SWK – S 306 Crisis Intervention

Course Information

Semester Year:         Fall 2025

Section Number:      22428

Location:                   Online/Canvas   

Day:                           Asynchronous

Time:                         New modules publish every Monday at noon ET .  Although this course is
                                  asynchronous, you can expect regular and substantive interaction each week. I will:

• • • • • • • • Post weekly announcements with reminders and post PowerPoint key highlights.

              • Provide feedback on written assignments and quizzes within 7 days.

              • Engage in video role-play reflections.

              • Hold weekly virtual office hours (and respond to messages within 48 hours).

Course Description

This course focuses on the increasing number of complex and painful personal, couple and family crisis situations encountered by professional social workers in the course of service delivery.  Crisis events are characterized by high stress responses in one or more persons within a short period of time, usually in response to some difficult social, interpersonal, intrapsychic, medical or developmental triggering events.  In some instances, stressful forces may have been present over a substantial period of time and an overt crisis has suddenly been triggered by some precipitating event (i.e., a lengthy distressed marriage that ends destructively and suddenly after the children are grown).  In other instances, a crisis may be unexpectedly precipitated in the ordinary life of an individual, couple or family by an intense life stressing and/or threatening event such as a death of a loved one or catastrophic event.

Students will learn the various theories and practice approaches that inform practice in crisis situations.  Attention will be given to budget cuts of programs and staffing of social agencies with the resultant contraction in resources available to professionals.  Since many forms of social stress are becoming increasingly compelling among the poor, ethnic, racial minorities, and gay and lesbian people the course will focus on the required competency to quickly establish an effective helping relationship and meaningful communication across these groups.  Similarly, the course will address the new evolving roles of women and men in modern society and its implications intervening in crisis situations, current trends, and cultural forces.

This course encourages students to use the classroom process and written assignments in conjunction with the assigned readings to develop a working, professional helping approach selected from the available theoretical formulations about crisis and therapeutic crisis intervention which appear most appropriate for their practice.  Based on the nature of the crisis, the kind of agency setting, the program within which they function, and the characteristics of their “professional style” in crisis intervention.

Course Competencies

Council on Social Work Education (CWSE) 2022 EPAS Competencies addressed by this course: 

Primary

• Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities (CSWE, 2022 EPAS, p.11)
• Competency 7: Assess Individuals, Families, Groups, Organizations, and Communities (CSWE, 2022 EPAS, p.11)
• Competency 8: Intervene with Individuals, Families, Groups, Organizations, and Communities (CSWE, 2022 EPAS, p.12)

Secondary

• Competency 3: Engage Anti-Racism, Diversity, Equity, and Inclusion (ADEI) in Practice (CSWE, 2022 EPAS, p.9)  

Learning Outcomes

• 306-01: Identify the elements that constitute a crisis and various theories for how crisis occurs.
• 306-02: Develop an approach to helping social work practice that empowers them to assess a client's internal and external strengths that he/she brings to any crisis situation.
• 306-03: Assess various models for crisis intervention for their recognition of client strengths as well as how they attend to individual and culture/social diversity.
• 306-04: Develop practice skills in working with individuals in crisis.
• 306-05: Assess how client and worker diversity affects crisis intervention or the helping process and its outcome(s).
• 306-06: Develop strategies for dealing with the stresses of doing crisis work.
• 306-07: Examine some of the current ethical issues regarding the use of crisis/shortterm intervention based on the Social Work Code of Ethics.
• 306-08: Assess the criteria for measuring effective crisis intervention modalities.

Required Text(s)

Kanel, K. (2018). A guide to crisis intervention: 6^th Edition. Pacific Grove, CA: Brooks/Cole Publishing Company.

 

Course Outline

Module 1: Introductions/expectations/course objectives

Week 1

Dates:  August 25th-August 31st

Module Overview/Key Topics:

Learning Outcomes: 

1.  Be able to understand the syllabus, required text for the course, and navigating the course canvas site.   

2.  Introductions of the instructor and class participants.

Readings: 

Review the Syllabus

Review Canvas

 

Module 2: An Overview of Crisis Intervention

Week 2

Dates:  September 1st-September 7th

Module Overview/Key Topics:

Crisis defined

History of Crisis Intervention

Dangers & opportunities of crisis

Trauma-informed Care

Learning Outcomes: 

Be able to identify the elements that constitute a crisis and various theories for how crisis occurs

Readings:

Kanel, Chapter 1—An Overview of Crisis Intervention 

Module 2  PowerPoint

Assignments:

Quiz 1

Module 3: Ethical and Professional Issues

Week 3

Dates:  September 8th-September 14th

Module Overview/Key Topics:

Ethical considerations

Professionals standards

Learning Outcomes:

Be able to examine some of the current ethical issues regarding the use of crisis/short-term intervention based on the Social Work Code of Ethics.  

Readings:

Kanel, Chapter 2—Ethical and Professional Issues

Module 3 PowerPoint

Assignments: N/A

Module 4: Developmental and Cultural Crises

Week 4

Dates:  September 15th-September 21st

Module Overview/Key Topics:

Psychosocial stages and how they can become crises.

Understanding cultural humility

Learning Outcomes:

Be able to assess various models for crisis intervention for their recognition of client strengths as well as how they attend to individual and culture/social diversity.

Readings:

Kanel, Chapter 5—Developmental and Cultural Crises

Module 4 PowerPoint

Assignments: N/A

Module 5: The ABC Model of Crisis Intervention

Week 5

Dates:  September 22nd-September 28th

Module Overview/Key Topics:

Attending skills

Coping strategies

Learning Outcomes:

Be able to develop an approach to helping social work practice that empowers them to assess a client's internal and external strengths that he/she brings to any crisis situation.

Readings:

Kanel, Chapter 3

Module 5 PowerPoint

Assignments: N/A

Module 6: Crisis related to Personal Trauma

Week 6

Dates:  September 29th-October 5th

Module Overview/Key Topics:

Rape

Sexual assault

Victimization and Trauma

Learning Outcomes:

Be able to assess the criteria for measuring effective crisis intervention modalities.

Readings:

Kanel, Chapter 9

Module 6 Power Point

Assignments:

Quiz 2

Stage 1- ABC Role-Play: Scenario Proposal Outline 

Module 7

Week 7

Dates:  October 6th-October 12th

Module Overview/Key Topics:

Death and dying issues

Grief/mourning

Multiple loss

Divorce & Separation

Learning Outcomes:

Be able to develop practice skills in working with individuals in crisis.

Readings:

Kanel, Chapter 6

Module 7 PowerPoint

Assignments:

Crisis News Analysis

Module 8: Crisis Related to Sexuality

Week 8

Dates:  October 13th-October 19th

Module Overview/Key Topics:

Teen pregnancy

Transgender issues

Sexually Transmitted Infection (STI)

Sexual orientation

HIV/AIDS

Learning Outcomes:

Be able to assess various models for crisis intervention for their recognition of client strengths as well as how they attend to individual and culture/social diversity

Readings:

Kanel, Chapter 10

Module 8 PowerPoint

Assignments:

Stage 2 -ABC Role-Play: Intervention Plan Worksheet

Module 9: 

There are no new topics for this week to allow time for you to study and take the exam. Fall Break is October 20th and 21st.  Enjoy!

Week 9

Dates:  October 20th-October 27th

Module Overview/Key Topics:

N/A

Learning Outcomes:

N/A

Readings:

N/A

Assignments:

Exam 1

Module 10

Week 10

October 27th-November 2nd

Module Overview/Key Topics:

Suicide intervention

Suicide assessment

Levels of risk

Non-suicidal self-injurious behaviors

Mental Status Exam

Learning Outcomes:

Be able to develop practice skills in working with individuals in crisis and assess risk for suicide.

Readings:

Kanel, Chapter 4—Intervening with Crises Related to Danger to Self, Others, or Being Gravely Disabled

Module 10 PowerPoint

Assignments:

Stage 3-ABC Role-Play: Practice Check-In Assignment

Module 11

Week 11

November 3rd-November 9th

Module Overview/Key Topics:

Crisis of substance abuse

Recognizing types of drug abuse crises

Learning Outcomes:

Be able to understand substance abuse as a crisis.

Readings:

Kanel, Chapter 11—Substance Use Related Disorders and Crises

Module 11 PowerPoint

Assignments:

Quiz 3

Module 12

Week 12

Dates:  November 10th-November 16th

Module Overview/Key Topics:

Palliative care and hospice

Issues facing the elderly

Chronic pain

Learning Outcomes:

Be able to understand how various medical conditions and related losses in the crisis context.

Readings:

Kanel, Chapter 12--Crises Related to Aging, Serious Physical Illness, and Disabilities

Module 12 PowerPoint

Assignments:

Quiz 4

Module 13

Week 13

Dates:  November 17th-November 23rd

Module Overview/Key Topics:

PTSD and acute stress disorder

Phases of Community Disasters

Secondary Trauma

Learning Outcomes:

Be able to understand the characteristics and stages of disaster, the individual trauma response and criteria of posttraumatic stress disorder. 

Readings:

Kanel, Chapter 7—Community Disaster, Trauma, and posttraumatic stress disorder (PTSD)

Module 13 PowerPoint

Assignments:

N/A

Module 14

Week 14

Dates:  November 24th-December 1st

Module Overview/Key Topics:

There is no new course content this week, to allow you and your partner to focus your time on the completion of the, Stage 4: Final Video Submission assignment.

Learning Outcomes:

N/A

Readings:

N/A

Assignments:

Complete Stage 4: Final Video Submission 

Module 15

Week 15

Dates:  December 1st-December 8th

Module Overview/Key Topics:

Military culture

Military sexual trauma

PTSD related to Veterans

Learning Outcomes:

Be able to understand aspects of military culture and experiences that contribute to a crisis context.

Readings:

Kanel, Chapter 8--Crises Related to Military Service

Module 15 PowerPoint

Assignments:

Quiz 5

Module 16

Week 16

Dates:  December 8th-December 15th

Module Overview/Key Topics:

N/A

Learning Outcomes:

N/A

Readings:

Review chapter and PowerPoints

Assignments:

Exam 2

Assignments and Grading

New modules are published weekly on Mondays before 12noon EST and assignments are typically due by Sunday at midnight unless otherwise noted.  

• Exams = There are 2 exams worth 50 points each.   Exams are 20% weight in the course grade
• New Analysis Presentation = 80 points.   The news analysis is 17% weight in the course grade
• Stage 1, 2, 3 of the ABC Role Play: 30 points each (total of 90). These are 18% weight in the course grade.
• Stage 4:  ABC Role Play Video & Reflection – 120 points.  This assignment is 25%  weight in the course grade
• Quizzes = There are 5 quizzes for a total of 100 points.  Quizzes are 20% weight in the course grade.

Total points 490

Assignment Descriptions & Rubrics

A. Stage 1-ABC Role-Play:  Scenario Proposal Outline

Description of Client Scenario

For the planned crises roleplay, describe the client background, presenting crisis, including relevant background. Identify the type of crisis (e.g., developmental, situational, existential):

 

1. Client Background / Contextual Information:  What do you know about the client’s developmental profile, communication style, and family context?
   1. Age, diagnosis (if any), developmental level, communication abilities
   2. Cultural background and family dynamics (if relevant)
   3. Previous history of similar behaviors or challenges
   4. Current setting of the crises: school, clinic, home, community

 

2. Describe what might be the client’s presenting behavior in the crises experience. How intense is it, how frequent, and what may be antecedents?

1. 1. Is it internalizing (e.g., withdrawal, anxiety) or externalizing (e.g., aggression, disruption)?
   2. What does it look like in action?
      
      C.  Identify the type of crisis (e.g., developmental, situational, existential).

B.  Crisis News Analysis

Crisis News Analysis

• Task: Choose a current or recent news article describing a crisis (e.g., natural disaster, public shooting, community tragedy).
• Summarize the current or recent news article on a PowerPoint
• Deliverable: 5- 7 minute, Zoom recorded presentation (screensharing PowerPoint) summarizing
• Article details
• Brief overview of the crisis (What happened? Where and when?)
• Type of crisis
• Why this crisis is significant (local/global impact)
• Historical background or lead-up to the event
• Key stakeholders involved (nations, organizations, individuals)
• Short-term and long-term effects (local and global)
• Social, economic, and political implications
• Vulnerable populations affected
• Systems involved
• Cultural implications
• Possible interventions
• Crisis communication best practices

• Ensure client safety steps

• Roles of Social Workers During the Crisis
• Crisis Communication Techniques
• Summary of main findings
• The ongoing nature of the crisis (if applicable)
• Final thoughts on how the media shapes public understanding
• Policy or aid recommendations
• Cite the article in APA format on the Bibliography/Reference Slide. 

• Submission: Each student upload the complete presentation in their course grading profile in canvas.
• This assignment may provide evidence of competency for the following Practice Behaviors:
• Advocate for human rights at the individual, family, group, organizational, and community system levels.
• Engage in practices that advance human rights to promote social, racial, economic, and environmental justice.
• Use empathy, reflection, and interpersonal skills to engage in culturally responsive practice with clients and constituencies.
• Demonstrate respect for client self-determination during the assessment process by collaborating with clients and constituencies in developing a mutually agreed-upon plan.
• Engage with clients and constituencies to critically choose and implement culturally responsive, evidence-informed interventions to achieve client and constituency goals.
• Incorporate culturally responsive methods to negotiate, mediate, and advocate with and on behalf of clients and constituencies.

C.  Stage 2-ABC Role-Play:  Intervention Plan Worksheet

A:  Achieving Rapport

Describe in detail how you will build trust, show empathy, and create safety in this scenario?

B:  Boiling Down the Problem

What is the core issue or crisis the client is presenting? How will you help them clarify and prioritize?

C:  Coping

1. What coping strategies or resources will you explore or reinforce?

  2.  Key Skills or Concepts from Class You Plan to Use:

D.  Stage 3-ABC Role-Play:  Practice Check-In Assignment

This assignment MUST be completed using Zoom (for recording) and Kaltura (for video editing/streaming).   Do not use other apps or programs for recording the assignment.   Zoom and Kaltura are available for all IU students and we have IT support for their use.  

This is a 3-5-minute practice video you complete/record with your partner, selecting one of the three ABC model segments to do a "trial run"  video recording of your proposal and intervention.  You can choose A, B, or C stage for your trial run.   Additionally, you will complete a written reflection on what went well with the planned process and use of technology (Zoom/Kaltura), any challenges, and summarize how you will address the challenges encountered.  You will NOT be graded on the quality of demonstrating the ABC model on this assignment, as the focus for this assignment is for you to get comfortable with the technology and "practice" for your final Stage 4 submission.  You don't need to re-record if you make a mistake; just adjust or correct it and continue your recording.  

Required:

1. Upload a 3-5 minute Zoom/Kaltura video demonstrating one segment (A, B, or C) of the ABC Model with your client.  Please keep your recording to the time limit.  
2. Upload a written reflection of the experience
   1. (strengths,
   2. challenges,
   3. plan to address challenges in the final project

E.  Stage 4-ABC Role-Play:  Final Video Submission

Required:

1. Upload student social worker video to Canvas.  Record on Zoom and Upload to Kaltura a crisis event role play video  (30 points)
   1. This assignment MUST be recorded using Zoom@iu.edu and saved to Kaltura using Kaltura.iu.edu (for video editing/streaming).   Do not use other apps or programs for recording the assignment.   Zoom and Kaltura are available for all IU students and we have IT support for their use.  
   2. Using the feedback from Stage 1 Assignment, the mock scenario must meet the definition of a crisis event (a specific, time-bound event where a precipitating stressor or incident occurs and the client has a temporary loss of coping ability when a stressor exceeds available supports or a sudden disruption or loss of equilibrium
2. In the social worker/crisis worker role, clearly demonstrate each of the  ABC Model steps  (A, B, C) (25 points each for total of 75)
   1. 1. A-Achieving Rapport:  Demonstrates strong understanding of and use of interpersonal and cultural humility skills to establish trust, emotional safety, and connection. Consistently uses active listening, empathy, nonverbal warmth, and validating statements that match the client’s emotional tone.
      2. B-Demonstrates strong knowledge and ability to assess and focus the discussion, identify the precipitating event, and help the client clarify and prioritize key concerns. Uses reflection, summarizing, and reframing to organize information and define the core problem collaboratively.
      3. C-Demonstrates strong knowledge and ability to assess and focus the discussion, identify the precipitating event, and help the client clarify and prioritize key concerns. Uses reflection, summarizing, and reframing to organize information and define the core problem collaboratively.
3. Review your video and write an evaluation of your role-play (100-200 words): (15 points total)
   A.  Evaluate your strengths demonstrating the ABC model
   B.  Evaluate your areas for improvement demonstrating the the ABC model.
   C.  On a scale of 1-10, with 10 being "completely confident in applying ABC in real-world setting", provide a score for yourself and explain the scoring and how confident do you feel applying these steps in real-world settings in the future and why ?

 

Assessment and Grading

• Students are expected to submit all assignments on time. 
• Late submission of individual work will be marked down 10% (1 day late),12% for 2 days late, and 15% for 3 days late.  When 4 or more days late, the assignment is not accepted and will not be graded (receive 0 points) unless university required documentation (i.e. a doctor's documentation) is provided. If there are emergency or unforeseen circumstances impacting your timely individual assignment submission, you must contact me immediately or at your first opportunity. 
• Pair-based assignments (ABC Video assignment) depend on each member contributing 100% to the final product. Peer Reviews may be utilized in the course, and low peer review ratings can pro-rate your grade, so please make sure to be a responsive and active participant.  

Specific instructions for each assignment are posted in Canvas. Your instructor will also discuss details or answer any questions related to the assignment via Canvas Conversations (email) and/or during office hours.

All assignments (i.e., written assignments) should be double-spaced with one-inch margins on all sides. They should be carefully edited and proofread. They should use no smaller than a 12-font font, and they should conform to APA style.

Grading Standards

Papers are graded on the quality of the final product, not on the effort you extended to complete them. The grade of A is reserved for truly outstanding work that goes beyond basic requirements.

In the Indiana University School of Social Work BSW program, grades of B are the expected norm. Reflecting competency and proficiency, grades of B reflect good or high-quality work typical of graduate students in professional schools. Indeed, professors typically evaluate students’ work in such a way that B is the average grade. Grades in both the A and the C range are relatively uncommon and reflect work that is significantly superior to or significantly inferior to, respectively, the average, high-quality, professional work conducted by most IU BSW students. Because of this approach to grading, students who routinely earned A grades in their undergraduate studies may conclude that a B grade reflects a decrease in their academic performance. Such is not the case. Grades of B in the IU BSW program reflect the average, highly-competent, proficient quality of our students. In a sense, a B grade in graduate school is analogous to an A grade in undergraduate studies. BSW students must work extremely hard to achieve a B grade. If you are fortunate enough to receive a B, prize it as evidence of the professional quality of your work.

Grades of A reflect excellence. Excellent scholarly products and academic or professional performances are substantially superior to the “good,” “the high quality,” “the competent,” or the “satisfactory.” They are unusual, exceptional, and extraordinary. Criteria for assignments are not only met, but also are exceeded by a significant margin. Excellence is a rare phenomenon. As a result, relatively few BSW students earn A grades.

Grades of B signify good or high-quality scholarly products and academic or professional performance. Grades in the B range reflect work expected of a conscientious graduate student in a professional program. Criteria for assignments are met in a competent, thoughtful, and professional manner. However, the criteria are not exceeded, and the quality is not substantially superior to other good quality products or performances. There is a clear distinction between the good and the excellent. We expect that most BSW students will earn grades in the B range—reflecting the good or high-quality work expected of competent future helping professionals.

Grades of C and C+ signify work that is marginal in nature. The scholarly products or professional performances meet many, but not all, of the expected criteria. The work approaches, but does not quite meet, the standards of quality expected of a graduate student in a professional school. Satisfactory in many respects, its quality is not consistently so and cannot be considered of good or high quality. We anticipate that a minority of BSW students will earn C and C+ grades.

Grades of C- and lower reflect work that is unsatisfactory. The products or performances do not meet several, many, or most of the criteria. The work fails to approach the standards of quality expected of a graduate student and a future BSW-level professional. We anticipate that a small percentage of BSW students will earn unsatisfactory grades of C-, D, and F.

Grading scale

Grade minimums are as follows [Note: grades below C are Unsatisfactory in the BSW Program and will not be counted toward degree requirements]:

A        93%     Excellent, Exceptional Quality

A-      90%     Superior Quality

B+      87%     Very Good, Slightly Higher Quality

B        83%     Good, High Quality (expected of most MSW students)

B-      80%     Satisfactory Quality

C+      77%     Marginal, Modestly Acceptable Quality

C        73%     Marginal, Minimally Acceptable Quality

C-      70%     Unsatisfactory Quality

Assignment Incompletes and Make-up Work

Make-up assignments will be given only in cases of extreme and verifiable hardship. An unauthorized incomplete will be deemed as a failure to complete the course work and a grade of “F” will be entered. Consult with the instructor in a timely manner if you are having problems impacting the likelihood of success in this course.

Students are responsible for being prepared for each class session by having completed the assigned reading as listed for each class.  Participation through asking questions and making thoughtful comments on course content is encouraged.

University and School Policies

Students should be familiar with the Indiana University Code of Student Rights, Responsibilities, and Conduct from which many of the policies below are derived. In addition, students should refer to the BSW General Student Handbook for more detailed information about these policies and additional resources available to them.

Cheating – Academic Dishonesty

Cheating is grounds for failing the course and possible dismissal from the program and/or university.

Cheating is considered to be any attempt to use or provide unauthorized assistance, materials, information, or study aids in any form and in any academic exercise or environment. A student must not use external assistance on any “in-class” or “take-home” examination, unless the instructor specifically has authorized external assistance. This prohibition includes, but is not limited to, the use of tutors, books, notes, calculators, computers, and wireless communication devices.

A student must not use another person as a substitute in the taking of an examination or quiz, nor allow other persons to conduct research or to prepare work, without advance authorization from the instructor to whom the work is being submitted.

A student must not use materials from a commercial term paper company; files of papers prepared by other persons, or submit documents found on the Internet. A student must not collaborate with other persons on a particular project and submit a copy of a written report that is represented explicitly or implicitly as the student’s individual work. A student must not use any unauthorized assistance in a laboratory, at a computer terminal, or on fieldwork.

Plagiarism

Plagiarism is a form of cheating and is grounds for failing the course and possible dismissal from the program and/or university. Plagiarism is defined as presenting someone else’s work, including the work of other students, as one’s own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered “common knowledge” may differ from course to course.

A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment. A student must give credit to the originality of others and acknowledge indebtedness whenever:

1. Directly quoting another person’s actual words, whether oral or written;
2. Using another person’s ideas, opinions, or theories;
3. Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;
4. Borrowing facts, statistics, or illustrative material; or
5. Offering materials assembled or collected by others in the form of projects or collections without acknowledgment.

 

Use of AI Tools

AI tools, such as ChatGPT, are becoming more advanced and their usage is increasing. While AI can assist with writing and some inquiry, it is not a replacement for your work. Learning and academic / professional production require individual inquiry; personal reflection; in-depth analysis; and, perhaps most critical, individual creativity. As a professional you must learn to think through scenarios and craft educated responses that reflect your own work. AI can be helpful in some instances and may become an invaluable tool is some areas of your future work, but you will always retain full responsibility for your work. AI cannot think through complex ethical scenarios or consider multiple conditions such as you will face as a social worker.

The use of generative AI tools is not permitted in this course for the following activities:

• Writing a draft or final product for any assignment (this includes usage for writing entire sentences)
• Analysis of case studies
• Treatment plan creation
• Usage on ANY exam – AI tools are not a resource you can use on your exams

Unauthorized use of AI technologies is considered plagiarism and will be addressed per the section above and BSW Student Handbook, which includes failing the course and possible dismissal from the program and/or university.

Right to Accommodation for Individuals with Disabilities

Indiana University is committed to creating a learning environment and academic community that promotes educational opportunities for all individuals, including those with disabilities. Course directors are asked to make reasonable accommodations, upon request by the student or the university, for such disabilities. It is the responsibility of students with documented physical or learning disabilities seeking accommodation to notify their course directors and the IU Indianapolis Adaptive Educational Services unit that deals with such cases in a timely manner concerning the need for such accommodation. Indiana University will make reasonable accommodations for access to programs, services, and facilities as outlined by applicable state and federal laws.

University Pregnancy Policy 

IU is dedicated to supporting students who are pregnant or have experienced other conditions related to pregnancy (termination of pregnancy, miscarriage, lactation, or related medical conditions). To register for accommodations due to pregnancy or a related medical condition, please contact your campus Accessible Educational Services (AES) office. Students can use the AES contact at their campus.   To learn about the rights and resources available to students, such as academic accommodations, please visit pregnancy.iu.edu or email ocrc@iu.edu for more information. 

Bereavement Leave
In the event of the death of a family member or other significant loss, students may be excused from class for up to seven (7) calendar days. Requests should be emailed to the Program Director or campus designee. Once approved, instructors will be notified by the School of Social Work Student Services Coordinator. Upon return, students should contact their instructors to arrange make-up work.

Class Participation and Observance of Religious Holidays

Any student who is unable to attend classes or participate in any examination, study, or work requirement on some particular day or days because of his or her religious beliefs must be given the opportunity to make up the work that was missed or to do alternative work that is intrinsically no more difficult than the original exam or assignment. Upon request and timely notice, students shall be provided a reasonable accommodation. It is recommended that dates and times for examinations and other major course obligations be announced at the beginning of the semester or summer session and that students let instructors know of conflicts very early in the semester, so that accommodations can be made.

Students seeking accommodation for religious observances must make a request in writing by the end of the 2nd week of the semester, or equivalent for non-semester length courses, to the course instructor and must use the Request for Course Accommodation Due to Religious Observance. In the case of religious holidays for which the date may change, the student should state the approximate date and when the exact date is known, inform the instructor of the exact date. The University will not levy fees or charges of any kind when allowing the student to make up missed work. In addition, no adverse or prejudicial effects should result to students because they have made use of these provisions.

Military Withdrawal

Indiana University realizes students who are members of the U.S. armed forces may be called to active duty, specialized training, or as part of disaster relief efforts with little notice. While the following policy does NOT pertain to initial active duty training (i.e. basic training), this policy is provided in order to minimize disruptions or inconveniences for students fulfilling their unanticipated U.S. military responsibilities in the midst of an academic term/session. Please see here for the complete policy information.

Grades of Incomplete

A grade of Incomplete (I) may be assigned by an instructor only when exceptional circumstances such as an illness, injury, or a family emergency prevents a student from finishing all the work required for the course.  The grade of Incomplete may be considered only when a substantial portion of the course work has already been completed, the coursework is of satisfactory quality, and no more than one major exam or assignment is outstanding. The student who does not meet these requirements should meet with her/his advisor to withdraw from the course(s) in question. The student should refer to the Registrar’s Office on her/his respective campus regarding the policies and deadline for automatic withdrawal for the semester in question.

The student is responsible for initiating the request for a grade of Incomplete.  If the instructor agrees, the instructor and student complete and sign a Record of Incomplete and Contract for Completion of Course Requirements form to ensure that a sound educational plan and time frame for completion of course requirements have been established.  Failure to fulfill the terms of this contract within the stipulated time frame may result in a failing grade.  For removal of a grade of Incomplete, the student is subject to the IUSSW policy, which has precedence over the University policy.  The student in the School of Social Work is expected to complete outstanding course work expeditiously, since many courses serve as prerequisites for others.  Generally, students may carry no more than one grade of Incomplete at any given time.  However, in cases of severe crisis, a student may work with her/his advisor to request grades of Incomplete in multiple courses.

Professional Conduct Policy

Students in a professional program are expected to conduct themselves as professionals in relation to the class and assignments.  Full participation is encouraged as long as it is appropriate to the course content.  Respect for the opinions of others is expected.  Frequent lateness or professionally unbecoming class conduct are likely to result in a lowered grade or deem a student unsuitable for field placement.  Students are evaluated on their personal and professional behavior or conduct in this class as described in the NASW Code of Ethics.

Substance Use

With the exception of legally prescribed medications, any use of consciousness altering substances before, during, or between class sessions obviously impairs learning and is unacceptable.

Electronic Devices in the Classroom

Computers may be used to support the learning activities in the classroom. These include such activities as taking notes and accessing course readings under discussion.  However, non-academic use of laptops and other devices are distracting and seriously disrupt the learning process for everyone.  Neither computers nor other electronic devices are to be used in the classroom for non-academic reasons. These include emailing, texting, social networking, and use of the Internet. The use of cell phones during class time is prohibited and these should be set on silent before class begins.  In the case of an emergency, please step out of the room to take the call.   Failure to meet these expectations may result in a loss of participation points or a request from the instructor to leave class.

Inclement Weather or Other University Emergency

Please watch the university website for important information about closings or class cancellations. The instructor will post an announcement on Canvas or send an email to all class members if they are cancelling class.

Evaluation of Course

Consistent with the School and University policy, a formal evaluation of the course and its instructor will be completed at the end of the course.

Expectations for Writing

Effective practice of generalist social work requires excellent writing skills to communicate information accurately and concisely to others involved in helping client systems.  For this reason, formal writing assignments in social work courses will be evaluated both for the content and ideas presented as well as for the clarity of that presentation.  All formal papers will be typed, double-spaced and paginated.  In order to support professional expectations of utilizing evidence to inform practice at all levels, APA style is to be used to cite academic sources, including in-text references and bibliography.  The formal APA manual and other guides to writing in APA style are available in the bookstore and are an expected resource for the BSW program.

Students experiencing writing difficulties are advised to seek assistance at the University Writing Center who can provide asynchronous or synchronous support.

Sexual Misconduct

Indiana University does not tolerate acts of sexual misconduct, including sexual harassment and all forms of sexual violence.  If you have experienced sexual misconduct, or know someone who has, the University can help.  It is important to know that federal regulations and University policy require faculty to promptly report complaints of potential sexual misconduct known to them to their campus Deputy Title IX Coordinator(s) to ensure that appropriate measures are taken and resources are made available.  The University will work with you to protect your privacy by sharing information with only those that need to know to ensure the University can respond and assist.  If you are seeking help and would like to speak to someone confidentially, you can make an appointment with a Mental Health Counselor on campus (contact information available at http://stopsexualviolence.iu.edu/employee/confidential.html).  Find more information about sexual violence, including resources, at http://stopsexualviolence.iu.edu/.

Counseling and Psychological Support Services

During the semester, if you find that life stressors are interfering with your academic or personal success, consider contacting your campus Counseling Center or making use of Timely Care, which is available 24 hours a day/ 7 days a week.

Additional Course Policies

Every student is expected to demonstrate the degree of professionalism required of social workers, as well as demonstrate social work values in their behavior and work. This includes the following, which may be dependent upon whether in person or online courses:

1. This asynchronous course includes regular and substantive interaction. Each week I will: (1) post an announcement with reminders and PowerPoint with key take-aways from the readings, (2) provide individualized or group feedback on written assignments within 7 days, and (3) hold virtual office hours via Zoom. 
2. If you have accommodations as designated by AES, speak with me at the beginning of the semester so accommodations can be arranged ahead of time.
3. Do not engage in behaviors that are disruptive to the class.
4. Treat your colleagues, other individuals within the class, and faculty with respect. While honest intellectual differences are highly valued and encouraged, differences may not be expressed in hurtful, pejorative, or disrespectful ways. Engaging in disrespectful behaviors may result in you being asked to leave the course.
5. Be prepared each week for course and assignment expectations. It is expected that you have read all assigned readings by calendar timeline.   Participation through asking questions and making thoughtful comments on course content is enouraged.
6. You are expected to submit all written and video assignments through Canvas by the required date/time. Assignments will be counted as late if they are submitted any time after the due date/time.  Late submission of work will be marked down 10% (1 day late),12% for 2 days late, and 15% for 3 days late.  When 4 or more days late, the assignment is not accepted and will not be graded (receive 0 points) unless university required documentation (i.e. a doctor's documentation) is provided. If there are emergency or unforeseen circumstances impacting your timely individual assignment submission, you must contact me immediately or at your first opportunity. 
7. Pair-based assignments (ABC Video assignment) depend on each member contributing 100% to the final product. Peer Reviews may be utilized in the course, and low peer review ratings can pro-rate your grade, so please make sure to be a responsive and active participant.  
8. Exams and quizzes may not be turned in late unless official documentation is provided per the University guidelines. Exams will close at the designated time and you will not be able to make any changes after that point. This includes if you are not done yet. Be aware of when exams close so you finish them completely before they close. Additional time to complete exams will not be given unless you have a University-designated accommodation.
9. If you are struggling with the course material, speak with me as soon as you identify a need. I am here to help you learn, but I cannot assist you if I do not know that you are struggling. Contacting me early allows me to provide assistance. Do not wait until after an assignment is due to ask for help, as at that point it is too late to assist you with the assignment.
10. All assignments must be prepared and presented professionally, and written assignments must follow the APA guidelines. If you are unfamiliar with APA-style writing or need additional assistance, please refer to my writing advice document and speak with me. Remember – APA-style is more than just reference formatting – it covers all aspects of professional writing.
11. You are responsible for attending and actively participating in the course. Because of the nature of this course and pair/group assignments, your regular participation is necessary to promote an effective learning environment.
12. We will give attention to COURSE MATERIAL without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender or gender identity/expression, marital status, national origin, race, religion, sex, and sexual orientation. Per the NASW Code of Ethics, all students are required to adhere to these practice guidelines.
13. If a group is unable to continue as a group for whatever reason, the instructor will work with you on alternatives with other peers.   

Syllabus Changes

Changes in the course schedule may be made during the semester to accommodate specific developments in the class process. Any changes made in this regard will not result in an increase in graded assignments or altering of course expectations.