SWRK 478: wellness and recovery
Course Description
This undergraduate course examines the concepts and practices of wellness and recovery for individuals, families, and society.
The course addresses mental health, wellness and recovery movements and system transformation concepts.
Underlying values and components of recovery and recovery based programs will be addressed.
Many service delivery agencies are struggling with the paradox of traditional mental health services and funding mechanisms and california’s mental health services act philosophy and funding mechanisms.
The purpose of this course is to meet the need in our region for social work practitioners who are knowledgeable and have essential skills in the area of recovery and wellness.
Course Modality
This course is fully online-asynchronous.
Each module in this course will contain one to three weeks of class materials.
Instructor offers synchronous meeting opportunities in this course by appointment based on student need.
Module 1 – overview & information [weeks 1-3]
Module 2 - treatment models [weeks 4-5]
Module 3 - adjusting our views module 3 [weeks 6-8]
Module 4 - experiences shape perceptions [weeks 9-10]
Module 5 - empowering individuals and families [weeks 11-13]
Module 6 - innovative approaches [weeks 14-15 & week 16 is final exam week] last discussion from week 15. There will be no final.
Elements of Course Design
Elements of active and/or experiential learning
This undergraduate course enhances student self-reflective, self- regulated, building associations, and creativity that lead me to design active and experiential learning experience.
This course draws on primarily combination of learning principles:
Frame for information literacy (viewing scholarship as conversation about issue of stigma of mental health illness)
Dual coding (create audio and visual image of stigma of mental health illness)
Collaborative small group learning.
The course is a required elective. One social work elective is required of all social work majors, in consultation with their major advisor.
Student Engagement & Feedback
Students become active participants, as opposed to passively receiving information, through self-motivated and interactive activities that are relevant and meaningful, and some level of critical thinking is involved.
Activities to support student engagement:
Engagement with the course material –reflect and respond to weekly readings; practice and real application.
Interaction student-instructor: giving feedback on assignments, individual zoom meetings. Scheduled, and email communication as well as the announcements
Interaction student-student-interactive small group activities and discussion boards /peer feedback, note-taking, learning by teaching
Welcome/introduction activities.
Assessment of Student Learning
The Stigma Advocacy assignment draws on combination of two learning principles: 1) frame for information literacy (scholarship as conversation about issue of stigma of mental health illness) and 2) dual coding (spoken words and visual image of stigma advocacy of mental health illness). Rubric will be also added for effective assessment and evaluation of the assignment.
TECHNOLOGY & TOOLS
The course uses:
Blackboard - (and associated tools) - add resources for students to access online with files and resources created outside of blackboard (youtube and websites) and added into this blackboard course weekly modules to enhance teaching and learning efforts.
Zoom allows video conferencing appropriate for lectures, small groups, meetings, creating video recordings.
Kaltura personal capture allows you to record audio of a stigma advocacy example by making a turn off videos and then easily share them with peers in Kaltura media server.
ELEMENTS OF EQUITY, DIVERSITY & INCLUSION
An Example Paper on Stigma Advocacy addresses issue of social justice, diversity and inclusion of mentally challenged people in the community.
Description of Your Example:
Describe the example with a name of stigma called by you. Be specific. What was said?
What images/visuals were used?
What did it communicate to you?
Explain why this is an example of stigma or combating stigma.
What myths about mental illness does it perpetuate or dismiss?
Where Did You Come Across This Example of Stigma or Combating Stigma?:
Where did you find this example?
What are Your Thoughts?:
What were your thoughts and feelings when you identified the example?
What harm do you think this example of stigma might cause?
What good do you think this example of combating stigma will do? What stereotypes will be perpetuated or dispelled by your example?
Response to Your Action:
How did responding to this example make you feel?
Did you receive a response from your action? If so, do you think it addressed your concerns?
Would you do anything differently?
Is this the first time you responded to something like this?
Would you do this again?
Do you think responding to stigma and positive portrayals of those with mental illness are effective? Why and or why not
ELEMENTS OF EXPERIENTIAL LEARNING & CONNECTIONS TO THE PROFESSIONAL FIELD
Experiential Learning Element of Stigma Advocacy of Mental Health Illness Assignment Part I:
This assignment creates a felt sense of making a difference in the community through a practical application of class to the stigma in the community.
Part I: Identify An Example of Stigma of Mental Health Illness or Combating Mental Health Stigma: Write an Advocacy Letter or Email with Audio-Recording
Identify and describe clearly one example of Stigma of Mental Health Illness or an example of combating mental health stigma.
Name the stigma identified and integrate the stigma into a mental image, which is presented as both words and images (dual coding).
Respond to your example by writing an advocacy letter/e-mail with your audio recording.
Incorporate Readings/Videos required
Incorporate three scholarly articles
Include a copy of a letter or email of a stigma advocacy example
Upload audio-recording of the letter in Kaltura Media within Blackboard
TRAINING IN COURSE DESIGN
Trainings I have completed are active and experiential learning institute, QLT, and writing/information literacy.
The best principles i learned to apply to my course are:
Deep processing
Dual coding
Collaborative small group learning
Frame of information literacy