This course is designed to enhance students' clinical judgment and decision making with populations at high risk for victimization or perpetration of violence and substance misuse. It provides contemporary scientific and clinical knowledge and explores the associations of violence, child abuse, and mental disorders with substance misuse. Theories of addiction are explored with attention genetic, familial, gender, geographical, and cultural contributions. Neurochemical and neuroanatomical correlates of addiction are explored.

This course offers a survey of the major mental disorders typically encountered by social workers in clinical practice and other areas of practice such as protective services, family services, and court-related service areas. It is designed to increase the social worker's familiarity with diagnostic classifications, criteria, etiologies, and the epidemiology of disorders and social work treatment for disorders.

This course is designed to prepare the social worker to conduct culturally sensitive, structured, semi-structured, and observational clinical assessments of adults, children, and families. Special attention will be paid to engagement techniques, assessment skills, treatment planning, and best-practice intervention models. Students will learn to develop and implement Motivational Interviewing skills, treatment plans as they relate to the assessment, and evidence-based interventions.

This course provides social work students an opportunity for advanced study of differential diagnostic assessment using the current edition of the Diagnostic and Statistical Manual of Mental Disorders. The course also provides an opportunity for more detailed study of the more common mental disorders seen in social work practice. Students will engage in the advanced study of clinical decision making as it pertains to current mental health assessment, with special attention made to anti-racist and anti-oppressive inclusive mental health assessment.

This course builds on previous content related to clinical decision- making, psychopathology and clinical assessment, and is designed to 1) apply a range of intervention theories to children, adults, families and group, 2) facilitate the student's capacity to conduct a comparative analysis of the approaches across common, conceptual, clinical, cultural and ethical domains, and to provide the forum for a critique of each approach using the latest empirical evidence on efficacy and effectiveness.

This course offers an intensive study of four evidence-based practices: Cognitive Behavioral Therapy, Trauma-Focused Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, and Solution-Focused Brief Therapy. It is designed to increase the social worker's familiarity with evidence-based practices for social work treatment of mental health disorders.

Nestled in a social justice framework, this course examines various models/frameworks for conceptualizing, implementing, and analyzing contemporary social welfare policy. Several typologies of welfare states and associated policy implications are examined and critiqued. This course prepares learners to be actively engaged and involved in policy making processes that impact, and are impacted by, social welfare systems.

This social work practice course delves further into theory and practice appropriate for work with organizations and community systems. Recognizing the structural determinants of individual and family wellbeing, the course focuses on a strengths-based approach to planning, implementing, and evaluating evidence-based interventions for clients at the macro level.

This seminar is taken by MSW students in their last semester to prepare for the comprehensive examination. foundatin level and concentration course content and practice behaviors will be reviewed to assist students to integrate their course of study.

This seminar is taken by MSW students in their last semester to prepare for the comprehensive examination. Foundation level and concentration course content and practice behaviors will be reviewed to assist students to integrate their course of study.