Introduces students to topics related in the health and human services profession with the context of an integrated reading , writing, and speaking course. (Offered every semester.)

Investigating and Analyzing Issues in Health and Human Services: This course focuses on investigating and analyzing topics related to the health and human services professions within the context of an integrated reading, writing, and speaking course. (Offered every semester.)

Introduces students to the CHHS academic and field programs, CSUMB upper division graduation requirements (ULRs and GLOs), and the core competencies for the major learning outcomes (MLOs) of the Collaborative Health and Human Services (CHHS) major. Students also prepare their Individualized Learning Plans (ILPs) and discover more about possible careers in health and human service fields. (Offered every semester.)

Provides developmental instruction in the areas of writing, reading, and speaking. Students will learn about process-based writing approaches as well as sentence-level techniques for composing, drafting and revising texts.

Develops writing skills to increase competency in writing in the CHHS major and in the health or human services professions. Builds confidence in writing for argumentation, applied research, advocacy, and reports. Students learn about themselves as writers, which assists them in the development of personal and professional writing skills. Complements other critical thinking courses offered in the major. (Offered every semester)

Students learn and apply computer skills to health and human service delivery. Emphasizes hands-on experience using computers for electronic communication and presentations, and to improve skills in the use of database management, spreadsheet, and presentation software. Students participate in online research, information resources evaluation, correct citation of Internet resources, and weekly online discussions. Introduces state-of-the-art health and human service software. Formerly CHHS 303. (Offered every semester.)

Develops competency in collaborative practice, social action, and political leadership. Presents theory and methodology of collaboration in health and human service settings, and of building coalition models. Teaches how to facilitate groups, and provides an understanding of the foundations of American and California government and citizenship. (Offered every semester.)

Develops basic skills and knowledge in interpersonal and interorganizational conflict resolution, negotiation, and mediation techniques through readings, extensive role playing and scenario development, and discussion with speakers from the field. Students participate in experiential exercises, learning how to facilitate collaborative negotiations. (Offered every semester.)

Presents an interdisciplinary and multicultural introduction to professional ethics. Using a developmental approach, this course has two functions. The first is to provide students with a survey of moral theories. The second function is to apply these theories to professional codes of ethics and the ramifications of ethics for appropriate interactions with clients, colleagues, organizations, and society. We will focus specifically on the knowledge and skills related to analyzing and managing ethical predicaments in the helping professions. (Offered every semester.)

Applied Statistics/Research Methods for Health & Human Services: Introduces the fundamentals of research methods and applies basic data analysis skills in health and human service case studies. Introduces and utilizes appropriate software programs and their application in health and human service delivery and in designing student projects. (Offered every semester.)

Research Methods for Health & Human Services Lab: Introduces the fundamentals of research methods and applies basic data analysis skills in health and human service case studies. Introduces and utilizes appropriate software programs and their application in health and human service delivery and in designing student projects. (Offered every semester.)

Explores a particular topic in collaborative health and human services. May be repeated for credit when topics vary. (Offered every semester.)

Introduces new students in the CHHS major to the field practice process. Discussion includes the application of academic work and MLO competencies in field practice settings, self-reflection, the roles and responsibilities between the student and field mentor, and the relationships in a field practice setting. CHHS 396S is approved to meet the upper division service learning requirement. (Offered every semester.)

Offers students independent learning opportunities in a selected specialty area. May include fieldwork to meet the required number of hours.

Second semester of introduction for new students in the CHHS major to the field practice process. Discussion includes the application of academic work and MLO competencies in field practice settings, self-reflection, the roles and responsibilities between the student and field mentor, and the relationships in a field practice setting. CHHS 398S is approved to meet the upper division service learning requirement. (Offered every semester.)

Applying the 13 MLOs of the CHHS major, students work closely with field mentors, a writing instructor, and the instructor to design an applied project that addresses a health or social problem in the community. In the first semester, students formulate a field-based problem that is conducive for analysis, identify its causes, and justify the need for action through a literature review. The culmination is a proposal that is submitted to their field mentor and CHHS faculty for approval. (Offered every semester.)

Applying the 13 MLOs of the CHHS major, students work closely with field mentors, a writing instructor, and the instructor to implement and evaluate an applied project that addresses a health or social problem in the community. In the second semester, students intervene and collect data to evaluate the impact of their projects in the community using appropriate evaluation designs. The final thesis report and presentation provide the projectÀs findings and recommendations. (Offered every semester.)

Offers an introduction to the management of health and human service delivery systems. Students gain knowledge and skill in supervision and assessing strategic planning related to an agency's vision, mission, and service delivery goals on the local, state, and federal levels. (Offered every semester.)

This course introduces students to the concepts, principles and practices necessary to effectively manage public and nonprofit organizations and systems. Students will develop an understanding of organizational structures and cultures; the importance of prioritizing services in consideration of budget constraints and resource scarcity; and the roles of and relationships among federal, state and local governments, community-based organizations (CBOs) and not-for-profit agencies. They will gain basic knowledge and skills in budget development, reading and understanding financial statements, risk management, personnel management, and program evaluation. (Offered every semester)

Offers an overview of budgeting and financial management of public and nonprofit agencies. Instills knowledge and skills in developing budgets and collaborative grants, and assessing the budgeting process. Develops an understanding of and skills in analyzing financial statements, current public finance issues, and resource development in political environments. (Offered every semester.)

Provides an introduction to the process of seeking and securing grant funding for public and nonprofit organizations. By researching and preparing a submittable grant proposal, students will develop knowledge and skill in the areas of: qualifying prospective grantors and evaluation requests for proposals, developing letters of intent, and preparing key components of a successful funding application (e.g., statement of need, scope of work/ project description, evaluation plan, proposal budget and budget justification, statement of organizational capacity). Topics will also include fund raising as relationship building, using logic models to portray a project's intent, creating program sustainability through diversification of funding, and special issues pertaining to collaborative grant applications. (Offered every semester)

Provides students with an opportunity to develop advanced policy analysis knowledge and skills through intensive case study and hands-on experience in formulating policy for specific health and human service issues. (Offered every semester.)

Explores a particular topic in collaborative health and human services. May be repeated for credit when topics vary. (Offered only as interest warrants.)

Students practice knowledge, skills, and attitudes within a local agency. Students conduct an in-depth analysis of the systems where they work, the relationships they develop in the organization and the populations they serve, and discuss their future roles as health and human service professionals. In the first semester, students design a professional e-folio as a useful framework for lifelong professional development. (Offered every semester.)

Students continue to practice knowledge, skills, and attitudes within a local agency. Students conduct an in-depth analysis of the systems where they work, the relationships they develop in the organization and the populations they serve, and discuss their future roles as health and human service professionals. In the second semester, students complete a professional e-folio as a useful tool for lifelong professional development. (Offered every semester.)

Offers students independent learning opportunities in a selected specialty area. May include fieldwork to meet the required number of hours. (Offered every semester.)

Introduces the principles and practices of community health including multicultural definitions of health and illness, health education and health promotion, demography, epidemiology, environmental health, nutrition, and the health of diverse populations throughout the lifespan. Emphasizes methods of assessing the health status of populations and developing community health programs. (Offered every semester.)

Multicultural Health Education & Promotion: Provides students with an opportunity to develop an understanding of current health education theory and intervention models for promoting health and preventing disease in diverse population groups. Improves students' understanding, skills, and effectiveness in planning health promotion and disease prevention programs across a variety of situations, settings, and populations. (Offered spring semester.)

Provides students with an opportunity to develop an understanding of the dimensions of women's health through a comparative and historical analysis of women's health status throughout the developing world and in the US. Readings and interactive discussion emphasize cross-cultural similarities and differences in women's health and social conditions, and issues related to social justice and health. (Offered every semester)

Explores a particular topic in public health. May be repeated for credit when topics vary. (Offered every semester.)

Provides students with an introduction to the history, mission, values and ethics, practice settings, and knowledge base of the social work profession. Emphasizes social work practice skills with diverse individuals, families, and populations at risk. (Offered every semester.)

This required undergraduate course presents an ecological, strength-based perspective to the problem-solving process. It emphasizes the need for cultural sensitivity as an approach underlying all fields of practice in social work. The models, theories, and process learned in this course serve as the foundation for generalist social work practice. The course teaches interviewing skills and promotes critical thinking about the professional relationship including client engagement, assessment, goal-setting, contracting, intervention, evaluation, and termination with individuals, families and groups. Formerly known as SW 410. (Offered every semester.)

Explores a particular topic in social work. May be repeated for credit when topics vary. (Offered every semester)

Master Seminar: Graduate Research Writing & Computer Applications: This seminar provides students with an introduction to the MSW program and an opportunity to develop their Individualized Learning Plan (ILP) or pathway to graduation. Students will also receive an orientation to CSUMB student services, and library and technology resources, and be assessed for their level of competence in the areas of technology and graduate level writing skills. The seminar will cover essential skills needed for the application of technology in professional settings and graduate level research skills. Course content addresses applications used in social service settings to manage and present data including Word, Excel, and PowerPoint.

Foundations of the Social Work Profession: SW 510 addresses the history, mission, values and ethics, service delivery system of the social work profession. Course content will provide a framework for generalist practice that emphasizes strengths and person-in-the-environment perspectives, an empowerment approach, and the application of the NASW Code of Ethics to marginalized and oppressed individuals and groups. The course will also explore various fields of practice in the social work profession, emphasizing essential knowledge and skills for effective practice and the development of professional identity.

Social Work Generalist Practice I: Individuals, Families & Groups: This is the first course of the social work Generalist Practice sequence. It prepares students for direct services work with individuals, families and small groups through an introduction to strength-based assessments and effective, evidence-informed interventions using a cross-cultural perspective. The course emphasizes the essential elements in generalist practice including interviewing, assessment, assessment tools, case planning, and case management skills. Students will gain knowledge of group process including group formation, facilitation and evaluation. The course will also introduce various psychosocial and psychological theories and approaches used in clinical settings.

Social Work Generalist Practice II: Organizations, Community Engagement & Social Change: This is the second part of the social work generalist practice sequence. It covers professional social work practice in agencies and organizations with a focus on organizational analysis, inter- and intra-agency collaboration, and effective-problem solving in agency settings. The course will also address the skills needed for agency and community engagement and advocacy to promote social and economic justice. Issues of institutional racism and other forms of oppression and the implications of racism for social work services and practices will be examined. The application of the Family Development Matrix on the macro level and other community assessment tools are introduced.

Cross-Cultural HumanBehavior in the Social Environment I: Children, Youth & Families: The HBSE sequence introduces students to the biopsychosocial/cultural framework needed to understand the functioning of individuals and families over the life span. Special topics of family acculturation, immigration, generational conflicts, and human sexuality will be explored. This is the first of two required foundation level courses in the Human Behavior sequence. It emphasizes the development, resilience, behavior and functioning of children, youth and families from a cross-cultural perspective utilizing a systems-ecological theory.

Cross-Cultural Human Behavior in the Social Environment II: Emerging, Middle and Older Adults: The HBSE sequence introduces students to the biopsychosocial/cultural framework needed to understand the functioning of individuals and families over the life span. Special topics of family acculturation, immigration, generational conflicts, and human sexuality will be explored. This is the second of two required foundation level courses in the Human Behavior sequence. It emphasizes the development, resilience, behavior and functioning of emerging, middle, and older adults from a cross-cultural perspective utilizing a systems-ecological theory.

Social Work Research: This is the first course of the social work research sequence, emphasizing self-awareness in order to clarify biases in the research process. Steps in the research process include planning a research project; selecting a research design; conducting and writing a literature review; and techniques and method in collecting, organizing, and interpreting research and available data. The course also reviews quantitative and qualitative methods with emphasis on interviews, focus groups, survey research, evaluation of practice, and evidence-based practice in social work settings. Computer applications such as Excel, Access, and SPSS will be utilized to organize and analyze data.

Advanced Research Methods: Community Needs Assessment and Program Evaluation: This is the second course of the social work research sequence, emphasizing self-awareness in order to clarify biases in the research process. Steps in the research process include planning a research project; selecting a research design; conducting and writing a literature review; and techniques and method in collecting, organizing, and interpreting research and available data. The course utilizes scientific inquiry research methods at the macro level of social work practice to conduct community needs assessment, and practice and program evaluation. Findings are then used to make recommendations. Community assessment tools and methods, including the Matrix Development model, will be utilized.

Social Policy and Analysis: This is an introductory-level social policy course. It reviews social welfare policies and analytical frameworks from both historical and contemporary perspectives. Strengths and weaknesses of the models and frameworks are identified, particularly in light of population diversity. Selected social welfare policy areas, including welfare reform, poverty, immigration, health care and mental health care are included to illustrate the policy formation process (including the analyses of ideologies, politics, and values), the legislative process, the challenges of policy implementation, and evaluation. This course also explores directions for new policies and programs, and advocacy/action plans.

Generalist Field Practicum & Integrative Seminar I: The Generalist Field Practicum and Integrative Seminar Sequence (SW 595A and SW 596B) introduces students to social work practice in an agency setting with individuals, families, groups and communities and clarifies the field education learning outcomes, process and requirements. The sequence has mandatory monthly, 3 hour class sessions that integrate classroom knowledge with agency based learning experiences. In addition to monthly classroom sessions, students will participate in an internship in an agency site approved by the MSW Program for a minimum of 250 hours per semester (16 hours per week). SW 596A is the first course in the Generalist Practice sequence and emphasizes the development of professional identity and conduct, professional values and ethics, and the skills of client engagement, resource referral, collaboration and communication.

Generalist Field Practicum & Integrative Seminar II: The Generalist Field Practicum and Integrative Seminar Sequence (SW 595A and SW 596B) introduces students to social work practice in an agency setting with individuals, families, groups and communities and clarifies the field education learning outcomes, process and requirements. The sequence has mandatory monthly, 3 hour class sessions that integrate classroom knowledge with agency based learning experiences. In addition to monthly classroom sessions, students will participate in an internship in an agency site approved by the MSW Program for a minimum of 250 hours per semester (16 hours per week). SW 596B is the second course in the Generalist Practice sequence and provides additional depth of learning as students continue the internship established in SW 596A and build on the skills of generalist practice including client engagement, collaboration and professional communication skills. SW 596B emphasizes cultural competence, advocacy and practice evaluation skills with individuals, families, and groups.

Applied Social Work Research Project I: The Applied Social Work Research Project sequence in the final year provides an opportunity for students to integrate their learning experiences and to contribute to the social work knowledge base (including practice). The sequence guides students through the process of designing and conducting scientific inquiry that responds to a significant social work practice and/or policy problem identified in collaboration with the final field placement site assigned in the concurrent course, SW 696A. The research culminates in practice and/or policy recommendations and the initial implementation of those recommendations. Students utilize analytical models of assessment, prevention, intervention and evaluation at the micro, mezzo and macro level. This is the first of two required courses in the Applied Social Work Research Project sequence of Advanced Practice. It provides students with guidance in developing and implementing the applied social work research project. Students have the opportunity to present and receive feedback on their research project documents throughout the semester.

Applied Social Work Research Project II : The Applied Social Work Research Project sequence in the final year provides an opportunity for students to integrate their learning experiences and to contribute to the social work knowledge base (including practice). The sequence guides students through the process of designing and conducting scientific inquiry that responds to a significant social work practice and/or policy problem identified in collaboration with the final field placement site assigned in the concurrent course, SW 696B. The research culminates in practice and/or policy recommendations and the initial implementation of those recommendations. Students utilize analytical models of assessment, prevention, intervention and evaluation at the micro, mezzo and macro level. This is the second of two required courses in the Applied Social Work Research Project sequence of Advanced Practice. It provides continued guidance in final implementation of the applied social work research project from SW 600A. Students submit final written documentation and present orally and electronically at the MSW Practice Forum.

Introduction to Selected Populations, Policy & Services: Behavioral Health: SW 610A provides advanced content on the client populations, social policy and social work practice in the area of Behavioral Health. Cultural beliefs and practices focusing on health and wellness, recovery and the legal and ethical responsibilities of professionals in behavioral health settings will be explored. This course will emphasize the policies, programs and services related to behavioral health as well as evidence-informed interventions and skills necessary for effective practice. Special topics including the etiology of mental illness, dual diagnosis, consumer participation, and culturally relevant services for immigrant populations will be explored.

Introduction to Selected Populations, Policy & Services: Children, Youth and Families: SW 610B provides advanced content on the client populations, social policy and social work practice in the area of child welfare services. Cultural beliefs and practices focusing on child development, discipline and parenting practices, and the legal and ethical responsibilities of professionals in child welfare settings will be explored. This course will emphasize the policies, programs and services related to child welfare as well as evidence-informed interventions and skills necessary for effective practice. Special topics including substance abuse and the recovery process, the juvenile court system, foster and adoptive care, culturally relevant services with immigrant populations will be explored.

Advanced Clinical Practice I: Behavioral Health: The Advanced Clinical Practice sequence builds on the academic and clinical foundations of Generalist Practice (SW 510, SW 520 & SW 530) and Field courses (SW 596A & SW 596B). This is the first course of the Advanced Clinical Practice sequence in the Behavioral Health concentration and focuses on clinical assessment and diagnosis, and case planning with the goals of wellness, recovery and motivational engagement. Various disorders in the DSM will be addressed; with emphasis on the disorders most frequently encountered in behavioral health settings (mood, anxiety, substance-related, and schizophrenia and other psychotic disorders). The skills of working with non-voluntary clients, organizing clinical and group therapy, facilitating case management across disciplines, and providing community education are highlighted. The course also examines cultural and religious beliefs of diverse client populations and implications for assessment and service delivery in social work practice.

Advanced Clinical Practice I: Children, Youth and Families: The Advanced Clinical Practice sequence builds on the academic and clinical foundations of Generalist Practice (SW 510, SW 520 & SW 530) and Field courses (SW 596A & SW 596B). This is the first course of the Advanced Clinical Practice sequence in the Children, Youth and Families concentration and focuses on risk assessment, crisis intervention, motivational engagement, and intervention with family systems involved in the child welfare system. Various disorders in the DSM will be addressed; with emphasis on the disorders most frequently encountered in child welfare settings (mood, anxiety, substance-related, and schizophrenia and other psychotic disorders). The skills of working with non-voluntary clients, relative and foster parents, facilitating case management across disciplines, and providing community education are highlighted. The course also examines cultural and religious beliefs of diverse client populations and implications for assessment and service delivery in social work practice.

Advanced Clinical Practice II: Behavioral Health: This is the second course of the Advanced Practice sequence. It builds on the theory and techniques of SW 620A with emphases on application and effective intervention strategies in behavioral health settings. Case scenarios will be used intensively.

Advanced Clinical Practice II: Children, Youth and Families: This is the second course of the Advanced Practice sequence. It builds on the theory and techniques of SW 620B with emphases on application and effective intervention strategies in child welfare settings. Case scenarios will be used intensively.

Advanced Conflict Resolution, Negotiation, and Mediation: This course focuses on the skills of conflict resolution, negotiation, mediation, and advocacy in interpersonal and inter-organizational settings. These skills are needed to provide collaborative leadership in promoting changes in the service delivery system and to improve quality of service.

Collaboration, Ethics & Leadership: This course covers the theory and practice of collaborative and ethical leadership as they apply to the supervisory and management roles in public services. It explores the role of community stakeholders as advocates and leaders of social policy initiatives and collaborative policy activities. It utilizes conflict resolution skills and communication skills to build consensus and sustained participation. Students assume advocacy and leadership roles with community stakeholders. It provides a framework for ethical consideration and reflection as a foundation to all policy analysis, development, and implementation and addresses the role of the social worker in influencing ethical decision-making by policy makers.

Advanced Field Practicum & Integrative Seminar I: Clinical Practice with Selected Populations: The Advanced Field Practicum and Integrative Seminar Sequence (SW 695A and SW 696B) introduces students to specialized social work practice with selected populations and it taken concurrently with SW 600A and SW 600B. Students will identify an unmet need in their agency and conduct a literature review as the beginning of the applied research project (SW 600A). The sequence has mandatory monthly, 3 hour class sessions that integrate classroom knowledge with agency based learning experiences. In addition to monthly classroom sessions, students will participate in an internship in a new agency site or program approved by the MSW Program for a minimum of 250 hours per semester (16 hours per week). SW 696A is the first course of the Advanced Practice seminar sequence and will facilitate the integration of cross-cultural knowledge and skills in a specialized area of practice through more advanced and complex learning opportunities in the field. The seminar will emphasize prevention and intervention strategies to enhance client capacities as well as advancing skills in crisis intervention.

Advanced Field Practicum & Integrative Seminar I: Clinical Practice with Selected Populations: The Advanced Field Practicum and Integrative Seminar Sequence (SW 695A and SW 696B) introduces students to specialized social work practice with selected populations and it taken concurrently with SW 600A and SW 600B. Students will implement the agency -based research project started in SW 696A and evaluate the outcome (SW 600B). The sequence has mandatory monthly, 3 hour class sessions that integrate classroom knowledge with agency based learning experiences. In addition to monthly classroom sessions, students will continue to participate in the internship started with SW 696A for a minimum of 250 hours per semester (16 hours per week). SW 696B is the second course of the Advanced Practice field and integrative seminar sequence and will facilitate the integration of cross-cultural knowledge and practice in a specialized area through more advanced and complex learning opportunities. The seminar will emphasize continued skill building in intervention and intervention strategies to enhance client capacities as well as advancing skills in crisis intervention. All students will need to demonstrate a minimum total of 1000 hours in the field in order to meet graduation requirements.