課程大綱

課程資訊

課程名稱

社會工作介入方法論
Social Work Intervention Methods

開課學期

109-2

授課對象

社會科學院社會工作學研究所

授課教師

吳慧菁

課號

SW8001

課程識別碼

330 D1300

班次

學分

3.0

全/半年

半年

必/選修

必修

上課時間

星期二2,3,4(9:10~12:10)

上課地點

社114

備註

限博士班且限本系所學生(含輔系、雙修生)
總人數上限：5人

Ceiba 課程網頁

http://ceiba.ntu.edu.tw/1092SW8001_

課程簡介影片

核心能力關聯

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課程概述

This course will focus on the integration of theory, practice and research as applied to the development of knowledge and skill in designing, conducting, measuring and disseminating practice knowledge utilizing an multiple social intervention perspective. The readings will bridge ecological systems perspectives, critical race theory, feminist theory, strength perspectives and include considerations of social supports and social networks, social capital, stigma and discrimination, risk and resilience, and emerging theories.
Topic Aresa
1. Review ecosystems perspective/strength persepctive/other perspective and underlying social science theories.
2. Application across settings and population
3. Integrating professional issues (multicultural, ethical, sociodemographic factors)
4. Developing knowlege:Designing & implementing practice models across system levels
-Such as Stress and resilience models, social support and social network theory, community practice models, community supports, political grame of reference, public health and epidemiologicl models
5. Testing and disseminating knowledge: Approaches to research and evaluation of practice models
-Such as Assessment and measurement strategies and applications, methods for outcomes and intervention research and evaluation (qualitative, quantiative, and epidemiological strategies), dissemination of knowledge

課程目標

Students will learn to:
● Identify and describe empirically based strategies to address critical political,
organizational, individual, and environmental factors that influence the
development, evaluation and research of social work practice across system levels.
● Identify and extract from the literature information that demonstrates awareness and understanding of theory-based practice by drawing on relevant research and practice literature, the social, political and organizational constraints on service development, as well as cross-cultural and ethical issues.
● Develop, monitor, review, and evaluate practice principles at the case, program,
and organizational levels, utilizing research-based technologies and strategies.
● Understand how to expand the knowledge base for applied practice, programming, evaluation and research by drawing on quantitative and qualitative methods for prevention, intervention and outcome research.
● Recognize the importance of incorporating a range of theoretical perspectives and research methods for furthering effective practice
● Critically evaluate the current theoretical frameworks, knowledge base, and
practice and research approaches with respect to considerations of justice and
equity
● Contribute to communities and social services within and outside of academia

課程要求

1. Materials for instructions will come from a variety of sources, e.g., articles, audio/video recordings, interactive multimedia, websites. Whenever possible, these will be made available through Ceiba. Students should cover the materials assigned for a particular class prior to the class meeting for that session.

2. In addition, students will be asked to identify, bring to the class, and review material relating to class topics as well as their own area(s) of intellectual interest. Participate in class discussion actively.

3. Submit assignments on time.
3-1 3-5 questions in-class participation
3-2 A written mid-term paper of publishable quality that will be due on 4/17.
The contexts include research topic, TA, conceptual framework, hypotheses, theories, methods/intervention approach/module, literature/methods critiques, assessment/evaluation, expect outcomes (5 pages)
3-3 15-20 pages in length including reference. The student will be asked to formally present their paper to the class as a basis for discussion and feedback. In addiction, each student will be asked to write a belif (i.e. one to three pages) formal review and crique of two other student papers.

Class preparation and participation - enthusiasm, interest, open-mindedness, and a desire to share ideas and information - are important for succeeding in this course. Students will be asked
to prepare discussion questions for each class session.

預期每週課後學習時數

Office Hours

另約時間

指定閱讀

待補

參考書目

1. Krieger, N. (2001). Theories for social epidemiology in the 21st century: An
ecosocial perspective. International Journal of Epidemiology, 30(4), 668–677.
https://doi.org/10.1093/ije/30.4.668
2. Green Lister, P (2012) Integrating social work theory and practice: A practical
skills guide. Abingdon: Routledge.
3. Howe, D (2009) A brief introduction to social work theory. Basingstoke:
Palgrave Macmillan.
4. Lindsay, T (ed) (2009) Social work intervention. Exeter: Learning Matters.
5. Payne, M (2005) Modern social work theory, 4th edition. Basingstoke: Palgrave
Macmillan.
6. Social Care TV – http://www.scie.org.uk/socialcaretv/index.asp
7. SWAPBox: http://www.swapbox.ac.uk Search terms: interventions, social work
theories, methods; interviews.
8. Taylor, BJ (ed) (2011) Working with aggression and resistance in social work.
Exeter: Learning Matters.
9. Teater, B (2010) An introduction to applying social work theories and methods.
Maidenhead: Open University Press. rd
10. Trevithick, P (2012) Social work skills and knowledge: A practice handbook,
3th ed. University Press.
11. Walker, S and Beckett, C (2011) Social work assessment and intervention, 2nd
ed. Lyme Regis: Russell House Publishing, Ltd.

評量方式
(僅供參考)

No.	項目	百分比	說明
1.	Final In-Class Presentation	20%
2.	Final Written Assignment	30%
3.	Active Class Course/Participation	30%
4.	Mid-term	20%

課程進度

週次	日期	單元主題
第1週	2/23	課程介紹實證研究的重要性
第2週	3/2	What is evidence-based practice and how it influences clinical practice Chap 1 Class Topics/Activities: ● Ecosystems perspective ● Developmental Life-Course Perspective Assigned Material(s): ● Krieger, N. (2001). Theories for social epidemiology in the 21st century: An ecosocial perspective. International Journal of Epidemiology, 30(4), 668–677. https://doi.org/10.1093/ije/30.4.668 ● Nurius, P. S., Prince, D. M., & Rocha, A. (2015a). Cumulative Disadvantage and Youth Well-Being: A Multi-domain Examination with Life Course Implications. Child and Adolescent Social Work Journal, 32(6), 567–576. https://doi.org/10.1007/s10560-015-0396-2.
第3週	3/9	What is evidence-based practice and how it influences clinical practice Chap 2 Class Topics/Activities: ● Critical Race Theory ● Feminist Theories Assigned Material(s): ● Few, A. L. (2007). Integrating Black Consciousness and Critical Race Feminism Into Family Studies Research. Journal of Family Issues, 28(4), 452–473. https://doi.org/10.1177/0192513x06297330 ● Haight, W., Gibson, P. A., Kayama, M., Marshall, J. M., & Wilson, R. (2014). An ecological-systems inquiry into racial disproportionalities in out-of-school suspensions from youth, caregiver and educator perspectives. Children and Youth Services Review, 46, 128–138. https://doi.org/10.1016/j.childyouth.2014.08.003 ● Howard, T. C., & Navarro, O. (2016). Critical Race Theory 20 Years Later. Urban Education, 51(3), 253–273. https://doi.org/10.1177/0042085915622541
第4週	3/16	What is evidence-based practice and how it influences clinical practice Chap 3 Class Topics/Activities: ● Stress, risk, and resiliency (I) Assigned Materials Ford, C.L., & Airhihenbuwa,C.O. (2010). Critical reace theory, race equity, and public health: Toward antiracism praxis. American Journal of Public Health, 100, (S1), S30-S35. ● Masten, A. S. (2018). Resilience Theory and Research on Children and Families: Past, Present, and Promise. Journal of Family Theory & Review, 10(1), 12–31. https://doi.org/10.1111/jftr.12255 ● Van Der Vegt, G. S., Essens, P., Wahlström, M., & George, G. (2015). Managing Risk and Resilience. Academy of Management Journal, 58(4), 971–980. https://doi.org/10.5465/amj.2015.4004
第5週	3/23	What is evidence-based practice and how it influences clinical practice Chap 4 Class Topics/Activities: ● Stress, risk, and resiliency (II) Assigned ● Walters, K.L., Mohammed, S.A., Evans-Campbelll, T., Beltran, R.E., Chae, D.H. & Duran,B. (2011). Bodies don’t just tell stories, they tell histories”. DuBois Review, 8(1), 179-189. ● Ziervogel, G., Pelling, M., Cartwright, A., Chu, E., Deshpande, T., Harris, L., Hyams, K., Kaunda, J., Klaus, B., Michael, K., Pasquini, L., Pharoah, R., Rodina, L., Scott, D., & Zweig, P. (2017a). Inserting rights and justice into urban resilience: A focus on everyday risk. Environment and Urbanization, 29(1), 123–138. https://doi.org/10.1177/0956247816686905 Optional ● Waller, M. A. (2001). Resilience in ecosystemic context: Evolution of the concept. American Journal of Orthopsychiatry, 71(3), 290–297. ● Wulff, K., Donato, D., & Lurie, N. (2015). What Is Health Resilience and How Can We Build It? Annual Review of Public Health, 36(1), 361–374. https://us.ctrinstitute.com/free-webinar/
第6週	3/30	What is evidence-based pracitce and how it influences clinical practice Chap 5 Class Topics/Activities: ● Social support ● Social capital ● Social networks Assigned Material(s): ● Erbstein, N. (2013). Engaging underrepresented youth populations in community youth development: Tapping social capital as a critical resource. New Directions for Youth Development, 2013(138), 109–124. https://doi.org/10.1002/yd.20061 ● Choudhary, A., Hendrix, W., Lee, K., Palsetia, D. & Liao, W-K. (201). Social media revolution of the Egyptian revolution. Communication of the ACN, 55(5), 74-80. ● Patton, D. U., Brunton, D. W., Dixon, A., Miller, R. J., Leonard, P., & Hackman, R. (2017). Stop and frisk online: theorizing everyday racism in digital policing in the use of social media for identification of criminal conduct and associations
第7週	4/6	溫書假
第8週	4/13	What is evidence-based practice and how it influences clinical practice Chap 6 Class Topics/Activities: ● Where are we now? Assigned Material(s): ● Strom, K. J., & Martin, A. D. (2013). Putting philosophy to work in the classroom: Using rhizomatics to deterritorialize neoliberal thought and practice. Studying Teacher Education, 9(3), 219-235.
第9週	4/20	What is evidence-based practice and how it influences clinical practice Chap 7 Class Topics/Activities: ● Community practice models and supports Assigned Material(s): ● Blue Bird Jernigan, V., D’Amico, E. J., Duran, B., & Buchwald, D. (2018). Multilevel and Community-Level Interventions with Native Americans: Challenges and Opportunities. Prevention Science. https://doi.org/10.1007/s11121-018-0916-3 ● Castillo, E. G., Ijadi-Maghsoodi, R., Shadravan, S., Moore, E., Mensah, M. O., Docherty, M., ... & Morton, I. (2019). Community Interventions to Promote Mental Health and Social Equity. Current Psychiatry Reports, 21(5), 35. ● Granovetter, M.S. (1973). The strength of weak ties. American Journal of Sociology, 78 (6), 1360-1380. ● Neal, Z. (2015). Making Big Communities Small: Using Network Science to Understand the Ecological and Behavioral Requirements for Community Social Capital. American Journal of Community Psychology, 55(3–4), 369–380. https://doi.org/10.1007/s10464-015-9720-4
第10週	4/27	What is evidence-based pracitce and how it influences clinical practice Chap 8 Class Topics/Activities (I): ● Structural level ● Stigma ● Cross-cultural Assigned Material(s): ● Burks, D.J., Robbins, R. & Durtschi, J.P. (2011). American Indian gay, bisexual and two-spirit men: A rapid assessment of HIV/AIDS risk factors, barriers to prevention and culturally-sensitive intervention. Culture, Health & Sexuality, 13(3), 283-298. ● Phelan, J. C., & Link, B. G. (2015). Is Racism a Fundamental Cause of Inequalities in Health? Annual Review of Sociology, 41(1), 311–330. ● Reskin, B. (2012). The Race Discrimination System. Annual Review of Sociology, 38(1), 17–35. https://doi.org/10.1146/annurev-soc-071811-145508
第11週	5/4	What is evidence-based pracitce and how it influences clinical practice Chap 9 Class Topics/Activities (II): ● Structural level ● Stigma ● Cross-cultural Assigned Material(s): White Hughto, J. M., Reisner, S. L., & Pachankis, J. E. (2015). Transgender stigma and health: A critical review of stigma determinants, mechanisms, and interventions. Social Science & Medicine, 147, 222–231. https://doi.org/10.1016/j.socscimed.2015.11.010 Williams, K. D., & Nida, S. A. (2011). Ostracism. Current Directions in Psychological Science, 20(2), 71–75.
第12週	5/11	What is evidence-based pracitce and how it influences clinical practice Chap 10 Class Topics/Activities: ● Nano-level systems Assigned Material(s): ● Salvatore, J., & Shelton, J. N. (2007). Cognitive costs of exposure to racial prejudice. Psychological Science, 18(9), 810-815. ● Guerrini, C. J., Robinson, J. O., Petersen, D., & McGuire, A. L. (2018). Should police have access to genetic genealogy databases? Capturing the Golden State Killer and other criminals using a controversial new forensic technique. PLoS Biology, 16(10), e2006906. ● Decety, J. & Cowell, J. M. (2015). Empathy, justice, and moral behavior. AJOB Neuroscience, 6(3), 3-14.
第13週	5/18	Class Topics/Activities: ● Queer theories/thinking ● Intersectionality ● Radical perspectives Assigned Material(s): ● Weiss, M. D. (2006). Mainstreaming kink: The politics of BDSM representation in US popular media. Journal of Homosexuality, 50(2-3), 103-132. ● Few-Demo, A. L., Humble, Á. M., Curran, M. A., & Lloyd, S. A. (2016). Queer Theory, Intersectionality, and LGBT-Parent Families: Transformative Critical Pedagogy in Family Theory. Journal of Family Theory & Review, 8(1), 74–94.
第14週	5/25	Class Topics/Activities: ● Chaos Theory ● Non-linear dynamics ● Limitations of reductive thinking/approaches ● Emergent phenomena Assigned Material(s): ● Resnicow, K. & Page, S.E. (2008). Embracing chaos and complexity: A quantum change for public health. American Journal of Public Health, 98(8), 1382-1389. T8202: Ecosystems Perspective (Fall 2019) Syllabus p. 9 ● Chandler, J., Rycroft-Malone, J., Hawkes, C., & Noyes, J. (2016). Application of simplified Complexity Theory concepts for healthcare social systems to explain the implementation of evidence into practice. Journal of Advanced Nursing, 72(2), 461–480. ● Schwartz, S. J., Lilienfeld, S. O., Meca, A., & Sauvigné, K. C. (2016). The role of neuroscience within psychology: A call for inclusiveness over exclusiveness. American Psychologist, 71(1), 52.
第15週	6/1	口頭報告
第16週	6/8	口頭報告 (guest speaker)