School of Social Work (GRAD)
The School of Social Work offers programs leading to the M.S.W. and the Ph.D. degrees.
Admission into the M.S.W. program is based on an evaluation of the applicant's transcripts, references, written statement of interest in the field, prior experience, and readiness to undertake graduate professional education. To be considered for admission, the applicant must have a bachelor's degree from an accredited college or university, preferably with a broad liberal arts preparation in social and biological sciences and the humanities.
In the admissions process for the Ph.D. program, students are asked to provide evidence of
- A master's degree in social work from a school accredited by the Council on Social Work Education or, less preferably, in a related discipline
- Academic ability, as demonstrated in academic achievement
- Writing ability, as demonstrated in a writing sample
- Commitment to the values, goals, and purposes of the social work profession
- Professional experience in human services, and
- A direction for and commitment to scholarly work congruent with the objectives and resources of the doctoral program.
The M.S.W. Program
Students complete the M.S.W. generalist curriculum of 29 credit hours that covers content related to human behavior and the social environment, institutionalized discrimination, social work practice, social policy, and research. In the evidence-informed practice specialization curriculum, students choose among two concentrations for an additional 33 academic credit hours: the community, management and policy practice concentration (CMPP), and the direct practice concentration (DP). The CMPP concentration prepares students for advanced social work practice related to administration, management, and community and policy practice. The DP concentration prepares students for advanced social work practice with individuals, families, and groups.
In both the M.S.W. generalist and specialization curriculum, students also enroll in field education in addition to their classroom-based coursework. In field education, M.S.W. students are placed in more than 250 government, nonprofit, and other human services agencies each semester of their studies. Through these field placements, students receive hands-on experience working in a wide array of practice areas such as anti-poverty programs, child welfare, community and program development, family violence, healthcare, behavioral health, among others.
Students develop coherent and cohesive plans of study to meet their M.S.W. degree requirements in consultation with faculty advisors. They select courses to meet their individual professional and educational goals, while also meeting the academic requirements of their concentration. In addition, students can explore content outside of their concentration and use elective credits to pursue learning goals related to diverse areas of interest.
The typical time for degree completion is four semesters of full-time study. However, graduates of undergraduate social work programs that are accredited by the Council on Social Work Education who meet specific course and admissions requirements are eligible to apply for the advanced standing program. In the advanced standing program, students fulfill the degree requirements in 12 months beginning in May of each year.
Additionally, students can earn a M.S.W. degree via a three-year program offered at UNC–Chapel Hill. In the first year, students take two courses each semester. In the second year of this program, students take two courses each semester, participate in a field seminar, and complete 16 hours per week. Their final year, students in this program complete the specialization curriculum.
The School of Social Work also offers one off-campus program that is located in Winston-Salem. Students in this program complete M.S.W. degree requirements over the course of three years. The first two years of M.S.W. study take place at the off-campus program site. In the first year, students take two courses each semester. In the second year of this program, students take two courses each semester, participate in a field seminar, and complete 16 hours per week in a field placement each semester. In the final year, students complete the degree as full-time students on the UNC–Chapel Hill campus.
The Ph.D. program curriculum is grounded in core courses designed to understand, analyze, and intervene in social problems. Thorough training is offered in theory, research methodology, data analysis, and intervention development and testing. Students design their program of study to focus on a social problem of interest and are matched with faculty mentors to guide them in their work. Students publish, apply for grant funding, and complete a teaching practicum. They have rich opportunities for both independent teaching and research.
Following the faculty member's name is a section number that students should use when registering for independent studies, reading, research, and thesis and dissertation courses with that particular professor.
Ramona Denby-Brinson (107), Child Welfare, Kinship Care, Foster Care, Children's Mental Health, Juvenile Justice, Culturally-Specific Child Welfare Services, African American Children and Families, Child Welfare Policy and Programming
Gary L. Bowen (98), Social Work with Families, Middle and High School Success, Crime and Violence in Schools, Work and Family Linkages, Military Families, Community Capacity Building, Neighborhood Effects, Results-Focused Planning, Implementation Science
Mimi V. Chapman (293), Child and Adolescent Health, Mental Health and Well-Being, Latino Migration and Adaptation, In-Country Chinese Migration and Social Work Practice, Provider Preparation for Working with Diverse Populations, Mental Health Service Use, Visual and Arts-Based Methods and Interventions
Gina A. Chowa (206), International Social Development, Asset Building, HIV/AIDS, Social Protection and Financial Capability
Trenette Clark Goings (304), Health Disparities, Substance Use Prevention, Prevention Science, Adolescence and Emerging Adulthood
Rebecca J. Macy (325), Interpersonal and Relationship Violence, Coping with Personal Threats and Trauma, Prevention and Practice Interventions
Emily Putnam-Hornstein (239) Child Abuse and Neglect, Fatal Child Maltreatment, Child Protective Services, Administrative Data, Record Linkage, Predictive Risk Modeling
Kimberly J. Strom (038), Professional Ethics, Moral Courage, Leadership, Higher Education
Sheryl Zimmerman (295), Evaluation of Practice, Social Gerontology, Psychosocial Aspects of Health, Long-Term Care, Outcome Research, Methods for Studying Older Populations, Dementia, Assisted Living, Nursing Homes
Michael Lambert (102), Research and Measurement of Biopsychosocial Adjustment in Children, Youth, Adults, and Families Cross-Nationally, Clinical Interest in Treatment of Trauma, Family and Individual Psychotherapy
Sarah M. Naylor (256), Academic Advising, Qualitative Research, Higher Education, Program Evaluation
Gary M. Nelson (83), Organizational and Community Change, Social Gerontology, Self-Evaluation
Sarah B. Verbiest (203), Maternal and Infant Health, Women's Health, Health Equity, Primary Prevention, Leadership Development, Partnership Building, Boundary Spanning, Strategic Planning, Reproductive Justice
Professor of the Practice
Allison J. Metz (230), Child Welfare, Early Childhood, Implementation Science, Implementation Practice, Research on Evidence Use, The Role of Trust and Relationships in Evidence Use, The Role of Teams and Leadership in Public Systems
Dean F. Duncan III (218), Human Trafficking, Child Welfare, Youth Aging Out of Foster Care, Management of Human Services Agencies, Research Methods, Community Collaboration
Kirsten L. Kainz (105), Knowledge Exchange, Evidence Use, Causal Inference and Explanation, Quantitative Methods, Mixed Methods
Virginia C. Strand (247), Complex Trauma in Children and Adolescents, Implementation Science, Common Elements Research, Workforce Development in Behavioral Health and Child Welfare
David Ansong (082), Educational and Economic Disparities, Financial Capability and Asset Building, Child and Youth Well-Being
Joy Noel Baumgartner (217), Adolescent Health and Well-Being, Severe Mental Illness, Global Mental Health Services Research, Integrated Care
Sarah E. (Betsy) Bledsoe (202), Mental Health Services Research, Intervention Research, Implementation Science, Evidence-Based Practice, Perinatal, Maternal, Child, Adolescent, and Adult Mental Health Focusing on Mood, Anxiety, and Trauma Disorders, Culturally and Community Relevant Practices, Low-Income Populations Mental Health, Rural Mental Health, Mental Health of Immigrants, Refugees and Asylees, Community Based Participatory and Engaged Research, Interpersonal Psychotherapy, Health Disparities, Mental Health Workforce Development, Translational Research
Cynthia Fraga (234), Intimate Partner Violence, Child Exposure to Intimate Partner Violence, Human Trafficking, Latinx and Immigrant Survivors of Intimate Partner Violence, Coping, Parenting, Intervention Development and Evaluation
Paul J. Lanier (027), Child Maltreatment Prevention, Child Well-Being, Parenting, Evidence-Based Practice
Melissa A. Lippold (260), Parenting and the Prevention of Adolescent Risky Behavior, Family Stress and Coping, Family-Based Preventive Interventions
Rainier Masa (23), Economic and Social Aspects of Health, HIV Prevention and Treatment, Food and Nutrition Security, Adolescents and Young Adults in Low Resource Settings, Intersectional Stigma and Resiliency
Amy E. Wilson (225), Public Mental Health Services, Dual Diagnosis, Serious Mental Illness, Reentry from Jails/Prisons, Mental Illness and Criminal Justice
Lisa D. Zerden (222), Integrated Care, Behavioral Health, HIV/AIDS Prevention, Health Disparities and Access, Health Policy, Injection Drug Use and Harm Reduction, Social Work Workforce
Clinical Associate Professors
Travis J. Albritton (200), Public Child Welfare, Substance Abuse Services, Spirituality and Social Work Practice, Family and Community Social Supports
Deborah Barrett (246), Direct Practice, Chronic Pain, Dialectical Behavioral Therapy, Mindfulness, Group Work
Denisé G. Dews (005), Aging, End-of-Life Care, Medical Social Work, Field Education, Child Welfare Workforce, Integrated Health, Interprofessional Education
Marilyn A. Ghezzi (243), Adult Mental Health, Clinical Practice, Psychotherapy Approaches and Integration, Social Work with Groups
Melissa L. Godwin (210), Substance Abuse Prevention and Intervention, School-Based Mental Health Services, Gender Issues, Clinical Social Work
Linda H. Kendall (101), Collective Impact and Community Engagement Projects in Aging, Disabilities and Family Caregiver Issues, Individual and Group Facilitation
Michael E. McGuire (294), Adolescent and Family Development, Harm Reduction, Substance Use Treatment, Experiential Learning, Issues Around Military Families, Motivational Interviewing, Feedback Informed Treatment, Clinical Supervision, Clinical Model Implementation, Ethics, Workforce Development
Sherry C. Mergner (275), Disability Rights and Advocacy, Autism Spectrum Disorder (ASD), Intellectual and Developmental Disabilities (IDD), Families of Neurodivergent or Disabled Individuals, Emotional and Sensory Regulation Intervention Strategies, Modified Dialectical Behavioral Therapy with Neurodivergent and Disabled Individuals, and LGBTQ+ Issues
Andrea J. Murray Lichtman (281), Critical Theory, Social Justice, Racial Equity and Access, Spirituality and Health/Mental Health in Clinical Practice, Criminal-Legal System, Mental Illness, Prevention and Intervention of Substance Misuse, Global, Social, and Racial Justice in Research, Policy, and Practice
M. Theresa Palmer (258), Clinical Practice with Children, Adolescents, and Families, Clinical Supervision, Microagression and Hidden Bias, Field Education, Environmental Social Work
Laurie J. Selz-Campbell (240), Support for Adults and Parents with Severe Mental Illness, Arts-Based Interventions, Dialogue-Based Interventions, Social Welfare Policy
Tina M. Souders (007), Professional Ethics, Social Work and the Law, Macro Practice with Organizations and Communities, Instructional Design and Technology
Tauchiana J. Williams (259), School Social Work, Child and Adolescent Mental Health, Trauma
Ronni L. Zuckerman (052), Families and Children, Child and Adolescent Mental Health, Social Work Field Education
Research Associate Professors
Steven H. Day (387), Program Evaluation, Intervention Research, Delinquency Prevention, Arts-Based Intervention
Crystal Joy Stewart (242), Child Welfare, Research Methods, Program Evaluation, Data Science, Youth Aging Out of Foster Care, Trauma-Informed Care, Human Trafficking
Tonya B. VanDeinse (333), Adults with Mental Illness, Criminal Justice, Mental Health Services, Implementation Science
Rachel Goode (361), Psychosocial Interventions for Obesity Prevention and Treatment, Assessment and Treatment of Disordered Eating Behaviors, Racial and Ethnic Disparities in Obesity Prevalence and Treatment Outcomes, Design and Conduct of Community-Based Health Promotion Interventions, Racial Reconciliation and Healing, Spirituality in Social Work Practice, Qualitative Research
William Hall (362), Mental Health, Health Disparities, School Bullying, Cultural Competency/Humility, Social Policy, Sexual Orientation, Adolescent Development, LGBTQ Issues
Rebecca Rebbe (291), Child Maltreatment, Child Neglect, Child Injury, System Responses to Child Maltreatment, Child Well-Being Policy, Child Protection Systems, Data Science, Linked Administrative Data, Data Visualization
Orrin Ware (232), Substance Use, Substance Use Disorders, Co-Occurring Substance Use and Mental Health Disorders
Ankur Srivastava (91), LGBTQ Behavioral Health; Multiple Minority Stress; Sexual Identity Management; Sexual Identity Fluidity; Homelessness; Exchange and Survival Sex; HIV Prevention and Care
Clinical Assistant Professors
Benjamin Balderas (201), Child Welfare, Nonprofit Management and Leadership, Community Management and Policy Practice (CMPP)
Neil Bilotta (205), Decolonizing Social Work Research and Practice, Culturally Responsive Social Work Practices, Participatory Research with Refugee Youth, Research Ethics, International Social Work, Anti-Oppressive Practices
Mellicent O. Blythe (203), Trauma-Informed Practice, Community Mental Health, Workforce Development, Public Policy, Implementation of Evidence-Based Treatments
Alicia I. Bowles (227), Child Welfare, Child and Family Services
Jamie Burgess-Flowers (244), Evidence-Based Models of Integrated Care, Trauma-Informed Healthcare, Health Disparities and Access, Impacts of Trauma on Physical Health, Interprofessional Training and Education
Chrystal Coble (038), Juvenile Justice and Diversion, Continuing Professional Education in Child Welfare, Change Management and Organizational Development, LGBTQ Students in Higher Education
Tonia Jacobs Deese (209), Family Systems Theory, Child Mental Health, Trauma and the Impact of Culture on Family Outcomes, Best Practices in Child Welfare
Alyssa Draffin (204), Trauma-Informed Healthcare, Impacts of Trauma on Physical Health, Direct Practice for Adults and Children, Alternative Therapies as a Mechanism for Neuroplasticity, Generational Trauma, Epigenetics, Psychedelics for Treatment Resistant Mental Illness
Annamae T. Giles (216), Healthcare, Aging, Community Engagement Projects in Aging, Disabilities and Family Caregiver Issues
Tanya Jisa (247), Cooperative Economics, Drug Policy, Feminist Practice, Nonprofit Management, Prison Abolition, Reproductive Justice, Social Entrepreneurship, Social Justice
Karon F. Johnson (229), Trauma-Informed Practice, Grief and Loss, Crisis Intervention, Spirituality and Social Work, Culturally Relevant Practice, Ethics in Work with Diverse Populations
Amy S. Levine (236), Child Welfare Practice, Child and Adolescent Mental Health, Trauma-Informed Care, Anti-Oppressive Clinical Practice, Professional Wellness and Resilience, Social Work Field Education
Rodney D. Little (226), Group Process and Facilitation, Leadership Development for Supervisors/Managers in Public Social Services, Conflict Resolution, Rural Social Work Practice and Culture, Grief, Loss and Bereavement
April S. Parker (250), Maternal Mental Health, Mental Health Equity, Cultural Humility, Social and Racial Justice, Anti-Racist and Anti-Oppressive Practices, Clinical Supervision, Clinical Social Work, Social Work with Groups, International Social Work Practice
Michele Patak-Pietrafesa (092), School Social Work, Neurodiversity, Inclusive Classrooms, Universal Design for Learning, Disrupting Bias and Equity in Schools, Education and Special Education Policy, School Discipline Reform, Research Methods and Statistics (Structural Equation Modeling), Implementation and Systems Science
Laura Phipps (257), Positive Behavior Intervention and Supports, Trauma-Informed Child Welfare, Implementation Science and Outcomes Focused Practice
JP Przewoznik (219), LGBTQ+ Health and Wellness, Sexual Violence Prevention, Social Determinants of Health, Risk and Protective Factors at the Mezzo and Micro Levels, Program Planning, Implementation, and Evaluation
Robin Sansing (213), Community Management and Policy Practice (CMPP), Contemplative Practices in Higher Education and Social Work Practice, Leadership Development, Community Mental Health, Health and Wellness in Higher Education, Whole-Person Wellness in Social Work Practice and Education
Jenny Smith (221), Adult Mental Health, Clinical Supervision, Grief and Loss, Autism Spectrum Disorder (ASD), Clinical Social Work, and Health and Wellness in Higher Education
Evelyn L. Taylor (360), Adolescent and Adult Mental Health, Clinical Practice with Individuals and Families, School Social Work
Sharon Thomas (261), Adolescent Pregnancy Prevention/Risk Behaviors, Families and Children, Interventions With Families of Color, International Social Work Education
Ashton P. Williams (235), Trauma-Informed and Resiliency-Focused Practice, Child Welfare Workforce Development
Mauricio P. Yabar (220), Sex Therapy, Narrative Therapy, Theory and Practice, Collateral Consequences of Sexual Offending, Families of Youth Who Have Sexually Offended, Gay and Bisexual Latino Men, Identity Development, Shame and Stigma, Qualitative Research
Research Assistant Professors
Todd M. Jensen (103), Social Work with Families, Promoting Child and Family Well-Being in Diverse Contexts, Strengthening Family-Serving Systems, Prioritizing Equity in Family Research and Practice, Quantitative Methods
Brianna Lombardi (212), Integrated Behavioral Health, Behavioral Health, Heath Workforce
Andrew W. Dobelstein
Dorothy N. Gamble
Hortense K. McClinton
Jack M. Richman
Kathleen A. Rounds
Charles Lindsey (Lynn) Usher
Advanced Undergraduate and Graduate-level Courses
Variable content. Course examines international social issues, programs, and policies and their impact on client populations and cultures in a particular country or global region.
Course examines social issues, development strategies, health/mental health programs. Explores how country's fledgling democracy and people are redesigning organizations and interventions to respond to the needs of South Africans.
Course examines the role of volunteer involvement and citizen participation in community development, grassroots organizing, advocacy, and other efforts to create a more just and democratic society. Includes a service-learning requirement.
Focuses on current professional social work issues. The focus will be specified each time the course is offered.
Course examines different types of advocacy strategies and their use in efforts both to enhance the delivery of services to disadvantaged populations and to promote social change in communities.
Participants explore frameworks, values, and skills around the democratic principles of service, citizenship, and social justice. Accompanies an intensive, paid internship in a local nonprofit agency.
Research under the supervision of a selected instructor. Approved learning contract required. Permission of the instructor and school required.
This course provides an overview of child and adolescent development in an environmental context, using an anti-oppressive lens to analyze major theoretical frameworks.
Through personal reflexivity and historical/systemic analysis, this course examines dynamics of institutional oppression through a critical theory lens. Students explore implications for social work practice, including professional complicity and resistance.
This course provides an overview of adult development in environmental and systemic contexts, using critical and anti-oppressive approaches to the analysis of major developmental frameworks.
Develop knowledge of evidence-based practice, including skills needed to identify, acquire, and assess appropriate interventions for practice and skills required to evaluate their own social work practice.
Students learn generalist competencies and behaviors by demonstrating core knowledge, skills, and values through direct (individuals, families, small groups) and macro (organizations, communities) practice in an agency setting (Field Fee: $300).
A continuation of SOWO 520, students demonstrate an increased knowledge of generalist competencies and behaviors through direct (individuals, families, small groups) and macro (organizations, communities) practice in an agency setting. (Field fee: $300.)
Introduces advanced standing students to specialization competencies and behaviors by demonstrating knowledge, skills, and values in direct (individuals, families, small groups) or macro (organizations, communities) practice in an agency setting. (Field fee: $300.)
Assist students in integrating and applying classroom learning with the generalist field practicum. Opportunities are provided for case presentation, discussion, and peer consultation.
Assists students in integrating and applying classroom learning with the generalist field practicum. Opportunities are provided for case presentation, discussion, and peer consultation.
Explores the US social welfare system and its implications for social work practice. Social welfare policies are analyzed, yielding implications for advocacy and action.
Provides the foundation for social work practice with individuals, families, and groups. It emphasizes basic knowledge, analytic and practice skills, and values necessary for practice.
This course focuses on developing knowledge and skills in engagement, assessment, and intervention design and implementation within the context of communities, organizations, and broader systems.
This intermediate course is the equivalent of the third semester of college Spanish. Students will hone their listening and speaking skills in class primarily through role-playing activities and class discussion. Activities center on an original film set in a health clinic in rural North Carolina.
Required preparation, third semester Spanish or equivalent. This advanced course reviews the grammar of the third and fourth semester of college Spanish. Students hone their listening and speaking skills through role-playing activities and class discussion. Activities center on an original film set in a Latino-run health clinic.
Introduces students to the field of substance use and addiction. Explores historic and current theories of addiction, the Four domains of addiction counseling, and applicable ethical and legal considerations.
This course provides an overview of human development in an environmental context, surveying major theoretical frameworks and highlighting the impact of different systems on the development, functioning and health of individuals, families and communities. Course frameworks will include definitions, structural variations, theories, strengths, stressors, and changes that affect functioning needed to carry out practice with clients.
The concept of mental health recovery is introduced, exploring theoretical foundations and lived experiences of consumers. Psychiatric rehabilitation is discussed as a framework and set of interventions supporting recovery.
Permission of the Instructor. Topic determined by instructor and announced in advance.
Students will develop knowledge of evidence-based practice, including skills needed to identify, acquire and assess appropriate interventions for practice and basic skills required to evaluate their own social work practice.
Permission of the instructor. Topic determined by instructor and announced in advance.
(Field fee: $300.)
Course provides familiarity with legal processes, legal research, and legal analysis within the context of socio-legal issues important to social work practice.
This course addresses foundational understandings of social welfare policies and the institutional oppression of marginalized groups, focusing on core theoretical frameworks and policy analysis skills.
Permission of the instructor. Topic determined by instructor and announced in advance.
Using a multi-cultural lens, this course introduces students to core evidence-based interventions common to most theoretical approaches. Focus is on building effective direct practice skills applicable across settings and populations.
This course teaches practical skills for behavioral health care delivered in primary care settings. In this course you will develop expertise in providing brief interventions as part of an interprofessional care team.
This practice course will apply Satir Growth Model interventions to help students facilitate the healthy functioning of individuals, couples, families, and organizations.
This course explores social work practice, policy, and research for justice-involved people with mental health and/or substance use disorders.
This course will use the cognitive behavioral therapy CBT framework to teach students how to move from an assessment to intervention using the CBT model.
This course teaches basic principles of behavior theory and intervention, current applications, and how to assess, design and implement behavior plans for children.
This practice course focuses on interpersonal psychotherapy, an empirically supported intervention for depression in adolescents and adults. Adaptations for other mental health disorders are discussed.
This course focuses on the process of conducting a differential diagnosis of mental health and substance use disorders using the current Diagnostic and Statistical Manual of Mental Disorders.
Students develop knowledge, skills, and attitudes specific to clinical practice with adults who have Substance-Related and Addictive Disorders. This will include effective interventions in a variety of clinical settings utilizing evidence-based and evolving best-practice methodologies.
This advanced practice course provides an overview of the unique problems and needs of diverse populations living with disorders and focuses on the application of culturally sensitive intervention strategies.
This course presents the theoretical basis of motivational interviewing (MI), the principles of this counseling approach, and the key strategies for facilitating effective discussions about behavior change.
The course is designed to enable students to become more knowledgeable and skillful as direct practice group workers.
This course provides an introduction to Dialectical Behavior Therapy (DBT), exploring both its theoretical underpinnings as well as its practical application.
This course prepares students to take psychiatric histories, conduct mental status examinations, engage in differential diagnosis decision-making using the DSM-5, write mental health reports, and begin case formulation for treatment planning.
Permission of the instructor. Topic determined by instructor and announced in advance.
This course provides an introduction to evidence-informed and best practices for program development. Focus is on building effective organizational and community practice skills in implementing new programs and interventions.
Course is a brief overview of direct and macro practice social work. First half will focus on fundamentals of direct practice with individuals, families and groups and review assessment, diagnosis, treatment planning and intervention selection. Second half will review the fundamentals of macro social work practice. Including exposure to methods that groups, organizations and communities utilize to assess communities and address needs of individuals and families, and the impact of interagency functioning on service delivery.
This interprofessional education course focuses on preparing healthcare professionals with the foundational skills needed to work in teams to effectively collaborate and coordinate care in population health. Admission to the School of Nursing graduate program or graduate students in any of the Health Affairs Schools with permission of instructor required.
In this skills-oriented course, students will learn to apply three approaches to program development and prepare a proposal draft suitable for submission to a foundation or governmental organization.
This course explores community-based efforts and social policies to help lower-income individuals and families build wealth through increased access to financial services and asset-building opportunities.
Permission of the instructor. Topic determined by instructor and announced in advance.
Students apply knowledge of research methods and evidence-based practice to evaluation of social work interventions, by developing and conducting a detailed evaluation of specific social work intervention.
Students learn specialization competencies and behaviors by demonstrating advanced knowledge, skills and values through direct (individuals, families, small groups) OR macro (organizations, communities) practice in an agency setting. (Field fee: $300.)
A continuation of SOWO 820, students demonstrate mastery of specialization competencies and behaviors through direct (individuals, families, small groups) or macro (organizations, communities) practice in an agency setting. (Field fee: $300.)
Advanced Standing Students learn specialization competencies and behaviors by demonstrating advanced knowledge, skills and values through direct (individuals, families, small groups) or macro (organizations, communities) practice in an agency setting. (Field Fee: $300)
A continuation of SOWO 822, students demonstrate an increased knowledge of specialization competencies and behaviors by demonstrating advanced knowledge, skills, and values through direct or macro practice in an agency. (Field Fee: $300.)
A continuation of SOWO 823, students demonstrate mastery of specialization competencies and behaviors through direct or macro practice in an agency setting. (Field Fee: $300.)
The course will examine alcohol and drug policies, particularly as they relate to the exacerbation and resolution of health and social inequities for those with substance use disorders.
This course engages students in the process of child welfare policy practice and advocacy to formulate, analyze, implement, evaluate, and disseminate evidence-informed policies and interventions at all system levels.
This class will explore decision-making and strategy models that will engage students in the development of practical knowledge and skills in the areas of policy analysis and advocacy.
Course provides students with a framework for advanced policy analysis and strategies for policy change, focusing on national and state poverty policy, focusing on legal, socio-political, and economic factors influencing financing, access, service delivery. Course explores skills and strategies for policy analysis and change.
Examines disparities in health outcomes as a function of access to and quality of care for persons disadvantages by income, ethnicity, sexual orientation and other factors. Critically evaluates health and social policies related to exacerbation and resolution of health inequalities.
Using an advanced policy analysis framework, this course focuses on strategies for policy change, national and state policy, and legal and socio-political factors influencing financing, access, and service delivery.
This course focuses on mental health social work practice with adults, covering assessment and several theoretically based interventions with an emphasis on gaining practice skills.
This course presents knowledge and practice theories to understand mental health and well-being in children, adolescents and their families. It emphasizes practice skills and theories relevant to assessment and evidenced-based interventions.
A review and synthesis of explanatory and practice theories for understanding and intervening with family systems.
This course fosters understanding of normal aging, illness, and common challenges associated with aging, and also practice skills to treat older adults and their families.
This course focuses on social work practice in healthcare covering the social context of health problems, and the theories and interventions that facilitate prevention of and coping with health problems.
This course examines public school social work policy and practice emphasizing an ecological approach within the school-family-community context.
This advanced practice elective course covers theories and application of three models of brief psychotherapy. Skill building, critical thinking, and utilization of empirical support are emphasized.
This course focuses on the assessment and treatment of trauma and the impact of violence within the biopsychosocial context. You will learn foundation skills for intervening in direct practice settings with diverse client populations.
This interdisciplinary clinical course addresses issues and practice models relating to terminal illness and bereavement faced throughout the life span.
Focus on the knowledge, skills, and critical thinking necessary for effective practice in child welfare. Students examine their own perspectives regarding pertinent research, current events, and initiatives in the state.
This course explores contemporary theories, models, and practices for managing human service organizations, emphasizing skills in human resources, leadership, fund management, program implementation, partnerships, equity, organizational change, stakeholder engagement and cultural humility.
This course focuses on social planning, intervention design, and implementation within a complex inter-organizational environment. Theoretical frameworks and historical, sociopolitical and economic contexts of human service delivery systems are discussed.
Examines perspectives and models of sustainable development. Students will analyze a project and present a participatory plan for engaging in sustainable development work.
This course is designed to assist students to learn skills, methods, theory, and research in development practice in global settings. Focus is on competent practice with marginalized populations globally.
This course helps students to develop skills and practices associated with marketing and fundraising strategies for nonprofit organizations at the macro level.
An in-depth analysis of the executive role in nonprofit organizations, particularly in leadership transitions, strategic planning, board development, policy administration, governance, employee relations, and resource planning and acquisition.
Provides basic financial skills for leaders of nonprofits, including bookkeeping fundamentals, interpreting financial statements, budgeting, cash management and investment, and legal compliance.
An application and critical analysis of behavioral and social science theories and theory- driven research for understanding the etiology of social problems for purposes of social intervention.
An introduction to the basic principles of research for planning and evaluating social interventions. Topics include problem formulation, design, measurement, analysis, and the application of findings to theory and practice.
Designed to explore basic principles and to provide advanced instruction in data analysis, including the construction and analysis of tables, statistical tests, and an introduction to the use of computer programs.
Students develop independent research competence through work on a research project under the direction of an experienced researcher.
Students build advanced competence in research design, data collection, data analysis, and statistics by analyzing exemplary social work research and presenting independent learning projects within specialized areas of study.
This course focuses on the development of knowledge and skills in measuring social, psychological, environmental, and other factors related to intervention with individuals, families, groups, and organizations.
Continuation of Research Practicum I.
SEM is a general statistical method that can be employed to test theoretically derived models. In this course, students will learn fundamental concepts and skills to conduct SEM, and how to apply these techniques to social work and related areas of research.
This course introduces the context and intuition for longitudinal and multilevel models, and the statistical frameworks, analytical tools, and social behavioral applications of multilevel modeling (MLM) and longitudinal analysis.
Permission of the instructor. This course introduces statistical frameworks, analytical tools, and social behavioral applications of OLS regression model, weighted least-square regression, logistic regression models, and generalized linear models.
Permission of the instructor. Topic determined by instructor and announced in advance.
Permission of the instructor. Topic determined by the instructor and announced in advance.
This course will introduce the application of qualitative research methods for social work research.
This course focuses on advanced topics in causal inference by reviewing four recent methods developed for observational studies and evaluation of quasi-experimental programs.
This course focuses on conducing and writing systematic reviews in social work and related behavioral/social sciences, as well as an introduction to meta-analysis.
This PhD-level course focuses on preparing advanced graduate students with the knowledge and skills needed to design and develop interventions that address social needs, problems, and conditions.
This practicum provides a range of supervised classroom or training opportunities designed to prepare advanced doctoral students for faculty positions in undergraduate- and graduate-level social work education.
School of Social Work