Loyola University Chicago

School of Social Work

Class Visits

Class visits are offered to prospective students as well as those recently accepted to the program. Sitting in on a class is a great way to experience the collaborative and diverse academic environment here at Loyola's School of Social Work. It is also a great opportunity to get better acquainted with our learning community with front and center access to a SSW professor, current students, and course material. 

Fall 2017 Class Visit Schedule

Visits are limited to one person per class to minimize disruption to enrolled students.

Monday

Tuesday

Wednesday

Thursday 

Friday 

SOWK 503- Individual and Family I 

8:15AM-10:45AM

SOWK 626-  Social Work with the Mentally Ill

8:30AM- 11:00AM

SOWK 500-    HBSE I

8:15AM-10:45AM

SOWK 612-   Family Assessment & Intervention 

8:30AM-11:00AM

SOWK 506- Social Work Research

11:30AM-2:00PM

SOWK 500- HBSE I

8:15AM-10:45AM

SOWK 609- Practicum in Schools

8:30AM-11:00AM

SOWK 501-   HBSE II

2:45PM-5:15PM

SOWK 614-  Clinical Social Work Practice- Healthcare

8:30AM-11:00AM

SOWK 509- Community Intervention

2:45AM-5:15PM

SOWK 502- Oppression, Privilege, Diversity

8:30AM-11:00AM

SOWK 606-Practicum in Research

8:30AM-11:00AM

SOWK 505- Social Work with Groups

2:45PM-5:15PM

SOWK 645- Crisis Intervention

11:30AM-2:00PM

 

SOWK 507- Social Welfare and Social Work 

11:30AM-2:00PM

SOWK 614- Clinical Social Work Practice 

11:30AM-2:00PM

SOWK 500- HBSE I

2:45PM-5:15PM

SOWK 615- Social Work with Adolescents

11:30AM-2:00PM

 

SOWK 500- HBSE I

11:30AM-2:00PM

SOWK 722- Alcohol and Drugs

11:30AM-2:00PM

SOWK 502- Oppression, Privilege, Diversity

7:00PM-9:30PM

SOWK 656- Social Work with LGBT Populations

11:30AM-2:00PM

 

SOWK 502- Oppression, Privilege, Diversity

11:30AM-2:00PM

SOWK 632-  Social Work with Aged

2:30PM- 5:00PM

SOWK 505-   Social Work with Groups

7:00PM-9:30PM

SOWK 606- Practicum in Research 

2:30PM-5:00pm

 

SOWK 500- HBSE I

2:45PM-5:15PM

SOWK 631-  Clinical Practice: Family Violence

2:30PM- 5:00PM

 

 

 

 

SOWK 604- Advanced Practice with Groups

7:00PM-9:30PM

 

SOWK 500- HBSE I 

7:00PM- 9:30PM

SOWK 616- Psychotherapy with Adults

2:30PM-5:00PM

 

SOWK 652- Organizational Leadership

7:00PM-9:30PM

 

 

SOWK 621- Addictions

7:00PM-9:30PM

 

 

 

RSVP to Visit a Class

Please see our Social Work Events Calendar for available class visit dates and to register to attend.

Course descriptions are listed below.

This course studies the life cycle of the individual from in utero through old age and death from a Biopsychosocial perspective via multiple theoretical frameworks. Individual growth and development is studied in the context of culture, race, ethnicity, social class, gender, families and other social system. Attention is also given to the impact of trauma, loss, and environmental stressors on the individual and the family.

This course focuses on deepening the student's knowledge of human behavior. Maladaptive patterns of adult
psychological functioning are examined.

This course explores diversity in a global environment characterized by color, ethnicity, culture, national origin, class, gender, age, religion, physical or mental ability, gender identity and sexuality.  Students will effectively analyze and assess the cultural and institutional context of social justice issues.

Theory for social work practice is studied, using an integrated social systems and biopsychosocial model. The student is introduced to the profession through its history, its conceptual development and through an examination of the values, knowledge and skills which characterize it. The course content focuses on the worker/client relationship and development of assessment, intervention and evaluation skills.

This course presents theoretical approaches to social work with small groups, with particular emphasis on the dynamics of small group process and appropriate worker intervention.

The social work profession depends on knowledge-generating activities using quantitative and qualitative
methodologies. In recognition of these needs, this sequence is designed to enable students to prepare for
three roles: 1) a competent evaluator of one's own practice and programs; 2) a responsible and critical
consumer of social work research; and 3) an active participant in knowledge-generating inquiries.

This course examines social welfare problems, the system of social welfare, and its interrelationships with direct practice and the delivery of services. Particular emphasis is placed on the examination of different political and economic conceptions, as well as the ways in which they shape social programs and social work practice.

This is a community organization theory and practice course for both the macro and micro levels. Basic models of community organization theory and practice are highlighted, including locality development, social planning, and social action as well as major policy issues that relate to communities.  The historical base of community organization in America and the role of social work in the community are explored

Health-care systems are examined in the context of social policy and healthcare needs. The effects of different levels of healthcare interventions, changing roles and responsibilities of government, the voluntary sector and the proprietary sector are assessed in relation to access and utilization of health care

Building on the basic course in social work with small groups (SOWK 505), this course focuses on developing deeper understanding and skill in the area of group therapy. It includes examination of process of "live" group therapy, using the class group as well as the student's field experience for learning purposes.

This course builds on foundation content of SOWK 506. The course develops the students' integration of research and practice. The basic thrust of the course is twofold: (1) to provide students with an initial or continuing experience of designing social work practice; and (2) to involve students in implementing their research studies related to their chosen focus and interests in their advanced year.

The purpose of this course is to familiarize students with the field of family assessment and intervention. It provides a base of selected theoretical concepts and practice techniques which may be utilized to assess family functioning, organize therapeutic systems and facilitate processes of family development and positive change.

 

 

 

In this course the components of psychosocial assessment and treatment are integrated with the aspects of the medical and physical functioning of the person-situation. Coping tasks of individuals and family members are viewed from a perspective of growth based upon the psychosocial capacities of the person¿s pre-Illness coping patterns.

 

This course emphasizes knowledge of critical dimensions of adolescent ego development (normal and pathogenic) and draws primarily from analytic ego psychological theory. The changes in therapeutic relationships with adolescents are explored, focusing on stages in the treatment process, modes of expression, and clinicians' differential judgments regarding technique and communication.

This course focuses on the content and process of psychodynamically-based psychotherapy with adults. Course content includes areas of diagnostic evaluation, the phasic treatment process, the therapeutic alliance, transference and counter-transference, frameworks for understanding communications and therapeutic techniques.

This course focuses on identifying and applying treatment strategies relevant to practice with women. Issues in diagnosis include: high prevalence disorders in women, developmental and role issues, and female identity issues. Relationship issues are identified based on understanding sexism and stereotyping in society and social work as a "female profession."

This course is designed to help students attain a mastery of the central concepts in direct social work treatment of children. The course begins with an overview of the major mental disorders from which children suffer, and then covers interviewing skills and formulating diagnosis and treatment plans with children.

This advanced-level course is associated with counseling clients affected by Substance Use Disorders (SUD).  The core Functions and skills examined include: screening, intake, orientation, assessment, treatment planning, counseling (individual, family and group), case management, crisis intervention, client education, referral, reports and recordkeeping, consultation with other professionals and intervention.

This course offers students the chance to learn about leading-edge social work approaches providing humane care for severely mentally ill clients, especially those clients with concomitant substance abuse, developmental disabilities, and severe socioeconomic disadvantage. Working with the client's environment, collaboration with other systems, advocacy and program development are considered.

The course considers practice with an aging clientele. It focuses on understanding the developmental process of aging, and examining social work practice issues. Students will develop diagnostic and treatment skills for work with the elderly population. Service delivery, individual, family and small group treatment approaches are also examined.

This class examines crises, emergencies and stressful phenomena. The definitions and implications of crisis and emergency are explored. A model of crisis intervention is presented, with a variety of case examples, along with an understanding of the importance of not conducting crisis intervention when a client is not in crisis.

This course prepares students for leadership and development practice in staff management and development in social service organizations. The terms "staff management and development" and "supervision" are used interchangeably. Content focuses on providing knowledge, values, ethics, and skills in guiding the work and development of others within social/human service organizations.

This class builds on ecological systems perspective, viewing program development as an arena for social change. Although rational planning is emphasized, the course considers how values, needs and resources influence program design. A contingency framework is used to teach about the choices, decisions and situations for planning or adapting programs.

 
This course is designed to provide students with an in-depth and critical understanding of issues related to individuals who are gay, lesbian, bisexual, and transgender, as well as their families and their communities. A variety of perspectives (historical, political, sociological, psychological, etc.) are examined throughout the course.

Psychodynamic theory and cognitive-behavioral interventions are two theoretical frameworks and methods of intervention that have consistently been found to have therapeutic value, albeit with different symptoms and/or presenting problems. This course focuses on bridging these two frameworks with an ongoing focus on the impact on the client of when and how to change techniques.

This course examines the role that grant-making foundations and individuals have played in supporting activities designed to reform and enhance public policies, and the significance of that work on local communities. Patterns of giving, policy intervention strategies, and structural issues, as well as programmatic opportunities.

This foundation-level course will inform students about the prevalence of Substance Use Disorders (SUD) and how they are implicated in the broad spectrum of social work practice.  Students will review the history, epidemiology and pharmacology of alcohol and other common drugs of abuse.

This course considers the social policy and social welfare concerns associated with contemporary migration. This exploration is grounded in a focus on the economic causes and consequences of migration; public policy regarding migration, the rights of immigrants; and the roles of governmental and nongovernmental local, national and international organizations.

This course focuses on identification and application of clinical social work assessment and intervention with major migrant groups. It considers immigrant and refugee individuals and families currently living in the U.S., helping students build a knowledge base for effective work, especially with those experiencing violence and trauma.

This course offers an exploration into some of the social justice concerns associated with contemporary migration and addresses distinct theories. The conditions that fuel migration issues and marginalize many migrants once in the U.S., raise a number of social, economic, and cultural challenges, and a myriad of ethical dilemmas.

The course focuses on specialized practice with older adults. It considers the interrelationships of religion, spirituality, faith/belief, and aging. This course includes a critical analysis of how spirituality is addressed and is intended to help students understand how religion and spirituality may be used as a primary coping resource and conversely how some older people have been adversely affected by religious views.

This course is designed to prepare students to take the various state exams associated with jobs in child
welfare. In Illinois all DCFS case carrying workers must be licensed whether working for DCFS or other
agencies. The course content will cover all the material designed by the state as necessary to perform at a
beginning level in child welfare work.

As a new admit, sitting in on a class is a great way to experience the collaborative and diverse academic environment here at Loyola's School of Social Work. It is also a great opportunity to get better acquainted with our learning community with front and center access to a SSW professor, current students, and course material.

 

If you are interested in sitting in on a class, please see our Class Visits webpage