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MyHeritage Syllabus Presentations Emails

Unit Introduction and What You Will Learn

Week 14 is focused on group work with youth in a school-based setting. One significant function social workers can have in school is assisting with instruction and acquiring social and emotional learning (SEL) skills. Jones et al. (2021) is an in-depth report on SEL in school and can provide insight into what it is. In addition, social workers often lead groups to work on social skills with youth, and Kumm et al. (2021) give a few examples of how we can implement social skill instruction. During class, we will be looking at several ideas. These include the following.

• Overview of Working in Bridges Program
• Overview of SEL
• Implementation of ART Moral Reasoning
• Ideas for Working with Adolescents and Social Skills

Unit Assignments

Content

• Read Kumm et al. (2021) and Browse Jones et al. (2021)

A-01: Class Engagement and Attendance

Attend Class

A-02: Reading Engagement

A-02: Reading Engagement for Week 14 due before class via My Heritage Assignments

Assignment 05: Research Paper to Inform Group Practice

Meta: Points 100 pts (20% of final grade); Deadline Monday 04/28/25 at 08:00 AM; Completion File upload via Assignments on MyHeritage; Locations Assignment Submission and Assignment Description and Rubric.

Purpose: This assignment is designed for students to demonstrate their ability to apply knowledge gained by reading peer-reviewed journal articles and other quality sources of information.

Task: Working individually, students will complete a research paper regarding a facilitated treatment group. It is helpful for the student to select a group they might be interested in providing in the future. The group can be on almost any topic. For instance, you may choose to research chemical dependency, sex offender treatment, sexual abuse recovery, grief and loss, parenting children with special needs, homeless teens, etc. The final paper will be 1,500 to 1,750 words in length. 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 included. The paper will consist of at least four sources that guide facilitating your group topic. At least two journal articles must be from peer-reviewed sources.

The final paper should include the following information:

• Discussion, synthesis, and analysis of the findings of the research
• Examination of how the research findings relate to each other, it is helpful to look for themes in the articles and base your paper around those themes
• Use of examples about how the information provided should be applied to practice with groups
• Understanding of how to apply the information to the knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks in interventions with clients and constituencies

Success: Students will be assessed on their ability to demonstrate effective scholarly writing and practice behaviors. For information, see Appendix C Research and Intervention Practice Rubric. Grades will be included in the final grade, which the instructor must submit by Wednesday, 05/21/25, at 5:00 PM. Students can also earn ten extra credit points 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.

Appendix C Research Paper to Inform Group Practice Rubric

The Research Paper to Inform Group Practice Rubric evaluates papers based on their integration of peer-reviewed evidence, application of research to practice, and use of theoretical frameworks. High-quality papers use exclusively peer-reviewed sources and effectively synthesize research into discussions about practice and service delivery. They thoroughly apply knowledge from human behavior and the social environment (HBSE), person-in-environment perspectives, and other multidisciplinary frameworks to interventions.

Description	Initial	Emerging	Developed	Highly Developed
Use of peer-reviewed evidence-based research.	The sources used do not come from peer-reviewed journals or other more highly academic sources.	One or two of the sources used come from peer-reviewed journals or other more highly academic sources.	A few of the sources used come from peer-reviewed journals or other more highly academic sources.	All of the sources come from come from peer-reviewed journals or other more highly academic sources.
Translating research evidence to informed discussion regarding practice and service delivery.	The student’s paper has research included in it, but it is not used throughout the paper. The paper only includes one or two direct quotes from these papers. The majority of their paper is written using the students own ideas.	The student’s paper is made up of a great many direct quotes from the research material investigated. It has limited use of paraphrasing and or the content of their paper does not directly relate that research to practice and service delivery.	The paper has a balanced mix of direct quotations and paraphrasing. It discusses practice and service delivery to a limited extent.	The paper synthesizes research. The majority of the paper is taken up by paraphrasing this research and directly discussing how it can relate to service delivery. It potentially has one or two direct quotes for parts that are useful to be implemented as a direct quote.
Apply knowledge of human behaviors and social environment [HBSE] or other multidisciplinary theoretical frameworks to interventions with clients and constituencies	There is no inclusion of theories from HBSE or other multidisciplinary theoretical frameworks.	Themes from theories are included in the paper (e.g., discussion of looking at strengths) but no relation to the broader theory or how that their gets applied to interventions.	A theory related to HBSE or other multidisciplinary theoretical frameworks is directly discussed, and there is limited discussion of how the theory should be applied. The paper lacks a concrete description of what the theory is or how it should be implemented.	The paper clearly discusses at least one theory from HBSE 1 or other multidisciplinary theoretical frameworks in depth and applies it to the content. A discussion of the theory, how it is end implemented, and how it could be applied is present.
Apply knowledge of person-in-environment to interventions with clients and constituencies	Person-in-environment aspects are not included in the discussion regarding the intervention.	Themes from person-in-environment are included in the discussion regarding the interventions, but the discussion lacks the direct look at theories related to an ecological perspective.	The paper includes direct discussion of the ecology and needs of clients in their paper, but lacks some of the concrete application or description of the theoretical frameworks.	The paper discusses ecology and needs and how the topic can affect various parts of a client or constituent’s life. Discussion shows evidence of the author’s ability to take an ecological perspective 2.
Apply knowledge of other multidisciplinary theoretical frameworks interventions with clients and constituencies	Knowledge regarding other multidisciplinary theoretical frameworks are not included in the discussion regarding the intervention.	Knowledge regarding other multidisciplinary theoretical frameworks are somewhat included in the discussion regarding the intervention.	Knowledge regarding other multidisciplinary theoretical frameworks are generally included in the discussion regarding the intervention.	Knowledge regarding other multidisciplinary theoretical frameworks are included in the discussion regarding the intervention.
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 multiple 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 follow 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 in their use, and the paper is generally written formally. Most of the APA writing conventions are used.	The paper is written using third person, does not use colloquial phrases, and topics are clearly described in a way that the reader can understand. The paper 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 paper includes a title page, an abstract if required by the syllabus, a title at the beginning of the paper, and a reference page. The headings for these pages are correctly labeled. The paper is double-spaced.
APA Formatting: Reference List (reference style and formatting)	The reference list does not look like it follows the APA formatting, or it completely lacks in 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. There are some minor errors related to missing pieces of information or formatting issues (potential problems with italics, periods, and or commas).	The reference list looks like an APA reference list (i.e., double spaced, hanging indent, author’s names are correctly formatted). The reference list includes proper use of italics, and appropriate information is included in each of the entries with proper formatting. The appropriate 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 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 in-text citations in all required parts. There are some more minor errors in the formatting of the citations or missing necessary information. The citations generally looks like APA in-text citations.	In-text citations are used in all parts of the paper that are the writer’s original ideas as necessary. The in-text citations are formatted correctly and include all of the necessary information. Variation of citation styles are used in the writing.
Spelling and grammatical (grammar and writing mechanics)	Many spelling and grammatical errors.	Some spelling and grammatical errors.	One or two spelling and or grammatical errors.	Grammar and writing mechanics are properly 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.	Paper is submitted within 24 hours of the deadline, as described in the syllabus.	Paper submitted prior to 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

During class we went through and did a session of moral reasoning taken from ART. You can find some of the material used including; The Form where data is collected, Leader Notes for Reggies Problem, Reggies Problem, and Thinking Errors. The report on SEL by Jones et al. (2021) is lengthy. Students are encouraged to skim this article and maybe pick a section or two that you might read about in it. The engagement question for this article is to just share something that you learned from the article.

We will be talking about social emotional learning as it pertains to using it’s development in an educational setting. We watch a short video, SEL 101: What are the core competencies and key settings. We also spend time talking through some of the competencies describe by CASEL as the OSPI resources for SEL. Both of are rich resources a great deal of information for somebody doing social work group in a school setting.

All of the presentations for this class can be found at https://presentations.jacobrcampbell.com. This week’s slides are Spring 2025 SOWK 487w Week 14 - Social Skill Instruction Group with Youth in Schools.

You can find the recording of all of our classes in the lecture videos tab for this course.

Reference

CASEL (2021, June 23) SEL 101: What are the core competencies and key settings? YouTube. https://youtu.be/ouXhi_CfBVg?si=I7XcFoTGZRv9RScw

Kumm, S., Reeder, J., & Farrell, E. (2021). Social skills practice strategy opportunities for students with EBD. Beyond Behavior, 30(2), 97-106. https://doi.org/10.1177/10742956211020832

Jones, S. M., Brush, K. E., Ramirez, T., Mao, Z. X., Marenus, M., Wettje, S., Finney, K., Raisch, N., Podoloff, N., Kahn, J., Barnes, S., Stickle, L., Brion-Meisels, G., McIntyre, J., Cuartas, J., & Bailey, R. (2021). Navigating SEL from the inside out: Looking inside & across 33 leading SEL programs. A practical resource for schools and OST providers. Preschool & elementary focus. The Easel Lab @ the Harvard Graduate School of Education With Funding From the Wallace Foundation, 581 pages. https://www.wallacefoundation.org/knowledge-center/Documents/navigating-social-and-emotional-learning-from-the-inside-out-2ed.pdf

To-Do Lists

• A-01: Class Attendance and Participation attend class.
• Read Kumm et al. (2021) and browse Jones et al. (2021)
• Complete Reading Engagement for Week 14
• A-05: Research Paper to Inform Group Practice

1. These theories of HBSE are not limited to the following, but include strengths perspective, ecological perspective, feminist perspective, and systems theory. ↩

2. The fit of the person in the environment (especially their biology, individual psychology, and social connections) and how those parts connect with the environment especially in aspects related to interface, interdependence, transaction, and energy, adaptation, and coping. ↩