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1 Updated 11-8-23 FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE SWGS 6439: Evidence-Based Practice with Children and Families Term: Summer 2023/Fall 2023/Spring 2024 3 Credits Class Meeting Pattern: Day, Time Students are required to complete asynchronous materials for each module. On-campus students are required to complete asynchronous materials each week, and will find this in the course Blackboard platform, in each module. Online students will find the asynchronous materials in the 2FOR platform in each module. Instructor : Semester : Office : Email : Telephone : Course Description The course will provide an introduction to definitions and competencies connected with evidence-based practice (EBP) and an overview of the history, theoretical foundations, and implementation of several nationally (and internationally) acclaimed evidence-based family treatment models. Over the course of the semester, students will receive didactic training in the theory and practice of these treatment models, and hands-on training utilized within the models. Didactic presentation and discussions will be supplemented by case presentations by providers of the models and by testimonials from families that have received in-home services. Students completing the course will be able to distinguish between the different models, and have an understanding of the shared core competencies for home-based family therapists, as well as an understanding of evidenced-based practice. Domain Specialist Practice Competency Description All courses within this domain emphasize accountable social work practice that reflects a person- in-environment, culturally responsive framework. Students are expected to evolve into professionally ethical client-centered, reflective practitioners who utilize evidence-informed practice approaches when working with vulnerable and at-risk populations. Human rights and social justice are taught through a practice lens which emphasizes client self-determination, a strength-based approach and the importance of human relationships. Central to this domain is the mastery of common factors and elements in social work practice. The reading below is the common core reading for all specialist year courses in the Practice with Individuals and Families Domain, which supports the competencies for this domain. Cameron, M., & Keenan, E. K. (2010). The common factors model: Implications for transtheoretical clinical social work practice. Social Work , 55 (1), 63-73.

2 Updated 11-8-23 Competencies Addressed in this Course There are nine competencies that the Council of Social Work Education (CSWE) requires for social work practice. CSWE approaches social work education through a holistic perspective, which includes the following four dimensions for each of the competencies: (1) Values; (2) Knowledge; (3); Skills; and (4) Cognitive/Affective Processes. For more detail about the CSWE competencies, information is available at https://www.cswe.org/getmedia/23a35a39-78c7-453f-b805-b67f1dca2ee5/2015-epas- and-glossary.pdf The main CSWE competencies covered in this course include: Competency 1: Demonstrate Ethical and Professional Behavior Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities Competency 9: Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities Assessment: This course assesses 3 competencies, including, Competency #1 (Skill): Apply culturally responsive practice skills in alignment with the NASW Code of Ethics and relevant documents; Competency #6 (Skill): Managing client system ambivalence/resistance effectively; and, Competency #8 (Knowledge): Intervention and prevention models for individuals, families, and groups, with evidence-based approaches. Course Objectives The general objectives of this course are for students to: 1. Utilize the research literature to determine the level of evidence that exists for a practice, including distinguishing between evidence-based practice, best practices, and areas with emerging research knowledge. 2. Demonstrate skills of engaging families. 3. Demonstrate a critical understanding of the development of in-home evidence-based treatment. 4. Examine and apply methods of multidimensional family therapy. 5. Examine and apply methods of multisystemic therapy. 6. Examine and apply methods of intensive in-home child and adolescent psychiatric services. 7. Examine and apply methods of functional family therapy. 8. Examine and apply methods of a trauma-focused evidence-based treatment. 9. Examine and apply methods of dialectical behavior therapy. 10. Examine and apply methods of promising practices for parental substance abuse. Required Text(s) Weisz, J. R., & Kazdin, A. E. (Eds.). (2017). Evidence-based psychotherapies for children and adolescents (3rd ed.). New York, NY: Guilford Press.

3 Updated 11-8-23 Common Core Reading Cameron, M., & Keenan, E. K. (2010). The common factors model: Implications for transtheoretical clinical social work practice. Social Work , 55 (1), 63-73. Recommended Texts Alexander, J. F., Pugh, C., Parsons, B. V., & Sexton, T. L. (2002). Functional family therapy. In D. S. Elliott (Ed.), Blueprints for violence prevention (Book 3) (2nd ed.) Boulder: Center for the Study of Violence, Institute of Behavioral Science, University of Colorado. Franks, R. P., Schroeder, J. A., Connell, C. M., & Tebes, J. K. (2008). Unlocking doors: Multisystemic therapy for Connecticut’s high -risk children and youth . Farmington: Connecticut Center for Effective Practice of the Child Health and Development Institute. Haley, J. (1976). Problem solving therapy . Jossey-Bass. Lindblad-Goldberg, M., Dore, M., & Stern, L. (1998). Creating competency from chaos . Norton. Miller, W. R., & Rollnick, S. (1991). Motivational interviewing: Preparing people to change addictive behavior . Guilford Press. Minuchin, S., & Fishman, H. C. (1981). Family therapy techniques . Harvard University Press. President’s New Freedom Commission Report. (2003). Available at http://www.mentalhealthcommission.gov/reports/reports.htm . [For online students, required readings are posted to an ARES course folder, accessible through the Fordham Library Reserves page. For detailed instructions, consult the Toolbox in 2FOR]. Grading ASSIGNMENTS (see Appendix A) Percentage of total grade Due On Campus Common Assignment: Take-home midterm assignment 40% Week 9 Required Assignment: Final Assignment paper 40% Week 15 Class Participation 20% Throughout Online Common Assignment: Take-home midterm assignment 35% Week 6 live session Required Assignment: Final Assignment paper 35% Week 8 live session Required Assignment: Viewing Going Sane and responses 10% 24 hours before Week 1 live session Class Participation 20% Throughout Completing asynchronous instruction is required for all students. It is not part of the class participation percentage calculation. Asynchronous participation is required for students; not completing asynchronous lectures and activities will reduce the final grade by as much as 15%.

4 Updated 11-8-23 Attendance Policy The attendance policy for on campus students is that three absences will result in an "F" for the final course grade. The attendance policy for the online students is that two absences from the synchronous session of classes will result in an "F" for the final course grade. Students that plan to be absent from class to observe religious holidays are expected to notify the course instructor at the beginning of the semester to make arrangements to complete course assignments for the class. AI Policy Limited usage of generative AI tools may be allowed for specific assignments in this course, enabling exploration of ideas, complex data analysis, and creative solution development, when explicitly permitted by the instructor. When using these tools, it is mandatory to clearly indicate the sections of your work that were generated using them for proper attribution and transparency, and indicate the prompts and software versions that were used. It is critical to adhere to ethical standards by refraining from activities like plagiarism or creating misleading content. Additional guidelines or restrictions will be provided for specific assignments. Students with Disabilities : A student with a documented disability may be entitled to accommodations. Students should register with the Office of Disability Services at the beginning of the semester. Lincoln Center students should call 212-636-6282. All other students call 718-817-0655. Students can also email disabilityservices@fordham.edu . COURSE OUTLINE Module 1 Overview of Evidence-Based Practice Module Topics 1. Overview of Evidence-Based Practice a. Demand for Evidence-Based Practice b. Evidence-Based Practice c. Evidence-Based Practices or Treatments 2. Evidence-Based Practice Skill Set 3. Hierarchies of Evidence 4. Evidence-Based Practices/Treatments a. Different Types/Levels of Research Support b. System of Classification for Programs With Some Research Basis of Support 5. Misconceptions About Evidence-Based Practice 6. Cultural Context of the Evidence-Based Practice Models/How Culture Is Integrated Into the Interventions 7. Implementation Science 8. Resources 9. Core Competencies

5 Updated 11-8-23 a. Clinician Characteristics b. Working in People’s Homes c. Foundational Skill Sets i. Assessment and Diagnosis ii. Child and Family Development iii. Cultural Competency Required Readings: Weisz & Kazdin, Chapter 27 Bertram, R.M., Charnin, L.A., Kerns, S.E.U., & Long, A.C.J. (2015). Evidence- based practices in North American MSW curricula. Research on Social Work Practices, 25 (6), 737-748. Cameron, M., & Keenan, E. K. (2010). The common factors model: Implications for transtheoretical clinical social work practice. Social Work , 55 (1), 63-73. Cannata, E. & Marlowe, D. B. (2017). Building strong clinicians: Education strategies to promote interest and readiness for evidence-based practice. Families in Society: The Journal of Contemporary Social Services, 98 (1), 35-43 . Chorpita, B. F. (2003). The frontier of evidence-based practice. In A. E. Kazdin, & J. R. Weisz (Eds.), Evidence-based practice psychotherapies for children and adolescents (pp. 42 – 59). Guilford Press. Council for Training in Evidence-Based Behavioral Practice. (2008). Definition and competencies for evidence-based practice (EBBP) . Available at http://ebbp.org/documents/EBBP_Competencies.pdf . (Note: The Council for Training in Evidence-Based Behavioral Practice maintains an excellent website ( www.ebbp.org ) for information regarding evidence-based practice.) Minuchin, S., & Fishman, H. C. (1981). Family therapy techniques . Harvard University Press. Chapters 1 and 2 (Ares) (Classic) Suggested Readings: Minuchin, S. (1974). Families and family therapy . Cambridge, MA: Harvard University Press. (Classic)

6 Updated 11-8-23 Module 2 Family Engagement and Family Therapy Skills Module Topics Overview of Family Therapy 1. A Systemic Framework 2. Structural 3. Strategic 4. Genograms 5. Effective Parenting Strategies 6. Family Engagement a. Therapeutic Alliance b. Central Role of Families in the Treatment Process c. Signs of Engagement and Disengagement and Barriers to Engagement d. Engagement Strategies Required Readings: Cunningham, P. B., & Henggeler, S. W. (1999). Engaging multiproblem families in treatment: Lessons learned throughout the development of multisystemic therapy. Family Process , 38 (3), 265 – 286. Minuchin, S. (1974). Forming the therapeutic system in families and family therapy . Harvard University Press. Chapter 7 (Family Panel: Experiences receiving EBP in-home services) Suggested Readings: McKay, M. M., & Bannon, W. M. (2004). Engaging families in child mental health services. Child and adolescent psychiatric clinics of North America , 13 , 905 – 921. Miller, W. R., & Rollnick, S. (1991). Motivational interviewing: Preparing people to change addictive behavior . Guilford Press. (Classic) Prochaska, J. O., & DiClemente, C. C. (1984). The transtheoretical approach: Crossing traditional boundaries of therapy . Dow Jones-Irwin.

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