Jacob Campbell

Jacob Campbell

School social worker practicing with students with EBD, university adjunct faculty, PhD student, Licensed Independent Clinical Social Worker, father, husband, and active community member

Fall 2025 SOWK 530 Class 15 Weekly Email

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Last week of your first semester! Hope you all are doing well!

Unit Introduction and What You Will Learn

Week 15 is the last week of class. 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. There are forums to reflect on the reading, to ask questions about students final papers, to engage in the termination process with this class and to reflect on professional resilience.

Unit Assignments

Content

  • Read Hepworth et al. (2023) Chapter 18 Managing Barriers to Change

W-15 A-02 Asynchronous Engagement

The expectation is that each of your replies will be substantive and provide meaningful perspectives, contributing to the forum’s conversation and scholarship. They can be related to the prompts or building on conversations shared by peers. There are five forums for this week, and you are expected to make at least four replies across any of the forums. I have reduced the amount of replies to give space for working on your research papaer. These forums include the following:

A-03 Reading Quiz

W-15 Hepworth et al. (2023) Chapters 19 due no later than Saturday 12/6, 8:00 AM.

A-05: Family Treatment Modality Research Paper

Meta: Points 100 pts (20% of final grade); Deadline Monday 12/01/25 12/08/25 at 08:00 AM; Completion via MyHeritage Assignments; Locations Assignment Submission and Description and Rubric;

Purpose: This assignment aims for students to research a given topic to understand the empirical evidence around a specific modality of family treatment. Students will improve their ability to find and understand peer-reviewed research journals and use scholarly writing techniques. The research paper opens up a suitable occasion for students to practice their scholarly writing skills.

Task: Working individually, students will complete a research paper regarding an evidence-based treatment modality for working with families and or couples. Students may select any intervention. The following are examples of empirically supported family therapeutic interventions: Jim Alexander’s Functional Family Therapy, Howard Liddle’s Multidimensional Family Therapy, Scott Henggler’s Multisystemic Therapy, Jose Szapocznik’s Brief Strategic Family Therapy, and Attachment-Based Family Therapy. Students should use strong academic and professional writing skills based on the APA style guide. A title page, abstract, written article, and reference page are all to be included. The following are the expected components:

  • Introduction: Your paper starts with the title of your paper, and without an additional heading, you should start introducing the context of your paper. You should start by explaining the topic you are considering in a broad manner. This might include identifying the needs of families and couples and explaining the rationale behind the intervention you selected.
  • History of the Treatment Modality: You should discuss the intervention’s history, including when it was developed and introduced, who the creator(s) of the intervention were, and the context of its development.
  • Treatment Implementation and Common Techniques: Evidence-based interventions typically involve a series of stages or steps that clinicians follow to implement the intervention. Describe the general process of implementing the modality and give a description of the techniques or strategies used. Provide examples of how a social worker would implement them in practice.
  • Research Findings Regarding Efficacy: Describe some of the evidence bases of the intervention. Detail at least three studies that showcase its efficacy. Describe some of the key elements (e.g., context, format, participants, outcomes) and results of the studies.
  • Strengths and Limitations: Report on the strengths and limitations of the given intervention.

Success: Students will be assessed on their ability to demonstrate effective scholarly writing. For information, see Family Treatment Modality Research Paper Rubric. Students can also earn ten extra credit points toward their final paper grade by demonstrating that they worked with the tutoring services at the Academic Skills Center to review their papers before final submission. Documentation can be emailed to the instructor.

Family Treatment Modality Research Paper Rubric

The Family Treatment Modality Research Paper Rubric assesses the quality of a submitted research paper based on the paper’s organization, the content of the paper, and the inclusion of intervention history, implementation, research basis, strengths, and limitations. Having a paper that engages in effective scholarship and follows the assignment requirements is also required. This rubric is used to assess the A-05 Family Treatment Modality Research Paper.

Description Initial Emerging Developed Highly Developed
Papers Organization:
(relevant, legitimate, and follows syllabus topics)		 The paper does not match the assignment description or includes false and or misleading information. The paper tangentially follows the course syllabus but misses some of the major aspects of the assignment directly. It presents mostly relevant facts but lacks the ability to connect the research to a broader understanding of the study area. The paper appears to fit within the course syllabus 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 information being presented. The content of the paper is of high quality and written scientifically, using accurate sources and information. It adheres to the assignment description.
Paper Content:
(description and history of the treatment modality)		 There is no discussion of the development or historical context of the treatment modality. The paper does not provide meaningful details about the intervention’s development and history. The paper offers a description of the development of the treatment modality. The intervention creators are mentioned. It lacks discussion of the treatment in the context of other interventions. The paper provides a meaningful description of the history and development of the treatment modality. It helps place it in the context of other treatment options. The intervention’s creators are discussed and how the intervention was developed is fully explained.
Paper Content: (treatment implementation and common techniques) There is no discussion of the implementation and common techniques. There is limited discussion of the implementation process or the standard techniques. It lacks details about how a clinician uses the modality. The implementation details are described in enough detail to show the general focus of the intervention. Many of the strategies or techniques are described. The submitted paper would be enhanced with more detailed discussion or real-world implementation details. The stages or steps a clinician goes through to implement the intervention are outlined in detail. Many of the strategies or techniques are explained. Some methods are have examples or scenarios so it clear how to implement the techniques.
Paper Content:
(research findings regarding efficacy)		 There is no discussion or inclusion of research findings. There is little explanation of the efficacy of the intervention. The effectiveness discussed is based on only one study. At least two studies and the effectiveness of the treatments. Most of the vital information for each study is provided. The presentation lacks some of the key descriptive information from the study is discussed. The presenters provide an insightful understanding of the effectiveness of the intervention. Three or more studies are used to provide the basis for efficacy. Key elements of the studies (context, format, participants, outcomes, etc.) are detailed in the discussion.
Paper Content:
(strengths and limitations of the selected treatment)		 There is no discussion of the strengths or limitations of the treatment. There is little information provided regarding strengths and limitations. The strengths are briefly described in general terms, without using case examples. The limitations are generic. There is a detailed discussion of the strengths of the given intervention. Potential population and uses are described. The limitations of the interventions are also described. Limitations should include a discussion of what researchers have defined as needing more research regarding this intervention.
Scholarship, Clarity, and APA Formatting The paper lacks clear scholarship; tone is informal or inappropriate for an academic audience; citations and references are missing. Some engagement with scholarship is evident but ideas may be disjointed; tone is uneven or somewhat unprofessional; several APA citation errors are present. The paper is generally well-organized with a mostly professional tone; minor APA formatting errors are present but do not detract significantly from clarity. The paper is clearly and logically organized with a consistently professional, action-oriented tone; APA citations and references are accurate and properly formatted throughout.
Following Assignment Requirements Does not follow the assignment description. Somewhat follows the assignment description, but significant problems exist. Follows the assignment description and requirements but has minor problems. Closely follows the assignment description and requirements.

Unit Resources

I’ve shared Fink-Samnick’s (2009) Professional Resilience Paradigm as a handout and you can also listen to her talk about it in an episode of the InSocial Work Podcast in Fostering Professional Resilience: The Professional Resilience Paradigm (Schwartz, 2015).

Reference

Fink-Samnick, E. (2009). The Professional Resilience Paradigm: Defining the Next Dimension of Professional Self-Care. Professional Case Management, 14(6), 330-332. https://doi.org/10.1097/NCM.0b013e3181c3d483

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.

Schwartz, S (host) (2015, March 2) Fostering professional resilience: The professional resilience paradigm (Episode 162) [Audiopodcast Episode]. In InSocialWork. University of Buffalo. https://www.insocialwork.org/episode-162-ellen-fink-samnick-fostering-professional-resilience-the-professional-resilience-paradigm/

To-Do List

  • Read the last chapter of your textbook and do a reading quiz
  • Complete your course evaluations
  • Engage with the material
  • Complete at least four replies across any of the forums

Updated:

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