Communicaitons.

_communications/2024-fall-sowk-486-class-08-weekly-email.md

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+---
+name: 2024-fall-sowk-486-class-08-weekly-email.md
+title: Fall 2024 SOWK 486w Class 08 Weekly Email
+date: 2024-10-11 19:11:44
+group: SOWK 486
+semester: Fall 2024
+excerpt: "Update for Week 08 of SOWK 486"
+---
+
+![SOWK 486 Class Header](https://jacobrcampbell.com/assets/media/2020-fall-sowk-486-class-header.png)
+
+<div style="background-color: #3b9cba; width: 100%;" markdown="1">
+
+[MyHeritage](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/){: .btn .btn--info}
+[Syllabus](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/Syllabus.jnz){: .btn .btn--info}
+[Presentations](https://presentations.jacobrcampbell.com){: .btn .btn--info}
+[Emails](https://jacobrcampbell.com/communications/){: .btn .btn--info}
+
+</div>
+
+I hope you are all well and I will see you next week for class.
+
+## Unit Introduction and What You Will Learn
+
+Weeks eight and nine are both about how social workers conduct assessments. After we have started building relationships with our clients, and before we can find ways to support them, we must understand the real problem. We will be looking at how we do assessments. We will review examples of screening tools, talk about the DSM-5 and its uses, and discuss mini-mental status exams. Furthermore, I will show some examples of how I do documentation.
+
+## Unit Assignments
+
+**Read**
+
+- Read Hepworth et al. (2022) Chapter(s) 08 and 09
+- Consider engaging with additional content offered in resources
+
+**A-01 Class Engagement and Participation**
+
+Participate in class
+
+**A-02 Reading Quizzes**
+
+[W-08 A-02 Hepworth et al. (2022) Chapter(s) 08 and 09](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/Assignments.jnz?portlet=Coursework&screen=AssignmentDetailView&screenType=change&id=123271a8-d5e3-4aee-b9a7-afcc7d0f7637) due on Wednesday before class
+
+
+## Unit Resources
+
+I really appreciate feedback about teaching and my courses. There is an opportunity to provide mid-term feedback. I read the feedback and find it helpful. You can access the survey by going to [SOWK 486W Survey](https://p17.courseval.net/etw/ets/et.asp?CFNK=592D6B7C-DCF0-497B-97D1-1FDCC1DCB7DC&nxappid=HU2&nxmid=GetSurveyForm&wsedrq=50NOHE4307)
+
+We talk some about the DSM–5, and the ethics around using diagnosis. Shackle (1985) provides some arguments that are still relevant today in considering the DSM and its use. Graybeal (2001) provides a good description of how we can think of assessment from a strength-based approach versus the traditional medical model. Both articles are fairly short and approachable. I'd encourage you to read them. I shared the Graybeal article in week 2 so you have probably already read it and it's discussion of using ROPES in assessments.
+
+In looking at assessment, it might be helpful to think about how assessment connects with intervention. Wolraich et al. (2011) information about diagnosis, evaluation, and treatment Attention-Deficit / Hyperactivity Disorder (ADHD). I created a video talking about [ADHD Information for Practitioners, Parents, and Schools](https://jacobrcampbell.com/blog/2019/01/adhd-information-practitioners-parents-schools/) that might be useful.
+
+<iframe width="560" height="315" src="https://www.youtube.com/embed/o_39K2AjJgo" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
+
+Dr. Beverly Ford describes the assessment process that gives some insight into why assessment in the video the [Assessment Process](https://youtu.be/kagGIylgAnw) by Oregon DHS.
+
+<iframe width="560" height="315" src="https://www.youtube.com/embed/kagGIylgAnw" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
+
+Some of the apps that I share and use when I am talking about my documentation are as follows:
+
+- [Drafts | Where Text Starts](https://getdrafts.com/) on iOS and macOS
+- [TextExpander](https://smilesoftware.com/) on iOS, macOS, and Windows
+- [Shortcuts](https://support.apple.com/guide/shortcuts/welcome/ios)
+
+I share some examples of how I use markdown in preparing for classes, [The Mise en Place for University Class Preparation](https://jacobrcampbell.com/blog/2019/08/the-mise-en-place-for-university-class-preparation/) and a bit of the why I use Markdown in a post I wrote: [Review of David Sparks's Markdown Book an Investigation to Formatting Documents](https://jacobrcampbell.com/blog/2014/3/review-of-david-sparkss-markdown-book-an-investigation-to-formatting-documents).
+
+I will post the presentation as we get closer to class next week.
+
+`You can find the recording of all of our classes in the [lecture videos]() for this course. You can find [Fall 2024 SOWK 486w 1 - Week 08]().`
+
+<div style="text-align: center" markdown="1">
+Reference
+</div>
+
+<div style="margin: 0 0 0 2em; text-indent: -2em;" markdown="1">
+
+Graybeal, C. (2001). [Strengths-based social work assessment: Transforming the dominant paradigm](https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.467.2933&rep=rep1&type=pdf). _Families in Society: The Journal of Contemporary Social Services, 82_(3), 233-242. <https://doi.org/10.1606/1044-3894.236>
+
+Shackle, E. M. (1985). [Psychiatric diagnosis as an ethical problem](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1375175/). _Journal of Medical Ethics, 11_(9), 132-134. <https://doi.org/10.1136/jme.11.3.132>
+
+Wolraich, M., Brown, L., Brown, R. T., DuPaul, G., Earls, M., Feldman, H. M., Ganiats, T. G., Kaplanek, B., Meyer, B., Perrin, J., Pierce, K., Reiff, M., Stein, M. T., Visser, S., Capers, M., & Davidson, C. (2011). [ADHD: Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents](https://pediatrics.aappublications.org/content/128/5/1007). _Pediatrics, 128_(5), 1007-1022. <https://doi.org/10.1542/peds.2011-2654.ADHD>
+
+</div>
+
+## To-Do Lists
+
+- **A-01: Class Participation and Engagement** participate in class
+- Consider reviewing additional articles in the resource section
+- **W-08 A-02 Hepworth et al. (2022) Chapter(s) 08 and 09** is due at 5:30 PM before class via _My Heritage_
+- SOWK 486W Survey Mid-term Review

_communications/2024-fall-sowk-486-class-09-weekly-email.md

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+---
+name: 2024-fall-sowk-486-class-09-weekly-email.md
+title: Fall 2024 SOWK 486w Class 09 Weekly Email
+date: 2024-10-22 10:01:21
+group: SOWK 486
+semester: Fall 2024
+excerpt: "Update for Week 09 of SOWK 486"
+---
+
+![SOWK 486 Class Header](https://jacobrcampbell.com/assets/media/2020-fall-sowk-486-class-header.png)
+
+<div style="background-color: #3b9cba; width: 100%;" markdown="1">
+
+[MyHeritage](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/){: .btn .btn--info}
+[Syllabus](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/Syllabus.jnz){: .btn .btn--info}
+[Presentations](https://presentations.jacobrcampbell.com){: .btn .btn--info}
+[Emails](https://jacobrcampbell.com/communications/){: .btn .btn--info}
+
+</div>
+
+## Unit Introduction and What You Will Learn
+
+Week nine continues the work we started in week seven and looks at assessments. Students will engage in a teach-back presentations examining assessment.
+
+## Unit Assignments
+
+This week, students are to work on their teach-back presentations. These are as follows:
+
+- [Assessing biophysical Functioning](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/W-09_1021_-_1027.jnz?portlet=Group_Discussion_Forums&screen=PostView&screenType=change&id=8d5d4121-4e7f-42ea-a9fc-b21e908dd96c)
+- [Assessing Cognitive/Perceptual Functioning](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/W-09_1021_-_1027.jnz?portlet=Group_Discussion_Forums&screen=PostView&screenType=change&id=5750e520-efe4-47a0-b016-9d839d33a840)
+- [Assessing Affective Functioning](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/W-09_1021_-_1027.jnz?portlet=Group_Discussion_Forums&screen=PostView&screenType=change&id=86c72324-4371-4b59-bb80-53a35d1b34ba)
+- [Assessing Behavioral Functioning](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/W-09_1021_-_1027.jnz?portlet=Group_Discussion_Forums&screen=PostView&screenType=change&id=bfcf6051-dafa-4e9f-999c-55631a5f63ef)
+- [Assessing Environmental System](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/W-09_1021_-_1027.jnz?portlet=Group_Discussion_Forums&screen=PostView&screenType=change&id=85184081-b740-4c50-971f-c74ce2959687)
+
+
+Presentations should be posted at least by the end of the day on Wednesday (e.g., 10/23/24). I expect that everybody reviews every presentation/reply by their peers. Students need to make at least two replies across any of the forums relating to the content, asking questions, or generally engaging. If students ask questions in your forum, there should be a shared effort to do your best to respond to those questions.
+
+## Unit Resources
+
+There is no lecture video this week. 
+
+## To-Do Lists
+
+- Make at least two replies on other people's presentation forums
+- Respond to questions in your presentation forum

_communications/2024-fall-sowk-486-class-10-weekly-email.md

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+---
+name: 2024-fall-sowk-486-class-10-weekly-email.md
+title: Fall 2024 SOWK 486w Class 10 Weekly Email
+date: 2024-10-30 10:08:23
+group: SOWK 486
+semester: Fall 2024
+excerpt: "Update for Week 10 of SOWK 486"
+---
+
+![SOWK 486 Class Header](https://jacobrcampbell.com/assets/media/2020-fall-sowk-486-class-header.png)
+
+<div style="background-color: #3b9cba; width: 100%;" markdown="1">
+
+[MyHeritage](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/){: .btn .btn--info}
+[Syllabus](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/Syllabus.jnz){: .btn .btn--info}
+[Presentations](https://presentations.jacobrcampbell.com){: .btn .btn--info}
+[Emails](https://jacobrcampbell.com/communications/){: .btn .btn--info}
+
+</div>
+
+I hope you are all well. I had a fabulous conference last week, although it was long and busy. I'm looking forward class. We are going spend the start of class going through registration. If you have questions around this, Jessica and I should be there before as well and we can help talk through it.
+
+# Course Content
+\start{course_content}
+
+## Unit Introduction and What You Will Learn
+
+Planning is an integral part of the process of working with clients. As the adage goes, "failing to plan is planning to fail." We can do a lot to help our clients plan, and even the process of teaching them to prepare can have positive long-term impacts. Today, we will look at goals and cognitive distortions and practice going through a six-stage process for planning.
+
+The schedule is as follows:
+
+- Information about goals
+- The six steps in planning
+- Practice doing the planning process
+
+## Unit Assignments
+
+**A-01: Class Attendance and Engagement**
+
+Attend class
+
+**A–03: Reading Quiz**
+
+Complete [W-10 A-02 Hepworth et al. (2022) Chapter(s) 12 and 13](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/Assignments.jnz?portlet=Coursework&screen=AssignmentDetailView&screenType=change&id=59fc83af-b1ac-4be9-ae55-4b07454b6c3d) reading quiz by 5:30 PM before class _via My Heritage_ 
+
+## Unit Resources
+
+I will share my presentation closer before class.
+
+## To-Do Lists
+
+- **A-01:  Class Engagement** Attend class
+- **W-10 A-02 Hepworth et al. (2022) Chapter(s) 12 and 13** is due at 5:30 PM before class via _My Heritage_

_communications/2024-fall-sowk-486-class-11-weekly-email.md

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+---
+name: 2024-fall-sowk-486-class-11-weekly-email.md
+title: Fall 2024 SOWK 486w Class 11 Weekly Email
+date: 2024-11-05 23:13:05
+group: SOWK 486
+semester: Fall 2024
+excerpt: "Update for Week 11 of SOWK 486"
+---
+
+![SOWK 486 Class Header](https://jacobrcampbell.com/assets/media/2020-fall-sowk-486-class-header.png)
+
+<div style="background-color: #3b9cba; width: 100%;" markdown="1">
+
+[MyHeritage](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/){: .btn .btn--info}
+[Syllabus](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/Syllabus.jnz){: .btn .btn--info}
+[Presentations](https://presentations.jacobrcampbell.com){: .btn .btn--info}
+[Emails](https://jacobrcampbell.com/communications/){: .btn .btn--info}
+
+</div>
+
+## Unit Introduction and What You Will Learn
+
+Week 11 continues our work in _Week 10 Social Work Planning_. This week, we will focus on cognitive distortions and addressing them, primarily through the context of Cognitive Behavioral Therapy (CBT). We will also examine crisis planning, how we document our plans, and task management. The plan is as follows:
+
+- Talk about cognitive distortions and cognitive restructuring
+- The planning process in crisis
+- Documenting our plans
+- Task Management
+
+## Unit Assignments
+
+Attend class
+
+## Unit Resources
+
+We will be talking some about documentation. Reamer provides a useful description of what social workers should be thinking about in regards to documentation. He reports about six primary functions of documentation. These include:
+
+> (1) assessment and planning; (2) service delivery; (3) continuity and coordination of services; (4) supervision; (5) service evaluation; and (6) accountability to clients, insurers, agencies, other providers, courts, and utilization review bodies. (Reamer, 2005, p. 326)
+
+I would recommend student take some time and review the article and consider how it will impact their documentation (see article [Reamer (2005) Documentation in social work](https://myheritage.heritage.edu/ICS/Portlets/ICS/Handoutportlet/viewhandler.ashx?handout_id=cab8bdf9-2bcc-4880-90a4-4aba2c855911)).
+
+We also watch a short talk by Burns (2014) during class that is a pretty powerful story. If you are interested in finding it later you can see it at [Feeling good - David Burns - TEDxReno](https://youtu.be/H1T5uMeYv9Q). There are also handouts [Fixing Cognitive Distortions](https://myheritage.heritage.edu/ICS/Portlets/ICS/Handoutportlet/viewhandler.ashx?handout_id=3e7fdc4b-35a8-4f22-8ddb-708b70657106) and the [Goal Planning and Progress Note](https://myheritage.heritage.edu/ICS/Portlets/ICS/Handoutportlet/viewhandler.ashx?handout_id=84caecc4-a3e1-4897-bc53-74453bd3ce4f) that I shared last week.
+
+<iframe width="560" height="315" src="https://www.youtube.com/embed/H1T5uMeYv9Q" title="YouTube video player" frameborder="0" allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>
+
+
+You can find the recording of all of our classes in the [lecture videos](https://myheritage.heritage.edu/ICS/Academics/SOWK/SOWK_486W/2425_FA-SOWK_486W-1/Lecture_Videos.jnz) for this course. You can find `[Fall 2024 SOWK 486w 1 - Week 11]()`.
+
+
+<div style="text-align: center" markdown="1">
+Reference
+</div>
+
+<div style="margin: 0 0 0 2em; text-indent: -2em;" markdown="1">
+
+Reamer, F. G. (2005). Documentation in social work: evolving ethical and risk-management standards. _Social Work, 50_(4), 325-334. <https://doi.org/10.1093/sw/50.4.325>
+
+TEDx Talks. (2014). Feeling good - David Burns - TEDxReno [Video]. _YouTube_. <https://youtu.be/H1T5uMeYv9Q>
+
+</div>
+
+
+## To-Do Lists
+
+- Attend class
+- Consider Read the extra article by Reamer (2005)