherent in clinical practice in health care are emphasized, with special attention to issues related to disadvantaged populations.

SSAD 43800. Skills for Conducting Psychotherapy with Chronically Distressed Persons. 100 Units.

Dialectical Behavior Therapy (DBT) is an empirically supported treatment originally developed for persons who struggle with suicide and/or parasuicide. It is a comprehensive treatment regimen focusing on the transformation of behavior responses to intrapersonal, interpersonal and environmental factors contributing to problems related to impulsivity, emotional lability, cognitive dysregulation and interpersonal chaos. Due to its success treating various psychiatric populations, DBT is now considered effective with persons who engage in any behavior where the function of the behavior is to avoid or escape aversive thoughts and/or emotions. DBT was one of the first cognitive behavior therapies to integrate mindfulness, acceptance and willingness into treatment regimens that traditionally focus on change and control. It is therefore considered a pioneering therapy in what is now called the "third wave" in behaviorism. This class is intended to provide students with advanced training in the principles and practice of DBT. To that end, via lecture, experiential exercises, roleplay and a self-change project, participants will be exposed to the four components of DBT: Skills Training, Individual Therapy, Telephone Consultation and the Consultation Group. However, a basic tenet of DBT is that therapists should not expect their clients to engage in behaviors and activities they are unwilling to do. Therefore, emphasis in this class will be placed on experiential knowledge.

Prerequisite(s): 40403.

SSAD 44122. Self Awareness and Social Work with Diverse Populations. 100 Units.

This course assists both practice and policy students in developing an increased awareness of self to more effectively intervene with regards to practice and policy in the lives of diverse client populations. Drawing upon the sociological, psychological and social work literatures, particular emphasis is placed on the function of structural and social inequality as it relates to the interplay of difference and power associated with gender, sexual orientation, race and ethnicity, spiritual beliefs, social class, nationality and developmental and disabling conditions. Students explore these topics through examination of their own multiple identities and with the use of films, discussion groups and additional perspectives introduced by guest experts. Practice and policy frameworks for exploring difference and intervening with diverse clients are examined.

Note(s): Diversity Course

SSAD 44222. Youth Trauma Work: Integrating Neurobiology and Anti-Adultism in contextual practice. 100 Units.

This course focuses on understanding the world of the traumatized child, including the abuse-focused clinical treatment process, and consideration of diverse forms of abuse (abusive family dynamics, physical and sexual abuse, and community violence, utilizing the helping relationship as a primary modality. A variety of relationship-based interventions are explored (Verbal and non-verbal), integrating neurobiological, developmental , cultural, and attachment perspectives, and informed by the Neurosequential model of treatment (NMT). Through lectures, experiential learning, case discussion, audio/visual materials, and writing, students will learn to understand abuse as it impacts children, techniques and strategies for intervening with clients, and contextual challenges to treatment, moderated by their experience of themselves as social workers.

Terms Offered: TBD

SSAD 44312. Co-Occurring Disorders: Mental Illness, Physical Disease, and Substance Abuse. 100 Units.

The complex inter-relationship of mental illness, physical disease, and substance abuse presents unique challenges to clients, families, and communities. Presenting with greater frequency, clients with co-occurring disorders can baffle service providers, defy traditional treatment models, and overwhelm systems of care. Research, funding, and policy gaps in the area of co-occurring disorders leave clients, their loved ones, and helping professionals without a coherent road map for multi-systemic intervention. This course seeks to enhance the theoretical foundation around co-occurring disorders in an effort to assist students in developing the professional tools to address the multi-systemic challenges presented by these clients. While clinically focused, this course would benefit students seeking to enter the fields of mental health, criminal justice, child welfare, and public policy. Combining didactic presentation, narrative accounts, group discussion, expressive, and written assignments, this class will operate like a seminar. Students will be encouraged to pursue a topic/s of professional interest in an effort to contribute to the overall learning of the class.

Terms Offered: Spring

SSAD 44401. Sexuality Across the Life Cycle. 100 Units.

Sexuality and gender play a significant role in an individual's sense of self, their interpersonal relationships, and their relationship to society. These aspects of the self are also profoundly shaped by systems of oppression including white supremacy, cisheteronormativity, patriarchy, fatphobia, and ableism. Through cultural narratives and stereotypes, biased sex education, and laws that regulate sex, these systems of oppression influence our definitions of what bodies, sexualities, and sexual practices are "legitimate." This course takes an intersectional approach to examining the major developmental stages of sexuality across the lifespan as clinically relevant junctures of emotional, physical, and relational change, and as moments where sexual dysfunctions can inhibit our access to pleasure. Students will study the clinical goals and issues that arise sexually across the lifespan and a variety of assessment questions, interventions, and approaches to treating sexual dysfunctions. Sex-positive, queer-informed approaches to working with sexuality in clinical settings will be discussed through the lenses of intimate justice; active engagement with deconstructing biases; attachment theory; kink-affirming clinical practice; competencies in ethical non-monogamies; and somatic practices. Class work will include readings, written reflections on bias, in-class experientials, discussion of case studies, and guest lectures.

SSAD 44440. Anthropology of Public Policy and Bureaucracy. 100 Units.

This course offers anthropological approaches to the study of policy formation and bureaucratic administration. We will take policy as an assemblage of actors, material things, ideas, and moralities that come together through at times ad hoc and contested processes, rather than coherent and pre-given administrative rules. We will also engage larger theoretical questions on modern governance, the violence and necessity of bureaucratic rational administration, and the role of objectivity and expertise in secular and religious forms of governance.

Instructor(s): Elham Mireshghi     Terms Offered: Spring
Note(s): This course meets the SCSR Committee distribution requirement for Divinity students. Undergraduates may petition the instructor for permission to enroll.
Equivalent Course(s): AASR 44400, ANTH 44400

SSAD 44501. Clinical Research: Using Evidence in Clinical Decision Making. 100 Units.

This course teaches the skills necessary to develop and use information and data relevant to practice decision-making. A primary goal of this section is to encourage the development of more systematic and empirically based clinical decision-making, with an emphasis on evidence-based practice (EBP). Students will develop skills to formulate practice questions, to conduct an electronic evidence search, to assess the quality and usefulness of the research, to design an intervention based on this evidence, and to evaluate the effectiveness of this intervention. Students will learn how to evaluate their practice using tools such as logic models, goal attainment scaling (GAS) and other assessment instruments to monitor progress and outcome, and visual analysis of data graphs.

SSAD 44612. Organizations, Management, and Social Policy. 100 Units.

The public's business is often performed by street-level bureaucracies, those public and private organizations directly responsible for policy delivery. This course examines how these complex organizations operate in a dynamic political environment and what that means for social policy. This course introduces students to alternative models for analyzing these types of organizations, using examples from a variety of social policy areas to assess organizational practices and management strategies. The course explores how organizations influence the production of social policy as well as the broader relationship between citizen and state.

SSAD 44701. Human Rights: Migrant, Refugee, Citizen. 100 Units.

The fundamental principle underlying human rights is that they are inherent in the identity of all human beings, regardless of place and without regard to citizenship, nationality, or immigration status. Human rights are universal and must be respected everywhere and always. Human rights treaties and doctrines mandate that a person does not lose their human rights simply by crossing a border. While citizens enjoy certain political rights withheld from foreigners within any given nation-state, what ARE the rights of non-citizens in the contemporary world? Students will research a human rights topic of their choosing, to be presented as either a final research paper or a group presentation.

Instructor(s): Susan Gzesh, Senior Lecturer, (The College)     Terms Offered: Autumn Winter
Prerequisite(s): A prior course in Human Rights or a migration-related topic would be desirable but not necessary
Equivalent Course(s): SOSC 24701, LLSO 24701, CRES 24701, HMRT 34701, HMRT 24701, LACS 25303

SSAD 44712. Queer Theory in Social Work Practice. 100 Units.

When applied to social work, queer theory offers a necessary framework for questioning notions of essential and stable identities, such as sexualities and genders. Additionally, queer theory may help social workers to render more complex understandings of normativity, deviance, race/ethnicity, and health/ability statuses, as well as class and privilege, all of which are relevant to social work. This course will begin by exploring a body of literature broadly defined as queer theory, engaging scholars, activists, and artists working at the intersections of multiple social locations, categories, and identities. Importantly, the course also attends to the limits of queer theory, highlighting scholarship that offers critical epistemological and theoretical interventions into the queer studies canon (e.g., Quare Theory/Black Queer Studies). In addition, the course will bring queer theory into conversation with emergent social work scholarship that considers how queer perspectives are best applied to social work practice, research, and policies that are oriented towards social justice. By focusing on the bidirectional relationship between queer theory and social work, the course will explore how best to use queer theories to address social inequality at multiple levels.

SSAD 44932. Treatment of Individuals with Serious Mental Illness. 100 Units.

This seminar provides a foundation for social work practice with persons who have serious, long-term mental illness, with a particular emphasis on service delivery in community settings. We begin with an overview of the major categories of mental illness (schizophrenic disorders, bipolar affective disorder, and severe unipolar depression), highlighting in particular the subjective experience of these disorders. To set a context for practice in this area, we trace the evolution of the mental health care delivery system and grapple with relevant policy and service delivery issues. Subsequently, we shift our focus to the tasks of assessment, engagement, treatment planning, medication management, collaborating with and providing support to families, and rehabilitation interventions.

SSAD 45011. Introduction to U.S. Health Policy and Politics. 100 Units.

The purpose of this course is to introduce students to the concepts needed to critically evaluate U.S. health policy issues. The course will 1) provide an overview of the U.S. health system including its institutions, stakeholders, and financing mechanisms, 2) describe the politics of health and illuminate how the structure of our political system shapes health policy outcomes, and 3) offer a framework for assessing the critical features central to health policy debates. Building upon this knowledge, the course will conclude with a discussion of strategies for influencing the health policy process and how they might be employed in future leadership roles within the health sector.

Instructor(s): Loren Saulsberry     Terms Offered: Autumn
Prerequisite(s): None
Equivalent Course(s): PBHS 35500, PBPL 25500, HLTH 25500, PPHA 37720

SSAD 45032. Participatory Research: Exploration & Appl. Action Research Models for SW Practice. 100 Units.

This course will explore the history, rationale, and values of participatory action and community-based research methods. The course aims to expand on students' basic research understanding (through SSAD 30200 or comparable coursework) through the following topics: 1) the continuum of community involvement in participatory methods of research, 2) consideration of roles, power and positionality of researchers and participants in the research process, and 3) action-oriented dissemination of research findings. A variety of models will be covered, including Participatory Action Research (PAR), Youth and Feminist Action Research (YPAR and FPAR), Community-Based Participatory Research (CBPR), and Empowerment Evaluation (EE), with attention to both qualitative and quantitative data sources. Students will engage in assignments that utilize the classroom space as "community" and practice an intentional application of participatory principles.

SSAD 45312. Urban Social Movements. 100 Units.

Social groups with limited access to normal politics often engage in mobilization, or contentious politics, in order to gain rights, resources or recognition. Many of these social movements have emerged in cities. In this course, we will attempt to answer the following questions: What are urban social movements? What sorts of mobilizing opportunities and constraints do cities pose for disadvantaged social groups? How have these groups sought to take advantage of urban-based opportunities, and how successful have they been? What kinds of urban justice movements do we observe in early-twenty-first-century cities, and how might we understand and expand their potential? The course begins by looking briefly at "classic" approaches to social movements, followed by an examination of selected work on urban social movements, including foundational contributions from sociology and subsequent research in geography that explores issues of place, network and scale. The second half of the course will examine several sets of case studies, focusing particularly on recent instances of immigrant mobilization. The fundamental goal of the course is to strengthen analytical and strategic thinking about the relationship between social mobilization and the urban environment. We will also be evaluating academic work on social movements in terms of its utility for ongoing mobilization efforts.

SSAD 45400. Economics for Social Welfare. 100 Units.

A working knowledge of economic concepts and theory is essential for most professional roles in social administration. This course introduces students to economics and to its use in analyzing social welfare policies. Economic concepts and models relating to preferences, costs, and choices are developed and used to analyze markets and issues that arise in the design and assessment of social welfare policies. Illustrations are drawn from such areas as health, housing, and disability. The course seeks both to convey the framework and concepts with which economists approach issues and to increase the likelihood that students will incorporate these in their own thinking about policy.

SSAD 45522. Creating Context Unity & Reconciliation in Global Post-Conflict. 100 Units.

This class draws on the case study of post-genocide Rwanda to pursue questions about the role of the community, as well as the state and nonprofit sectors in the process of creating a context for unity and reconciliation in global post-conflict settings. Students will engage in multiple modes of learning including reading first person narratives, governmental and non-governmental reports, and scholarly works, participating in discussion, watching videos and listening to oral testimonies. Students in this class will: become familiar with the United Nations Convention on the Prevention and Punishment of Genocide, unpack the complex web of history, oppression, and deprivation that led to the genocide, and develop a fine-grained understanding of the macro and meso level efforts to bring about unity and reconciliation after the genocide. Throughout we will ask what role the state, local government, NGOs, and local communities play in these processes and will problematize the goals of these initiatives. Although course content focuses deeply on the case study of Rwanda, students will work in groups to research other global contexts of reconciliation, drawing comparisons and contrasts to the Rwandan case. Together we will identify common themes that emerge from these various case studies, and explore the implications for understanding global projects of reconciliation.

Equivalent Course(s): HMRT 45522

SSAD 45601. Money, Medicine, and Markets: The Financialization of the US Health System. 100 Units.

This class tracks the complex ways capital influences health and health care delivery in the United States, with extensions to other national contexts. Broadly, this course is designed to provide students with the tools to identify and examine the nature of capital in shaping the health of Americans and is divided into 3 Parts. In Part 1, we will review the macro changes in health care delivery in the US over the past century, with readings focusing on financialization and its application to health care privatization and consolidation. In Part 2, the course visits different topics of health care where tensions between profit maximization, health care quality, and health equity are most visible. These topics include nonprofit vs. for-profit actors, private-public partnerships, the pharmaceutical industry, private equity activity, the insurance industry, physician entrepreneurs, management consultants, and the women's health industry. In Part 3, using concepts from political economy and epidemiology, we will grapple with embodiment and the link between capitalism and population health through financial lending, macroeconomic conditions, economic inequality, and the commercial determinants of health. This course will introduce students to cutting-edge scholarship across a range of fields, including health economics, public health, sociology, and political science.

Instructor(s): J. Bruch     Terms Offered: Autumn
Prerequisite(s): Knowledge of US health care, such as through an introduction course.
Equivalent Course(s): HLTH 25600, PPHA 38340, PBHS 35600

SSAD 45630. Poverty, Work, and Family Policy. 100 Units.

This course examines contemporary policy questions regarding the dual spheres of work and family life, with a particular focus on economically impoverished families and communities. Students will analyze the relative merits of different policies designed to improve the conditions of work and family life and mitigate the effects of poverty on children's wellbeing. Throughout the ten-week quarter, we will consider demographic, labor market, and policy trends contributing to family poverty and income inequality in American society; interrogate policy debates concerning the responsibility of government, corporate, and informal sectors to address these critical social problems; and examine specific policy and program responses directed at (1) improving employment and economic outcomes and (2) reconciling the competing demands of employment and parenting. Although our primary focus will be on policies that promote the wellbeing of low-income families in the United States, relevant comparisons will be made cross-nationally, across race/ethnicity, and across income. This course is part of the Inequality, Social Problems, and Change minor.

SSAD 45732. Prejudice and Discrimination: Individual Cost and Response. 100 Units.

This foundational diversity class explores the origins and practices of racial/ethnic prejudice, stereotypes, and discrimination, and how demographic factors such as class, gender, sexuality, and nationality intersect to solidify and perpetuate inequality. We will explore the resulting psychological, economic, and sociopolitical tolls on individuals, and also examine various individual responses that can mitigate the negative impacts of or engage in resistance towards such discrimination (such as racial/ethnic identity development, deliberate retention of heritage culture, and social/political mobilization). Moreover, we will examine how these individual responses together with organized and collective efforts can bring about social changes. This class consciously expands a dominant binary discourse of race to develop a more inclusive and complex paradigm that accurately reflects the diversity of contemporary America.

Equivalent Course(s): SSAD 25732, CRES 25732, CRES 45732

SSAD 45922. Supervision and Management in Social Work Organizations. 100 Units.

Eighty-five percent of social workers practice their trade within an organizational setting. A majority of which, at some point, will find themselves in the role of supervisor and manager. This course is an introduction to the unique and important role of these social work supervisors and managers and their day-to-day realities in today's complex social service environment. An emphasis will be placed on issues such as accountability, developing and motivating others, supporting and caring for staff, and effective feedback as well as reflective practice and leadership. Students will learn about the impact of related organizational structures and addressing the combination of worker burn-out and compassion fatigue. This course will be presented from the perspective of a practitioner in the field and will include materials from both social work and general management sources. Topics will be relevant to students interested in direct practice, supervision, and administration. Experiences from the student's employment or field placement will be explored.

SSAD 46122. Health Promotion: Theory, Methods, and Applications. 100 Units.

The purpose of this course is to provide an introduction to health promotion from the perspectives of social scientists, and clinical and public health researchers. Concepts will be taught with an emphasis on their behavioral and social scientific foundations and their practical applications to real public health problems. Covered methodological topics will include economic models of health capital, cost-effectiveness, social psychology of behavior change, measurement and interpretation of health disparities, analysis of health care technology, systems and markets. Substantive topics will include substance abuse and dependence, obesity prevention, HIV/STI prevention, and the value of research.

Terms Offered: Fall 2005

SSAD 46300. Health Services Research Methods. 100 Units.

The purpose of this course is to better acquaint students with the methodological issues of research design and data analysis widely used in empirical health services research. To deal with these methods, the course will use a combination of readings, lectures, problem sets (using STATA), and discussion of applications. The course assumes that students have had a prior course in statistics, including the use of linear regression methods.

Instructor(s): P. Sanghavi     Terms Offered: Spring
Prerequisite(s): At least one course in linear regression and basic familiarity with STATA; or consent of instructor.
Equivalent Course(s): HLTH 29100, PBHS 35100, PPHA 38010

SSAD 46312. Race, Crime, and Justice in the City. 100 Units.

The size and growth of the U.S. jail and prison census, and its deleterious consequences for the poor, and especially for poor black people who reside in the nation's most disadvantaged communities, has been well documented. This course examines some of this work but goes further in addressing how the targets of mass incarceration experience crime control policy, how criminal legal expansion shapes urban, and, in recent years, suburban and rural sociality, and how criminalized people work to bring about change in the laws and policies that regulate their lives.

Equivalent Course(s): SSAD 26312, RDIN 46312, RDIN 26312

SSAD 46412. Evaluation SW Programs Policies. 100 Units.

This course will introduce students to a variety of approaches used to evaluate social service organizations, programs and policies. The course will begin with an overview of the different roles evaluative research can play in informing policy and practice and the very real empirical and political barriers that limit the ultimate utility of rational decision making. Students will learn to frame evaluation questions and to match appropriate evaluation strategies to those of primary interest to key stakeholders such as program managers, boards of directors, funders, and policymakers. Issues of research design, measurement, human subjects' protection, data interpretation, and presentation of findings will be discussed. Throughout the course, students will be encouraged to conduct critical analysis, including identifying the role values play in shaping the evaluation process and influencing key findings.

SSAD 46622. Key Issues in Healthcare: An Interdisciplinary Case Studies Approach. 100 Units.

This is a capstone course for the graduate program in health administration and policy. The course will explore how to approach persistent administrative and policy problems from an interdisciplinary approach. It will draw from the disciplinary skills and knowledge of students in the course and challenge students to use that knowledge in collaborative and creative ways to solve real-world problems. Students will take on an administrative, strategy, or policy problem in interdisciplinary teams. Building on each disciplinary strength--social welfare frameworks, policy analysis, and business (management, financial, etc.) strategy--students will provide an action plan and set of recommendations to approach the health problem. Topics will be chosen by students, but provided by instructor. Course will examine numerous case studies of interdisciplinary projects and consider how common challenges and pitfalls can be avoided.

Instructor(s): Staff     Terms Offered: Spring
Equivalent Course(s): PPHA 37302

SSAD 46712. Organizational Theory and Analysis for Human Services. 100 Units.

This course explores the organizational aspects of social agencies, including the students' field placement experiences. A major goal of the seminar is to help students develop an appreciation and understanding of the complex factors that affect organizational and worker effectiveness, service delivery patterns, and resource procurement and allocation. This is accomplished by applying diverse organizational theories and perspectives to the analysis of social service organizations. Topics include organization environment relations, organizational goals, power, structure and control, ideology and technology, and special topics.

SSAD 46722. Integrative DSM-V Assessment. 100 Units.

This course covers the description, classification, evaluation, and diagnosis of the adult psychiatric disorders described in the Diagnostic and Statistical Manual of Mental Disorders (DSM-V). Additional topics include how to conduct a diagnostic and psychosocial evaluation, cultural factors in mental illness, mental illness in older adults, and discussion of the major categories of drugs used in treating psychiatric disorders. This course is appropriate for students with clinical interests and students with administration/policy interests.

Terms Offered: TBD

SSAD 46800. Political Processes in Policy Formulation and Implementation. 100 Units.

Policies are formulated in a social and political environment which gives them shape, and which they, in turn, can be expected to alter. This course surveys a range of analytical frameworks for analyzing the politics of the policy process, from the development of public issues, to legislative contests over policymaking, to policy implementation. It places these issues within the context of the changing dynamics of the welfare state, drawing on specific policy issues arising in the United States and other market democracies. Permission of instructor required for students from other departments.

SSAD 46922. Structuring Refuge: U.S. Refugee Policy and Resettlement Practice. 100 Units.

The UN estimates that there are 100 million forcibly displaced people around the world (UNHCR, 2022), with over 27 million refugees among them, but in 2022 only 57,500 refugees were resettled to third countries. Historically the U.S. has been the largest resettlement country, and in the U.S. refugees are entitled to federal, state, and local supports that other immigrants do without. At the same time, refugees in the U.S. are arguably subject to greater scrutiny and social control than most other un-incarcerated domestic populations. This course asks the central questions: How is refugee status politically constructed and experienced by individuals; what are the interrelationships between institutional actors and refugee policies, with what implications for service delivery; what does research tell us about the resettlement outcomes. and what drives these outcomes; and finally, what are the points of intervention for social workers in the resettlement process? We will address these questions by: 1. detangling the web of international and domestic policies that relate to the refugees' political identity, 2. focusing on U.S. resettlement, 3. analyzing resettlement policies and exploring the implications for social work practice targeted at integration, employment, and mental health, and 4. holding the inherent tension that can result from a dual focus on macro issues of scale and policy and micro issues related to the lived experience of human beings.

Equivalent Course(s): SSAD 26922, CRES 26922, HMRT 46922, CHST 26922, RDIN 26922

SSAD 47232. Promoting the Social and Academic Development of Children in Urban Schools. 100 Units.

Schools are uniquely situated, and often designed, to play a significant role in not only the academic/cognitive development of children, but their socio-emotional development as well. In communities with few or limited resources, the school can play a particularly powerful role in enhancing children's development and well-being. In such contexts, school social workers have opportunities to play leading roles in enabling schools to maximize this potential for facilitating the positive development of children. As one of the few professionals in the building with cross-disciplinary training in human development, mental health and intervention, and group and systems theory, social workers are uniquely positioned to partner with school colleagues to help change school structures and practices such that they effectively support children's academic and social growth, as well as proactively address barriers to learning and development. This course is designed to engage participants in thinking about how transforming the traditional role and practices of school social workers can enable schools to enhance elementary-aged children's academic and social development. This course requires a classroom observation. If you are not in a school placement or have access to a school setting, you will receive support to find one, but it will be your responsibility to ensure that you do. This course fulfills the Human Diversity Requirement.

Instructor(s): Sybil Madison-Boyd     Terms Offered: Spring

SSAD 47300. Social Sector Strategy. 100 Units.

Organizations can't do everything, but everything is not equally worth doing. Learn how achieving strategic clarity can help leaders and organizations make critical decisions and tradeoffs to maximize impact with limited resources. In other words, strategy is about choosing what you will do - and equally important - choosing what you will NOT do. Strategic clarity is essential and must be guided by fully understanding the problem you want to address, then determining the most impactful solutions, and finally assessing the highest potential role of a given organization. In this class you will learn: frameworks for mapping systems, problem vs. solution focus, how to articulate a strong intended impact and theory of change, how to conduct analysis internally and externally to inform strategy, how to assess and align programs to strategy, and how to evaluate strategic opportunities.

SSAD 47411. Management Matters: Leadership, Strategy, and Getting Things Done. 100 Units.

More than ever before, the central role of a leader is to formulate objectives, organize to achieve those objectives, and convey such in a form attractive to employees and other stakeholders, whether investors, donors, customers, partners, or politicians. The leader and leadership team have point responsibility, but middle managers too are expected to play a role, and most certainly expected to shape their personal business responsibilities to broad organizational strategy. Leaders are less often trained to perform these responsibilities than they are simply expected to meet them. This course is about bringing people together to create and deliver value. It is about identifying opportunities, mobilizing resources around opportunities, and organizing to deliver on opportunities. In short: this course is about getting things done.

Equivalent Course(s): PPHA 37411

SSAD 47442. Criminal Justice & Social Work Interface: Entering Era Decarceration. 100 Units.

TBD

SSAD 47444. Methods of Psychodynamic and Psychoanalytic Clinical Practice. 100 Units.

This course will provide students with foundational skills in the area of psychodynamic and psychoanalytic clinical practice. First we will discuss the nature of the therapeutic relationship and what default approach to the relationship between clinician and patient will best serve the healing process and simultaneously minimize the likelihood of compassion fatigue and burnout for the clinician. In this context we will also discuss the patient's unconscious "transference" of emotional and cognitive content onto the therapist and the "countertransference" of therapist back onto the patient. We will learn a number of therapeutic interventions designed to facilitate greater awareness of the contents of the unconscious mind such as Freud's "free association," Jung's "active imagination," and Robert Johnson's technique for dream analysis. The course will explore how psychoanalytic diagnosis differs from the DSM-5 and how it might be utilized by the therapist beneficently. We will also look at how to measure success in therapy given the likelihood of some ongoing imbalance between conscious and unconscious minds existing well after termination of treatment. Additionally, we will consider if/when/how to integrate behavioral modalities into psychoanalytic treatment.

Terms Offered: TBD

SSAD 47452. Smart Decarceration: A Grand Challenge for Social Work. 100 Units.

The United States has the highest rate of incarceration in the world, and inequities in the use of incarceration yield a high burden on people of color, people in poverty, and people with behavioral health conditions. Evidence indicates that mass incarceration has reached a tipping point, and that the U.S. is entering an era of decarceration. The grand challenge of this new era will be to move away from incarceration-based thinking and toward an array of proactive policy, practice, and research innovations that will not only substantially reduce the incarcerated population, but also ameliorate social disparities and maximize public safety and well-being. This course, which is connected to the "Promote Smart Decarceration" Grand Challenge for Social Work, will provide opportunities for students to: 1) Explore the political, social, and empirical context for decarceration; 2) Examine emerging decarceration policies and practices; 3) Develop interventions at multiple levels to achieve smart decarceration outcomes.

Equivalent Course(s): SSAD 27452

SSAD 47522. U.S. Health System & Policy. 100 Units.

This course is an introduction to contemporary issues in U.S. healthcare financing and delivery, providing historical perspective on emergence of these issues and implications for the future. These policy issues include approaches for improving population health and eliminating health inequalities, expanding affordable health coverage, improving quality of care provided and the provision of services for behavioral health, chronic conditions and long-term care needs. We will consider major public programs-Medicare and Medicaid-as well as private and community-based initiatives and how structural racism is embedded in these programs as currently designed. Through the application of diverse and often conflicting perspectives, we will critique private and public sector approaches (or more often the combination of the two) to improve health care access and quality, and lower health care costs according to the values most people care about (though to varying degrees): equity, efficiency, efficacy (quality & value), choice, democratic inclusion and voice.

Terms Offered: TBD
Equivalent Course(s): PPHA 37520

SSAD 47722. Structural SW Practice and the Mexican Experience in Chicago. 100 Units.

The Mexican community in Chicago has been part of the social, cultural, political and economic life of the city for over a century and is expected to continue having exponential growth in the coming decades. Despite the longevity of their experience in Chicago, several social issues and inequities continue to significantly affect this population. Using the migration experience of the Mexican community in Chicago as a case study, students will examine the transnational, historical, political and economic relationship between the U.S. and Mexico. With a theoretical grounding in globalization and Structural Social Work, local issues will be examined to understand the underlying dimensions that shape those issues for the Mexican population both in Chicago and abroad. The course will focus on immigration policy, the criminal justice system, labor, health, mental health, education, community organizing and community development while challenging students to critically understand the issues along with the sources of systemic oppression, in order to create opportunities for strategic impact in working towards social change with marginalized communities.

SSAD 47922. Innovations in Data Use and Development of Practice Communities. 100 Units.

Over the past decade, data and better data systems and use has become a central reform strategy in education, social services, health care & community development. In a short period, many barriers to data access have been removed. The internet, software, & other tech advances have made getting, assembling, analyzing & disseminating data cheap and easy. Access to data has shifted from the problem of not having enough data to having too much. There are many compelling examples of where professionals have used data to transform practice. There are however, many more examples where professionals struggle to make sense of the deluge of info and data that they face daily. Although the tech barriers to data use have been taken away, how to use data to maximize its benefits is an open question. This course will focus on 3 sets of questions: 1) What makes data actionable? 2) What do we know about creating conditions that promote the effective use of data and build professional's capacity to use data effectively to drive change? 3) What is the role for external partners, research, & research practice partnerships? We will draw on examples in education, medicine, social services, community & youth development. Outside speakers will expose us to approaches in Chicago and nationally. Students will complete a final project that will bring together the pieces of the course into a concept paper and framework for using data effectively to drive improvement in an area of their choice.

Instructor(s): Staff     Terms Offered: Spring

SSAD 48112. Community Organizing. 100 Units.

This is a class about community organizing and how organizing brings about collective action. Through analysis of both historical and contemporary community organizing efforts, students will learn how organizing mobilizes people to gain power and influence over public policy and decision-making that directly impact them. Students will be introduced to different conceptual models of organizing, as well as how these models employ different theories of social change. The course emphasizes the "nuts-and-bolts" of organizing, ranging from strategic vision formulation to campaign development to one-on-one engagement. Students will have the opportunity to learn, discuss, and employ these different organizing skills and techniques through in-class exercises and group projects.

Equivalent Course(s): SSAD 28112, CHST 28112, HMRT 34950

SSAD 48200. Seminar: Political Economy of Urban Development. 100 Units.

This seminar develops the conceptual basis for understanding and addressing urban problems within a political economy framework. Drawing from an interdisciplinary literature on cities, the course introduces a range of analytical approaches to the economic and political forces that shape urban development, including the capitalist economy, governmental institutions, city/suburban divisions, machine/reform dynamics, urban land markets, regime politics, economic globalization, and social movements. Particular attention will be given to the relationship between politics and markets in generating urban growth, employment, real-estate development, housing, and neighborhood revitalization, as well as poverty, urban decline, racial exclusion, educational inequality, and residential displacement. The course examines a number of strategies to address problems at multiple levels of the urban system, including federal urban policies, decentralized planning and localism, electoral mobilization, political advocacy, public-private partnerships, social entrepreneurialism, arts/cultural/entertainment strategies, and regionalism.

SSAD 48300. Theories and Strategies of Community Change. 100 Units.

This course examines theories and strategies of organizing communities for the purpose of achieving social change. The course considers approaches, concepts, and definitions of community and the roles of community organizations and organizing efforts, especially those in diverse, low-income urban communities. A primary course objective is to explore how social problems and their community solutions are framed, the theoretical bases of these solutions, and the implementation strategies through which they play out in practice. Topics include resident participation, community-based planning and governance, community development, organizing in and among diverse communities, coalition building, and policy implications of different approaches to community action. The course includes both historic and current examples of community action practice in Chicago and nationally. Throughout, the course emphasizes political and economic events that shape, constrain, and enable community action and organization.

SSAD 48500. Data For Policy Analys/Mgmt. 100 Units.

This course gives students hands-on experience in basic quantitative methods that are often used in needs assessment, policy analysis and planning, resource allocation, performance monitoring, and program evaluation. The class emphasizes using data to: (1) identify and organize data to answer specific questions; (2) conduct and interpret appropriate analyses; (3) present results clearly and effectively to relevant audience(s); (4) become critical consumers of data-based analyses and use data to inform practice. Students will learn techniques to conduct descriptive, bivariate, and multivariate statistical analysis, and means to communicate findings effectively.

Prerequisite(s): SSAD 30200 or faculty approval following research exam.

SSAD 48770. Substance use and criminal justice policy: Policy Analysis. 100 Units.

This course presents and applies basic policy analytic tools, and applies these tools to substance use and criminal justice policies. Key concepts include decision analysis, cost-benefit, cost-effectiveness, and cost-utility analysis, alongside policy analysis of clinical trials in real-world settings. Students will learn to think critically about the design and implementation of crime harm reduction interventions, prison reentry, and crime prevention policies, and will engage normative challenge to the application of quantitative methodologies to sensitive public health and criminal justice policies.

Terms Offered: TBD

SSAD 48800. Child and Family Policy. 100 Units.

This course examines social issues and policy dilemmas generated by the changing institution of the family. A particular focus of the course is the ongoing evolution of social policy regarding the role of the state in managing relationships between children and their caregivers, particularly with respect to vulnerable and/or stigmatized populations (e.g., the poor, single-parent families, families of color, sexual minorities). The course will examine legislation and administrative regulation in one or more of the following areas: public assistance for low-income families; child custody; child care; youth policy including juvenile corrections; child welfare services; and adoption. It will also provide a cross-national comparison of policies intended to promote child and family welfare.

SSAD 48860. A Comparative Study of Trauma & Role of Schools in Forced Migration of Children: Vienna & Chicago. 100 Units.

As of 2022, more than 100 million individuals experienced displacement by forced migration. In 2023, the United States witnessed the arrival approximately 3.3 million refugee children, while in Austria1 the rise in numbers of children seeking asylum has grown precipitously in recent years, making this country the largest host of asylum- seeking youth in the European Union.2 These young people arrive with a host of complex needs; the social workers and teachers, who are the front-line workers in school settings, need to be equipped to treat and respond to trauma in the most effective ways possible. This comparative course will examine the school service-delivery context experienced by forcibly displaced children by incorporating a neurobiological trauma lens and focusing on environmental and relational regulatory processes. The course will address this global social issue by bringing Viennese and Chicago classes together into a collaborative learning community. Students will draw on their field experiences from social service organizations and school settings, to discuss, analyze, and strategize around the issues facing displaced children in school settings. Pedagogical methods will include virtual discussion groups, case studies, cross-classroom assignments, and regular guest lectures from multidisciplinary scholars. Citations on syllabus.

Equivalent Course(s): SSAD 28860

SSAD 48950. Youth Justice. 100 Units.

This course explores the history of the criminal legal system in the lives of youth; local, statewide and national policy and practice reform efforts over the last few decades; and critical issues that face youth, system stakeholders and advocates in this landscape. Specific issues examined include inequities in system contact, advancements in the developmental and neuro-sciences and the use of "bright lines," the incarceration of youth, community-based supports for youth and families, and intersectionalities with other systems. This course will also include the voices of directly impacted youth and practitioners leading efforts to rethink how systems engage with youth.

Terms Offered: TBD

SSAD 48960. Leading and Influencing Change. 100 Units.

In this dynamic and thought-provoking course, students will embark on a transformative journey of learning how to effectively lead and influence change in today's rapidly evolving world. This innovative course is designed to empower students with the necessary skills, knowledge, and tools to become catalysts for positive and impactful change in their professional lives. Through a multidisciplinary approach, students will explore prominent change theories, case studies, and real-world examples to understand the dynamics of change and how to leverage best practices to drive meaningful transformations at all levels in their organization. The course emphasizes the critical role of leadership, communication, and problem-solving in leading and influencing change initiatives successfully. Throughout the course, students will engage in interactive discussions, group projects, simulations, and experiential learning activities that encourage critical thinking and practical application of concepts. By the end of the course, students will be equipped with the tools and strategies to lead and influence change, making a positive impact in at the individual, team, and organization levels. This course requires active participation, open-mindedness, and a willingness to think outside the box to challenge traditional perspectives. Students will be encouraged to draw upon their unique backgrounds, experiences, and interests to enrich class discussions and enhance their own learning journey.

Terms Offered: TBD

SSAD 49332. Dying, Death and End of Life Care. 100 Units.

Death is a universal human experience relevant to all areas of social work practice. Through readings, films, discussions and exercises, students will develop an understanding of the dying experience, as well as the attitudes toward and the approach to death and dying in America. The medical system's influence on end-of-life care and the rise of hospice and palliative care will be a focus of this course. The notion of a "good death" and the impact of ethnic, cultural, religious and spiritual influences will be explored, as well as advance care planning and the overarching ethical and moral dilemmas that can arise. While the topics of grief and bereavement are not explicitly covered, time will be devoted to exploring loss across the life course, as well as the impact of violent and sudden deaths on victims and their families. In addition, students will have the opportunity to develop a self-awareness of their own values and beliefs toward dying and death, and explore strategies for self-care.

SSAD 49412. Nonprofit Organizations and Advocacy for Social Change. 100 Units.

Social change activists often form nonprofit organizations to help accomplish their goals, while managers of human service nonprofits often desire to create social change as well as help individuals. As a result, nonprofit organizations of all kinds play a large and growing role in promoting and shaping social change, at both the policy and community level. This course explores theory and practice relating to nonprofit organizations in their role as political and community actors, and is intended for students who are interested in the interface between nonprofit management and social change activism. The course will review both top down and bottom up methods of social change from the perspective of a nonprofit manager, exploring the benefits, challenges, and implications of a variety of strategies, with a primary focus on policy advocacy in human service nonprofits. Overall, the course will include a mix of practical management-related skill-building, and discussion and study of relevant theory from the organizational and social movement literatures.

SSAD 49450. Introduction to Rogerian Client-Centered Therapy. 100 Units.

Social workers are tasked with understanding the nature of our socio-political environment and its impact on our communities and clients. Carl Rogers and his students and colleagues developed client-centered therapy as an approach to therapy which allows us to recognize internal distress not as an aspect of personal disease or failure but as a result of suboptimal or dysfunctional contexts. The discipline of client-centered therapy trains us to approach clients with attention to and respect for their autonomy, perspective, and right to human dignity in a marginalizing, oppressive society which may not honor our persons or freedoms. Through readings, demonstrations and practice, students will gain a basic understanding of the person-centered approach and be encouraged to harness their own creativity in applying this theory. We will explore ways to minimize professional authority, how to critique the diagnostic model of a specific treatment for a specific illness and how to create an environment in which clients can liberate themselves from internalized familial or societally defined "conditions of worth." This class will give students specific tools to help develop a person-centered orientation and to develop the basics of a client-centered therapy practice. The course is open to all students including clinical, policy and research based students wishing to deepen their understanding of empathic approaches.

Terms Offered: TBD

SSAD 49455. Advanced Rogerian Client-Centered Therapy: Direct Practice. 100 Units.

This second quarter of Rogerian Client-Centered Practice will deepen students' understanding of client-centered theory and focus on its practical application. A majority of the class will be translating theory into practice. Through demonstrations, empathy labs and recordings, students will get space and time to practice, consult and explore direct clinical practice. We will continue to understand a myriad of ways to minimize professional authority, to critique the diagnostic model of a specific treatment for a specific illness and to create an environment in which clients can liberate themselves from internalized familial or societally defined "conditions of worth." This class will give students specific tools to develop a person-centered orientation and to develop a client-centered therapy practice. Please note that 49450 is not a prerequisite. If you are new to client-centered therapy there will be a review of introductory themes and instruction.

Terms Offered: TBD

SSAD 49550. Decolonizing Clinical Social Work Practice. 100 Units.

This course will support students in critically examining current theories and practices in the field of clinical social work. Students will engage varying learning resources including lecture, discussion, multimedia and their own ancestral and intuitive wisdom in an effort to unpack assumptions that are embedded within the constructed phases of treatment ( i.e assessment, intervention and termination). Through this course, students will move towards a holistic approach to care that honors more complex, non-linear, and culturally rooted healing traditions. As a result, students will leave the course having interrogated their own socio-cultural positionality as it relates to their clinical social work practice, alongside critiquing and analyzing the Western structures of social work from an indigenous and Global Majority-inflected lens.

Terms Offered: TBD

SSAD 49600. Financial Mgmt/Non Prof Org. 100 Units.

This course will cover basics of financial accounting, budgeting, and planning with examples and applications for the general manager and non-financial professional. It is intended for persons with little or no formal finance and accounting training, and will cover a variety of related economic and financial concepts to help prepare managers in social service and other nonprofit organizations better interpret and use financial information in decision making and planning. The first portion of the class will focus on the development of an organization's operating and capital budgets, the inherent financing and investing decisions therein, and the relationship between the budget process and overall organizational planning, daily operations, and financial management. The second portion of the class will focus on accounting principles and the creation and interpretation of financial statements. The development, analysis, and interpretation of organizational financial statements, including the balance sheet, income statement, and statement of cash flows will be covered.

SSAD 49650. Race, Racism and Resistance in Public School Policy and Practice. 100 Units.

This course explores the ways race and racism have shaped and continue to shape public education in the United States. We will engage historical perspectives, contemporary policy debates, critical theory, empirical research, as well as reflections from school practitioners and activists to understand the mechanisms that reproduce racial inequality in public education. In addition to examining the mechanisms of racial inequality, this course will examine the impact of collective action, policy interventions, and anti-racist direct practice in making public schools settings of racial justice.

Terms Offered: TBD

SSAD 49701. Administrative Methods. 100 Units.

This course provides a condensed introduction to the challenges of organizational management. With a primary emphasis on internal management issues including legal structure and governance, funding, accountability systems, and human resources, this course serves as a complement to SSAD 47300 Strategic Management: External Factors, as well as other management-related courses. The course provides students with a conceptual framework for understanding the management function and promotes the development of specific skills necessary to critically evaluate and purposefully select among different management strategies. Students' past organizational and current field placement experiences are integral to the course assignments and class discussions. Given the multiple career pathways to management roles in social services, this course is designed to support both clinical practice and social administration students in their career-long exploration of the challenges of organizational management.

SSAD 49750. Infant/Early Childhood Mental Health Practice. 100 Units.

The course provides an introduction to infant early childhood mental health (IECMH) practice and the importance of social-emotional development for very young children (prenatal to 5 years). The course focuses on the parent-child relationship and the impact of relational disruptions on child development. Students will be exposed to IECMH screening and assessment instruments, early intervention systems, and relevant treatment modals. The course will also examine issues of equitable mental healthcare access for young children and their families, cultural understandings of IECMH, and promoting IECMH as a public health and social justice issue.

Terms Offered: TBD

SSAD 49850. Critical Self Awareness for Practitioners of Color in Social Work. 100 Units.

Practitioners of color in social work have a unique relationship to the racial inequities that impact the clients and communities they serve. As professionals they are tasked with assisting and supporting others with navigating complex systems of racial oppression while also simultaneously navigating the myriad of impacts those same systems have on them as individuals. This interactive course engages students in a critical analysis of the racialized experiences of POC social workers through a reflection of their own racial identity development and seeks to build strategies for resilience, accountability, and continued reflective praxis.

Terms Offered: TBD

SSAD 49900. Individual Readings and Research. 100 Units.

Individual Readings and Research for Masters Students

SSAD 49950. The Core Values of Ethics in Social Work. 100 Units.

This course will explore the social and clinical implications of ethics in social work making a case for ethics in social work. The core values of ethics in social work will be identified. The practical applications of ethics in social work will be applied to clinical and social issues through case studies.

SSAD 50300. Social Treatment Doctoral Practicum. 300.00 Units.

This doctoral practicum is available as an elective for any doctoral student through individual arrangements with the Office of Field Education.

SSAD 51312. Professional Vision. 100 Units.

Professionals are socialized into particular and consequential ways of seeing-perspectives with which laypeople contend. What does it take to cultivate, authorize and institutionalize professional vision so that it gains and maintains public acceptance as valuable and legitimate knowledge? How do people learn to see like a professional, and how is professional vision scaled, directed, and focused? How do some forms of labor earn and keep the label "professional," leaving other workers behind? To answer such questions, this course engages ethnographies of professions and professionals-from teachers, lawyers, and clinicians to social workers, scientists, and policy bureaucrats. Readings in American pragmatism, as well as works by Weber, Latour, Marx and Foucault will help us make sense of our ethnographic material, which forms the core of the course. In addition to its obvious relevance for students whose projects involve the study of professions and professionals, the course is designed for students interested in ethnography, as well as those studying knowledge production and expertise, authority and authorization, labor, and/or the anthropology of complex institutions. Ph.D. students only; others with permission of instructor.

Instructor(s): E. Summerson Carr
Equivalent Course(s): ANTH 54110

SSAD 52412. Developmental Risk and Resilience. 100 Units.

This course will use an ecological framework for understanding how individual, peer, family, community and societal focus influence common adolescent problems such as violence exposures, mental illness, low school achievement, early teenage pregnancy, HIV sexual risk behaviors, delinquency, and gang involvement. There will be a focus on various theories related to the prevention and intervention of these common and often co-occurring problems. Emphasis will be placed on the role of developmental issues and resilience in the manifestation of these social concerns.

SSAD 52700. Social Psychology of Service Delivery: Theories of Helping Processes. 100 Units.

Whereas specific social work practice theories or evidence-based practices typically anchor the study of social issues and social work interventions, the focus of this course will be the social psychological sources of change that are viewed as common factors of treatment effectiveness (as well as others that are often treated as "noise" or error variance). That is, we will focus upon aspects of the person, the provider, and social context that facilitate, impede or moderate outcomes within the context of service delivery. We will begin with a close examination of the way we define theories, models or perspectives of the helping process in social work and then pay particular attention to the ways in which the pathway to treatment outcomes have been conceptualized. We will examine individual factors (such as processes of stress regulation and coping; concepts of change motivation, help-seeking and compliance) as well as clinician-level factors (such as attribution, expectancies and clinical-provider relationship) as well as social process (such group processes, intergroup relations, social networks and social support). Finally, we will consider methodologies under discussion in social work for identifying moderators and mechanisms of client change. Students will demonstrate their mastery of material by framing and leading seminar discussion and by providing a close reading/mapping and analysis of selected published articles.

SSAD 53500. Dissertation Proposal Seminar. 300.00 Units.

This seminar focuses on the development and discussion of dissertation proposals. Over the course of year, students will attend 15 2-hour workshops devoted to 1) formulating and refining research questions, 2) clearly presenting a methodological strategy, theoretical grounding, and relevant literature review, and 3) building a committee who will provide ongoing intellectual support. It is expected that each student will produce successively more complete documents, leading to full proposals, over the course of three quarters. Before the end of the year, each student will present a pre-circulated draft proposal for discussion and feedback.

SSAD 53700. Acceptance and Commitment Therapy. 100 Units.

TBD

SSAD 53750. Gender, violence, and power: Understanding and addressing gender-based violence. 100 Units.

This course explores historical, current, and emerging theories, research, and practices regarding the intersections of gender, violence, and power. This course includes the following: (1) definitions and theories of gender-based violence across contexts (e.g., sexual violence, intimate partner violence, community violence, victimization by state and legal actors); (2) forms of power and violence related to race, ethnicity, immigration status, gender identity, ability, and additional identities and their corresponding systems of power; (3) dynamics of institutionalized racism and state-sanctioned violence occurring within help-seeking and other processes (e.g., child welfare investigation processes; sexual assault examinations); (4) impacts of gender-based violence, including types of physical and mental distress and injury, embodied trauma responses, and community harms; (5) multi-level strategies and research for promoting healing, prevention, and socially just, anti-oppressive responses to gender-based violence. This course incorporates work from a variety of sources, including abolitionist feminists, healing justice and transformative justice practices, and survivors' stories and knowledges.

Terms Offered: TBD

SSAD 54000. Statistical Rsch Methods-1. 100 Units.

This course is an introduction to probabilistic analysis, quantitative reasoning, and descriptive and inferential statistics. The course introduces students to analysis of data on the computer and will focus on practical research applications. Crown doctoral students. Master's students need permission from instructor.

SSAD 54600. Dissertation Research. 300.00 Units.

Dissertation Research - Doctoral Students Only

Instructor(s): Enter section from faculty list     Terms Offered: Autumn,Spring,Winter

SSAD 54900. Research Methods for Social Work. 100 Units.

This course is designed to provide doctoral students a foundational understanding of basic research processes and methods. Topics covered in the course include: problem formation, use of theory, conceptualization, measurement, research design (including experimental, non-experimental, and observational designs), data collection, overview of qualitative and quantitative methods, the logics of causal analysis and inference, and writing research proposals and reports. Throughout the course, students will explore what it means to apply social work research methods to real world problems and settings, including an analysis of power inherent in research processes as well as anti-oppressive approaches. Students will be introduced to the language and major concepts of research methods, on which they can scaffold future methodological and analytic courses. Course assignments will provide students an opportunity to apply research concepts to their own substantive area of interest.

Instructor(s): Staff     Terms Offered: TBD
Prerequisite(s): Doctoral Students

SSAD 55200. The Profession of Social Work. 100 Units.

This seminar will consider the development of social work as a profession since the late 19th century. How and why did social work emerge as a profession? In what ways did developments in political and moral philosophy, philanthropy, social science theory, the growth of the welfare state, the development of other professions, and various political and economic forces shape the social work enterprise? This will include an examination of the attempts over the past century to define what social work is, and what it is not. Is there a "mission" for the social work profession, and if so, what is it? What has been the role of social work education and research in the development of the profession? The seminar will also involve an examination of selected issues facing the profession today. The pursuit of answers to these questions will involve extensive reading and discussion of competing histories of the profession and seminal works by leaders in the field.

Prerequisite(s): Doctoral students

SSAD 56300. Applied Qualt Research Sem. 300.00 Units.

This qualitative research seminar is designed to support the productivity and promote the development of advanced doctoral students who have chosen a qualitative research design as part of the dissertation. This applied seminar creates a structured and rigorous context for students to learn with instructor guidance and experience all stages of the interpretive research process through designing, executing, evaluating, and presenting their own interpretive research. It is an expectation of this seminar that all students make substantial and ongoing contributions to the group learning process through providing peer feedback, group coding, group analysis, constructing/critiquing conceptual models and theoretical frameworks, and learning how to critically evaluate and enhance the methodological rigor in the projects of those involved in the seminar. It is designed to be a dynamic environment for moving forward with one's work at all stages of the dissertation process; group needs and the instructor's assessment of student's individual progress will drive the content of each meeting. Prerequisites: A qualitative research course through Crown Family School or approved equivalent. Students must have passed their qualifying examinations, selected a research topic, and be actively constructing their dissertation proposals. Permission of the instructor is required and enrollment is limited to maximize student learning in the structure of a seminar.

SSAD 56601. Theory In Research. 100 Units.

This course is designed to introduce doctoral students to theorization and its role in the research process. The emphasis in the course will be on understanding the fundamental challenges posed by social-scientific investigation and their relevance to conducting research on policy and practice. Cutting across the disciplines are two classic traditions in the philosophy of social science that approach questions of knowledge, observation, and causation differently. We will examine both naturalist and anti-naturalist conceptions of ontology, epistemology, theory, and method, as well as efforts to develop a third tradition based on "critical realist" or "historical" approaches, to construct three major paradigms of social inquiry. These paradigms present different strategies for making connections between such basic issues as problem definition, theory construction, research design, empirical investigation, and evaluation. Following this basic overview, the course will focus on three different paradigmatic approaches to a single social problem to more fully illustrate the contrasts and potential complementaries between the paradigms. Finally, we focus on how these paradigms address the theoretical challenges posed by two common modes of investigation: the case study and the comparative study. Neither a survey of social-scientific theories nor an introduction to research methods, this course examines multidisciplinary approaches to bringing theory to bear on the process of research. Readings will combine selections from the philosophy of social science, examples of scholarship that embody divergent strategies of investigation, and excerpts from the small body of useful work on "social inquiry" that reflects on the connections between the two.

Prerequisite(s): Doctoral students

SSAD 56801. Wkshp:Theories In Soc Wk Res 1. 100 Units.

This workshop will provide Crown Family School doctoral students with the opportunity to examine the diverse social science theories that undergird social work and social welfare- as defined by contemporary scholarship in the field. The workshop is organized to support this process by offering bimonthly presentations loosely determined by a set of questions basic to the development of any field of inquiry: What fundamental epistemological paradigms are represented? What theoretical and conceptual frameworks undergird scholarship in social work and social welfare? How do scholars in the field ask questions and find answers? How do they make claims and support them? What specific research methods are used? The workshop is designed to introduce beginning students to ongoing research and scholarship in the School and to provide advanced students and faculty with a regular forum for presentation and discussion of their work. Participation in this seminar is required for first-year students; advanced doctoral students and faculty are encouraged to attend on a regular basis. One faculty member or advanced doctoral student will present his or her research each session and may assign readings in advance.

SSAD 57800. Communities, Organizations, and Democracy: Key Challenges in Urban Governance. 100 Units.

How do things happen in cities, and why? This core question of urban governance is the focus of this course. Urban governance flows from a web of organizational actors, not simply from the official institutions of government. To understand why community organizations focus on certain issues, government bureaucracies prefer particular approaches to problem solving, social movements build strategy, and many other urban phenomena, it is critical to think about how the many different kinds of organizations found in cities perceive and enact their commitments, relationships, and limits. This course develops theoretical tools to think about cities at the organizational level of analysis, with a focus on the application of those tools to communities, community organizations, and public bureaucracies. The course is guided by an overarching concern with the implications of existing urban governance on the democratic promise of cities, and will be useful for students interested in community organizing, public policy formation, institutional politics, and the emergence of legitimate authority in all these domains.

Instructor(s): Staff     Terms Offered: Spring

SSAD 58300. Ethnographic Inquiry for Social Work and Social Policy. 100 Units.

As research methods, ethnography uses the researcher's active participation and systematic observation to reveal the meaning, practice, and relations of social world(s). This course introduces students to ethnographic research methods through a combination of reading, discussion, and fieldwork practice. Students will learn how ethnographers design their research projects, undertake participant observation in their chosen field sites (offline or online), write fieldnotes, prepare for and conduct interviews, collect and analyze artifacts, and work with historical and contemporary archives. We will also discuss common ethical and political questions facing ethnographers. Specific consideration will be given to how to conduct ethnographic studies on social work and social policy: what perspective and positionality one might take, what engaged research might mean, and how to think about a study's implication for policy and practice. Throughout the course, students will practice and apply ethnographic methods to small projects, and will be asked to draft the methods section of an ethnography-based study proposal.

Terms Offered: TBD

SSAD 59900. Individual Readings and Research. 100 Units.

Individual Readings and Research for Doctoral Students.

SSAD 60100. Drugs: Culture and Context. 100 Units.

This course addresses the consumption, production, and distribution of drugs, as well as the representation and treatment of drug users, both in the United States and abroad. Course readings and discussions examine how substances move across history and social space, taking on different meanings and uses as they go. The course also explores the related questions of how and why different societies sanction, encourage, and prohibit particular kinds of drug use. Such comparisons reveal that our responses to drug use and users have as much to do with social norms and ideologies--such as notions of gender, race and class--as they do with the more-or-less deleterious effects of the substances themselves. The course also explores how the authorization of certain drugs in certain settings (e.g., binge drinking on college campuses) is connected not only to the social positions of users, but also to the marketplaces in which these drugs are exchanged. Thus, in the latter half of the course, students will attend to the production, distribution, and consumption of drugs in relation to processes of global capitalism.

SSAD 60200. Spirituality and Social Work Practice. 100 Units.

This course examines the experience and the role of spirituality and religious traditions in clinical social work practice with client systems. The course considers the spiritual and religious contexts shaping assessment and intervention processes in clinical social work services and examines the ways that faith traditions and spiritual experiences shape clients' and professionals' lives, and the points of connection they form with the delivery of clinical social work services. Rather than overviewing specific religious belief systems per se, this course will primarily be attuned to the ways that clients' faith traditions and spiritual experiences shape their healing and suffering. The course examines the resources as well as the dilemmas that clients' spiritual and religious traditions present in our attempts to provide effective clinical social work services, and the means by which spiritual and religious influences can be tapped by social workers to better their clients' lives. As a premise, this class takes the view that spirituality and faith traditions are experienced in a diversity of ways, and thus issues of difference and sensitivity to different expressions and experiences of spirituality and religious practice form a bedrock of considering clinical services to clients.

SSAD 60312. Inequality at Work. 100 Units.

This course will consider sources of inequality in the labor market and in workplaces. Empirical evidence and theory on labor markets and job conditions will be reviewed to provide insights into changing opportunity structures for lower-skilled workers. The goal will be to identify ways not only to ready workers for jobs in today's economy, but also to improve the quality of lower-level jobs themselves. Many social service agencies today incorporate some type of job training or workforce development program. The course will help inform practice and program development in these areas.

SSAD 60500. Functional Analytic Psychotherapy: A Behavioral Model of the Therapeutic Relationship. 100 Units.

Functional Analytic Psychotherapy (known as "FAP") is a contextual behavioral lens through which to view the therapeutic relationship. While not necessarily a treatment for specific clinical issues, this approach is aimed at addressing clinical problems occurring within relationships. Social workers using FAP strategically use moments with clients to collaboratively transform problematic relationship patterns. This course will introduce the fundamentals of FAP and build on knowledge of behavioral principles through didactics, invite students to begin using FAP techniques through experiential exercises, explore in classroom discussion what makes interpersonal moments transformative, and apply the FAP formula to situations arising in the treatment of common clinical issues.

SSAD 60612. Systemic Family Interventions for Specific Populations. 100 Units.

By focusing on the application of the family systems perspective with specific treatment populations, this course explores the intersection of theory and clinical practice in social work. Working within family systems perspectives, it is imperative the clinicians recognize the unique structures, needs, and situational factors impacting the family system when considering which of the potential interventions would best serve those seeking support. In this way, social work clinicians meet the needs of their families without narrowing their options to just one particular intervention. By considering specific treatment populations this course will explore how different family therapy approaches will best serve the unique needs of these treatment groups. This exploration will emphasize both the students' clinical experiences and current evidence-based literature. The family situations focused upon include: adoptive families, families with children under 5, families with mental illness, families with substance abuse, and divorced families. For each of these treatment groups, the course will examine issues of differences; including but not limited to, race, economic status, gender, sexual orientation, and age influence not only the presenting issues but the selection and application of intervention as well.

Instructor(s): Staff     Terms Offered: Winter

SSAD 60722. Mindfulness Based Clinical Work. 100 Units.

In recent years, Mindfulness has had a ubiquitous presence in the worlds of behavior change, health, and wellness. Originating from Buddhism, Mindfulness is often equated with relaxation practices, which is misleading and potentially harmful for beginning practitioners. "Mindfulness Based Clinical Work" is a course designed to introduce students to the concept and practice of mindfulness (both what it is and what it isn't) and the evidence behind its use in clinical settings. Additionally, students will gain an understanding of how Mindfulness can be utilized in both group and individual therapy and most importantly how to establish a mindfulness practice of their own. Through taking this course, students will be able to: Identify what mindfulness is and what it isn't; Learn about the clinical applications of mindfulness in both group and individual therapy settings; Begin practicing mindfulness in both their personal and professional lives.

Instructor(s): Staff     Terms Offered: Winter

SSAD 60800. Child and Adolescent Trauma. 100 Units.

This seminar will offer students an opportunity to learn how to heal traumatized children and adolescents. All types of traumatic experiences will be addressed, such as traumatic loss, violence, abuse, natural disasters, traumatic injuries or accidents. The neurology of trauma with children, current research on how trauma affects children, and a variety of treatment techniques and modalities will be presented. Knowledge will be enriched by a significant emphasis on developing clinical skills. Essential elements of the processes of evaluating and treating traumatized children and adolescents will be taught. The class format involves group discussions, readings, videotapes, and creative application of the course concepts through live demonstrations, and student role plays.

SSAD 60912. Prevention Research & Methods: Children & Adolescents. 100 Units.

TBD

SSAD 61000. Applied Learning Seminar. 000 Units.

30100 students get a grade for attending the Applied Learning Seminar with MPIs

SSAD 61100. Seminar in Violence Prevention. 100 Units.

This course provides students with an overview of emerging practices, programs, and policies that aim to prevent violence before-the-fact. The course will overview the common manifestations of interpersonal violence (including child abuse, youth and community violence, and intimate partner violence), examining their prevalence as well as their consequences. Students are then introduced to conceptual frames from which to understand violence and its before-the-fact prevention, including social ecological and public health models of violence prevention. The course then examines such topics as the role of risk and protective factors, screening and assessment for violence potential, evidence-based intervention and programmatic strategies targeting before-the-fact violence prevention, and examples advocacy efforts promoting broad changes in policy that affect interpersonal violence. Taught as a seminar, the course will address special topics relevant to violence prevention, and will include active discussion, case examples, videos, and presentation by experts in the field. The course is open to students in clinical practice and social administration concentrations, as well as Ph.D. students.

SSAD 61212. Perspectives on Aging. 100 Units.

As the largest generation in American history ages, there is an urgent need for social workers trained in the special issues affecting older adults. This course will examine the forces which shape the evolution of both the perception and experience of aging. The course will consider the aging process from a variety of perspectives: physiological, sociocultural, and phenomenological. We will draw on multiple disciplines to present the diversity of the aging experience and to explore the manifold ways in which the dynamic interaction between the older person's social and physical environment affects quality of life. Finally, the course will address expanding opportunities for social workers in direct service, administration, and policy-making in service of America's older population.

SSAD 61400. The Social Meaning of Race. 100 Units.

This course will explore "race" in three ways. First, how does race operate as an ideology?; that is, how do people understand race, how are those understandings shaped and how do they in turn shape perception? Secondly, how race operates as a structuring device. How does it determine life-chances? Thirdly, how does it operate in the field; that is, in particular organizational contexts, how does race affect the content and delivery of social services?

SSAD 61500. Urban Education & Educational Policy. 100 Units.

This course has two major strands. One strand is simply an examination of national thinking about urban schooling over the past 40 years, from the Coleman Report to today's accountability-driven reforms. We will be particularly concerned with how educational policy has been shaped and with the problematics of translating policy into practice. The second strand is theoretical; we will be trying to understand these very contemporary problems through the lens of classical theory; that is, functionalism, Max Weber's theory of bureaucracy and Marx's theory of class conflict.

SSAD 61612. Integrated Case Conference. 100 Units.

This case conference is designed for students who wish to learn how to better integrate clinical and macro approaches to practice using case materials. The format of the class is that students will present cases from their field placements using multiple theoretical perspectives and multiple levels of intervention targets and actions. A panel of students and instructors, representing practice at differing levels, will respond to the case material. The case can be primarily about an individual, family, group, community, organization or policy issue, although the case will be analyzed and discussed from multiple levels. The conference is co-led by an instructor with clinical expertise and an instructor with expertise in practice at the organizational, community or policy levels. Guest practitioners or faculty will provide additional consultation. Students are assessed on their written and presented cases and contributions to the conference process. The case conference is open to students from both the clinical and social administration concentrations and is only open to SSA students who are currently in concentration field placements and have permission from their field instructors to discuss masked case material from their field sites.

Instructor(s): Staff     Terms Offered: Winter

SSAD 61732. The Therapeutic Relationship in Contemporary Psychodynamic Practice. 100 Units.

Social workers are committed to social justice and to helping the most vulnerable members of society. Successful clinical work with socially vulnerable patients requires a creative and integrative approach that addresses individual dynamic issues while recognizing the importance of environment, systems, and systemic oppression. This course looks to provide such an approach through relational theory, which highlights the potential of relationships, including the therapeutic relationship, to harm and to heal. This course will also examine how the fields of attachment theory, trauma research, and neuroscience contribute to a way of working with patients that is flexible, creative, humanistic, and scientific. The course will be roughly half lecture and half case presentation and discussion. Students will be expected to discuss course concepts as they relate to their clinical practicum experience.

SSAD 61822. Treating Complex Trauma: A Skills-based Approach. 100 Units.

This course offers theory- and skills-based approaches to conceptualize and treat individuals and families impacted by Traumatic Related Stress Disorder, specifically emerging categories referred to as Developmental Trauma Disorder and Complex Trauma (c-PTSD). Students will learn how to better intervene on behalf of individuals impacted based their experiences with adverse childhood experiences (ACES). The tri-phasic model of treatment and the special considerations for dissociative disorders, including challenges to sustaining the therapeutic alliance, creating safety, establishing affect regulation, stabilization, and the integration of traumatic experience is highlighted. This class is designed for students who are interested in developing their skills in treating clients with complex trauma and dissociative disorders. The model incorporates aspects of the core principles of trauma-informed care, attachment theory, and cognitive restructuring. The impact of culture, religion, gender, and family influences on thoughts, feelings, and behaviors will be an essential focus.

SSAD 62022. Trans*forming Social Work. 100 Units.

When we center the experiences of those most marginalized and affected (e.g., queer, trans*, POC) by social services, we are able to identify the holes, cracks, and potential remedies of individual and systemic oppression. In this course, we will center trans* people to explore our gendered society and the impacts of this structure on the lives of transgender, gender nonconforming, and gender queer people, and other gender transgressors. We will also identify and explain how gendered cultural norms influence all genders in and beyond social work. Through an intersectional exploration, identification, and explanation, we will move the conversation beyond deficit and medical models to imagine and work towards social work practice that includes, considers, and saves lives.

SSAD 62100. Creating New Anchors: An Introduction to Prison Industrial Complex Abolition. 100 Units.

This intensive seminar will introduce and discuss prison abolition as both a long-term vision and a practical organizing strategy. We will explore the ways in which the criminal punishment system and other systems of oppression perpetuate violence and fail to address harm and facilitate accountability. Examples of abolitionist strategies and movements will be reviewed. The connections between abolitionist values and the social work profession's values and ethics will also be examined. We will attempt to move beyond abolition as a theoretical framework and push ourselves to think of the tangible steps required to move towards abolition as a praxis. Angela Davis said, "Mass imprisonment generates profits as it devours social wealth, and thus it tends to reproduce the very conditions that lead people to prison." PIC abolition is a philosophy, a daily practice, and an organizing strategy. It requires us to examine our default frameworks (built by white supremacy, anti-Black racism, and capitalism) to relate to one another and create entirely new ways of being with and caring for one another. We will closely read from a selection of interdisciplinary texts, including books, organizing campaign documents, conceptual/theoretical pieces, memoirs, poetry, music, and other forms of scholarship. Each week will include examples of community organizing and/or policy advocacy that connect the philosophy of abolition with its application and practice.

SSAD 62122. Play Therapy. 100 Units.

This course provides an overview of the essential elements and principles of play therapy, including its history, theoretical foundations, techniques and skills. The course is designed using a "level of directness" continuum, beginning with the study of nondirective play and moving across the continuum to include the use of direct skill-building play interventions with children. An experiential component will focus on basic play therapy skill development within the context of ethical and diversity-sensitive practice.

SSAD 62212. Global Health: Interdisciplinary Case Studies Approach to Addressing Complex Issues. 100 Units.

Equivalent Course(s): MEDC 40009

SSAD 62322. Knowledge and Skills for Effective Group Work Practice. 100 Units.

This course will first examine the knowledge base underlying effective practice with different types of social work groups. As these theoretical foundations are reviewed, the practical application of this knowledge will be demonstrated and integrated through small group experiences, class discussion, observation of films, role play, journaling, and other selected course assignments. Becoming aware of self, as well as group process, will be emphasized. Students should expect a strong experiential component, with a combination of challenge and support, in the instructor's approach to education for group work practice.

Instructor(s): Staff     Terms Offered: Spring

SSAD 62400. Community Ethnography. 100 Units.

Broadly defined, community ethnography is research that requires the researchers' active participation in, as well as systematic observation of, a community. However, what constitutes a community--and what qualifies people to claim some legitimate affiliation with one--are complicated questions, which will be addressed in the first part of this course. Through readings, discussions, and activities, we will find that researchers, social workers, and community members define "community" along a number of different lines, variously employing the terms of geography, history, ethnicity, intention, value, and/or identity to ground their definitions. We will also discover that how one defines community has much to do with how one approaches the research process. In this course, we will give considerable attention to the idea of community as a field of social practice. That is, we will learn how one studies community as situated, collective action, which must be reproduced for some sense of communities to survive. Accordingly, ethnographic and ethnohistorical methods of social research will be highlighted. Students will learn about the philosophy behind these modes of inquiry and acquire some of the concrete skills necessary to conduct this kind of work. As social workers and social work researchers, we will explicitly consider how community ethnography can aid in our various practice and policy endeavors.

SSAD 62512. Gottman Method Couples Therapy. 100 Units.

Gottman Couples Therapy is an integrated approach to helping couples that is based on a long line of relationship research conducted by John and Julie Schwartz Gottman and others. The method focuses on emotion, skill building for managing conflict, developing new skills for enhancing friendship, and helping couples create a system of shared meaning. It strives to decrease criticism, defensiveness, contempt and stonewalling in relational communications and replace these strategies with more helpful ones. Training in Gottman Couples Therapy is delivered in a systematized way by an instructor certified through the Gottman Institute. The course uses the Gottman Level 1 Clinical Training Manual, video presentations of the Gottman method in action with a couple, and discussions of related literature, tools, and methods. Students who complete the course are certified as completing the first of three levels in becoming a Certified Gottman Therapist.

Instructor(s): Michael McNulty     Terms Offered: Spring

SSAD 62600. Philanthropy, Public Policy, & Community Change. 100 Units.

This course will examine the role philanthropy plays in supporting social and community change efforts designed to reform and/or enhance public policy. Patterns of giving, policy intervention strategies, structural issues, as well as programmatic opportunities and constraints will be illuminated. Course materials include policy analysis and contemporary American social change efforts, as well as research examining pertinent policies and practices governing the field of philanthropy. Students will have opportunities to analyze proposals for funding, identify public policy and community change implications and opportunities and recommend new strategies. Student discussion and independent research is a major class focus. The learning experience will be enriched by presentations from practitioners involved in public policy reform activities and by foundation representatives engaged in funding those efforts.

SSAD 62712. Trauma & Resilience in Cross-Cultural Practice. 100 Units.

The course will introduce students to clinical social work practice with communities outside the U.S who have experienced chronic adversity, stress and trauma and immigrant and refugee groups in the U.S. Effective practice in this area is anchored in a conceptual framework that orients the student to social justice, formulations of complex trauma and a set of cross-cultural competencies informed by this framework. We will use case studies from a variety of countries and key focus areas to illustrate important contextual conditions (legacies of dominance and trauma, war, social determinants of mental health) and to inform discussion of sustainable models of collaborative, cross-cultural work (participatory action, use of interpreters). Students will be introduced to issues that impact international practice, such as secondary trauma and resilience, boundary setting across cultures and working in resource-poor conditions. Trauma-informed, systemic, and relational theoretical models will be examined for their usefulness in informing international practice.

SSAD 62912. Global Development and Social Welfare. 100 Units.

The persistence of disparities in social development across countries is one of the major problems societies struggle to understand and address. This course will critically examine the major theories of global development along with contemporary debates relating to international social welfare. Students will assess how political, economic, historical, and environmental factors influence different nations' development trajectories, and compare how alternative models of service delivery and social intervention serve or fail to serve their intended populations. The geographic focus of the course will be Latin America and Africa, though case studies may also be drawn from other regions of the world. The course will be useful for both students who have had previous international experience as well as students who are interested in international social work and/or development practice. This course fulfills the Specialized Diversity Requirement. This course is one of Crown Family School's global and international course offerings.

Equivalent Course(s): PPHA 32760

SSAD 63012. Intergroup Dialogue Facilitation: Cultivating Practice Skills for Social Justice. 100 Units.

This course will provide social workers with tools and skills to bridge micro (individual issues) and macro (sociopolitical patterns of inequality) practice. At the core, social work is about working for social justice. As such, integrating the components of dialogue: critical consciousness, cultural competency, interpersonal communication skills, reflection, and action (praxis) into practice equips social workers with integral skills for recognizing the ways in which their clients' individual lived experiences are impacted by systems of privilege and oppression. This course develops multicultural competency skills for social workers to engage with oppressed groups to address social injustice due to discrimination and oppression. Course engagement includes mini-lectures, videos, discussions of readings, in-class activities, role-play, and dialogic practice.

SSAD 63200. Crime Prevention. 100 Units.

The goals of this course are to introduce students to some key concepts in crime policy and help develop their policy analysis skills, including the ability to frame problems and policy alternatives, think critically about empirical evidence, use cost-effectiveness and cost-benefit analysis to compare policy alternatives, and write effective policy memos. The course seeks to develop these skills by considering the relative efficacy of different policy approaches to controlling crime including imprisonment, policing, drug regulation, and gun-oriented regulation or enforcement, as well as education, social programs, and active labor market policies that may influence people's propensity to commit crime or be victims of crime. While policy choices about punishment and crime prevention involve a range of legal and normative considerations, the focus in this class will be mostly on answering positive (factual) questions about the consequences of different policies.

Instructor(s): Ludwig, J     Terms Offered: Autumn
Equivalent Course(s): PPHA 37103

SSAD 63300. Int'l Perspectives on Social Policy & Practice. 100 Units.

This course will situate social, economic and policy considerations and challenges in the context of a globalizing world. The course introduces students to theoretical, conceptual and practice models as they relate to the social policies, programs and services in industrialized countries, transitional economies and poor developing countries. The course will investigate the major trends, issues and opportunities in relation to international social development and will examine how global poverty, social injustices, and health disparities are addressed in different nations. History and trends in international relief and development policy, the role of international organizations in shaping the nature of social development and social problems and how interdisciplinary approaches fit into broader relief and development policies, programs, and practice will be examined. Students will learn to critically examine and evaluate major theoretical models and approaches to social services and health programs in different cultural, socio-economic, and political contexts. Emphasis will be also placed on cultural competence and ethics of participating in international development practice, including the dangers of exporting programs and solutions from most developed nations to least developed countries.

Terms Offered: Spring

SSAD 63412. Cultural Studies in Education. 100 Units.

The course begins with an introduction to the history, development, and basic tenets of cultural studies. Throughout our work together, we will examine how social class, race/ethnicity, and gender are represented in literacy, language, and cultural theories and research that examine reproduction and resistance. Using cultural studies as the point of departure, this course explores the intersection of culture, power, and language (both oral and written) within schools and school systems. In accordance with the tenets of cultural studies, the course is guided by the presumption that culture (as it is realized through the functioning of schools and their agents and the experiences, knowledge, expressions, dispositions, and meaning-making of people of color, women, and low-income or working-class individuals) is critical for understanding and intervening in the reproduction of social and economic inequality. In order to understand the reproduction of inequality we will examine theories and empirical investigations that explore how structures of domination and subordination are reproduced and social difference and inequality are reinscribed through the cultural practices that are reflected in schools. We will also analyze the extent to which the cultural practices and experiences of marginalized individuals simultaneously contribute to the process of reproduction and also affirm the emancipatory possibilities of resistance.

Equivalent Course(s): SSAD 23412, EDSO 23412, EDSO 63412

SSAD 63512. Power & Inequality: The Civil Rights Movement. 100 Units.

This course will examine the dynamics of the Civil Rights Movement from roughly World War II to the1980's. We will be especially concerned with its implications for social policy, its impact on other movements for social justice, its impact on how Americans think about inequality, and its relationship to social work values.

Instructor(s): Staff     Terms Offered: Spring

SSAD 63600. Culturally Responsive Intervention, Assessment & Treatment. 100 Units.

This course will examine the influence of culture within intervention, assessment and treatment. The course will examine how cultural considerations are critical in the development of research pertaining to intervention and assessment as well as how cultural factors are integrated into the therapy process. Specifically, the course will cover both theoretical underpinnings of culture, cultural adaptations within intervention and assessment, followed by examining current status of empirical literature on culturally based intervention research. The course will also cover the integration of culture into clinical practice, with a focus on cultivating students' knowledge, awareness and skills related to cultural competence. Course readings, assignments and discussions will cover both discussing the relevance of culture in empirically based interventions and practice.

SSAD 63700. Acceptance and Commitment Therapy. 100 Units.

ACT is an example of what is commonly referred to as a third-wave behavioral therapy. It is unique in its development in that it was derived from some of the implications of basic research on the function of verbal behavior. This approach suggests that psychological distress is the result of how humans relate to their psychological experience rather than the result of a mental or even biological pathology. ACT assists clients in differentiating between those aspects of life where the only viable stance is that of acceptance and willingness and those where action is required given their desire to live meaningfully. In doing so, clients fundamentally shift from having their lives about their past and their problems to a life about their values and their future. This class is intended to provide students with a comprehensive overview of and practice with the principles of ACT. To that end, via lecture, experiential exercises, role-play and a self-change project, participants will be presented with the underlying theory (Relation Frame Theory) and assumptions of ACT, an ACT conceptualization of human suffering, a model of psychological rigidity and flexibility and the six basic clinical processes. Participants should anticipate numerous individual and group activities and exercises aimed at providing first-person experience with the processes and outcomes associated with the practice of living.​

SSAD 63800. Program Evaluation in International Settings. 100 Units.

Increasing demand for transparency and accountability in the field of international development has heightened the need for evaluation of effectiveness and impact of programs. This course will examine principles, methods and practices of evaluating social programs and services in the international settings. This course focuses on types of evaluation, evaluation design and theory, measurement, sampling, data collection, ethics and politics in evaluation, data analysis, and utilization of findings. The course emphasizes involving agency and client constituencies in the development, implementation and dissemination of evaluation efforts. Students in this course will become familiar with various forms of evaluation and acquire the technical skills necessary for their development, design and execution of program evaluation in the international context. Specifically, students will discover methods for crafting evaluation questions, designing instruments, sampling and data gathering to achieve good response rates, data analysis and presentation of evaluation findings in culturally diverse and low-resource settings.

SSAD 64400. Latinx and Spanish Language for Social Workers. 100 Units.

Social Work students will strengthen their knowledge of the Spanish language, especially the vocabulary and functions relevant to clinical social work practice. In addition, they will develop greater cultural competence concerning the Latinx community, enabling them to function pragmatically appropriately in a range of contexts. The course explores a variety of communicative strategies to adapt phonetics, register, and diction to rhetorical situations commonly encountered by clinical social work professionals. It also provides cultural instruction through a variety of readings and participation in hands-on, authentic activities.

Prerequisite(s): Prerequisites: Two years of college-level Spanish, completed the Practical Proficiency Assessment in Spanish. Consent of the instructor is required for course registration. In addition, all interested students must complete a 20-minute assessment interview with the instructor, including a brief written component, to determine the appropriate skill level.
Equivalent Course(s): LACS 64400

SSAD 64500. Psychodynamic Interv. Clients with Challenging Mental Health Issues. 100 Units.

This course will focus on a psychodynamic perspective on the treatment of clients who most social workers find challenging because of the severity of their emotional problems, their disturbing way of relating to the worker or the way their situations exacerbate their emotional difficulties. Specific psychodynamic approaches to schizophrenia, bipolar disorder, borderline disorders, narcissistic personalities, antisocial personalities, trauma victims, and anxiety disorders, will be discussed. The focus throughout the course will be on the countertransference challenges that workers struggle with in dealing with these challenging clients and their situations.

Instructor(s): Staff

SSAD 64600. Quality Monitoring & Improvement for the Social Services. 100 Units.

This course has three primary foci. 1) How to help social service agencies monitor their programs for quality. 2) How to help social service agencies improve services when quality problems are recognized. 3) How to develop organizational cultures that support the delivery of quality social services. It helps prepare clinicians for participating in quality monitoring and improvement in social service agencies. It helps social administration students prepare for the role of a quality manager (Director of Quality, Quality Improvement, etc.). The course primarily draws from the quality sciences and applies this work to the social service context, often using the student's field placement as the context for learning.

SSAD 64700. Organizing Coalitions for Change: Growing Power and Social Movements. 100 Units.

Coalitions are building blocks of social movements, often bringing people together across race, class, faith and ethnicity to build the power required to make social change. Coalitions address local, state, national and international policies, public and private sector matters. They are employed successfully, or not, from the far left to the far right. They vary widely, engaging people from very grassroots and local communities to civic, faith, labor, business, and political leadership. At times spontaneously precipitated, at times methodically built, effective coalitions can change the fundamental relationships in our society, change society and challenge what we know or think we know. This course will examine the conceptual models of diverse coalitions formed to impact social, legal, and political structures. We will explore the strengths and limitations of coalitions, and their impact upon low-income and oppressed communities. We will study recent examples to stop public housing displacement, end police misconduct, halt deportations, and seek fair tax reform. We will explore the role of coalitions in changing political machines. Too, we will investigate the use and impact of coalitions in building relations between racial, religious and ethnic groups. As part of class exercises, students will "create" coalitions to address an identified need for social change.

Equivalent Course(s): DEMS 24700, CHST 24700

SSAD 64912. Practicing with Integrity in Trauma-Informed Care. 100 Units.

Integrity forms the backbone of a strong clinical practice. It requires honesty, compassion and consistency and provides a foundation for building safety and trust in any relationship. Conversely, trauma can disrupt our sense of safety and our trust in others. It can cause us to question the stability of our homes, our communities and the world. Therefore, it is essential for clinicians to develop an integrity practice in order to help clients begin to mitigate the impact of trauma. In this seminar-style course, we will discover the ways in which the therapeutic relationship can provide a platform for healing. We will draw on the work of clinicians who utilize aspects of relational theory (such as Irvin Yalom and Jean Baker Miller) alongside clinicians who specialize in trauma-informed practice (such as Judith Herman and Bessel Van Der Kolk). Through the use of experiential journaling, group process, and a final project, we will come together in order to find the intersection of clinical integrity and trauma-informed practice.

Instructor(s): Lauren Feldman     Terms Offered: Autumn,Winter

SSAD 64950. International Disability Rights and Justice. 100 Units.

The rights of persons with disabilities have become a new frontier of human rights across the world. This course introduces recent developments in concepts, tools, and practices of disability rights both internationally and in different regions/countries. We will pay specific attention to the United Nations Convention on the Rights of Persons with Disabilities, including its principles, provisions on key topics (e.g., institutionalization, education, employment, and political participation), and the role of state and non-state actors in its implementation. We will also consider the implications of disability rights on global social development and humanitarian work. Moreover, we will critically examine barriers and concerns in realizing disability rights, areas where dominant understandings of disability rights fall short, and alternative approaches to conceptualizing and promoting justice for persons with disabilities. The course will consist of reading and critique of literature, large and small group discussions, guest lectures by practitioners, case studies, and student presentations. Students will develop skills to analyze disability policies or design/evaluate disability inclusive development projects in international settings.

Terms Offered: TBD
Equivalent Course(s): GNSE 34950, HMRT 34951, GNSE 24950, HMRT 24950, HLTH 24950, SSAD 24950

SSAD 65000. Writing for Public Policy Professionals. 100 Units.

Well-reasoned and thoughtful analysis of policy issues is a necessary but not sufficient requirement for implementing effective public policy. What is an equally important requirement is the ability to clearly and accurately relate complex policy ideas in easily understood narratives. The aim of this course, in turn, is to hone students' professional policy writing skills and to familiarize them with the major written formats used throughout the policy-making process; from memos and briefs, to white-papers and op-eds. This course is organized as a collaborative, seminar-style discussion of policy writing strategies and techniques, with a substantial focus on the thinking behind effective communication.

Instructor(s): Chrisinger, D     Terms Offered: Autumn Spring
Equivalent Course(s): PPHA 36600

SSAD 65212. Current Topics in Long Term Care and Aging. 100 Units.

In this course we will examine systems of care along the aging continuum, how these systems are influenced by our current political climate, and the potential for future expansion along with demographic need. We'll pay special focus to issues around long-term care for those with dementia related illnesses and other chronic conditions. Implications for clinical practice will be emphasized.

SSAD 65444. Engaging the Past to Energize the Future: Importance of Ethics in Prof Dev & Clin Practice. 100 Units.

Practicing with values and ethics has been at the foundation of Social Work education since the beginning of the profession as well as since the inception of the healthcare profession. There are many ethical challenges to our clinical practice and research that are rapidly evolving with evolving technology, legal changes and expanding scope of practices. There are complex moral dilemmas involving such issues as the limits of clients' confidentiality rights and right to self-determination, informed consent, boundaries, professional paternalism, conflicts of interest, whistle-blowing, administrative and organizational ethics, civil disobedience, moral distress, conscientious objection and distributive justice. The class will discuss current relevant ethical dilemmas interwoven with case studies and class discussions. Learning Objectives 1.

Terms Offered: TBD

SSAD 65500. Harm Reduction at Intersection of Policy, Program & Clinical PRAC. 100 Units.

This course will provide an overview of the theories, clinical approaches & reality based intervention strategies of U.S.-based Harm Reduction theory. Beginning as a political response to the AIDS Epidemic, this set of practices can be as controversial as Syringe Exchange and mundane as seat belts in cars. This course will explore the lived experiences of the most marginalized clients and offer students an opportunity to think through the necessary partnership of multi-threshold (macro) program design and clinical responses (micro) to supporting our most vulnerable community.

SSAD 65600. Special Issues in Health Care MGT: Health Systems Transformation. 100 Units.

SSAD 65800. Adoption, Fosterage, Culture & Context. 100 Units.

Studies of kinship have provided the foundation for the ethnographic record of communities and family arrangements around the world, and over time. The majority of these studies take place in contexts outside of the United States, contributing essential evidence of the wide array of kin organizational models that challenge assumptions about the 'nuclear family' structure. Both fostering and adoption reveal important cultural assumptions about processes of relatedness and concepts of personhood. In this course, we will learn about different ways of reproduction, childrearing, and circulation cross-culturally, but also the varying degrees by which notions of 'family' and raising young people influence understandings of age and generations, relationships, identity, and responsibility. Students will discuss and write about ethnographic readings and films, reflecting on life course development and human adaptation. Through this process, the course will address how different cultures in various social and ecological settings conceptualize and care for displaced young people.

Instructor(s): Staff     Terms Offered: Spring

SSAD 65812. Making Kin: Adoption and Fostering in a Global Perspective. 100 Units.

Studies of kinship have provided the foundation for the ethnographic record of communities and family arrangements around the world, and over time. The majority of these studies take place in contexts outside of the United States, contributing essential evidence of the wide array of kin organizational models that challenge assumptions about the 'nuclear family' structure. Both fostering and adoption reveal important cultural assumptions about processes of relatedness and concepts of personhood. In this course, we will learn about different ways of reproduction, childrearing, and circulation cross-culturally, but also the varying degrees by which notions of 'family' and raising young people influence understandings of age and generations, relationships, identity, and responsibility. Students will discuss and write about ethnographic readings and films, reflecting on life course development and human adaptation. Through this process, the course will address how different cultures in various social and ecological settings conceptualize and care for displaced young people. This course fulfills the Human Diversity Requirement. This course is one of Crown Family School's global and international course offerings.

Equivalent Course(s): SSAD 25812

SSAD 65912. Older Adults - Activism and Human Rights. 100 Units.

The world is aging. Most developed countries around the globe are experiencing a dramatic demographic change due to both the decline in birth-rates and a significant increase in life expectancy. Within this broad social transformation, this course will try to understand whether there is a need for a unique human rights approach for older persons, and within this context - what is the meaning of "activism" in old age. The analysis will use real examples both from the USA and Israel, while using a comparative socio-legal approach.

SSAD 66000. History of American Urban Education. 100 Units.

This course explores the complex history of American urban education from the 19th century to modern times. Our primary analytical lens will be the role of place, race, and ethnicity in the making of contemporary schools, schooling, and curriculum in US urban centers. We will undertake this exploration by examining a selection of books, some of which are "foundational" texts in the history of American urban education, others that have opening up new and important areas of research in the field, and still others that have addressed vital issues in the history of urban education in a particularly compelling way.

SSAD 66100. Globalization, Urbanization and Migration in China. 100 Units.

Students can participate in an intensive, two-week, study-abroad program focused on urbanization, migration, and poverty in Hong Kong and Mainland China. In collaboration with the Department of Applied Social Sciences at Hong Kong Polytechnic and the Department of Sociology at Peking University, Crown students have the opportunity to learn about key issues concerning the nature, contributing factors, and state and community responses to poverty, migration, and urbanization in the context of globalization. This program takes place in Hong Kong and mainland China, including Guengzhou in the east and Kumming, located in Yunnan Province in western China. The program is open to all University of Chicago master's level students from Crown. There is an application process for interested students in the Spring quarter of the same year they wish to do the course/winter institute. This program includes students and faculty from Hong Kong Polytechnic University and Peking University. In order to take this course, students have to complete the China Winter Institute in Hong Kong and mainland China. Note: This program is currently paused due to travel restrictions.

SSAD 66200. Poverty, Marginalization, and Community Practice in India. 100 Units.

Students can participate in an intensive, four week, study-abroad program focused on urban poverty and community practice in India. In collaboration with the Tata Institute of the Social Sciences Centre for Community Organization and Development Practice in Mumbai, SSA students have the opportunity to learn about key issues in international social welfare and gain academic and field experience in international social work practice. The program is open to students in the clinical or social administration concentration. There is an application process in Spring quarter for interested students. This program includes students and faculty from the Tata Institute. Students who wish to register for this course must have completed the summer program that took place at the Tata Institute of Social Sciences in Mumbai India. Dates: July 10th to August 7th, 2020.

Instructor(s): Chaskin, Robert     Terms Offered: Autumn Spring Winter

SSAD 66250. Poverty, Inequality, and Social Welfare in Comparative Perspective. 100 Units.

This course is organized as an intensive, 2-week program in Hong Kong and Vietnam and will include students from the University of Chicago Crown Family School, Hong Kong Polytechnic University Department of Applied Social Sciences, and Peking University Department of Sociology. The intent of the program is to provide students with the opportunity to learn about key issues concerning the nature, contributing factors, and state and community responses to poverty and inequality in different national and local contexts. It is intended to be both locally grounded (in Hong Kong and Vietnam) and explicitly comparative (incorporating material and discussion comparing circumstances and responses in the US and mainland China). The program combines lectures, seminar discussion, and site visits to provide students with an intensive introduction to the ways in which poverty and inequality are viewed and responded to in different contexts. Enrollment is limited to eight students from each university. It will take place December 4 (arrival in Hong Kong December 3) through December 13. This means students enrolled may need to make special arrangement to take exams or deliver final papers earlier (or later) than their peers, and will be engaged in the program through the first week of winter break.

SSAD 66300. Gender Considerations in International Social Work Practice. 100 Units.

This course aims to prepare students for clinical social work practice in the global context with an emphasis on gender issues. Now, more than ever, international social work is a vital component to social work practice as our interdependence increases and at-risk populations all around the world seek refuge across borders. This class primarily focuses on treating international populations here in the United States, but also addresses working abroad in clinical roles. Students will learn practical skills across individual, family and group work that emphasize 1) how to understand issues from clients' countries of origin that impact their current well-being, 2) how to use standpoint theory as a means to honor clients' intersecting identities and serve them in a strengths-based, culturally informed manner; and 3) intergenerational issues that arise between family members who rely on cultural norms from their countries-of-origin and those who strive to blend into the new country. The course also examines gender-issues in the international community including gender-based violence (GBV), human trafficking, and the treatment of the LGBTQ population worldwide. The course also looks at the movement of populations across the globe and what informs those movements including persecution, conflict, and extreme poverty.

Instructor(s): Cecelia Quinn     Terms Offered: Winter

SSAD 66400. Advanced Writing for Social Work. 50 Units.

Clear and accurate writing is an integral part of the social work profession. Effectively communicating ideas and insights is crucial to social work education. This half-course is designed to make students better academic and professional writers by making them better, more efficient editors of their own written expression. It is designed for students in all concentrations become more self-aware, proficient, and flexible writers. In a hands-on, workshop format, the course concentrates on revision and reflection to enhance writing practices. Students will edit the writing of others, receive feedback on their own work, and improve what they've previously written. By revising and editing already "completed" drafts of academic papers, professional memos, case notes, etc. students can focus on the necessities of precise expression rather than the usual generation of content. They thus develop the vital habit of seeing what's actually on the page rather than what they meant to say. In addition, we will discuss models of writing to expand our sense of what we might do within and across genres. By consistently reflecting on their own approach to writing, they learn to better adapt their language to best fit the wide range of writing tasks within social work.

SSAD 67000. School Social Work Policy and Practice. 100 Units.

This course will present knowledge and skills for engaging in social work practice in public school settings by discussing the varied roles, responsibilities and practices of school social workers. There are tensions and possibilities inherent in school social work practice. By exploring the dynamics and dimensions of social work in schools, we will examine the challenges, possibilities and depth of effective practice, in order to provide students with core foundational skills necessary for their internships and future careers in school social work.

SSAD 67100. Introduction to Disability Studies. 100 Units.

Disability Studies is an interdisciplinary field which critiques mainstream models of disability and health. Disability Studies is invested both in centering the experiences and knowledge of people with disabilities, and in critiquing systems of power and oppression. This course introduces key Disability Studies theories and explores their applications to critical social work practice and broader social justice work. Topics include: the social model of disability, Mad Studies, embodiment theories, accessibility, Disability Justice, and disability activism. The course will take an intersectional approach to the study of disability. Course materials will be multimedia and will include academic texts as well as videos, blog posts, art, and activist work. Class sessions will include close readings and discussions of course materials, student facilitation, and short lectures dissecting key concepts. Course assignments may include online accessibility audits, applications of course concepts to critique of films or television, and translation of Disability Studies theories into easily digestible formats for an audience of peers. Please note that the workload and format of this course have been adjusted from the past year in light of current global crises -- please contact the instructor if you have questions.

SSAD 67101. Constitutional Law VII: Parent, Child, and the State. 100 Units.

This course considers the role that constitutional law plays in shaping children's development. Among the topics discussed are children's and parent's rights of expression and religious exercise; parental identity rights including rights associated with paternity claims, termination proceedings, assisted reproduction, and adoption; the scope of the state's authority to intervene to protect children, to regulate their conduct, or to influence their upbringing; and the role of race and culture in defining the family.

Terms Offered: Spring
Equivalent Course(s): PPHA 35900

SSAD 67500. Closing the Racial Wealth Gap. 50 Units.

This course will examine the intersection of race and wealth inequality in America and the ways in which the contemporary racial wealth gap is rooted in historical injustices reinforced by federal, state and local government policy. This lecture-based course will provide a historic context for the enduring wealth disparities that exist between White households and households of color, with specific emphasis on African-American and Latino households. The program will review formal and informal public policies such as the Federal Housing Act, racially restrictive covenants, block busting, local retreat from desegregation and other practices that facilitated property ownership, business development, and education for Whites while excluding African Americans and other minority groups. Students will engage in detailed discussion of current public policy approaches to dismantle structural discrimination and advance wealth creation in communities of color.

SSAD 68000. Community Schools: Policy and Practice. 100 Units.

The Community Schools strategy is an evidence-based approach to equity and school improvement that is continuously expanding nationally and internationally. Community Schools centers the school as both a place and a set of partnerships with an integrated focus on academics, services, supports and opportunities, to create conditions within which students and families can thrive. The strategy incorporates practices such as trauma-informed work, family engagement, and positive youth development. Community Schools: Policy and Practice will give students a foundational understanding of the Community Schools strategy, including its history, policy, evidence base, and various models. We will explore the structures and processes necessary for successful implementation, including needs assessment, partnerships, evaluation, and shared leadership. The class format will include a combination of lecture, discussion, and group activities. One class session will take place at an active Community School. Enrollment is open to both clinical and social administration students.

SSAD 68100. Direct Practice in the Era of Mass Incarceration. 100 Units.

This course explores historical, current, and emerging clinical practices with populations involved with and directly impacted by the criminal justice system. This course incorporates and examines the following components to understand these clinical practices: (1) discourses and theories embedded within and shaping clinical practices, such as discourses of rehabilitation and criminological theories; (2) both prevention and intervention focused practices; (3) individual, family, and group programs and treatment modalities; (4) the impact of criminal justice policies and correctional environments and dynamics; and (5) the role of race, gender, gender identity, and other social identities and their corresponding systems of power. Specifically, students will learn about assessment and treatment approaches for work with populations within correctional institutions and community-based settings, as well as the sociopolitical contexts shaping the intersections of clinical social work practice and the criminal-legal fields. The course will highlight key developments in practice, such as trauma-informed and gender-responsive approaches, and will include discussions of innovative directions in practice. Students will interrogate the role of social work in shaping treatment approaches, defining outcomes, and centering the wellness of populations involved in the criminal justice system.

SSAD 68255. Race, Class, and so Much More in Psychodynamic Practice. 50 Units.

This .5 credit course will explore the application and relevance of psychodynamic practice when working across race and class, as well as considering the ways this theoretical framework engages oppression more broadly. Students will be exposed to psychodynamic, as well as some psychoanalytic practitioners and authors whose writing engages psychodynamic practice and theory and reflects on how practitioners who do not reflect its traditional legacies engage with the work.

SSAD 68355. Playing with Theory: Fanon and the Phobogenic Object. 50 Units.

This weekend intensive .5 credit course will explore Franz Fanon's work, Black Skin/White Masks, as well as the work of other psychoanalytic and psychodynamic practitioners, and the accompanying theoretical framework he describes phobogenesis-fear of the black body, and its utility as a framework for understanding the traumatic processes of racial dehumanization. This intensive weekend course (which will run for one weekend since it is a .5 class) will engage his work through a clinical/direct practice lens, as well as considering its application when examining systemic and organizational processes.

SSAD 68400. Loss and Grief. 100 Units.

Loss and, as a result, grief are universal human experiences relevant to all areas of social work practice. This course teaches the knowledge and skills to work with individuals, families, and communities impacted by loss. While a primary focus will be on death loss and bereavement, other types of losses discussed will include serious and advanced illness, trauma, relationship ruptures, incarceration, enforced disappearance, family separation, and immigration. The frameworks of social determinants of health, health equity, and social justice and their impact on the loss and grief experience will be reviewed. Students will develop an understanding of the theoretical models of grief, including narrative approaches (e.g., meaning reconstruction, dignity therapy, and storytelling), attachment-focused grief therapy, dual process model of bereavement, ambiguous loss and disenfranchised grief, resiliency and public health model of bereavement, and complicated grief and prolonged grief disorder. Students will learn how each grief model guides assessment and intervention. Furthermore, the course will position practitioners as companion grievers and devote time to enhance reflexivity related to their own experiences with loss, grief, and bereavement.

Terms Offered: TBD

SSAD 68700. Adolescent Development in Context. 100 Units.

This course focuses on developmental pathways from middle childhood through adolescence within the context of school, family, community, and culture. Because human development is an applied field, we will be paying special attention to how sociocultural and historical influences affect academic, socioemotional, and identity development in the context of real-world challenges and opportunities faced by adolescents. In addition to learning about developmental and sociocultural theories, students will apply research to policy and practice by creating resources geared toward youth, parents, or those who work with youth. By the end of this course sequence, students should be able to: 1. Describe and apply key theories of middle childhood and adolescent development; 2. Identify developmental opportunities and challenges during middle childhood and adolescence; 3. Discuss the role of identity development in constructing or authoring one's life story; 4. Reframe adolescent risk-taking as a form of creativity and individual expression; 5. Understand how relationships can influence positive youth development; and 6. Translate theory and research into developmentally appropriate and culturally sensitive resources for youth, families, and those who work with youth.

Terms Offered: TBD
Equivalent Course(s): PSYC 38780, CHDV 48700, EDSO 28700, EDSO 68700

SSAD 68860. Early Childhood Policy. 100 Units.

The first five years of life offer a unique opportunity to set the stage for a sturdy foundation for development and growth over the life course and have subsequently garnered increased attention in the public eye and in public policy. Hailed by some as a solution to inequity, we will explore the promise and the pitfalls of a range of early childhood policy interventions and supports. This course will provide an overview of the early care and education (ECE) policy landscape in U.S. We will explore historical, philosophical, and sociocultural approaches to early childhood programs and policies, explore a range of program and policy responses to the neuroscience of early learning, and critically examine current challenges and controversies in the field including financing, governance, and the early childhood workforce. State, federal, and international approaches will be considered.

SSAD 69000. Social Entrepreneurship: Introduction to Concepts and Methods. 50 Units.

Entrepreneurial perspectives & methods are commonly associated with market-based values and profit seeking. While typically deployed simultaneously, the association between entrepreneurship & market-based values is not required. In fact, as a method the tools of entrepreneurship can advance any organization's or community's values. That neutrality is possible as entrepreneurship is a discipline that specializes in reducing uncertainty for how to take action. It addresses the essential question of: what is to be done? From an implementation perspective, social service settings contain a tremendous degree of uncertainty. Leaders and social workers engage this uncertainty in their daily work. They encounter uncertainty as: populations' needs change, as local/national trends manifest in their communities, and as the people they serve move through their life course and evolve their identities. What is to be done in such a dynamic setting? How should theory be applied? What should we focus on first? How can we gain confidence that we're translating what we know into meaningful impact? This course will introduce the foundational concepts, perspectives, and skills of entrepreneurial methods into a social service setting. We will critique and contextualize those methods and ultimately decouple them from market-based values. Ultimately, we'll explore how to integrate those methods into the operational contexts of social services - from the perspective of both org mgmt & program design.

SSAD 69003. Hate Crime. 100 Units.

This seminar will provide students with an overview of hate crime. The course will explore the emergence of modern hate crime laws in the United States and the legal controversies surrounding them. We will examine the challenges of data collection and the impact of data on policy analysis. Law enforcement and hate crime prosecution will be reviewed. The course will also consider the limits of the legal system to effectively address hate crime through conventional methods and discuss alternative options. Grading will be based on class participation and a final research paper.

SSAD 69004. Social Work and Sex Workers. 100 Units.

This course will focus on best practices for social workers who wish to provide support to sex workers and individuals involved in the sex trade. Historically, social workers have viewed sex workers as either "victims" or "criminals," a problematic conceptualization that often misconstrues motivating factors, and leads to misguided clinical interventions and regulatory schemes. Social stigma against sex workers and the sex trades has forced this population to hide their activities from service providers; as a result few programs address their needs directly and effectively. Marginalization also increases vulnerability to violence and arrest, further complicating service provision. This course will outline optimal interventions using a harm reductionist approach to best serve this population; some of these interventions have been designed by sex workers themselves. This course will also encourage students to analyze the effects of current policies and policing on the lives on sex workers and their impact throughout the community.

SSAD 69022. Law, Social Work and the Legal Regulation of the Social Work Profession. 100 Units.

In recent years, there has been a general shift towards integration and growing cooperation between lawyers and social workers, both professionally and ideologically. However, there are still tensions and gaps between the ways legal and social work professionals view their inter-relationships. This course will examine the different intersections between law and social work, and the ways the law attempts to regulate the social work profession. The analysis will use both American and Israeli legal examples, and will try to compare the different approaches to the legal regulation of social work in both countries.

SSAD 69200. Examining Historical Trauma in America: Responses to Racial Trauma. 50 Units.

The African-American or Black community is disproportionately represented within the criminal, child welfare, and social service systems. Social workers need to be able to recognize and respond to challenges and strengths present, perpetuated, and exacerbated by historical trauma. This course will enhance student delivery of trauma informed care through recognition and understanding of trauma, trauma symptoms, historical trauma, racial trauma, and the application of culturally sensitive micro and macro level responses that resist retraumatization and perpetuation of oppressive practices and systems. Topics will include, but are not limited to trauma, trauma-informed care, historical trauma, history prior to American chattel Slavery, racial trauma, and other important terms. This course is interactive, including, but not limited to activities, discussions, presentations, and experiential exercises.

Terms Offered: TBD

SSAD 69250. Innovations in Healthcare Practice: Meeting Clinical, Health Equity, and Ethical Challenges. 100 Units.

Clinical practice in healthcare with innovation such as work in genetic medicine, precision medicine, fetal health and advancing technology (data analytics, Apps, EMR's, artificial intelligence, new tools) pose formidable challenges for patients/families and their healthcare providers including social workers interfacing with healthcare. This class will provide an overview of common clinical opportunities and challenges relating to clinical practice and the evolving role of professionals working in healthcare in these emerging areas. There are significant discrepancies between what we see in the media and the reality of what is occurring in clinical settings. There are ethical, legal, and health equity considerations in these new areas of practice that affect patient care and access to services. Participants will gain an understanding of the current scope of practice with emerging technologies. Learning Objectives: Upon completion of this class students will be able to: 1. Describe an overview of current innovative trends in healthcare 2. Apply new knowledge of the basics of social work practice in these new areas of practice 3. Evaluate ethical dilemmas that present with new innovations in healthcare practice 4. Evaluate legal issues applicable to novel issues in healthcare 5. Discuss health equity issues that arise with advances in new practices

Terms Offered: TBD

SSAD 69255. Leadership Specialties: Nonprofit Board Governance + Fundraising Practices. 100 Units.

Macro social work practice covers a broad array of knowledge and skills. Focusing on the community-based nonprofit, this course explores two areas of specialty practice: Nonprofit Governance and Fundraising. The class experience mostly addresses these topics are separate while offering opportunity to integrate their similarities in various activities and assignments. Course participants will develop knowledge and introductory skills through readings, simulations, and case study analysis. Board topics include governance models, roles and responsibilities, structure, development, and relationship to organizational leadership. Fundraising topics include public and private grants, individual giving, corporate giving, and the systems and processes that an organization uses for continued resource development.

Terms Offered: TBD

SSAD 69300. Transdiagnostic Treatment of Emotional Disorders. 100 Units.

Transdiagnostic treatments are clinical interventions that can be applied across diagnostic categories to address underlying emotional disorder. In this course, David Barlow's Unified Protocol: Transdiagnostic Treatment for Emotional Disorders (UP) will be the foundational transdiagnostic approach taught. The UP incorporates elements of behaviorism from all three waves, including mindfulness, cognitive restructuring, and emotional exposure. The UP can be applied to a range of different disorders and problems that share emotional disfunction as their core (e.g., panic attacks, social anxiety, obsessive thought/compulsions, depressed mood, impulsive behaviors, eating disorders). The overarching goal of the UP is to help patients learn news ways of responding to uncomfortable emotion that reduce symptoms across a patient's range of problems. The course will be highly experiential, including asking students to participate in activities designed to evoke uncomfortable emotions.

Terms Offered: TBD

SSAD 69350. We are here, now what?: Clinical Practice with Immigrant Populations. 100 Units.

This course will support students in understanding key themes that impact those who have undertaken immigration into the U.S. Alongside understanding major historical waves of immigration and their implications, students will look at clinical case studies that honor the diversity of immigration experiences and illuminate the ways in which immigration trauma can live within the bodies, minds behavior and relationships of individuals. Students will also consider contextually appropriate techniques for intervention with these populations. Finally, students will examine their own migratory history (whether recent or distant) and its influence on their development. Students will leave the course having connected micro-level clinical practice with immigrant populations to intermediary meso-level factors and the macro-level systems that influence the individual with the ultimate goal of improving clinical practice for immigrant populations.

Terms Offered: TBD

SSAD 69400. Climate Change and Human Mobility. 100 Units.

A 2021 UN report estimated that 21.5 million people have been forced to move, each year, for over a decade, due to climate change. The report states: "weather-related crises have triggered more than twice as much displacement as conflict and violence in the last decade" (UNHCR, 2021). In spite of mounting evidence that climate change is to blame for these catastrophic weather-related events and associated increases in migration, the UNHCR eligibility criteria for refugee status doesn't include climate change. Due to political challenges involved in considering such a definition change, the UN convened member states to establish a global compact for migration that takes the effects of climate change into consideration. The Global Compact suggests rights and obligations of climate change migrants, and standards to guide sovereign states in protecting these rights. Given the growth in climate change related migration over the last decade, and the complicated nature of implementation with such a broad international instrument such as the Global Compact, there is much room for development within the climate change and human mobility sector. This course will: examine the issue of climate change and its relationship to human mobility using human rights, political ecology, and social policy perspectives; consider how these different perspectives for understanding the problem suggest different types of policy solutions; and consider the impact of these solutions for those affected.

Terms Offered: TBD
Equivalent Course(s): ENST 29400, CEGU 29400, HMRT 39401, CEGU 69400, HMRT 29400, CHST 29400, SSAD 29400

SSAD 69450. Political and Philosophical Foundations of Social Work. 100 Units.

This course will ask the regularly unasked 'meta' questions which often challenge the underlying assumptions of our profession. These include, e.g., to what extent is the profession's origin and longevity rooted in oppressive ideologies such as racism, classism, heteronormativity and Western notions of knowledge, profit and power? To what extent might our own social work practice serve to reinstantiate such ways of being, and how might our practice constitute complicity therein? How might our work thus contribute to ourselves suffering from moral injury, secondary trauma, and/or burnout? What role does the Western construct of mental illness and the 'science' of mental health practice play in the history and practice of social work? What alternative approaches to such thinking might inform our own philosophies of individual and societal change? Through the lens of such thinkers as Michel Foucault, Franz Fanon, Judith Butler and Martin Buber, we will attempt to answer these questions in this seminar style course.

Terms Offered: TBD

SSAD 69455. MIGRATION SERVICES IN CHICAGO: KIPHART CHALLENGE EXPERIENTIAL LEARNING COURSE. 100 Units.

In this team-based experiential learning course, students will be matched with community-based organizations (CBOs) that serve migrants in Chicago, with the collaborative goal of developing a policy proposal responsive to organizational objectives. Through this applied learning experience, students will: grapple with the context of service provision for migrants, learn how to conduct organizational power analyses, develop collaborative relationships responsive to power dynamics, engage in resource mapping, co-design policies, building on organizational strengths and community resources, and present their work product to the community. Student engagement in this course will serve as a forum for the development of skills including: assessment of power and positionality, interpersonal communication, healthy team dynamics and conflict resolution, analysis of organizational resources, policy design, and presentation development. The course will include a presentation of the policy design to a panel of judges: the winning team securing a $1,000 donation for their CBO partner. Due to the collaborative nature of this course, and the priority of centering community perspectives, students are asked to commit to a set of guiding values: respect and curiosity, self-awareness & accountability, flexibility & punctuality, & confidentiality. Trust is built over time and these values will help foster a relationship where this growth is possible.

Equivalent Course(s): SSAD 29455

SSAD 69550. Building Reflective Skills in Relational Psychodynamic Practice. 100 Units.

Essential but largely untaught, well-developed reflective practice skills are the mark of an informed clinician and a powerful treatment tool. This class provides students theoretical and experiential material for building reflective practice muscles and setting a course for clinical work attuned to the therapeutic relationship. Psychodynamic practice requires us to pause in our work, play with ideas, and place ourselves in an available therapeutic stance. To practice this, we will investigate our emotional engagement and the reflective process which facilitates that role. We will look at how this impacts the process of case formulation, viewing enactments, and the examination of clinical impasses. Students will engage in small and large group discussion, develop process recordings, and explore the nonverbal, nonconscious communication in their field placement work.

Terms Offered: TBD

SSAD 69600. Black Women Work: The labor of Black women in communities, families, and institutions. 100 Units.

This multidisciplinary course will explore the labor of Black women in three distinct arenas-communities, families, and institutions. Students will explore these areas through engaging with historical and contemporary narratives, research, and popular media, heavily drawing in a U.S. context, but not exclusively. Through an engagement of Black women in the U.S. labor force, this course will explore three questions. How has the labor of Black women contributed to the sustainability of communities, families, and institutions? What are the choices Black women make to engage and sustain their work? What is the future of the labor of Black women? Is the future one that is liberatory or not? Students will leave this course with an understanding of the ways intersectional experiences of oppression contribute to complex conditions and decision-making, that shape the labor of Black women, the function of certain labor decisions as sites of resistance, as well as the generative resources that support the professional success and well-being of Black women.

Terms Offered: TBD
Equivalent Course(s): SSAD 29600, GNSE 20127, CRES 29600

SSAD 69650. The Social and Historical Aspects of Chicago. 100 Units.

In this introductory/Foundational Social Science course students study the history, political economy, and public policy that influence the sociology of urban space in which they will ultimately teach. Using historical, economic, political science, and social science lenses, this course focuses on developing a deeper understanding of the forces that shape communities and schools that impact learning. This course will help candidates better understand their work in Chicago schools and simultaneously illuminate issues that still dominate the national education landscape. The culminating project for this course is a systemic analysis of a Chicago neighborhood that summarizes the impact of historical, geographical and political influences over time. This course also includes a weekly practicum that involves interns working with pre-selected community-based organizations.

Instructor(s): Dr. Kay Fujiyoshi     Terms Offered: Autumn
Prerequisite(s): UTEP Student Only
Equivalent Course(s): UTEP 60900

SSAD 69700. The History and Sociology of Cannabis. 100 Units.

The focus of this course is on the history of cannabis and its importance from a cultural and socio-economic context. Beginning our exploration from its roots in Asia we will follow the plant in its journey through place and time. Students will cover the cultural, political, economic, religious, and medical evolution of cannabis in ancient and modern society. This course will also provide an introduction to cannabis taxonomy, the medicinal chemistry of cannabinoids and the endocannabinoid system, and its therapeutic, spiritual, and recreational application. Students will learn about the history of cannabis cultivation, the legal history of cannabis, and think critically about the past, present, and future of the plant.

Terms Offered: TBD

SSAD 69750. Fatness as Identity: Deconstructing the Origins of Fat Phobia and Fat Discrimination in Social Work. 100 Units.

Applying an intersectional and fat justice perspective, this course will utilize the ecological "person in environment" framework to explore fatness as identity from macro, mezzo, and micro perspectives. Students will be encouraged to engage in this highly interactive seminar style course through the critical examination of academic and medical studies, pop culture, and diverse media sources. The origins of fat phobia and fat discrimination will be explored through consideration of implicit bias, the impact of fat phobia and fat discrimination on individual identity development, the medical ideal of health, and the contributing macro factors of individualism and capitalism. Fatness and the intersection of gender identity, race, sexual orientation, age, socioeconomic status, mental health, physical health, ability, and access to affirming health care will be explored as contributing factors to the individual and collective impact of fat phobia. Specific attention will be given to the origins of the fat justice movement that began in the 1960s and the current lack of legal protections for individuals of size against discrimination. Students will be encouraged to utilize reflective practice and empathy models to consider the impact fat phobia and fat discrimination has on the implementation and provision of social work practice and policy in diverse settings so they can begin to deconstruct oppressive social work interventions with individuals of size.

Terms Offered: TBD

SSAD 69800. Cannabis Equity. 100 Units.

The course will explore how federal law and policy relating to medical and non-medical use of cannabis has evolved in the United States and discuss ethical issues of equity related to the industry. By examining the War on Drugs in the US, we will look at cannabis prohibition and consider the impacts of these laws and policies. Cannabis prohibition has been disproportionately harmful to BIPOC communities and we will examine the short and long term socio-economic impacts. As legalization continues across the US and this rapidly growing industry is projected to make $33 billion by the end of 2022, we will investigate issues of equity in the market.

Terms Offered: TBD

SSAD 69850. Graduating student seminar: Stories, experiences, and values of BIPOC social workers in practice. 100 Units.

This course is oriented around the values of joy, community, and emotional sustainability in practice. This is a seminar style course is designed to be a collaborative, co-constructed space centered on reflecting and engaging the particular experiences and possibilities of social workers who have been historically underrepresented in the field through an examination of case content, narrative storytelling and value discernment. Students in this course will combine experiential engagement to deepen their understanding of transformative justice in problem solving and community care. The focus of this course is to support students as they prepare for entry into the field post-graduation. This course will be co-constructed and co-facilitated by S. Simmons and Shipra Parikh.

Terms Offered: TBD

SSAD 69900. Grad Student Seminar: Navigating privilege in professional relationships and social work practice. 100 Units.

This seminar style course is designed to be centered on the needs of 2nd year or higher Master's students who are preparing for post-graduate practice, who are eager to understand how privilege and power operate in social work, through engaging in reflection of their privileged identities. Students will engage in an exploration of pathways for creating an emotionally sustainable, joyful, and dynamic social work practice rooted in justice and liberation. Students will actively examine their intersecting identities and be supported in efforts to understand how to navigate change based work from their distinct locations of privilege, and the ways to dismantle the social work profession's legacy of oppression.

Terms Offered: TBD

SSAD 69950. Crisis Intervention Methods. 100 Units.

This course is an overview of crisis intervention theories and interventions. The various stages of crisis will be explored, ranging from an acute and sudden situation threatening physical safety to someone who is experiencing a life change crisis. Psychological first aid will be discussed in detail and its application across different settings will also be highlighted. Another focus of the course is on traumatic stress for service providers across different settings. Overall, this course is designed to help students develop an understanding of practical skills for supporting someone in crisis while caring for ourselves. This course is primarily intended for direct practice social work students who will inevitably be confronted with someone in crisis within their service setting. Coursework will be centered on weekly readings, class discussion, small group work and also presenters who currently provide crisis intervention. Guest presenters will include social workers, therapists, clinical psychologists, crisis counselors and medical staff/first responders who currently provide crisis intervention across different settings. Service topics covered will include suicide, domestic violence, sudden death grief support, sexual violence, acute physical trauma, youth trauma, crisis video and phone counseling, disaster crisis support and other related topics. Self-care will be discussed and encouraged throughout the course due to the nature of the topics covered.

Terms Offered: TBD

SSAD 69955. Storytelling and Community Building. 100 Units.

Many stories matter. Stories have been used to dispossess and to malign. But stories can also be used to empower, and to humanize. Stories can break the dignity of a people. But stories can also repair that broken dignity. - Chimamanda Ngozi Adichie, author In this course we will explore the use of a storytelling as a tool for creating repair in individuals and communities. The course will examine the history of the practice of storytelling and how it has been activated in diverse cultural communities. We will explore approaches to collecting and presenting stories. Participants will examine a variety of methods to share stories to deepen the impact of building relationships in communities. We will explore the use of folktales, history and personal stories which will lead to a larger examination of fundamental questions of impactful and ethical storytelling: •

SSAD 70000. Advanced Study: Social Service Administration. 300.00 Units.

Advanced Study: Social Service Administration