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Social Work - regular postings (closing Jun.18/07)

The following 16 Job Postings are available through the Faculty of Social Work, University of Toronto:

Faculty of Social Work

University of Toronto

JOB POSTING: SESSIONAL LECTURER I

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TITLE AND NUMBER OF COURSE: SWK 4102H Social Policy in the Canadian Context: TWO SECTIONS AVAILABLE

COURSE DESCRIPTION: SEE BELOW FOR DETAILED DESCRIPTION

ESTIMATE OF COURSE ENROLLMENT: 25

ESTIMATE OF TA SUPPORT: NONE

CLASS SCHEDULE: FALL TERM: WEEKLY LECTURE: MONDAYS 9:00-10:30

TUTORIAL SECTIONS:

1ST SECTION: MONDAYS: 10:30- 12:00 P.M. - Sept. 10 – Dec. 3, 2007

2ND SECTION: TUESDAYS: 1:30 – 3:00 P.M. – Sept. 11 – Dec. 4, 2007

SESSIONAL DATES OF APPOINTMENT: SEPTEMBER 1 – DECEMBER 31, 2007

SALARY: $6,275.00 PER COURSE

QUALIFICATIONS: Ph.D. Degree in Social Work or other related field; Knowledge of, and experience in teaching Social Policy in the Canadian Context. Preference may be given to candidates who have the most experience teaching in this area at the graduate level.

BRIEF DESCRIPTION OF DUTIES: Sessional lecturers are required to be superior classroom teachers and to maintain a mastery of the subject area. Duties shall include the normal duties associated with the design and teaching of university degree credit courses or sections of courses. These may include the preparation and delivery of course content, including lecturers and/or seminars; creation of course ware; the development and administration of assignments, tests and examinations; the marking and grading of student work and the submission of grades to appropriate University officials in accordance with policy; the maintenance of reasonable hours of student contact outside of scheduled contact hours.

CLOSING DATE FOR APPLICATIONS: JUNE 18, 2007

APPLICATION PROCESS: To be considered for a position, candidates must apply with a cover letter and curriculum vitae. Candidates may apply for multiple sections, however the cover letter must clearly indicate which section(s) you are interested in. Please submit applications by email to: angela.umbrello@utoronto.ca

This job is posted in accordance with the CUPE 3902 Unit 3 Collective Agreement. It is understood that some announcements of vacancies are tentative, pending final course determinations and enrolment.

COURSE DESCRIPTION:

Rationale and Significance

In a fundamental way, public social policies and programs (or lack thereof) shape the context within which social work is practised in Canada. This course therefore provides essential background knowledge and skills for aspiring social work practitioners at all levels of practice and in all fields of service.

Consistent with the Faculty’s mission of promoting social justice and equity, historical and contemporary approaches to Canadian social policy will be examined critically and with reference to research evidence on alternative policy choices. When appropriate, Canadian social policies will be compared across provincial/territorial and international jurisdictions.

In keeping with the Faculty’s emphasis on diversity, social policy responses to the diverse needs of particular groups will be examined with reference to human rights. As well, special attention will be directed to distinctive social policy approaches in Quebec; and to the social policy dimensions of tax policy.

This is a required course in the first year of the Two-year MSW Program. Knowledge gained in this course will also enhance understanding of many practice issues comprising the content of SWK 4103 Elements of Social Work Practice and SWK 4105 Social Work Practice Laboratory.

Educational Philosophy and Learning Environment

The Instructors assume that students in the Two-year MSW Program bring a wide range of academic backgrounds and experiences to the study of social policy. It is further assumed that, as adult learners, students are highly motivated to gain an understanding of prerequisite knowledge and skills for social work practice. These include foundational knowledge about the policy-making process and the social, political, economic, legal and institutional contexts in which it occurs; various theories and ideological positions that influence policy choices; and critical analysis skills that can be applied to the assessment of policy choices and alternatives.

While some students may already be familiar with some of the course content, it is expected that all students will contribute to communal learning through participation in class discussions and presentations and will strive to deepen their individual understandings through independent reading and assignments.

The Instructors aim to foster a sense of community in the class, in which diversity is respected and the free expression of views is valued. The interactive and experiential approach to developing critical awareness in this course underscores the importance of attendance at classes and participation in class activities. It also means that the often-controversial nature of social policy may lead to disagreement and debate. In the spirit of open inquiry that fosters the free participation of all, the principle of maintaining respect for others, even when disagreeing with their views, will be upheld.

Goals and Student Learning Outcomes

The overall learning goal of this course is to gain a critical awareness of public social policies as the outcomes of competing social, political and economic forces and priorities, and the implications of social policy choices for social work practice.

By the end of this course, students should...

be familiar with various models and theories of social welfare, and their ideological roots;
have an understanding of the early influences and historical development of Canada’s social welfare policies;
have an understanding of the social, political and economic forces driving contemporary trends in Canadian social policy;
have an understanding of the connections between social policies and social work practice;
be able to present specific social policies in a concise, coherent and informative manner;
be able to apply a variety of theoretical perspectives and strategies to analyzing specific social policies.

Course content

Background readings related to each week’s topic are specified in the weekly schedule for the course. It is expected that students will have read these materials in preparation for each week’s class, as this will assist in understanding the content of formal presentations and will facilitate informed discussion in seminar groups.

Within the broad framework of the Charter of Rights and Freedoms, The Canadian Human Rights Act, provincial/territorial Human Rights Codes, social work ethics and values and theories of distributional justice, students will be encouraged to evaluate the adequacy of social policy responses to the diverse needs of particular groups including children and youth; the elderly; women; members of linguistic, racial, cultural, religious or other groups; persons with disabilities, immigrants and refugees, Aboriginals, and persons with alternative sexual identities and preferences (LGBTT).

In addition to critical analyses of Canadian social policies and policy-making practices, research literature from social work and other disciplines including evaluative and comparative social policy research studies is included in course readings. The instructors will also include findings from research studies in which they have been or are currently involved

Course format

Weekly, three-hour meetings will normally consist of an interactive, 75- to 90-minute lecture presented by one of the Instructors and occasional guests. Following a 15 minute break, seminar groups of approximately 25 students will be held for the remaining 75 to 90 minutes to discuss of the week’s topic and assigned readings, or to receive presentations of student group research projects. The Instructors will alternate as discussion leaders in these groups.

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TITLE AND NUMBER OF COURSE: 4103H Elements of Social Work Practice and 4105H Social Work Practice Laboratory TWO SECTIONS AVAILABLE

COURSE DESCRIPTION: SEE BELOW FOR DETAILED DESCRIPTION

ESTIMATE OF COURSE ENROLLMENT: 19

ESTIMATE OF TA SUPPORT: NONE

CLASS SCHEDULE: FALL TERM: TWO SECTIONS: THURSDAYS: 9:00 – 4:00 P.M. – SEPT. 13 – DEC. 6, 2007

SESSIONAL DATES OF APPOINTMENT: SEPTEMBER 1 – DECEMBER 31, 2007

SALARY: $12,550.00

QUALIFICATIONS: Ph.D. Degree in Social Work or other related field. Knowledge of theoretical frameworks and principles of generic social work within a direct practice context. Experience in direct practice is required. Preference may be given to candidates who have the most experience teaching in this area at the graduate level.

BRIEF DESCRIPTION OF DUTIES: Sessional lecturers are required to be superior classroom teachers and to maintain a mastery of the subject area. Duties shall include the normal duties associated with the design and teaching of university degree credit courses or sections of courses. Must be available to teach two half-courses from 9:00 – 4:00 p.m. on Thursday: SWK4103 Elements of Social Work Practice is a graded course with conceptual application to practice and SWK4105 Social Work Practice Laboratory is an experiential credit course in basic interpersonal communication skills. The course content, readings, and assignments are uniform across all sections. Work with the teaching team and course coordinator. Be available during regular office hours for student advising and consultation. Assess student performance through grading assignments and submit recommendations to the course coordinator by required date.

CLOSING DATE FOR APPLICATIONS: JUNE 18, 2007

COURSE DESCRIPTION:

SWK 4103: ELEMENTS OF SOCIAL WORK PRACTICE

RATIONALE AND SIGNIFICANCE

The University of Toronto Faculty of Social Work is committed to “social work education that will prepare graduates for ethical, competent, innovative and effective professional social work practice; ....maintaining an academic environment and promoting social work practice grounded in social justice and equal opportunity for all groups in society irrespective of gender, ethnic origin, race, native heritage, language religious beliefs, class, sexual orientation, disability, age, culture or any other forms of diversity; …. its identification of special themes, which are responsive to societal needs”. (Faculty of Social Work Mission Statement, December 2003). The Elements of Social Work Practice and the Social Work Practice Laboratory are the two required courses in the first term of our two-year MSW program providing students with basic preparation for professional practice. The focus will be working directly with client systems; however, the assessment will include data collection and analysis of all relevant aspects of the client systems’ experience including interpersonal and systemic environments. These courses provide the foundation for students to acquire the skills to both work with and on behalf of the client system (ie individual, couple, family, group). These courses are specifically designed to support students' transition to their first field practicum experience and other practice courses that follow in the program. The Elements of Social Work Practice Course will provide the conceptual foundation for social work practice and the Social Work Practice Laboratory will offer experiential learning aimed at developing basic professional competencies. Case examples used in each course will be broadly drawn from our 2005/06 Year 2 specializations: gerontology; children and their families; health and mental health; and social justice and diversity.

EDUCATIONAL PHILOSOPHY

As the foundation preparatory practice courses, the Elements of Social Work Practice and the Social Work Practice Laboratory aim to provide students with content essential for professional practice. Within this overall philosophy students are encouraged to take initiative for their own professional development as life-long learners. The following principles of adult learning are supported: development of an educational climate that is conducive to openness and risk-taking, self-directed learning by taking initiative to identify one’s own learning needs, and by linking concepts presented in class to one’s own experiences. Instructors will combine the functions of teacher, facilitator and role model. A core curriculum is presented and students are encouraged to engage critically with the course content in their personal integration of professional values, knowledge, and practice skills. These two courses are combined to enable students to develop self-awareness, the ability to critically review and learn from their own performance, and an intellectual capacity to integrate theory, research, and practice. It is expected that this educational experience will expand the students' repertoire of learning strategies that will support their continual professional development.

GOALS

The goal of this course is to provide students with core concepts used in direct social work practice with client systems (also referred to as micro social work practice). Students will have the opportunity to consider the needs of potential client populations as they relate to diversity, including, but not limited to: race, ethnicity, culture, gender, class, language, sexual orientation, age, spirituality/religious beliefs, and ability.

This course, as the first practice theory course, strives to provide a conceptual basis for understanding other practice courses in the curriculum. An ecological perspective (life model) of person –in-environment is used to anchor generic concepts for a range of practice situations. The course will provide the opportunity to integrate social work theory, research, and practice.

The Elements Course is a companion course to the Practice Laboratory and there is integration of the content in these two courses. A positive, accepting learning environment is essential for both these courses, where students can a) risk take through practice of new skill behaviors; b) be exposed to new ways of thinking; and c) share your perspective and thoughts with others. To help achieve this classroom milieu, special attention is given to competencies of working productively with colleagues, giving/receiving constructive feedback, awareness of personal value systems, and respectful acknowledgement of others’ belief systems while not necessarily agreeing with or following these practices. These competencies are described in detail in the lab course outline and are expected behaviors for both classes.

STUDENT LEARNING OUTCOMES

Upon completion of this course students should emerge with:

a conceptual understanding of the ecological perspective of person-in- environment (life model) that will serve as a framework to guide assessment and intervention practice.
a basic understanding of the stages of the social work process.
an ability to use theory and research findings to inform practice.
a beginning framework for critical analysis of social work practice
an ability to “contextualize” social work practice with diverse client populations, especially its societal, institutional, personal and value dimensions.
an understanding of the professional context of social work practice, including core values, CASW Code of Ethics, and professional behavior expectations which guide our daily practices.

COURSE DESCRIPTION:

SWK 4105: SOCIAL WORK PRACTICE LABORATORY

RATIONALE AND SIGNIFICANCE

The Elements of Social Work Practice and the Social Work Practice Laboratory are the two required courses in the first term of our two-year MSW program providing students with basic preparation for professional practice. These courses are specifically designed to support students' transition to their field practicum experience and other direct practice courses in the program. Successful completion of the Laboratory course is a prerequisite for commencing practicum. These courses provide the foundation for students to acquire the skills to both work with and on behalf of client groups. The Elements of Social Work Practice Course will provide the conceptual foundation for social work practice while the Social Work Practice Laboratory will offer experiential learning aimed at developing basic professional competencies. Case examples used in each course will be drawn from our upcoming specialization areas: gerontology, children and their families; health and mental health; and diversity and social justice.

EDUCATIONAL PHILOSOPHY

As the foundation preparatory practice courses, the Social Work Practice Laboratory and the Elements of Social Work Practice provide students with content essential for professional practice. Within this overall philosophy students are encouraged to take initiative for their own professional development as life-long learners. Principles of adult learning are supported through group development and an educational climate that is conducive to openness and risk-taking, self-directed learning by taking initiative to identify one’s own learning needs, and by linking concepts presented in class to one’s own experiences. Instructors will combine the functions of teacher, facilitator, and role model. A core curriculum is presented and students are encouraged to engage critically with the course content in their personal integration of professional values, knowledge, and practice skills. These two courses are combined to enable students to develop self-awareness, the ability to critically review and learn from their own performance, and an intellectual capacity to integrate theory, research, and practice. It is expected that this educational experience will expand students' repertoire of learning strategies that support their continual professional development. A comfortable, positive learning environment which promotes flexible thinking, risk-taking behavior, and respect for others is essential for participation in role-plays and class discussion. To help achieve this classroom milieu, special attention is given to competencies of working productively with colleagues, giving/receiving constructive feedback, awareness of personal value systems, and respectful acknowledgement of others’ belief systems while not necessarily agreeing with or following these practices. These competencies are outlined below.

GOALS

This course offers students an introduction to the skills required for direct social work practice with client systems (also referred to as micro or clinical social work practice). Students will have the opportunity to consider the needs of potential client populations as they relate to diversity, which include but are not limited to: race, ethnicity, culture, gender, age, class, sexual orientation, geographic location, spirituality/religious beliefs, language, and ability.

The Practice Laboratory is a companion course to the Elements of Social Work Practice Course. Concepts studied in that course will be grounded in practice simulations in the lab. This course aims to link and apply theory and research to practice as students acquire generic interviewing skills. The lab is also designed to develop professional practice skills, including the skills of critical self-reflection and offering constructive feedback to colleagues. The lab is preparatory to the second term Field Practicum and strives to provide students with communication practice skills which can be transferred into the agency- based practicum. Emphasis is given to developing a positive learning environment based on mutual support and respect.

STUDENT LEARNING OUTCOMES

Upon completion of this course students should emerge with:

an understanding of the link between theory and social work process, based on the practice concepts presented in the Elements Course

-the basic communication and interviewing skills needed for professional relationship building and assessment with client systems, such as clarification/collaboration, concreteness/focus, and exploration /direction.

the beginning skills needed to practice as a professional. The focus will be on:
collaborating with professional colleagues
offering constructive feedback to colleagues and course instructor
utilizing feedback from colleagues and course/ field instructor
reflecting on and integrating professional, cultural, and personal values
critically analyzing one’s own performance and interviewing skills through tape analysis and in class role plays
defining personal strengths
identifying professional development needs and ways to meet them
practicing presentation skills
collaborating with other professionals

COURSE CONTENT

The course material will be linked so that the theoretical concepts and practice issues studied in the Elements class will be applied-in-action in the Skills Lab. The course will address:

professional conduct
communication and interviewing skills
professional relationship building skills
assessment skills
group process and collaboration within a team context
formal presentation skills (if there is sufficient time)

Course format

The Lab is an experiential learning group and as such provides an opportunity for students to develop collegial behaviors expected of a professional social worker. Students should approach this course with the same level of professionalism expected in a practice setting. This involves according student colleagues the respect, sensitivity, and confidentiality expected in professional social work practice. Students should participate as adult learners actively involved in the development of their own knowledge and skills, as well as assisting in the learning of others.

Students will specifically be expected to:

attend all lab sessions; class attendance will be taken each day.
notify the instructor if absence is required and discuss how missed learning opportunities will be substituted. Absences (including late arrivals and early departures) or not completing negotiated substitutions can result in a “no credit” for this course.
participate actively in all aspects of the lab
read all assigned materials
participate actively in audio and video-taped simulated interviews, case analysis, and role playing

Methods of instruction may include: presentation, discussion, exercises, class role plays, simulations with actors, extensive use of audio and videotaping and analysis of tapes, coaching, and feedback in the context of a learning group. Students will also have an opportunity to interview a volunteer person to conduct a life review history (Interviewing a Senior module).

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TITLE AND NUMBER OF COURSE: SWK 4107H Foundations of Social Work: Knowledge, Theory and Values that Inform Practice ONE SECTION AVAILABLE

COURSE DESCRIPTION: SEE BELOW FOR DETAILED DESCRIPTION

ESTIMATE OF COURSE ENROLLMENT: 25

ESTIMATE OF TA SUPPORT: NONE

CLASS SCHEDULE: FALL TERM: MONDAYS: 1:30 – 4:30 P.M. – Sept. 10 – Dec. 3, 2007

SESSIONAL DATES OF APPOINTMENT: SEPTEMBER 1 – DECEMBER 31, 2007

SALARY: $6,275.00 PER COURSE

QUALIFICATIONS: Ph.D. Degree in Social Work or other related field; knowledge of, and experience in teaching social work theories, ethics, values and the context of practice. Preference may be given to candidates who have the most experience teaching in this area at the graduate level.

CLOSING DATE FOR APPLICATIONS: JUNE 18, 2007

APPLICATION PROCESS: To be considered for a position, candidates must apply with a cover letter and curriculum vitae. Please submit applications by email to: angela.umbrello@utoronto.ca

COURSE DESCRIPTION:

Rationale and Significance

This course critically engages with the knowledge, theories, and values that constitute the foundation of the social work profession and inform its practice. This foundation has incorporated elements drawn from different disciplines and ideological systems. The process of incorporation and subsequent transformation is an ongoing dynamic process intimately tied to professional discourse and practice.

In this course, we will examine where the knowledge and value-base of social work comes from, and we will raise questions such as: How do we understand human reality? What is the nature of knowledge in our discipline? What is the role of theory? How is theoretical knowledge related to other forms of knowledge? What is the relation between knowledge(s), values and practices? What ethical considerations go hand-in-hand with social work activities? How do power and difference intersect with knowledge? How does knowledge inform strategies of change? What assumptions do we make in our understanding, knowledge, and practice, and what are their limitations? In other words, we cannot take this knowledge and value-base for granted.

This course will introduce selected theories in the social sciences and humanities that are relevant to social work practice. Recognizing the diversity of academic backgrounds among the students, and the impossibility of offering a comprehensive treatment of major theoretical systems within a semester course, we have adopted an issue-based approach. A number of substantive issues relevant to social work practice are chosen to illustrate how theories, ideology, knowledge and values are applied to specific practice situations. Theoretical systems will be critically examined within the context of social work practice.

Course Goal

The major goal of this course is to foster a critical reflexive stance to knowledge. This course will introduce you to selected theoretical systems, and illustrate how social workers might engage with these systems critically. We will focus on the conceptual issues arising out of the interaction among knowledge, professional value, experiential knowledge, and practice reality. You will have the opportunity to examine how you make sense of this interaction and the related issues, and reflect on your own construction and articulation. You will also be encouraged to consider alternative approaches and articulations.

Student Learning Outcomes

You will be able to identify sources and construction of knowledge in the helping professions: how problems are defined and solutions arrived at.
You will have the opportunity to examine a number of theories with regard to their scope, explanatory power, evidence base, heuristic value, positioning, assumptions, limitations, and potential for application. You will also be able to explore a theory chosen by yourself in greater depth.
You will gain an appreciation for how the development of knowledge takes place in the context of relationships; how values underpin social work perspectives on human nature, the nature of change, and professional activity.
You will gain an understanding of the intersecting discourses attending major social work concepts (e.g. social justice, diversity, anti-oppression).
You will have an opportunity to explore the knowledge and values dimensions of specific issues of your choice.

Educational Philosophy

A key value of this course is the respect for rigorous intellectual inquiry. The instructors are committed to create and maintain a safe space for exploration of knowledge, active questioning, critical engagement with ideas, and testing alternative articulations. The course employs an adult learning model that assumes learner motivation, self-direction, and responsibility. It emphasizes knowledge for practice, dialogue between the personal and the professional, and encourages open discussion. Throughout the course, a focus on the importance and impact of diversity in knowledge development and practice will be highlighted.

Learning Environment

We have a social responsibility, as professional social workers, to treat one another with respect. We must respect others’ views even if we do not agree with their viewpoint. It must be recognized that having core values challenged, even respectfully, may be an unsettling experience, but it is an inevitable aspect of learning. Therefore, we must challenge the ideas people present, rather than attack the person who presents the ideas. Mutual respect and consideration for each other and our ideas form the basis for fostering classroom safety. However, we must ensure, not assume, that respect for one another exists within the Faculty of Social Work.

Course Content

The course will examine multiple frameworks by relating them to specific social work practice situations (e.g., everyday life, clinical practice, homelessness, HIV/AIDS). The course will incorporate a critical perspective, critiquing each theory in terms of its strengths and limitations and its applicability to social work practice. Special attention will be paid to how the theory addresses issues of diversity and oppression.

Students will be introduced to fundamental issues in epistemology (theory of knowledge). Special attention will be given to the social processes associated with the construction, production, and distribution of knowledge. Specific theories and approaches (e.g. feminist epistemology, discourse analysis, etc.) will be considered.

Students will learn to critically examine the various kinds of knowledge use in social work. Knowledge claims will be analyzed as discursive practice. Such critical analyses will be contextualized with regard to the intersecting diversities found in Canadian society. Specifically, the ideas of social justice, diversity, and anti-oppressive social work will be critically examined.

Format

This course emphasizes reflexive and experiential learning. Through journals and class exercises, students are invited to examine, explore and challenge the multiple layers involved in their own identities, social positions, cultures, values, preferences, ideas of knowledge, world-views, etc.

The typical class starts with a lecture (1 hour 20 minutes) or panel presentation session, followed by a break (20 minutes), and then a group discussion/seminar session (dividing the class into four sections, 1 hour 20 minutes).

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TITLE AND NUMBER OF COURSE: SWK 4412H The Context of Mental Health and Health Practice ONE SECTION AVAILABLE

COURSE DESCRIPTION: SEE BELOW FOR DETAILED DESCRIPTION

ESTIMATE OF COURSE ENROLLMENT: 25

ESTIMATE OF TA SUPPORT: NONE

CLASS SCHEDULE: FALL TERM: MONDAYS: 9:00 – 12:00 P.M. – SEPT. 10 – DEC. 3, 2007

SESSIONAL DATES OF APPOINTMENT: SEPTEMBER 1 – DECEMBER 31, 2007

SALARY: $6,275.00 PER COURSE

QUALIFICATIONS: Ph.D. Degree in Social Work or other related field; knowledge and in-depth understanding of Canadian mental health and health policy and services with a particular emphasis on Ontario; knowledge and experience of social work practice in the area of mental health and health. Preference may be given to candidates who have the most experience teaching in this area at the graduate level.

CLOSING DATE FOR APPLICATIONS: JUNE 18, 2007

APPLICATION PROCESS: To be considered for a position, candidates must apply with a cover letter and curriculum vitae. Please submit applications by email to: angela.umbrello@utoronto.ca

COURSE DESCRIPTION:

Rationale and Overview:

This course examines Canadian mental health and health policy and services with a particular emphasis on Ontario. It also reviews cross-national comparisons to identify similarities and differences in the development of mental health and health policy and services. The social construction of illness and disability and definitions of health with will be explored in the context of a multi-cultural community and significant stakeholders. The role of medical and human service professionals and the consumer/survivor movement will be discussed.

The course is based on the assumption that social workers in mental health and health settings should be able to participate in the assessment and modification of conditions that affect mental health and health by intervening with individuals and families, and assisting in the development of relevant and effective programs and service systems for the mentally and physically ill. A prerequisite for intervening in these areas is a working knowledge of policy, law, and service systems that impact on health and mental health. In this time of change, social workers have an important role to play by articulating and illuminating: the impact of socio-cultural factors on health, disability and mental health; the significance of family relationships and resources in the management of chronic and complex conditions; by creating innovative and preventative strategies; by working collaboratively with health personnel in a variety of settings; by providing interventions that support individual and his or her extended family’s capacity to adapt to acute crises or chronic health and mental health conditions; and by monitoring and evaluating mental health programs and systems.

Educational Philosophy and the Learning Environment:

Adult students bring knowledge, experiences and a diversity of perspectives to the classroom that enrich the learning of all participants. The educational process will involve the sharing of acquired wisdom of both students and the instructor and a participatory experience of working through issues and problems that arise in social organizations.

Objectives:

To acquire an understanding and appreciation for the history of the professional practice and mental health and health policy in Canada.
To understand various approaches to, and interpretations of, mental health and health that are influenced by race, culture, class, gender and abilities.
To critically examine and dissect current mental health and health policy and proposals for reform.
To gain an appreciation for some of the knowledge that can be used to develop more effective systems of care for persons with mental and physical illness.
To acquire an appreciation of the professional context of practice in health and mental health, including institutional and community based services; interdisciplinary collaboration and principles for ethical practice.

Student Learning Objectives:

Students will acquire skills and understanding regarding:

a) Have knowledge of key legislation, current and emerging policies, and structure and organization of major social welfare programs in the fields of mental health and health, with special attention to women, ethnic minorities, and other oppressed populations.

b) Have knowledge and skills for the development of relevant and effective programs and mental health and health service systems.

c) Have the ability to understand and develop appropriate policies and services for special population groups, women, and various ethnocultural populations encountered in their practice.

d) Have knowledge of, and be able to critique, policy frameworks of relevance to the fields of mental health and health.

e) Seek out and understand contemporary research findings of relevance to social work practice in the fields of mental health and health.

f) Have knowledge and skills for the evaluation of their practice and the evaluation of programs in mental health and health.

g) Have knowledge of the ethical and value issues which are frequently encountered in the field of mental health and health.

h) Have knowledge and skills for effective interdisciplinary collaboration.

Selected Content:

History of mental health and health policy and treatment
Comparative health and mental h

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Social Work - regular postings (closing Jun.18/07)