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課程資訊

課程名稱	身心靈整合社會工作 Introduction to Integrative Body-Mind Spirit Social Work
開課學期	107-2
授課對象	社會科學院社會工作學系
授課教師	戴可馨
課號	SW2007
課程識別碼	310E28000
班次
學分	2.0
全/半年	半年
必/選修	選修
上課時間	星期二3,4(10:20~12:10)
上課地點	社209
備註	本課程以英語授課。限學士班二年級以上總人數上限：15人外系人數限制：5人
Ceiba 課程網頁	http://ceiba.ntu.edu.tw/1072SW2007_IBMSSW
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課程概述	待補 This experiential and foundational course introduces students to Integrative Body-Mind Spirit (I-BMS) Social Work. I-BMS Social Work recognizes body, mind, and spirituality as fundamental domains of human experience interconnected with systems in the environment. I-BMS Social Work is strengths based and integrates indigenous, Eastern and Western philosophies and practice orientations to expand beyond existing social work therapeutic frameworks. I-BMS Social Work aims to facilitate body-mind-spirit connections, foster strengths, promote balance as a key element to transformation and reiterate spirituality as a key domain within the bio-psychosocial framework. It also enables a social justice and human rights lens to address systemic and institutionalized oppression within the ecosystem. Through a combination of lecture, demonstration, readings, group work and experiential and reflective learning assignments, students will acquire skills and knowledge for personal wellbeing and professional growth. A primary aspect will be engagement in evidence based yoga and mindfulness practices to become familiar with holistic wellbeing and stress management tools and strategies. Reflective journaling will be assessed throughout the Course. Students will become familiar with I-BMS practice skills of engagement, assessment and planning and further demonstrate learnings within a group work assignment. Students will be encouraged to critically analyze I-BMS Social Work existing literature and practice models as well as underlying power structures influencing it.
課程目標	待補 Students will be able to: 1. Become familiar with I-BMS Social Work’s philosophical underpinnings, key pillars and aims 2. Learn about, experience and integrate evidence based I-BMS practices, skills and techniques (drawn primarily from yoga and mindfulness practice) intended for self-care and stress reduction 3. Learn about spirituality and its evolving role within the bio-psychosocial paradigm 4. Actualize the importance of self-care and wellness practices for personal and professional wellbeing 5. Relate how their own self-awareness and BMS balance can enable a holistic perspective and ability to tackle global social wok issues. 6. Learn about and demonstrate basic understanding of the neurobiology of trauma, stress and relaxation response systems 7. Learn about and demonstrate familiarity with I-BMS engagement, assessment and planning skills 8. Use critical thinking about existing I-BMS literature, practice, research, and gaps in evidence
課程要求	待補 Students will engage in learning through the following methods: Experiential, Demonstration, Lecture, Small and Large Group Discussion, Role Play, and Web, Audio and Video Supplemental Resources • Students will be introduced to a variety of evidence based Breath, Yoga and Mindfulness practices. Please inform the Professor of any physical disharmony so asana (yoga posture) practice, can be adjusted accordingly. -Please wear comfortable clothing to class for yoga and mindfulness practices. • Mobile phones will not be allowed in yoga classroom. • Personal information disclosed during any group discussion should be kept confidential. -Students are encouraged to utilize Professor office hours for further clarification into course materials, lectures, assignments or for any important matters. Evaluation criteria for written assignments: 1) responsiveness to the requirements of the assignment; 2) thoughtfulness/self-reflectiveness; 3) integration of information from course lectures, speakers and assigned reading/videos with appropriate citation of all sources; 4) quality of writing; and 5) timeliness. All assignments are to be submitted in English. Journals may be written in Mandarin if that is more comfortable for students to express their personal experiences. Points may be deducted for late submissions unless discussed with Professor prior to due date. More details will be given about group work and final paper assignments during the Course.
預期每週課後學習時數
Office Hours	備註： Instructor Email: Mdas715@ntu.edu.tw; Class Start and End Time:10:15am-12:10pm, (*5/21: 10:15am-12:20pm); Office Hours: Tuesdays 12:45pm-2pm in Room 220F, Social Work Building
指定閱讀	待補 Required Book: Integrative Body-Mind-Spirit Social Work: An Empirically-based Approach to Assessment and Treatment, 2nd Edition. 2018, Oxford: Oxford University Press.
參考書目	待補 Required Other Sources: E-Journal Articles, Web-based & Videos Resources as listed in each unit covering: I-BMS techniques for a variety of issues; Trauma’s Impact on Brain and Body; Eastern - Western Healing and Wellness Modalities; Spirituality Required Web Resources • Integrative Body Mind Spirit Learning Portal, University of Hong Kong: https://learning.hku.hk/ibms/ • Centre on Behavioral Health, University of Hong Kong: http://cbh.hku.hk/ • Self-Care Starter Kit, University of Buffalo: https://socialwork.buffalo.edu/resources/self-care-starter-kit.html • Center for Spirituality and Healing, University of Minnesota, Learning Modules for Healthcare Professionals: https://www.csh.umn.edu/education/online-modules-and-resources/learning-modules-healthcare-professionals • National Center for Complementary and Integrative Health: https://nccih.nih.gov The Holistic Life Foundation: https://hlfinc.org
評量方式 (僅供參考)

課程進度

週次	日期	單元主題
Week 1	2/19	I-BMS Course Overview and Introduction Required Resources Lee et al. (2018). Forward, Preface and Acknowledgements, pp. vii-xlvl. Chapter 1. The Coming of Integrative Body –Mind – Spirit Work pp. 3- 24. Pyles, L., & Adam, G. (Eds.). (2016). Holistic engagement: Transformative social work education in the 21st century. Oxford University Press. Acknowledgements, About the Editors, Chapter 1. Educating transformative social workers: The case for holistic pedagogies, pp. ix – xiii & 3 – 29. http://96bda424cfcc34d9dd1a-0a7f10f87519dba22d2dbc6233a731e5.r41.cf2.rackcdn.com/lorettapyles/lp---2018/pdfs/Educating_Transformative.pdf Please peruse these websites: National Center for Complementary and Integrative Health: https://nccih.nih.gov Centre on Behavioral Health, University of Hong Kong: http://cbh.hku.hk/
Week 2	2/26	I-BMS Theoretical, Philosophical and Scientific Underpinnings Complete Self-care Assessment Read the Self-care Starter Kit -including all related links at https://socialwork.buffalo.edu/resources/self-care-starter-kit.html.) Complete the “Self-Care Assessment” and bring to class for discussion (not for submission). Required Resources Please finish readings from Week 1 Lee et al. (2018). Chapter 2: The Philosophical Underpinnings of Integrative Body-Mind-Spirit Social Work: Holistic Wellness and the Beauty of Harmony, pp. 25-47. Episode 38 - Dr. Mo Yee Lee: Integrative Body-Mind-Spirit Social Work - Core Concepts (part 1 of 3). (2010, January 25). inSocialWork® Podcast Series. [Audio Podcast] http://www.insocialwork.org/episode.asp?ep=38 May/June 2014 Issue Social Worker Self-Care — The Overlooked Core Competency By Kate Jackson Social Work Today Vol. 14 No. 3 P. 14 https://www.socialworktoday.com/archive/051214p14.shtml Recommended Resources Sengupta, P. (2012). Health impacts of yoga and pranayama: A state of the art review. International Journal of Preventative Medicine, 3(7), 444-458. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415184/
Week 3	3/05	Holistic Engagement, Self Care, I-BMS Assumptions & Values Complete Self-care Assessment Read the Self-care Starter Kit -including all related links at https://socialwork.buffalo.edu/resources/self-care-starter-kit.html.) Complete the “Self-Care Assessment” and bring to class for discussion (not for submission). Please finish readings from Week 1and Week 2 Required Reading Pyles, L., & Adam, G. (Eds.). (2016). Holistic engagement: Transformative social work education in the 21st century. Oxford University Press. Chapter 2. A New Model for Holistic Engagement: A Foundation for SW Pedagogies, pp. 31 – 54 Das, M. M., Chui, C. H.-K., & Chan, C. L. W. (2013). Advocacy. In B. A. Thyer, C. N. Dulmus, & K. M. Sowers (Eds.), Developing Evidence-Based Generalist Practice Skills (pp. 123-147). USA: John Wiley & Sons. Recommended Resources Lee et al. (2018). Chapter 3. Assumptions of Integrative Body-Mind-Spirit Social Work regarding change, pp. 48-70.
Week 4	3/12	Neurobiology & Manifestations of Stress & Trauma; I-BMS Assumptions & Values; Coping & Self care Required Resources The Strength-Focused and Meaning-Oriented Approach to Resilience and Transformation (SMART) A Body-Mind-Spirit Approach to Trauma Management Cecilia L. W. Chan PhD , Timothy H. Y. Chan BCogSc & Siv Man Ng RCMP Pages 9-36 Pyles, L., (2018) Healing Justice: Holistic Self-Care for Change Makers. Oxford University Press. Chapter 2: Stress and the Self-Care Revolution Recommended Resources Yoga, Breathing Exercises Can Help Relieve Depression By Rick Nauert PhD https://psychcentral.com/news/2017/03/06/yoga-breathing-exercises-can-help-relieve-depression/117247.html Stress Effects on the Body: https://www.apa.org/helpcenter/stress-body
Week 5	3/19	NO CLASS (Hours reallocated) Finish Readings
Week 6	3/26	BODY: I-BMS Assumptions & Body Techniques Required Resources Lee et al. (2018). Chapters 7. Therapeutic balance: Listening and nurturing the body to access the mind and spirit, pp. 142-160. Chapter 19. Yoga as a method to integrate body-mind-spirit with social work clients, pp. 302-316. Please peruse Integrative Body Mind Spirit Learning Portal, University of Hong Kong: https://learning.hku.hk/ibms/ Recommended Resources West, J., Liang, B., & Spinazzola, J. (2017). Trauma sensitive yoga as a complementary treatment for posttraumatic stress disorder; A Qualitative Descriptive Analysis. International Journal of Stress Management, 24(2), 173-195.
Week 7	4/02	NO CLASS (Midterm Break) Finish Readings; Continue Journal Work and I BMS Practice
Week 8	4/09	MIND: I-BMS Assumptions & Values Required Resources Lee et al. (2018). Chapter 6. The power of the mind: Moving beyond cognition and problem resolution, pp. 114-141. Read Raja Yoga Meditation Webpage Introduction and watch video on the webpage. http://www.brahmakumaris.org/meditation/raja-yoga-meditation Birnbaum, L., & Birnbaum, A. (2008). Mindful social work: From theory to practice. Journal of Religion & Spirituality in Social Work: Social Thought, 27(1), 87-104. Recommended Resources Prison Mindfulness Institute. (n.d.). Mission, Vision, & Values. Projects. Resources. Retrieved from https://www.prisonmindfulness.org/. Lee et al. (2018). Chapter 23. Mindfulness meditation interventions with children and adolescents: Research findings and implications for social work practice, pp. 349- 358.
Week 9	4/16	SPIRIT: I-BMS Assumptions and Spirit Techniques Journal Submission Required Reading Lee et al. (2018). Chapter 8. Spiritual growth and transformation: Expanding life’s horizons, pp. 161-184. Chapter 9. Centering the self: personal growth and transformation, pp. 185-204. Recommended Resources Canda, E. R. (2013). Human needs: Religion and spirituality (update) (C. Franklin, et al.). Encyclopedia of Social Work, Electronic Edition. Washington, DC, and New York, NY: NASW Press and Oxford University Press.
Week 10	4/23	Spirituality and Religion in Social Work Small Group Formation Required Reading Das, M. M. (2017). Spiritually Informed Social Work within Conflict-Induced Displacement. In B. R. Crisp (Ed.), Routledge Handbook of Religion, Spirituality and Social Work. London: Routledge. Spirituality in Social Work — the Journey From Fringe to Mainstream, Edie Weinstein-Moser, MSW, LSW Social Work Today Vol. 8 No. 2 P. 32 https://www.socialworktoday.com/archive/marapr2008p32.shtml Recommended Resources Chan, C. H. Y., Chan, T. H. Y., & Chan, C. L. W. (2014). Translating Daoist concepts into integrative social work practice: An empowerment program for persons with depressive symptoms. Journal of Religion & Spirituality in Social Work: Social Thought, 33(1), 61-72.
Week 11	4/30	BMS Key Elements-Assessment & Planning Required Reading Lee et al. (2018). Chapter 4. Systemic assessment: Everything is connected, pp. 71-101 Starnino, V. R., Gomi, S. & Canda, E. R. (2012). Spiritual strengths assessment in mental health practice. British Journal of Social Work, 1-19. Recommended Resources American Music Therapy Association. About music therapy (see What is music therapy? Definition and quotes). https://www.musictherapy.org/ Smith, C., Hancock, H., Blake-Mortimer, J., & Eckert, K. (2007). A randomised comparative trial of yoga and relaxation to reduce stress and anxiety. Complementary Therapies in Medicine, 15(2), 77–83.
Week 12	5/07	BMS Key Elements-Planning, Treatment, Ethics Required Reading Lee et al. (2018). Chapter 5. Formulating a treatment plan: A multidimensional approach, pp. 102-113. Chapter 24. Ethics and Integrative Body-Mind-Spirit Social Work, pp. 359-375. Lee, M. Y., Wang, X., Liu, C., Raheim, S., & Tebb, S. (2018). Outcome literature review of integrative body–mind–spirit practices for mental health conditions. Social Work Research, 42(3), 251-266 Starnino, V. R., Gomi, S. & Canda, E. R. (2012). Spiritual strengths assessment in mental health practice. British Journal of Social Work, 1-19. Recommended Resources Lee et al. (2018). Chapter 15. Moving out of darkness: application of the integrative body-mind-spirit approach in the treatment of depression, pp. 257-269. Episode 40 - Dr. Mo Yee Lee: Integrative Body-Mind-Spirit Social Work - Research and Practice with Female Trauma Survivors (part 2 of 3). (2010, February 22). inSocialWork® Podcast Series. [Audio Podcast] http://www.insocialwork.org/episode.asp?ep=40
Week 13	5/14	I-BMS in Diverse Settings, Integrated Health & Multi-Disciplinary Practice Required Resources Lee et al. (2018). Chapter 16. Ecological integrative body-mind-spirit approaches within conflict-induced displacement, pp. 270-281. An Integrative Body-Mind-Spirit Intervention Program for Enhancing Holistic Well-Being of Young People in Emerging Adulthood, Ng, AHN, Boey, KW, Mok, D, Leung, EKT, Chan, CLW International Medical Journal, 2016, v. 23 n. 3, p. 214-218 http://hub.hku.hk/handle/10722/248556 Please peruse: The Holistic Life Foundation: https://hlfinc.org
Week 14	5/21	Group Presentations Presentation Summary and Individual Reflection Due
Week 15	5/28	I-BMS for Students & Practitioners Required Resources: Lee et al. (2018). Chapter 25. Learning Integrative Body-Mind-Spirit Social Work, pp. 376-386. Raheim, S., & Lu, J. J. (2016). Promoting integrative mind-body-spirit practice to advance holistic social work education. In L. Pyles & G. Adams (Eds.), Holistic engagement: Transformative social work education in the 21st century. New York, NY: Oxford University Press. Please peruse: Center for Spirituality and Healing, University of Minnesota, Learning Modules for Healthcare Professionals: https://www.csh.umn.edu/education/online-modules-and-resources/learning-modules-healthcare-professionals Episode 42 - Dr. Mo Yee Lee: Integrative Body-Mind-Spirit Social Work - Myth-Busting to Build Accurate Understanding (part 3 of 3). (2010, March 22). inSocialWork® Podcast Series. [Audio Podcast] Retrieved from http://www.insocialwork.org/episode.asp?ep=42 Recommended Resources Gary Holden & Kathleen Barker (2018) Should social workers be engaged in these practices?, Journal of Evidence-Informed Social Work
Week 16	6/04	I-BMS Course Conclusion, Experiential and Discussion; (Final Classroom Session) Individual Paper Due Post Course Survey (in class) Required Resources: Review the syllabus and read or review any required resource you were not able to before. Complete these.
Week 17	6/11	NO CLASS (Hours reallocated)