Social Work 5000

Special Topics: Neuroscience in Social Work

INSTRUCTOR: Dr. Porter Jennings-McGarity, COURSE SW 5000

Ph.D., L.C.S.W. NUMBER:
EMAIL: jenningsmcgarityp@apsu.edu SEMESTER: Fall 2019
*
*please do not email me via D2L
PHONE: (931) 221-7227 (office) CREDITS: 3 credit hours
(MSW Elective)
OFFICE Clement 109 CLASS This class is
LOCATION APSU (Clarksville Campus) FORMAT: completely
& HOURS: -Mondays: 2:30-5:00 pm online-there will
-Tuesdays: 1:00-3:00 pm be no face-to-
-Wednesdays: 2:30-5:00 pm face meetings
-Thursdays: 2:00-5:30 pm
-or by appointment

I. COURSE DESCRIPTION:

This three-hour graduate elective is designed to increase students’ familiarity

and comfort with the basic principles of neuroscience as it pertains to the practice
of social work, both from developmental and clinical perspectives. Essential brain
structure and function, along with epigenetic factors that have the potential to
affect these structures and the development of neural pathways, will be explored.
Students will be asked to consider that interactions between neurobiology and an
individual’s environment may be one of the most complex illustrations of the
reciprocity between person and environment. (3 credit hours)

II. COURSE PURPOSE AND OBJECTIVES:

Social workers continually assess the interface of person and environment. In

recent years, the profession has developed an increased awareness of the
physiological implications of this interaction. This includes a burgeoning interest
in epigenetics and in neurological development, particularly as it is influenced by
such factors as Adverse Childhood Events (ACEs), physical injury, environmental
resources or the lack thereof, and macro systemic concerns such as the presence
of environmental pollutants and policy concerns that facilitate or inhibit access to
needed resources.
OBJECTIVE # OBJECTIVE
1 Provide an introductory overview of neuroscience as it relates
to the field of social work and its commitment to social justice.
2 Provide an overview of the latest applications of neuroscience
across social work practice settings, including with specific
subpopulations within generalist social work practice in child
welfare and education, health and mental health, and criminal
justice.
3 Provide the latest neuroscientific research on each session topic
and its implications for assessment, prevention, intervention,
policy issues, practice applications, research, and ethical/legal
issues within the field of social work.

III. COURSE FORMAT/INSTRUCTIONAL METHODS:

SW5000 is a web-based course. This means that this course is completely

online-there will be no face-to-face meetings. Instead, students will complete
coursework via D2L via APSU (link opens in new window). All course materials will
be housed on D2L, and students are expected to check the bulletin frequently for
announcements, complete all course reading independently, participate in online
discussions via discussion posts and activities (e.g., videos, etc.), and submit all
assignments online.

IV. SOCIAL WORK CORE COMPETENCIES AND STUDENT LEARNING OUTCOMES:

Student learning outcomes for this course relate to one or more of the
following nine core competencies included in the 2015 Educational Policy and
Accreditation Standards (EAPS) as specified by the Council of Social Work
Education (CSWE).

SW 5000 (Fall 2019) | pg. 2

 SOCIAL WORK CORE COMPETENCIES - CSWE 2015 EPAS
1. Demonstrate Ethical and Professional Behavior
2. Engage in Diversity and Difference in Practice
3. Advance Human Rights and Social, Economic, and Environmental Justice
4. Engage in Practice-informed Research and Research-informed Practice
5. Engage in Policy Practice
6. Engage with Individuals, Families, Groups, Organizations, and
Communities
7. Assess Individuals, Families, Groups, Organizations, and Communities
8. Intervene with Individuals, Families, Groups, Organizations, and
Communities
9. Evaluate Practice with Individuals, Families, Groups, Organizations and
Communities

The following table shows the social work core competencies highlighted in this
course, the corresponding course objectives, student learning outcomes, and
methods of assessment.

CORE COURSE STUDENT METHODS OF

COMPETENCIES OBJECTIVES LEARNING ASSESSMENT
OUTCOMES
2- Engage in 1, 2, 3 1-Apply and Course session
Diversity and communicate reading/activities,
Difference in understanding discussion boards, course
Practice of the paper, exam
importance of
diversity and
difference in
shaping life
experiences at
the micro,
mezzo, and
macro levels.
4- Engage in 1, 2, 3 2-Apply critical Course session
Practice-informed thinking skills reading/activities,

SW 5000 (Fall 2019) | pg. 3

 CORE COURSE STUDENT METHODS OF
COMPETENCIES OBJECTIVES LEARNING ASSESSMENT
OUTCOMES
Research and within the discussion boards, course
Research- generalist social paper, exam
informed Practice work
perspective to
reading and
conducting
social work
research.
6- Engage with 1, 2, 3 3-Apply Course session
Individuals, knowledge of reading/activities,
Families, Groups, human behavior discussion boards, course
Organizations, and the social paper, exam
and Communities environment,
person-in-
environment,
and other
multidisciplinary
theoretical
frameworks to
engage with
clients and
constituencies.
7- Assess 1, 2, 3 4-Apply Course session
Individuals, knowledge of reading/activities,
Families, Groups, human behavior discussion boards, course
Organizations, and the social paper, exam
and Communities environment,
person-in-
environment,
and
other
multidisciplinary
theoretical
frameworks in

SW 5000 (Fall 2019) | pg. 4

 CORE COURSE STUDENT METHODS OF
COMPETENCIES OBJECTIVES LEARNING ASSESSMENT
OUTCOMES
the analysis of
assessment
data from
clients and
constituencies.
8-Intervene with 1, 2, 3 5-Use and Course session
Individuals, translate reading/activities,
Families, Groups, research discussion boards, course
Organizations, evidence to paper, exam
and Communities inform and
improve
practice, policy,
and service
delivery
9- Evaluate 1, 2, 3 6-Understand Course session
Practice with the use of reading/activities,
Individuals, research in discussion boards, course
Families, Groups, assessment and paper, exam
Organizations and evaluation with
Communities clients and
constituents.

V. REQUIRED TEXTS, COMPUTER/SOFTWARE, SUPPLEMENTARY INSTRUCTIONAL

MATERIALS, AND RESOURCES:

A. REQUIRED TEXTBOOK:
 Matto, H. C., Strolin-Goltzman, J., & Ballan, M. S., (Eds.). (2014).
Neuroscience for social work: Current research and practice. New
York: Springer.

B. ADDITIONAL REQUIRED READINGS (AVAILABLE ON D2L):

 Bremner, J. D. (2005). Does stress damage the brain? New York, NY:
W.W. Norton.

SW 5000 (Fall 2019) | pg. 5

  Egan, M., Combs-Orme, T., & Neely- Barnes, S. (2011). Integrating
neuroscience knowledge into social work education: A case-based
approach. Journal of Social Work Education, 47(2),269-282. doi:
10.5175/JSWE.2011.200900109
 Farmer, R. L. (2009). Neuroscience and social work practice. Los
Angeles, CA: Sage.
 Gerdes, K. E., Lietz, C. A., & Segal, C. A. (2011). Measuring empathy in
the 21st century: Development of an empathy index rooted in social
cognitive neuroscience and social justice. Social Work Research,
35(2), 83-93.
 Hedden, T, & Gabriel, J. D. (2005). Healthy and pathological
processes in adult development: New evidence from neuroimaging of
the aging brain. Current Opinion in Neurology, 18(6), 740-747.
 Luke, C. (2016). Neuroscience for counselors and therapists:
Integrating the sciences of mind and brain. Los Angeles, CA: Sage
 Ray, L. (2016). Explaining violence - Towards a critical friendship with
neuroscience? Journal for The Theory of Social Behaviour, 46(3), 335-
356. doi:10.1111/jtsb.12102
 Sayre, M. M., & Walker, R. (2014). Evolutionary theory and
neuroscience: An explanatory theory for social work. Journal of
Human Behavior in the Social Environment, 24(8), 966-972.
doi:10.1080/10911359.2014.939799
 Sayre, M. M., & Walker, R. (2016). Teaching ethics informed by
neuroscience. Journal of Teaching in Social Work, 36(3), 302-311. doi:
10.1080/08841233.2016.11736

C. COMPUTER/SOFTWARE REQUIREMENTS:

All students will need access to a computer. Your home university should
have a computer lab with computers you may access. Please contact me if you
have any concerns regarding computer access. Additionally, all students will need
to have access to the Internet to connect to D2L; again, Internet access should be
available via your home university, but please contact me if you have concerns
regarding accessibility.

Technical Support:

SW 5000 (Fall 2019) | pg. 6

  APSU Help Desk: For Austin Peay email and OneStop login
issues please call (931) 221-HELP (4357) or
helpdesk@apsu.edu.
 Distance Education Helpdesk: For technical issues within the
course itself please call (931) 221-6625 or d2lhelp@apsu.edu.

D. OTHER RESOURCES:
 Recommended resources for APA style formatting:
o American Psychological Association. (2010). Publication
manual of the American Psychological Association (6th ed.).
Washington, DC: American Psychological Association.
o APA Style Blog (link opens in new window)
o Introducing the 7th Edition of the APA Publication Manual
(October 2019) (link opens in new window)
o Owl Purdue APA Formatting Guide (link opens in new window)

*Please note: Additional required and recommended readings may

be assigned by the instructor throughout the course.

VI. COURSE ASSIGNMENTS, DUE DATES, AND GRADING POLICIES:

ASSIGNMENTS DUE DATE % OF FINAL GRADE

1. Professionalism Ongoing 10
2. Discussion Boards Ongoing 35
3. Brain Diagram 09/22/19 10
4. Literature Review Paper 11/17/19 25
5. Exam 12/06/19 20

Grading is based on standard grading practices: 100 - 90 = A; 89 - 80 = B; 79

- 70 = C; 69 - 60 = D; 59 & below = F. Each of the major assignments is described in
detail below.

Please note: All assignments are due by 11:59pm on the specified day.
Assignments not submitted by the due date will receive a 10% deduction in the
assignment grade per day until it is submitted, unless other arrangements are
made with the professor. Reasonable extensions will only be provided for

SW 5000 (Fall 2019) | pg. 7

documented excused matters, including hospitalization/serious illness or injury of
you or a close family member, a death in the family, a car wreck, a house fire,
natural disasters, or the deployment or return of a loved one ).

1. ASSIGNMENT #1: PROFESSIONALISM | DUE DATE: ONGOING | VALUE =

10%

Professionalism is a core component of the National Association of Social

Workers (NASW) Code of Ethics (COE), therefore all students are expected
to adhere to this standard of professionalism in all activities, including in
live and online classroom settings, discussions, and assignments; with
clients and community members; and with instructors and colleagues.
Professionalism nearly always includes the following:

 Appropriate communication, such as showing respect in all forms of

communication (including oral, written, and email correspondence),
as well as in presentations, activities, and assignments; additionally,
professional communication includes using assigned
college/university email addresses as opposed to personal email
addresses, addressing technical problems immediately, and
observing classroom etiquette at all times
 Attendance/Participation: As this class is not face-to-face,
participation is key-this includes ensuring submission of assignments
on-time, as well as active and timely engagement in online course
activities and discussions. Students who do not participate actively in
the online course via these methods may receive a failing grade.
 Confidentiality, such as protection of student and community
members’ confidentiality, privacy, and anonymity
 Integrity, such as adhering to the highest standards of integrity in all
professional relationships including with faculty, colleagues, staff, the
community, etc.
 Punctuality, such as submitting all course assignments, group
projects, and discussion posts on time
 Preparation, such as adequate advanced preparation for course
assignments and discussion which demonstrate a commitment to
learning

SW 5000 (Fall 2019) | pg. 8

  Respect, such as treating oneself, faculty, guest speakers, classmates,
and all others with respect and consideration in all regards (including
gender, age, race, religion, ethnicity, disability, ability level, social
class, and sexual orientation)

[This assignment relates to student learning outcomes #2 and #6.]

2. DISCUSSION BOARDS | DUE DATE: ONGOING (Sundays by 11:59 pm) |

VALUE = 35% (2 points per post + .5 points for response=2.5 points. 14
responses x 2.5 posts=35)

Students will complete weekly discussion board postings based on readings

(text and any supplemental articles, etc.) and assigned videos. Students
should plan to respond in an original post of at least 200 words, and then
respond to at least one classmate. Responses to classmates’ posts should
reflect critical thinking about the subject matter, and should be
approximately 100 words. All posts will be evaluated primarily on perceived
engagement with the material, critical thinking, and ability to build a logic
trail. Excessive errors in grammar, spelling, punctuation, and syntax may
result in a loss of points. Each forum will be available from Monday (11:59
pm) to Sunday (11:59 pm), unless otherwise specified.

[This assignment relates to student learning outcomes #1, #2, #3, #4, #5,
and #6.]

3. BRAIN DIAGRAM | DUE DATE: 09/22/2019 | VALUE = 10%

Students will submit a labeled, color-coded diagram of the brain along with
brief answers to questions about the functions of various sections.

[This assignment relates to student learning outcomes #1, #2, #3, #4, #5,
and #6.]

4. LITERATURE REVIEW PAPER | DUE DATE: 11/17/19 | VALUE = 25%

Students will work either individually or in groups no larger than three to

complete this assignment. You and your partner(s) will need to work on this

SW 5000 (Fall 2019) | pg. 9

 project over the course of the semester. Choose a neuroscience-related
practice issue that is of professional interest to you. What seem to be the
major cause(s) of this issue? How does it affect clients’ lives, relationships,
communication, educational, employability, and other life chances?
Choose a minimum of 15 sources. A minimum of 7 MUST be from scholarly
articles and/or books. The remaining 3 may be from internet sources IF
they come from a credible source, such as NIMH, SAMHSA, or a university
or indicate editorship from an appropriately-credentialed source. One may
be from a support-type website or blog devoted to this cause, but this must
be acknowledged and its findings noted as anecdotal. Is intervention
focused on symptom remission/alleviation or symptom management.
What treatments seem to have demonstrated efficacy? I am more
interested in a thorough paper filled with good scholarly inquiry and critical
thinking than number of pages. However, a good paper includes a clear
introduction that identifies the primary focus of your paper, a literature
review that genuinely discusses the sources, their points of agreement,
their points of difference, and the conclusions you draw about good
practice decisions based on this review. This final element forms the basis
of your end discussion, which should probably run about 1.5-2 pages. A
rule-of-thumb guideline is probably about 10 pages.

[This assignment relates to student learning outcomes #2 and #3.]

5. FINAL EXAM | DATE: 12/06/19| Value = 20%

One final exam will be given at the end of the semester. The exam will be
posted online on the dates specified in the course calendar below. Students
will have 60 minutes in which to complete the exam.

[This assignment relates to student learning outcomes #1, #2, #3, #4, #5
and #6.]

VII. UNIVERSITY POLICIES AND GUIDELINES:

A. ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES:

Austin Peay State University abides by Section 504 of the Rehabilitation Act
of 1973, which stipulates that no student shall be denied the benefits of an
education “solely by reason of a handicap.” Disabilities covered by law
SW 5000 (Fall 2019) | pg. 10
 include, but are not limited to, learning disabilities, hearing, sight, or
mobility impairments. If you have a disability that may require assistance or
accommodations, or if you have any questions related to any
accommodation for testing, note taking, reading, etc., please contact the
instructor as soon as possible to discuss the needed accommodation, as
well as register with your home university for accommodations:

 Austin Peay State University, Office of Disability Services, Morgan

University Center 114, 931-221-6230 Voice or 931-221-6278 TTY.
 Middle Tennessee State University, Disability & Access Center, KUC
120, phone 615-898-2185, TTY 615-898-2836
 Tennessee State University, Office of Student's with Disabilities, Kean
Hall 117, phone 615-963-7400.

B. ACADEMIC INTEGRITY:

Students are expected to be intellectually honest and forthright in their

academic activities. Academic misconduct includes plagiarism, cheating,
fabrication, and facilitation. Students guilty of academic misconduct,
either directly or indirectly through participation or assistance, are
subject to the disciplinary procedures of the graduate college. See the
graduate college catalog for information on disciplinary and grievance
procedures.

The use of a third party to submit a student's work is only allowed when
accommodations are approved by the Disabled Student Services Office.
Students found to be in violation of this policy will be reported to the
faculty member and Dean of Student Affairs. Please note: all
assignments submitted will be scanned by plagiarism software with
results posted to the instructor.

C. NON-DISCRIMINATION:

The Universities strive to provide all students with educational

opportunities to achieve their fullest potential, both as individuals and
as members of society. The Universities are committed to a

SW 5000 (Fall 2019) | pg. 11

 nondiscriminatory philosophy that extends to all constituents. For more
information contact:

 Austin Peay State University, Office of Affirmative Action,

Browning Building 7B, 931-221-7178
 Middle Tennessee State University, Institutional Equity and
Compliance Office, Cope Administration Building 220, 615-898-
2185
 Tennessee State University, Equity, Diversity, and Compliance
Office, 615-963-7435
D. HARASSMENT POLICY:

Each of the collaborating institutions is committed to establishing an

atmosphere where your work, education, and participation in the
university’s activities and programs will be free from intimidation or
offensive behaviors. Sexual, racial or other forms of harassment have
no place in a university community. For more information, contact:

 Austin Peay State University, Office of Affirmative Action,

Browning Building, 7B, 931-221-7178
 Middle Tennessee State University Institutional Equity and
Compliance Office, Cope Administration Building 220, 615-898-
2185.
 Tennessee State University, Equity, Diversity, and Compliance
Office, 615-963-7435.

E. Syllabus Changes

The instructor reserves the right to make any changes as necessary to

this syllabus at any time. If changes are made during the term of the
course, the instructor will immediately notify students of such changes
both by individual email communication and posting both notification
and nature of change(s) on the course bulletin board via D2L.

SW 5000 (Fall 2019) | pg. 12

 COURSE SCHEDULE

WEEK DATE TOPIC READINGS, ACTIVITIES & ASSIGNMENTS

#
1. 08/26 - 09/01 Neuroscience Basics: 1. Textbook: Forward
(First Week Introducing Your Brain 2. Textbook: Preface
of Classes) 3. Your Brain on Tetris (video)
4. A Look Inside the Brain in Real Time
(video)
5. I am My Connectome, or "Brain
Mapping" (video)

DUE: 09/01/19 at 11:59 pm

 Discussion Board Posting #1
2. 09/02 - 09/08 Neuroscience Basics: 1. Textbook: Ch. 1
(Labor Day) Brain Structures and 2. Brain Diagram
Functions 3. Three Clues to Understanding Your
Brain (video)

DUE: 09/08/19 at 11:59 pm

 Discussion Board Postings #2
3. 09/09 – Neuroscience Basics 1. Textbook: Ch. 2
09/15 Cont.: 2. This is Your Brain on Communication
The Brain & Empathy (video)
3. Compassion and the True Meaning of
Empathy (video)
4. Why Some People Are More Altruistic
Than Others (video)

DUE: 09/15/19 at 11:59 pm

 Discussion Board Postings #3
4. 09/16 – Neuroscience Basics 1. Textbook: Ch. 3
09/22 Cont.: 2. Mirror Neurons (video)
Mirror Neurons 3. Additional material TBD

DUE: 09/22/19 at 11:59 pm

 Discussion Board Postings #4
 Brain Diagram
5. 09/23 – Neuroscience Basics 1. Additional material TBD
09/29 Cont.: Development +
Trauma DUE: 09/29/19 at 11:59 pm
 Discussion Board Postings #5

SW 5000 (Fall 2019) | pg. 13

 COURSE SCHEDULE

WEEK DATE TOPIC READINGS, ACTIVITIES & ASSIGNMENTS

#
6. 09/30 – Neuroscience Basics 1. Textbook: Ch. 4
10/06 Cont.: 2. Textbook: Ch. 5
Trauma + Resiliency 3. Additional material TBD

DUE: 10/06/19 at 11:59 pm

 Discussion Board Postings #6
7. 10/07 – Neuroscience & 1. Textbook: Ch. 7
10/13 Children 2. Textbook: Ch. 14
3. Additional material TBD

DUE: 10/13/19 at 11:59 pm

 Discussion Board Postings #7
8. 10/14 – Neuroscience & 1. Textbook: Ch. 6
10/20 Adolescents 2. Textbook: Ch. 17
(Fall Break) 3. Inside the Teenage Brain (video)
*Mid- 4. Additional material TBD
Semester
DUE: 10/20/19 at 11:59 pm
 Discussion Board Postings #8
9. 10/21 – Neuroscience & Child 1. Textbook: Ch. 8
10/27 Welfare 2. Textbook: Ch. 9
3. Additional material TBD

DUE: 10/27/19 at 11:59 pm

 Discussion Board Postings #9
10. 10/28 – Neuroscience & School 1. Textbook: Ch. 10
11/03 Social Work 2. Textbook: Ch. 11
3. Additional material TBD

DUE: 11/03/19 at 11:59 pm

 Discussion Board Postings #10
11. 11/04 – Neuroscience & 1. Textbook: Ch. 12
11/10 Substance Abuse 2. Additional material TBD

SW 5000 (Fall 2019) | pg. 14

 COURSE SCHEDULE

WEEK DATE TOPIC READINGS, ACTIVITIES & ASSIGNMENTS

#

DUE: 11/10/19 at 11:59 pm

 Discussion Board Postings #11
12. 11/11 – Neuroscience & 1. Textbook: Ch. 15
11/17 Military Families 2. Additional material TBD
(Veteran’s
Day) DUE: 11/17/19 at 11:59 pm
 Discussion Board Postings #12
 Literature Review Paper
13. 11/18 – Neuroscience & 1. Textbook: Ch. 18
11/24 Justice-Involved 2. Textbook: Ch. 19
Populations 3. Additional material TBD

DUE: 11/24/19 at 11:59 pm

 Discussion Board Postings #13
14. 11/25 –
12/01 n/a n/a
(Thanksgivin
g Break)
15. 12/02 - 12/04 Neuroscience & Mental 1. Textbook: Ch. 13
(Last Week of Health 2. Textbook: Ch. 16
Classes) 3. Additional material TBD
*12/05
(Study Day DUE: 12/03/19 at 11:59 pm
 Discussion Board Postings #14
16. 12/06
(Final Exams) n/a DUE:
 Final Exam Posted

SW 5000 (Fall 2019) | pg. 15