School of Social Work

University of Minnesota, Twin Cities

SW 8602 Direct Practice Evaluation
Fall 2009

Jane F. Gilgun, Ph.D., LICSW Office Hours: Thurs 12:30-1:30

612/625-1220 (main office) or by appointment
612/624-3643 (direct line) 267 Peters Hall
612/624-3744 (fax) toll free 1-800-779-8636
e-mail: [email protected]

This course focuses on the evaluation of direct practice. What evaluation of practice
means is contested. Some academic social workers believe that practice evaluation
requires rigorous application of validated and reliable instruments and a focus on outcome,
while others say there are many different ways of evaluating practice, that both process
and outcome are important, and that social workers are likely to use evaluation procedures
that help them do their practice.

In this course, we will examine the many different ways to evaluate practice.
Students are free to choose the methods they find most helpful, but along the way, the
course will expose them to a range of kinds of evaluations, including narrative analysis,
change process research, and critical discourse analysis, along with self-constructed and
standardized instruments.

The long-range goals of the course are to raise practitioner awareness of the
centrality of evaluation as part of practice, to help practitioners develop new ways of
evaluating practice, and to foster the use of instruments and other methods that
demonstrate accountability to stakeholders such as funders. The course will show how the
four cornerstones of evidence-based practice fit well with the evaluation of practice. The
four cornerstones are practitioner expertise, client preferences and wants, research and
theory, and the personal experience and the personal and professional values of
practitioners. The four cornerstones also fit with reflective practice, which will be
emphasized in this course.

For the purposes of this course, direct practice evaluation is defined as the methods
social workers use to understand how various types of interventions affect clients and
clients' situations and how practice affects practitioners. Direct contact with clients is an
experiential process that occurs on the micro-level and upon which both clients and
practitioners later reflect. This fact of practice is a significant part of the course.

Practice evaluation involves both processes and outcomes of interventions and both
use qualitative and quantitative approaches. Sometimes the term evaluation is
synonymous with assessment and sometimes with diagnostic evaluation. For this course,
the term evaluation will refer only to the meanings discussed above and not with the latter
two meanings.
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In this course, students will

• develop an understanding of the current climate for practice accountability;
• examine how each of the four cornerstones of evidence-based practice is part
of practice evaluation;
• reflect upon personal reactions during the course of practice and how these
reactions relate to evaluation;
• examine current social work methods of evaluating the processes and the
outcomes of direct practice interventions; and
• be challenged to develop innovative ways to demonstrate practice effectiveness to
funding agencies, communities with vested interest in outcomes, and other external
overseers.

This course will draw upon students' creativity, direct practice experience, critical
skills, ability to take an informed experimental approach to practice, and ability to derive
evaluation principles the four cornerstones of practice. This course recognizes the
complexity of practice, which often is ambiguous, confusing, and painful.

The central ideas in this course are the following.

1. Social workers routinely evaluate their interventions in the course of their everyday
interactions with clients;
2. Social workers use a variety of methods to evaluate their practice;
3. Social workers often are not aware of how much and what types of evaluations they
are conducting;
4. Social workers are educated professionals who have a natural desire to be effective
in their practice and a natural desire to show others that they are effective; in order to do
so, social work as a profession needs to work toward developing a set of evaluation
procedures that convey if and how client situations and behaviors are modified; and
5. The reciprocal interactions of social workers and clients are significant areas to be
examined when evaluating practice.

Evaluation, then, represents processes that are embedded in the interactions of

social workers and clients, who, in turn, are embedded in multiple contexts that can have
profound effects on the processes and outcomes of practice. Parties with high interest in
the outcomes of practice, therefore, are clients, family members and communities whose
safety and well-being are affected by clients, practitioners, agency administrators, funders,
and the general public.

Prerequisite: Students must have successfully completed SW 8601: Social Work

Research Methods or an equivalent course.

Course Expectations for Students

1. Students are expected to attend all class sessions and to participate in class
activities and discussion. Definitions of class participation appear later in this syllabus.
Students are expected to notify the instructor--in advance, whenever possible--regarding
absences, including unavoidable reasons to leave class early. Persistent absence,
lateness to class, and lateness in submitting papers will be considered in assigning final
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grades. Please keep in mind that coming to class late is disruptive to other students and to
the instructor and can detract from the quality of the class experience.
Also, though eating in class may be necessary for health or scheduling reasons,
please do not eat food that crackles, crunches, and snaps or whose packaging crackles,
crunches, and snaps or otherwise makes noises that are distracting. Also, do not make
loud noises when scrapping the last bits off food containers.
Missing four or more classes will result in failure of the course except for
documented medical circumstances. For students who miss class for any reason, the
missed work will have to be made up.
2. Students are expected to complete all assigned readings prior to the class for which
they has been assigned and are expected to be able to integrate that reading into class
discussions and activities.
3. Students are expected to make use of University libraries and resources for
assignments for research purposes;
4 Students will be expected to have access to the Internet and to use resources on
the World Wide Web as directed in this course;
5. All assignments are to be typed, written in non-sexist language, and follow the
format of the American Psychological Association Publication Manual (6th ed.). Papers
should be turned in with no errors in spelling, punctuation, or grammar. Papers will not be
accepted after the due date without an acceptable reason for a late paper.
6. Submission of an assignment that is not one's own will result automatically in a
failing grade for the course. This is in accordance with policies of the School of Social
Work and the University Student Conduct Code regarding plagiarism, a form of scholarly
dishonesty. Plagiarism involves attaching your name to the writings of others without
attribution to the actual author(s); these writings can be published or unpublished
materials. Plagiarism is a form of theft of intellectual property. The instructor will run each
paper through a computer program that detects plagiarism.
7. Students are expected to offer the instructor clear constructive feedback regarding
course content and teaching methods. Students are expected to complete confidential
evaluations of the course using the University's standardized form at the end of the
semester.
8. Students may not use an assignment completed in another course for the present
course. This includes papers, answer to a test question, or any other material used for a
grade in another class. If students do so, they will not be given credit for the assignment;
and
9. Incompletes are given only in extraordinary circumstances. The School of Social
Work's policy on incompletes requires the student to develop a contract with the instructor
that will describe the work that remains to be completed and the date by which the work
must be submitted to the instructor. A copy of the contract form is in the M.S.W. Student
Handbook. In addition to providing the instructor with a copy of the complete contract on
incompletes, the student must file a copy of the contract with the director of graduate
students at the School of Social Work. The policy states that incomplete course grades
will be converted to an F grade if not completed within two semesters. Incompletes are
strongly discouraged and will be given by the instructor only in extraordinary
circumstances.
When students use material from their practice, please remember that as
professionals, we have ethical responsibilities to maintain client confidentiality. Your
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instructor will disguise the identities of clients and expects students to abide by this ethical
value.

Course Expectations for the Instructor

1. The instructor will use a variety of instructional methods including short lectures,
case studies to illustrate points of the lectures, the use of electronic slides, large and small
group discussions and exercises, and individual activities to address varieties of learning
styles.
2. The instructor will provide a clear structure for the course and each class session
through the syllabus, statements of purpose of each class, guiding discussion, providing
appropriate linkages between topics, and summarizing main points throughout the
semester.
3. Student assignments will include clear expectations and, where possible,
opportunities for student selection of alternatives. Barring exceptional circumstances,
student assignments will be returned within one week of submission.
4. The instructor will be available on issues related to class assignments or content
during office hours, by phone, e-mail, or by appointment.
5. The instructor will work to facilitate an atmosphere in the classroom that is
conducive to learning, is non-threatening, and is respectful of a variety of learning styles.
6. When students work together in groups, the instructor will be available for
consultation and to assist groups in completing their tasks.
7. The instructor will provide feedback to students that identifies strengths and areas
for improvement in a constructive manner.

Plan of the Course

The class meets on Thursdays for two hours per week during fall semester. Class
meetings will consist of lectures, demonstrations, small group discussion, and student
presentations.

Readings
The readings for this course are available through e-journals at the University library
or through library e-reserve. You will be given the link and password in class. Per copyright
laws and library rules, please do not share the password/link with anyone. The instructor
may assign additional readings beside those in this syllabus throughout the semester. You
can also access these articles directly through the University’s e-journals.

Assignments
All students will be required to complete one small assignment which is an interview
with an experienced practitioner, a mid-term paper of from 8-10 pages and a final paper of
11-14 pages. Both papers must demonstrate students’ capacities to apply at least two
types of evaluation methods.

In addition, for each paper, students must use a minimum of six course readings,
but they can supplement course readings with other readings of their choice. Students may
also use internet sources from highly reputable sites such as professional organizations or
governmental agencies, but if they want to use more than two, they must consult with the
instructor. Only sources that come from well-established organizations are acceptable. E-
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journal articles are not internet sources. Further details about these assignments will be
discussed in class.

Students may also write these papers on topics of their choice. Students who want
to consider this option must first discuss their ideas with the instructor. They will still have
to use at least four course articles in their papers and show their competencies in
evaluating practice. An option that has been appealing for students is to do a blog. That
would involve writing three blogs of about 500 words each and a brief 4-7 page paper
explaining the scholarship that supports the content of the blog entries. Students may not
make their blogs public until the instructor has read a text version of the blog and students
have incorporated her comments into the blog.

In-Class Presentations. Students are also required to participate in formalized

ways in discussion of course readings. About 45 minutes of each class will be devoted to
this. The tasks are headliner, counterpointer, case illustrator, and connector. Each task
must focus on the evaluation of direct practice. Four students will do the in-class
presentation per week. Each student will do two in-class presentation. Each task consists
of four different roles that students sign up to perform. When there are less than four
students left to do the in-class presentation, students can chose which roles they would
like take, and the other roles will be unfilled. These roles are

Headliner: To lead a discussion of at least two main points of an article to be read

for the day’s class. The headliner can choose which article. The headliner will
develop discussion questions, an in-class exercise, or a combination. These
discussions and exercises can be in small groups or with the entire class.

Counterpointer: Present two points about what is not in an article of the student’s
choice and what could be for the article to be more helpful to practice evaluation.
Provide examples of what you would have liked to have seen in the article; in other
words, an answer such as “A case study would have helped” is not sufficient, but,
for example, a description of a possible case study, how it could be analyzed, and
what readers would learn is sufficient.

Case illustrator: Provide a case example that would illustrate a key point or points
from an article of the student’s choice.

Connector: Show at least two ways that two articles in the readings for the day are
connected to each other. If you see no connection, provide evidence of the lack of
connection.

Students will do a total of two in-class presentations per semester.

Due Dates and Point Allocation

1. interview paper 10 Sept 24, cl 3

2. mid-term paper 35 cl 5 through 8, Oct. 8, 15, or 22
3. final paper 40 on or before Dec. 14 at midnight
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4. in-class presentation 5

Class participation is worth ten points.

Grading Criteria
The criteria for evaluating these assignments are generally those of any graduate-
level course. Papers will be graded on organization, ability to write clearly, ideas
supported by evidence, and demonstrations of abilities to synthesize, critique, and apply
course learnings. Organization generally means the work has a logical flow from one main
point to the next and that each paragraph begins with a topic sentence followed by
elaboration of the point the topic sentence makes. APA style requires the use of headings,
and headings help demonstrate the logical flow — or organization — of papers and other
assignments. Be sure to develop an introduction and a concluding discussion for each
response to exam questions as well as to the papers and course projects.

Additional markers of excellence include supporting and illustrating general ideas

with examples, abilities to apply social work principles, ethics, and empathy to course
work, and the ability to show clients' points of view; e.g., to bring client perspectives to life.

In addition to having a well-thought out paper with the above characteristics, each
paper must have a title page, an introduction, a concluding discussion section, and, of
course, a well-designed main body.

If students are unclear or dissatisfied with grading, conversations about grading

standards and expectations are welcome.

Definition of Class Participation

Class participation means students' active engagement in class discussion and
activities in ways that enhance class discussion. In their comments, students demonstrate
their understanding of the many ideas--and their applications--important to the effective
and ethical practice of social work with children and their families. Class participation is a
strong indicator that students do the assigned reading every week and are thinking about
the implications of the readings for practice. Respect for and openness to the points of
view of others are important dimensions of class participation.

Please do not interrupt others, speak without regard for others who might want to
speak, and monopolize class time. Your instructor will talk to students who demonstrate
these behaviors. Resistance to changing these behaviors will be reflected in the course
grade for class participation. Sometimes students are so enthusiastic about course content
that they monopolize class time. In these cases, your instructor will gently ask them to
save some of their comments for discussion with the instructor after class, over the
internet, or during office hours. Lateness to class and missing class also affects quality of
students' participation and are considered in the assignment of points for class
participation.

Points and Course Grades

For this course, the grade of A denotes superior performance that is both consistent
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and outstanding. A's are given when the point range is between 93 and 100. A-'s are given
when the point range is between 92 and 90. The grade of B denotes good, steady
adequate performance, with some of the plus values that make for an A. B+'s are given
when the point range is between 89 and 88. B's are given when the points are between 87
and 83. B-'s are given when the points range from 82 to 80.
The B student shows understanding and ability to integrate learning and ends the
course with a comprehensive grasp of the material. The grade of C denotes a performance
that is barely acceptable and is probably adequate to complete the next course in a
sequence. C+'s are given when the point range is between 78 and 79. C's are given when
the points range between 77 and 73. C-'s, are for grades between 72 and 70. The grade of
D denotes unacceptable work and some comprehension of course material and no
probability of being able to complete the next course in a sequence. The grade of D is
given when the point range is between 60 and 69. The grade of F denotes failure--that is,
unacceptable performance: an inability to understand the material. F's are given when the
total points are 50 or below. P denotes a grade of A to C+.

Policy on the Use of Student Papers

At times, the professor may ask students for a copy of their papers to use as a
sample paper for students in future classes. If asked, students have the right to refuse
without fear of reprisals, and your instructor will ask students to sign a form indicating that
they have freely given the instructor permission to use their paper as a sample paper.

Supportive Learning Environments

The development of a supportive learning environment is fundamental to this
course. Learning takes place in the free exchange of ideas. In such a course, listening to
and appreciating the points of view of others, eliciting ideas from others, and articulating
your own points of view will foster a supportive learning environment. As discussed in
relation to class participation, some enthusiastic students may talk to the point where
others feel they are monopolizing class time. Please monitor yourself and be open if others
suggest you may be monopolizing.

Please turn off all cell phones, pagers, and computers during class time. Texting
and surfing the internet are not allowed while class is going on. Doing so will result in
losing points for class participation.

We all have been exposed to sexist, racist, homophobic, classist, and ableist ideas
and practices. We cannot be blamed for misinformation we have absorbed, but we will be
held responsible for being open to alternative points of view. In addition, we will be held
accountable for repeating misinformation once we have learned otherwise. We each have
obligations to combat the myths and stereotypes about our own groups and other groups
so that we can turn walls into bridges and thus promote the common welfare. As we will
discuss in class, these values are deeply embedded in the NASW Code of Ethics.
Please do not use scented personal care products when in Peters Hall. Several
persons who are part of the School of Social Work community become extremely ill, and
sometimes their reactions could be life-threatening, when exposed to a wide variety of
scents. The instructor will ask persons who wear scented products in classrooms or other
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enclosed areas to leave if there are persons with chemical sensitivities in that area.
Persons with environmental illnesses greatly appreciate your efforts.
The instructor will provide reasonable accommodations to persons with documented
disabilities to give them an equal opportunity to achieve success in their graduate
education. Students seeking accommodations must work with the University of
Minnesota’s Office of Disability Services. This office determines eligibility and makes
recommendations for reasonable accommodations. This office can be reached at
612/624-8281.

CLASS SCHEDULE AND READINGS

Thursday, Sept 11 Introductions and Overview of Course
Class 1 What is Practice Evaluation?
A 2 X 2 Table for Practice Evaluation

Assignment
Today’s assignment is an interview, with the oral portion due next week, September
11. We will discuss the results of your assignment during class next week. The written
report will be due class 3, September 24. For this assignment, I want you to interview a
senior social worker on the following questions: 1) What is practice evaluation? 2) How do
you personally evaluate your practice? 3) how does your agency expect you to evaluate
your practice, and 4) what has your training as a social worker told you about how to
evaluate your practice? As follow up questions, please ask the interviewees for specific
examples of how they currently evaluate practice, such whether they use self-reflection,
supervision and consultation, and standardized instruments. Also, ask if they are under
pressure to practice "evidence-based" social work. This assignment is worth 10 points.

Thursday, Sept 17 Common Factors in Good Outcomes

Class 2 Racial Microaggression

Readings
Drisko, James (2004). Common factors in psychotherapy outcome: Meta-analytic
findings and their implications for practice and research. Families in Society, 85(1), 81-90.
Sue, Derald Wing et al (2007). Racial microaggression in everyday life: Implications
for clinical practice. American Psychologist, 62(4), 271-286.

***Oral reports on interviews due***

Thursday, Sept 24 Reflective Practice

Class 3 Common Mistakes

Readings
Yip, Kam-shing (2006). Self-reflection in reflective practice: A note of caution. British
Journal of Social Work, 36(5),777-788.
Wright, Lorraine & Maureen Leahey (2005). The three most common errors in
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family nursing: How to avoid or sidestep. Journal of Family Nursing, 11(2), 90-101.

***Written reports on interviews due***

Thursday, Oct 1 Personal Narratives

Class 4 Clinical Decision-Support Systems

Readings
Craig, Rita Wilder (2007). A day in the life of a hospital social worker: presenting our
role through the personal narrative. Qualitative Social Work, 6(4), 431-446.
Monnickendam, Menachem, Riki Savaya, & Mark Waysman (2005). Thinking
processes in social workers’ use of a clinical decision support system: A qualitative study.
Social Work Research, 29(1), 21-29.
Swenson, Carol A. (2004). Dementia diary: A personal and professional journal.
Social Work, 49(3), 451-460.
Weick, Ann. (2000). Hidden voices. Social Work, 5(5), 395-402.

Thursday, Oct 8 Critical Discourse Analysis

Class 5 Critical Race theory

Readings
Decuir, Jessica T., & Dixson, Adrienne D. (2004) “So when it comes out, they aren’t
that surprised that it is there”: Using critical race theory as a tool of analysis of race and
racism in education. Educational Researcher 33(5), 26-31.
Fozdar, Farida (2008). Dueling discourses, shared weapons: Rhetorical techniques
used to challenge racist arguments. Discourse & Society, 19(4), 529-541.
Lillian, L. Donna (2007). A thorn by any other name: Sexist discourse as hate
speech. Discourse & Society, 18(6), 719-740.

***Early Due Date for Mid-Term Paper***

Thursday, Oct 15 Process Evaluations

Class 6 Change Process Research

Readings
Fischer, Robert L. (2004). Assessing client change in individual and family
counseling. Research on Social Work Practice, 14(2), 102-111.
Heatherington, Laurie, Myrna L. Friedlander, & Leslie Greenberg (2005). Change
process research in couple and family therapy: Methodological challenges and
opportunities. Journal of Family Psychology, 19(1), 18-27.

Thursday, Oct 22 Evidence-Based Practice

Class 7

Readings
APA Taskforce on Evidence-Based Practice (2006). Evidence-Based Practice in
Psychology. American Psychologist, 61(4), 271-185.
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Gilgun, Jane F. (2005). The four cornerstones of evidence-based practice in social

work. Research on Social Work Practice, 15(1), 52-61.
Jenson, Jeffry J. (2005). Editorial Connecting science to intervention: Advances,
challenges, and the promise of evidence-based practice. Social Work Research, 29(3),
131-135.

***Middle Due Date for Mid-Term Paper***

Thursday, Oct 29 Experiments as Practice Evaluation

Class 8 Randomized Controlled Trials

Readings
Mokuau, Noreen et al (2008). Development of a family intervention for native
Hawaiian women with cancer: A pilot study. Social Work, 53(1), 9-19.
Reichow, Brian, Fred R. Volkmar, & Domenic V. Cicchetti (2008). Development of
the evaluation method for evaluating and determining evidence-based practice in autism.
Journal of Autism and Developmental Disorders, 38, 1311-1319.

***Final Due Date for Mid-Term Paper***

Thursday, Nov 5 Experiments & Quasi-Experiments

Class 9

Readings
Botsford Anne L. & David Rule Evaluation of a group intervention to assist aging
parents with permanency planning for an adult offspring with special needs. Social Work,
49(3), 424-431.
Bradshaw, William & David Roseborough (2004). Evaluating the effectiveness of
cognitive-behavioral treatment of residual symptoms and impairment in schizophrenia.
Research on Social Work Practice, 14(2),.112-120.
Chapman, Dennis G. & Ronald W. Toseland (2007). Effectiveness of advanced
illness care teams for nursing home residents with dementia. Social Work, 52(4), 321-329.

Thursday, Nov.12 Sources of Evidence for Evaluations

Class 10

Readings
Coy, Maddy (2008). Young women, local authority care, and selling sex: Findings
from research. British Journal of Social Work, 38, 1404-1428.
Furman, Rich (2006) ‘Poetic forms and structures in qualitative health research’,
Qualitative Health Research 16(4), 560–6.
Kumsa, Martha Kuwee (2007). Home and exile. Qualitative Social Work, 6(4), 483–
487.

Review
APA Taskforce on Evidence-Based Practice (2006). Evidence-Based Practice in
Psychology. American Psychologist, 61(4), 271-185.
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Gilgun, Jane F. (2005). The four cornerstones of evidence-based practice in social

work. Research on Social Work Practice, 15(1), 52-61.

Thursday, Nov 19 Constructing Instruments

Class 11 From Concepts to Items

Readings
Gilgun, Jane F. (2004). Qualitative methods and the development of clinical
assessment tools. Qualitative Health Research, 14(7), 1008-1019.
Hoe, Maanse & John S. Brekke (2008). Cross-ethnic measurement invariance of
the Brief Symptom Inventory for individuals with severe and persistent mental illness.
Social Work Research, 32(2), 71-78.
Wenbron, Jennifer et al (2008). Assessing the reliability and validity of the Pool
Activity Level (PAL) Checklist for use with older people with dementia. Aging and Mental
Health, 12(2), 202-211.

Background Readings (Not Required)

Bordelon, Thomas D. (2006). A qualitative approach to development an instrument
for assessing MSW students’ group work performance. Social Work with Groups, 29(4),
75-91.
Derogatis, Leonard R. & Patricia A. Cleary (1977). Confirmation of the dimensional
structure of the SCL-90: A study in construct validation. Journal of Clinical Psychology,
33(4), 981-989.

Thursday, Dec 3 Social Worker Reactivity/Countertransference

Class 12 Vicarious Trauma
Humor in Social Work
Readings
Bride, Brian E. (2007). Prevalence of secondary traumatic stress among social
workers. Social Work, 52(1), 63-70.
Pulido, Mary L. (2007). In their words: Secondary traumatic stress in social workers
responding to the 9/11 terrorist attacks in New York City. Social Work, 57(3), 279-281.
Swank, Eric & Lisa Raiz (2007). Explaining comfort with homosexuality among
social work students: The impact of demographic, contextual, and attitudinal factors.
Journal of Social Work Education, 43(2), 257-278.
Ting, Laura, Sara Sanders, Jodi M. Jacobson, & James R. Power( 2006). Dealing
with the aftermath: A qualitative analysis of mental health social workers’ reactions after a
client suicide. Social Work, 51(4), 329-341.

Assignment
Bring in a written account of a social work-related incident that shows the use of
humor to facilitate coping, to defuse emotion, to lighten mood, or anything else
constructive. You can also bring in examples of incidents that you did not find humorous
but other people did. You will hand this assignment in for your instructor’s review.
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Thursday, Dec 10 Reprise: The 2 x 2 Table

Class 13 Course Review
Final Projects
Assignment
Bring in headlines of one article from any of the course readings and be prepared to
share your thoughts on these headlines in class.
Bring in your definition of practice evaluation and be prepared to share your
definition in class.
Bring in a short description of your plan for your final project and be prepared to
discuss it in class.
You do not have to hand in any of these tasks.

***Final Paper Due Monday, December 14 at midnight***