SCWK 2622 - Social Work Processes
Fall 2026 Syllabus, Section 01, CRN 40831,
Credit hours: 3
Course Meeting Times
Log in to view more
Instructor
Lynnette Bilal
Email: lhbilal@ysu.edu
Course Description
This course is designed to assist students in becoming competent and effective interviewers by teaching them specific skills. It also includes principles of effective communication, functions and purposes of communication and roles of social workers. Students are required to arrange and complete 20 hours of volunteer activities. The instructional methods utilized in this course include lecture/discussion, role-play, experiential exercises, and videos. Bring the Cummins text to every class as we will be actively using it for in-class activities. You are expected to be in the classroom when class begins; arriving late is disruptive to your classmates. Students are expected to participate actively in each class session, to come to class prepared to discuss content of required course assignments (readings) and to submit assignments on time.
Credit Hrs. 3.0.
Prerequisite: Social Work 1510.
Course Readings
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | Social Work Skills for Beginning Direct Practice, 4th ed. |
Required Text:
Cummins, Linda, Sevel, Judith & Pedrick, Laura (2012). Social Work Skills for Beginning Direct Practice, 4th ed., Pearson: Boston, MA.
Optional Text:
Kadushin, A. & Kadushin, G. (2013). The Social Work Interview, 5th ed., Columbia University Press: New York.
The course readings are subject to change in the event of extenuating circumstances, research developments, current events, and/or to ensure better learning.
Assignments/Assessments
Log in to view more
Schedule of Topics and Assignments
| Day | Date | Reading(s) | Proposed Topic | Due/To Prepare for Class |
|---|---|---|---|---|
| Tue | 8/25 | CLASS INTRODUCTIONS Blackboard overview Review of syllabus Review of Volunteer procedure | ||
| Thu | 8/27 | CUMMINS CH 1 An Introduction to Social Work and Helping Process | Students begin developing an understanding of social work as a profession and the helping process as an intentional, professional relationship. | |
| Tue | 9/1 | CUMMINS CH 1 An Introduction to Social Work and Helping Process | Students begin developing an understanding of social work as a profession and the helping process as an intentional, professional relationship. | |
| Thu | 9/3 | Readings: Cummins Chapter 2 Values and Ethics in Social Work | Students will: Identify major social work values. Apply ethical principles to practice situations. Recognize ethical dilemmas. Understand professional boundaries. Explain why self-determination can be complicated. | |
| Tue | 9/8 | Readings: Cummins Chapter 3 Theory Directed Social Work Practice Power point for Cummins Chapter 3 | Students will: Explain why theory matters. Identify how theory influences assessment. Understand that theories influence how social workers interpret client behavior. Connect theory to intervention. | |
| Thu | 9/10 | Cummins, Chapter 4 The Cultural Context of Practice: Using Interviewing Skills Effectively | Students will: Explain how culture influences helping relationships. Recognize personal assumptions and biases. Practice culturally responsive interviewing. Avoid stereotyping. Incorporate cultural context into assessment and communication. | |
| Tue | 9/15 | Cummins Chapter 5 Basic Skills for Direct Practice | Students will learn and demonstrate attending behaviors and interviewing skills. | |
| Thu | 9/17 | Cummins Chapter 6 Advanced Social Work Skills for DIrect Practice | Students will demonstrate how to focus an interview using advanced level skills and practice advanced-level interviewing. | |
| Tue | 9/22 | Cummins Chapter 7 Common Errors in Direct Practice (Pitfalls) | Studnets will identify common errors (pitfalls) in the helping process and analyze how common errors (pitfalls) can divert the helping process. | |
| Thu | 9/24 | Cummins CH. 8 Intake and Engagement | Students will identify essential intake process, professional relationship, empathy and rapport, countertransference, professional versus friendship relationships, self-awareness, confidentiality, first meetings, home visits, and signs of successful engagement. | |
| Tue | 9/29 | Cummins CH. 8 Intake and Engagement & CH 9 The Assessment Process | Students will identify essential intake process, professional relationship, empathy and rapport, countertransference, professional versus friendship relationships, self-awareness, confidentiality, first meetings, home visits, and signs of successful engagement. CH 9 Students will: Explain assessment as an ongoing process. Gather multidimensional information. Identify strengths and resources. Explore risk and protective factors. Distinguish facts from assumptions. Incorporate the client's perspective | |
| Thu | 10/1 | Cummins CH 10 Problem Identification, Planning, and Contracting | Students will: Identify client-defined problems. Prioritize problems. Develop goals. Develop measurable objectives. Collaboratively develop plans. Explain contracting. | |
| Tue | 10/6 | Cummins CH 11 Treatment and Intervention | Students will: Connect interventions to assessment findings. Select appropriate interventions. Explain why an intervention is appropriate. Implement interventions collaboratively. Monitor client response. | |
| Thu | 10/8 | Cummins CH 12 Practice and Evaluation | Students will: Explain why social workers evaluate practice. Identify indicators of progress. Use client feedback. Review goals. Determine whether interventions should continue or change. | |
| Tue | 10/13 | Cummins, Chapter 13 Termination | Students will: Explain the purpose of termination. Prepare clients for ending services. Review progress. Identify remaining needs. Develop a transition plan. Address feelings associated with termination. Maintain professional boundaries. | |
| Thu | 10/15 | GUEST SPEAKERS AND CATCH-UP | GUEST SPEAKERS AND CATCH-UP |
The course schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better learning.