Fall 2025 SOWK 486w Class 15 Weekly Email

MyHeritage Syllabus Presentations Emails

I’m looking forward to seeing everybody today. Sorry to be a bit late in getting my class content out to you all.

Unit Introduction and What You Will Learn

You have made it to the end of this class, as week 15 is our final session. Evaluation and the ending of the helping relationship is a an essential aspect of social work and direct practice with clients. Students will read Hepworth et al. (2023) which reviews methods for evaluating case progress, describes various factors that affect the termination process, identifies relevant tasks for both social workers and clients, and discusses skills essential to effectively managing termination. I’ve shared a podcast episode about engaging in Feedback Informed Treatment, which uses evaluation throughout the helping process. During class will also be reflecting on professional resilience. The agenda for the class session includes:

• Evaluation
• The evaluation process
• Termination
• Professional resilience

Learning objectives this week include

• Explain the importance of evaluation in social work and identify the key barriers and facilitators of effective evaluation practices.
• Discuss the process and tasks involved in the termination phase of the helping process and strategies for sustaining client progress.
• Reflect on their personal and professional growth through self-evaluation activities.
• Identify strategies for building professional resilience and integrating self-care into ongoing social work practice.

Unit Assignments

Read/Listen

• Read Hepworth et al. (2022) Chapter 19
• Listen to Singer (2021)

A-01: Class Attendance Engagement

Attend class

A–02: Reading Quiz

Complete this weeks reading, and then W-15 A-02 Hepworth et al. (2022) Chapter(s) 19 which is due 5:30 PM before class via My Heritage.

Assignment 5: Extra Credit Assignment Options

I offer students two different opportunities for extra credit. The first is a shorter assignment that evaluates one’s own communication style and use of empathetic conversation through a reflective paper. The second is a more intensive research paper that investigates evidence-based assessment practices or generalist practice interventions for social workers. These assignments are extra credit and not mandatory.

A-05a: [Extra Credit] Empathetic Communication Self-Evaluation Reflective Paper

Meta: Points 20 pts (5% of total grade in extra credit); Deadline Monday 12/08/25 by 08:00 AM; Completion via My Heritage Assignments as a file upload; Locations MyHeritage Assignment, Syllabus Assignment Handout;

Purpose: The Empathetic Communication Self-Evaluation Reflective Paper provides an avenue for students to self-reflect regarding their communication style and the amount of empathetic communication they participate in.

Task: Students will write a reflective paper of 500 to 750 words. They will consider their use of empathic language in daily life and how to be more empathic.

• Report on what your communication patterns are.
• Discuss what empathetic communication patterns look like.
• Plan for what you can to improve your empathetic communication.

Success: Students will submit a paper demonstrating strong academic writing and self-reflective skills. Essays are graded according to the Reflective Paper Rubric. Feedback will be provided, and final grades are due by the instructor no later than 12/17/25 at 5:00 PM.

Reflective Paper Rubric

The Reflective Paper Rubric is used to evaluate written reflective-style papers. The rubric assesses students based on the following aspects: paper content, professionalism, spelling, grammar, timeliness, and length. The following assignments in this course will be graded according to the reflective paper rubric: A-04b – Video Role Reflective Paper and A-_05a – Empathetic Communication Self-Evaluation Reflective Paper_.

Description	Initial	Emerging	Developed	Highly Developed
Paper Content: General Content (relevant, legitimate, and follows syllabus topics)	The paper does not match the assignment description or includes false or misleading information.	The paper tangentially follows the course syllabus but misses some of the significant aspects of the assignment directly. It presents primarily relevant facts but cannot connect the research to a broader understanding of the study area.	The paper appears to fit within the assignment description’s general idea but is disconnected from the finer points of the assignment implementation. The paper is based on credible sources and develops an argument for the presented information.	The paper’s content is of high quality and written scientifically, using accurate sources and information. It adheres to the assignment description.
Paper Content: Organization (logical order, smooth transitions, and logical reasoning)	The paper’s content is disconnected, and following themes and ideas throughout the document is challenging. The author jumps between these themes and concepts without any type of transition. The paper is either driven by emotional or individualized arguments, lacking research-based evidence or logical reasoning.	The paper content is generally presented in a logical sequence. The themes of the paper are not correctly grouped. There are limited transitions used. Some of the writing includes emotional or individualized arguments.	The paper content is generally presented in a logical sequence. Some of the themes of the paper are not rationally organized. Most of the themes include transitions. The basis of the writing is primarily using research-based evidence or logical reasoning.	The paper’s content is presented in a logical order. The themes and ideas presented in the essay use smooth transitions. The argument in the writing uses logical reasoning and uses research-based evidence.
Paper Content: General Feel(compelling and engaging writing)	The paper’s content is exasperating to read. There is a lack of variation in vocabulary and writing techniques.	The paper’s content is readable. There is limited variation in writing techniques and vocabulary.	The paper’s content is interesting. There is some variation in writing techniques and vocabulary.	The paper’s content is written compellingly and encourages the audience to continue reading. There is a variance in writing techniques and vocabulary used to introduce topics.
Professionalism: Tone (appropriate for academic writing, and appropriate use of first-person)	The paper inappropriately uses first-person in multiple instances. There are numerous examples of colloquial phrases and or informal manners of writing. The topics are not clearly identified or described. There are many problems with APA writing conventions and style.	There are a couple of uses of first-person. The paper has much of it that is written more formally and follows the APA writing conventions.	The paper is predominantly written using the third person, with one slip into inappropriately used first person. Colloquial phrases are limited, and the report is generally written formally. Most of the APA writing conventions are used.	The paper does not use colloquial phrases, and topics are clearly described so the reader can understand. The report appropriately uses APA writing conventions (i.e., numbers, quotes, abbreviations, etc.).
Professionalism: Page Format (APA paper sections, headers and footers, page layout, and spacing)	The paper has more than four problems related to formatting.	The paper has three or four problems related to formatting.	The paper has one or two problems related to formatting.	The paper has no found problems related to APA formatting. The document includes a title page, an abstract if the syllabus requires it, a title at the beginning of the paper, and a reference page. The headings for these pages are correctly labeled. The report is double-spaced.
Spelling and grammatical (grammar and writing mechanics)	The paper has many spelling and grammatical errors.	The paper has some spelling and grammatical errors.	The paper has one or two spelling and or grammatical errors.	Grammar and writing mechanics are correctly adhered to.
Timeliness	The paper is submitted more than 48 hours after the deadline, as described in the syllabus.	The paper is submitted 48 hours after the deadline, as described in the syllabus.	The paper is submitted within 24 hours of the deadline, as described in the syllabus.	The paper is submitted by or before the deadline listed in the description.
Length	The paper is more than 100 words over or under the described word length.	The paper is 50 words over or under the described word length.	The paper is a few words over or under the described word length.	The paper is within the described word length.

A-05b: [Extra Credit] Evidence-Based Practice Research Paper

Meta: Points 40 pts (10% of total grade in extra credit); Deadline Monday 12/08/25 by 08:00 AM; Completion via My Heritage Assignments as a file upload; Locations MyHeritage Assignment, Syllabus Assignment Handout;

Purpose: The Evidence-Based Practice Research Paper allows students to dive into the literature on social work best practices for engaging with individuals. This task enables students to demonstrate knowledge of practice behaviors they will need as future social workers.

Task: This paper reviews an evidence-based practice used in social work. This can be an assessment or intervention. Students will write the report sharing their findings about this practice using strong academic writing and proper APA formatting. The paper will include an introduction, a history of the given assessment or intervention, a description of the implementation of the intervention, and the strengths and limitations. The paper should be approximately 1,250 to 1,500 words in length. An abstract is not necessary for this paper but may be included.

Success: Students will submit a paper demonstrating academic skills, describing research found in peer-reviewed journal articles. They will be able to demonstrate scientific writing skills. Grades will be assessed using the APA Research Paper Rubric. Feedback will be provided with final grades due by the instructor by 12/17/25 at 5:00 PM.

APA Research Paper Rubric

The APA Research Paper Rubric is used to evaluate written research-style papers. The rubric assesses students based on the following aspects: paper content, APA formatting, spelling, grammar, timeliness, and length. The following assignments in this course will be graded according to the APA research paper rubric: A-03 – Theory and Practice Integrative Paper and A-05b – [Extra Credit Assignment] Evidence-Based Practice for Assessments or Generalist Practice.

Description	Initial	Emerging	Developed	Highly Developed
Paper Content: General Content (relevant, legitimate, and follows syllabus topics)	The paper does not match the assignment description or includes false or misleading information.	The paper tangentially follows the course syllabus but misses some of the significant aspects of the assignment directly. It presents primarily relevant facts but cannot connect the research to a broader understanding of the study area.	The paper appears to fit within the assignment description’s general idea but is disconnected from the finer points of the assignment implementation. The paper is based on credible sources and develops an argument for the presented information.	The paper’s content is of high quality and written scientifically, using accurate sources and information. It adheres to the assignment description.
Paper Content: Organization (logical order, smooth transitions, and logical reasoning)	The paper’s content is disconnected, and following themes and ideas throughout the document is challenging. The author jumps between these themes and concepts without any type of transition. The paper is either driven by emotional or individualized arguments, lacking research-based evidence or logical reasoning.	The paper content is generally presented in a logical sequence. The themes of the paper are not correctly grouped. There are limited transitions used. Some of the writing includes emotional or individualized arguments.	The paper content is generally presented in a logical sequence. Some of the themes of the paper are not rationally organized. Most of the themes include transitions. The basis of the writing is primarily using research-based evidence or logical reasoning.	The paper’s content is presented in a logical order. The themes and ideas presented in the essay use smooth transitions. The argument in the writing uses logical reasoning and uses research-based evidence.
Paper Content: General Feel (compelling and engaging writing)	The paper’s content is exasperating to read. There is a lack of variation in vocabulary and writing techniques.	The paper’s content is readable. There is limited variation in writing techniques and vocabulary.	The paper’s content is interesting. There is some variation in writing techniques and vocabulary.	The paper’s content is written compellingly and encourages the audience to continue reading. There is a variance in writing techniques and vocabulary used to introduce topics.
APA Formatting: Tone (preferred terminology, formally written, and appropriate use of the first person)	The paper inappropriately uses the first person in multiple instances. There are numerous examples of colloquial phrases and or informal manners of writing. The topics are not clearly identified or described. There are many problems with APA writing conventions and style.	There are a couple of uses of first-person. The paper has much of it that is written more formally and follows the APA writing conventions.	The paper is predominantly written using the third person, with one slip into inappropriately used first person. Colloquial phrases are limited, and the report is generally written formally. Most of the APA writing conventions are used.	The paper is written using the third person, does not use colloquial phrases, and topics are clearly described in a way that the reader can understand. The report appropriately uses APA writing conventions (i.e., numbers, quotes, abbreviations, etc.)
APA Formatting: Page Format (paper sections, headers and footers, page layout, and spacing)	The paper has more than four problems related to APA formatting.	The paper has three or four problems related to APA formatting.	The paper has one or two problems related to APA formatting.	The paper has no found problems related to APA formatting. The document includes a title page, an abstract if the syllabus requires it, a title at the beginning of the paper, and a reference page. The headings for these pages are correctly labeled. The report is double-spaced.
APA Formatting: Reference List (reference style and formatting)	The reference list does not look like it follows the APA formatting or completely lacks a reference list.	The reference list has some entries that do not fit into the APA reference entry formats. There are many problems with formatting errors.	The reference list generally looks like a properly formatted reference list. Some minor errors are related to missing information or formatting issues (potential problems with italics, periods, and commas).	The reference list looks like an APA reference list (i.e., double-spaced, hanging indent). The authors’ names are correctly formatted. The reference list includes proper use of italics and appropriate information in each entry with proper formatting. The correct type of reference list entry is used for each reference.
APA Formatting: In-Text Citation (inclusion of style and formatting)	The paper is lacking in in-text citations. Any citations that are used do not follow the APA formatting.	The paper includes limited information that should be cited, but no in-text citations are included. There are errors in formatting the citations.	The paper has in-text citations in all required parts. There are some minor errors in the formatting of the citations or missing necessary information. The citations generally look like APA in-text citations.	In-text citations are used in all parts of the paper that are not the writer’s original ideas as necessary. The in-text citations are formatted correctly and include all of the required information. Variations of parenthetical and narrative citations are used in the writing.
Spelling and grammatical (grammar and writing mechanics)	The paper has many spelling and grammatical errors.	The paper has some spelling and grammatical errors.	The paper has one or two spelling and or grammatical errors.	Grammar and writing mechanics are correctly adhered to.
Timeliness	The paper is submitted more than 48 hours after the deadline, as described in the syllabus.	The paper is submitted 48 hours after the deadline, as described in the syllabus.	The paper is submitted within 24 hours of the deadline, as described in the syllabus.	The paper is submitted by or before the deadline listed in the description.
Length	The paper is more than 100 words over or under the described word length.	The paper is 50 words over or under the described word length.	The paper is a few words over or under the described word length.	The paper is within the described word length.

Unit Resources

Hepworth et al. (2022) discuss outcome and session rating scales. There is some good discussion on the Social Work Podcast about how this can be implemented by Singer (2021). It is a good episode. You can find it at the website, on Overcast, Apple Podcasts, or Google Podcasts.

We are talking about evaluation in class this week. It is also time for the evaluation of the class. I do value feedback. The results of the survey tool are confidential, so I don’t receive any names related to specific responses. You should have a spot to take the evaluation on the sidebar.

For finals week, we are not having a test but are having a celebration. It will take place next Wednesday (12/10/25) at 5:30 in SWL 206 for an end-of-semester celebration. I created a Google Doc for planning - Fall 2025 SOWK 486w Celebration.

All of the presentations for this class can be found at https://presentations.jacobrcampbell.com. This week’s slides are Fall 2025 SOWK 486w Week 15 - Evaluation and Termination. For now, my website is broken and the presentation is uploaded as PDF as a resource below.

The Lecture Videos tab in the MyHeritage course is where you will be able to find class recordings. The video this week is at [Fall 2025 SOWK 486w Week 15]().

Reference

Hepworth, D. H., Vang, P. D., Blakey, J. M., Schwalbe, C., Evans, C., Rooney, R. H., Rooney, G. D., & Strom, K. (2023). Direct social work practice: Theory and skills (11th ed.). Cengage Learning, Inc.

Singer, J. B. (Host/Producer). (2021, February 16). #131 - Feedback Informed Treatment: Interview with Scott Miller, Ph.D. [Audio Podcast]. Social Work Podcast. http://www.socialworkpodcast.com/2021/12/FIT.html

To-Do List

• Read Chapter 19 of the Hepworth et al. (2022) and listen to Singer (2021)
• A-01: Class Attendance and Engagement Attend class
• A-02 Hepworth et al. (2022) Chapter(s) 19 Reading Quiz is due at 5:30 PM before class via My Heritage
• Complete extra credit options if desired
• Complete your CourseEval
• Sign up to bring something for the potluck for next week