Fall 2025 SOWK 486w Week 11 - Lab Day - Planning and Implementing Change-Oriented Strategies

Slide 1
The slide features bold text, 'PLANNING AND IMPLEMENTING CHANGE-ORIENTED STRATEGIES,' with a colorful graphic of a switch and checkmarks on the right. It includes course information: 'Fall 2025 SOWK 486W Week 11, Jacob Campbell, Ph.D. LICSW at Heritage University.'

Fall 2025 SOWK 486w Week 11 - Lab Day - Planning and Implementing Change-Oriented Strategies

title: Fall 2025 SOWK 486w Week 11 - Lab Day - Planning and Implementing Change-Oriented Strategies date: 2025-11-04 23:00:57 location: Heritage University tags:

  • Heritage University
  • BASW Program
  • SOWK 486w presentation_video: > “” description: >

Week 11 continues our work in Week 10 Social Work Planning. This week, we will focus on cognitive distortions and how to address them, primarily in the context of Cognitive Behavioral Therapy (CBT). We will also examine crisis planning. The agenda is as follows:

  • Talk about cognitive distortions and cognitive restructuring
  • Practice with planning
  • Documenting our plans
  • The planning process in crisis

Learning Objectives include

  • Identify and challenge common cognitive distortions.
  • Apply a structured goal formulation process to client scenarios.
  • Develop and document client treatment plans and progress notes.
  • Utilize an 8-step crisis intervention model to assess, plan, and respond to client needs.
Slide 2
**Object:** Presentation slide**Action:** Displays agenda and learning objectives**Context:** Week 11 course content description**Text:**- **Agenda:** - Talk about cognitive distortions and cognitive restructuring - Practice with planning - Documenting our plans - The planning process in crisis- **Learning Objectives:** - Identify and challenge common cognitive distortions. - Apply a structured goal formulation process to client scenarios. - Develop and document client treatment plans and progress notes. - Utilize an 8-step crisis intervention model to assess, plan, and respond to client needs.- **Details:** Fall 2025 for SOWK 487w with Jacob Campbell, Ph.D. LICSW at Heritage University.

Plan for Week 11

Agenda

  • Talk about cognitive distortions and cognitive restructuring
  • Practice with planning
  • Documenting our plans
  • The planning process in crisis

Learning Objectives

  • Identify and challenge common cognitive distortions.
  • Apply a structured goal formulation process to client scenarios.
  • Develop and document client treatment plans and progress notes.
  • Utilize an 8-step crisis intervention model to assess, plan, and respond to client needs.
Slide 3
A bright, colorful slide shows a pink mustache above bold text: 'THINK OF A NUMBER, ANY NUMBER.' Beside it, a black top hat is illustrated. Small logos are at the bottom.

Think of any number

Taken from http://www.instructables.com/id/Mathemagic/

[Whole Class Activity] Do the think of any number activity:

I want you to to think of a number, any number. I will warn you that picking complicated numbers (decimals, fractions) will yield complicated math problems.

  • Multiply your number by 2
  • Add 10 to your number
  • Divide that number by 2
  • Subtract your original number

The number you are thinking of now is 5

While that is isn’t mind reading or directly a thinking distortion… it can be easy to jump to conclusions or be difficult to realize why something is the way that it is.

Slide 4
Slide displays a list of cognitive distortions under 'THINKING DISTORTIONS,' including terms like 'Blaming,' and 'Mind reading.' It suggests a small group discussion with examples from media and personal experiences. Credits Jacob Campbell, Heritage University, Fall 2023.

Thinking Distortions

The most common types of distortions and negative thinking patterns conceptualized by Beck (1976) have been summarized in the literature (Cormier, Nurius, & Osborn, 2009; Leahy & Holland, 2000; Walsh, 2006) and are as follows:

[Whole Class Activity] Discuss each of the thinking errors, what they mean and possible examples of them. Can also look at what the opposite is that you would be trying to encourage in clients.

  • All or nothing thinking
  • Blaming
  • Catastrophizing
  • Discounting positives
  • Emotional reasoning
  • Inability to disconfirm: blocking ideas that don’t confirm beliefs
  • Judgment focus: perception of self / others is based on assessment (focused on quality not description)
  • Jumping to conclusions
  • Mind reading
  • Negative mental filtering: singling out bad events and ignoring positives
  • Overgeneralization or globalization
  • Personalizing: Taking on more responsibility for things then somebody has (i.e. role or actions made it happen)
  • Regret orientation: focused on the past.
  • “Should” statements: self failures
  • Unfair comparisons
  • What ifs

[Small Group Activity] Share with a partner about some of the thinking distortions that are present in the media and then some that you have to some degree or the opposite of those.

Slide 5
A slide titled 'Cognitive Restructuring' describes intervention techniques in CBT to help clients modify beliefs, thoughts, and behaviors. It lists methods for identifying and replacing dysfunctional patterns, citing Hepworth et al. (2017).

Cognitive Restructuring: What You Do

Intervention techniques in CBT are designed to help clients modify their beliefs, faulty thought patterns or perceptions, and destructive verbalizations, thereby leading to changes in behavior.

  • Assist client in accepting that their self-statements, assumptions, and beliefs determine emotional reactions to events
  • Assist clients in identifying dysfunctional self-statements, beliefs, and thought patterns that underlie their problem.
  • Assist clients in identifying situations that engender dysfunctional cognitions
  • Assist clients in replacing dysfunctional cognitions with functional self-statements
  • Assist clients in identifying rewards and incentives for successful coping efforts

(Hepworth et al., 2017)

Slide 6
Title card: 'SUPERFLEX AND THE UNTHINKABLES' in bold. Left side shows a colorful superhero-themed graphic with characters and their traits listed, such as 'Rock Brain: I make people get stuck on their ideas.' Background is light with a green and orange gradient.

Superflex: and the Unthinkables

curriculum from social thinking

  • Used in my classrooms
  • Lots of activities and cool things to do with kids to teach them about thinking distortions (more or less) and change how they think about things.
Slide 7
A cartoon knight stands holding a shield labeled 'Negative' on the left and 'Positive' on the right. The slide discusses defense mechanisms, controlling responses, and selecting positive solutions, providing steps for practice.

WhyTry: Defense Mechanisms

Why try as another example for addressing these.

Slide 8
A brain graphic with thought bubbles leads to a court symbol in a chat bubble, set against a colorful gradient background. Text: 'PUTTING YOUR THOUGHTS ON TRIAL' and course details below.

Putting Your Thoughts on Trial

One way we can address our thinking is to do something called putting our thoughts on trial.

Use worksheet: Law & Order, Psychology Edition: Fixing Your Thoughts

[Small Group Activity] Individually complete the worksheet putting your thoughts on trail for a time you remember using a thinking distortion. Share with a partner after after.

Reference

Grohol, J. M. (2018, Oct 29) 10 proven methods for fixing cognitive distortions. Retrieved from https://psychcentral.com/lib/fixing-cognitive-distortions/

Slide 9
A person stands in an empty auditorium with rows of seats facing a stage. Text at the bottom reads: 'TEDx Reno - Feeling Good by David Burns. Fall 2023 for SWK 498w with Jacob Campbell, Ph.D. LICSW at Heritage University.'

TEDx Reno - Feeling Good by David Burns

Watch the talk. About 17 minutes from medical doctor, Dr. Burns, the author of feeling good. About his journey of deciding to use Cognitive Behavioral Therapy techniques.

Reference

TEDx Talks. (2014). Feeling good - David Burns - TEDxReno [Video]. YouTube. https://youtu.be/H1T5uMeYv9Q

Slide 10
Slide with text titled 'DEVELOPING RESPONSES' presents statements questioning the effectiveness of goals, guidance from God, and family concerns. It includes mentions of court decisions and concerns about cultural influences.

Developing Responses

Activity taken from Hepworth et al. (2017) teacher facilitator guide

[Small Group Activity] Develop responses to the following client statements related to developing goals and talk about them as a group.

  • I am here because God told me to come. How is a goal going to help me? I trust God to guide me in what to do. Do you believe in God?
  • What do you know about my situation? You are so young and it’s hard for me to see how you can help me.
  • The court will take my children no matter what I do, so how is having a goal going to help?
  • You need to be clear; I don’t want to be here. I’m only doing this stuff with you because the judge said that I had to come.
  • My family didn’t want me to come see you again. They worry that you will put too many American ideas in my head.
  • Don’t waste our time. She got herself pregnant. You want her father and me to be involved because you must think that it is okay to be unmarried and pregnant. Well, you’re wrong!
  • How will having a goal help me? I’ve never been able to accomplish anything before.

[Whole Class Activity] Discuss what are some of your personal/group reactions to some of these potential comments.

Slide 11
The image shows a presentation slide with the title 'TREATMENT PLAN' in bold. It outlines 'Plan info and general,' 'Collateral Contact Info,' and 'First Goal.' There's a detailed treatment plan table for context.

Example of Treatment Plan Page 1

Page 1:

  • Plan info and general
  • Collateral Contact Info
  • First Goal
Slide 12
The image features a presentation slide with the title 'TREATMENT PLAN' from TCCH BHS. It includes text indicating it's 'Page 2: Goals 2-4.' There's a detailed table on the right outlining treatment goals. The footer notes it's for 'SOCW 486' class in fall 2023 with Jacob Campbell at Heritage University.

Example of Treatment Plan Page 2

Page 2:

  • Goals 2-4
Slide 13
**Object**: Presentation slide **Action**: Displays text information **Context**: Includes a treatment plan segment on a multicolored gradient background **Text**: - 'TREATMENT PLAN'- 'FROM TCCH BHS'- 'Page 3: LRA specific information'- Table labeled 'TREATMENT PLAN' with sections for date, referral, and criteria.- Instructions and fall 2023 course details at the bottom.

Example of Treatment Plan Page 3

Page 3:

  • LRA specific information
Slide 14
The image shows a presentation slide titled 'TREATMENT PLAN' with a gradient background. It includes a bullet point for 'Signature Page' and a structured table for signatures and clinician notes with lines for writing.

Example of Treatment Plan Page 4

Page 4:

  • Signature and notes page
Slide 15
**Object**: Slide**Action**: Displays information about a treatment plan goal review.**Context**: The slide features a gradient background with text including:- 'TREATMENT PLAN'- 'FROM TCCH BHS'- 'Page 5: Goal review page'- Additional details on a template with sections for 'Goal Review,' 'Date of Plan,' and instructions for input. Presented for a fall 2025 SOWK 486w course at Heritage University.

Example of Treatment Plan Page 5

Page 5:

  • Goal review page
Slide 16
A care plan chart lists categories: Spiritual, Educational, and Personal Goals, with completion status, signatures, and note sections. Accompanied by a slide labeled 'CARE PLAN' for Jubilee Youth Ranch outlining individual goal setting.Key Text:- 'CARE PLAN'- 'JUBILEE YOUTH RANCH'- 'Basic Set of Goals'- 'Individual goals set by students and staff'

Example of Care Plan from Jubilee

Basic set of goals.

Slide 17
Slide with gradient background lists six stages of goal formulation: determine clients' readiness, explain goals' purpose, formulate client-driven goals, increase specificity, determine barriers/benefits, and rank by priorities. Text includes, “Fall 2023 for SOCW 446w with Jacob Campbell, Ph.D. LICSW at Heritage University.”

Review Goal Formulation Process from Last Week

  1. Determine clients’ readiness
  2. Explain the purpose and function of goals
  3. Formulate client-driven goals
  4. Increase goal specificity
  5. Determine barriers and benefits
  6. Rank goals according to priorities

(Hepworth et al., 2023)

Slide 18
Slide displays a 'Goal Planning Form' with fields like Statement of Concern and Goal Statement. The text 'CREATE A GOAL PLAN' is bold on a gradient background. Footer notes course details.

Create A Goal Plan

Orient to the form. Consider general task like overall client vision, maybe client voice in what wants to do etc.

Slide 19
**Object:** Two social work case studies.**Action:** Describing tasks and challenges.**Context:** Presentation slide with text examples for role-playing scenarios: 'Immigrant and Refugee Support' (Maria assisting a newly arrived family) and 'School Social Work' (Jason helping a student named Alex).- Immigrant and Refugee Support: - Maria, a social worker, aids a single mother and her three children, facing language barriers and trauma. She guides them through immigration and community integration.- School Social Work: - Jason works with Alex, a student with behavioral issues, to assess needs, collaborate with parents, and develop an Individualized Education Plan (IEP) for educational success.**Source:** The Social Workers Family Blog, 2023.

Practice Planing with Case Examples

Pick a scenario, discuss what it might look like to role-play this, and go through the planning process.

Immigrant and Refugee Support

Maria is a social worker working with an organization that supports immigrants and refugees. She is assigned to assist a recently arrived family from a war-torn country. The family consists of a single mother, Fatima, and her three children. They face numerous challenges, including language barriers, cultural adjustment, and trauma from their past experiences. Maria needs to provide them with immediate support, help them navigate the immigration process, connect them with community resources, and promote their overall integration and well-being.

School Social Work

Jason is a school social worker who is assigned to work with a high school student named Alex. Alex has been displaying behavioral issues in class, has frequent conflicts with peers, and is falling behind academically. Jason needs to conduct a comprehensive assessment of Alex’s needs, collaborate with teachers and parents to develop an Individualized Education Plan (IEP), provide counseling services, and facilitate appropriate interventions to support Alex’s social-emotional development and educational success.

Go through the goal formulation process. Provide form to guide implementation. Encourage to record. Give 30 min and allow to split up between groups of two.

Slide 20
Object: A table labeled 'Progress Note.'Action: Describes a writer meeting with Johnny to discuss using deep breathing to manage frustration.Context: Text on a gradient background, part of a presentation titled 'EXAMPLE DOCUMENTATION.'Text: 'Date: 11/02/22Progress Note: (a) This writer met with Johnny and discussed his goal progress. Johnny reported that he has been attempting to use deep breathing when frustrated. He described a situation last week with client 13452, and the incident where he was getting into other students' belongings and handling them without permission. Johnny reported taking deep breaths instead of punching 13452. This writer encouraged this positive behavior and reflected experience back to concept of “If-Then Thinking.” :) Johnny appeared cooperative. He appeared to be encouraged by the positive feedback from staff.  Follow up with Johnny about progress next week regarding using deep breathing.''Jacob Campbell, LICSWFall 2023 for SOCW 496w with Jacob Campbell, Ph.D. LICSW at Heritage University'

Example Documentation

Come back and write up example progress note.

Talk about DIP as a format and what goes in each section.

Slide 21
The image features a slide titled 'CRISIS STABILIZATION SUPPORT PLAN' from TCCH BHS, including client information and assessment sections. Text includes 'General Information.' Vibrant background with gradient colors.

Examples of Crisis Stabilization Support Plan:

Page 1 General Information

Slide 22
**Object:** Crisis Stabilization Support Plan document **Action:** Displayed on a presentation slide **Context:** Includes contact information, sections for crisis details, strengths, and planning. Text mentions 'FROM TCCH BHS' and 'Crisis and Planning Information.' Bottom note: 'Fall 2025 for SOWK 480w with Jacob Campbell.'**Important Text:**1. 'CRISIS STABILIZATION SUPPORT PLAN FROM TCCH BHS'2. 'Page 2: Crisis and Planning Information'3. 'Crisis Definition, What Works, What Doesn't Work'4. 'Plan for Action, Who to Call for Help'5. Contacts: 911, NECCS: (509) 546-0445, Crisis Response: (509) 783-05006. Signature lines for Client, Case Manager, and Supervisor.7. Note: 'Fall 2025 for SOWK 480w with Jacob Campbell, Ph.D. LICSW at Heritage University'

Examples of Crisis Stabilization Support Plan:

Page 2 Crisis and Planning Information

Slide 23
The slide presents a scenario for crisis intervention: A hospitalized 34-year-old mother of three, expressing fear and desire for independence after a confrontation with her boyfriend. It's from a social work course presentation, Fall 2023, SOWK 486w with Jacob Campbell, Ph.D., LICSW at Heritage University. Text includes key details about her situation and concern for her children, prompting a social worker's assessment.

What would you do?

The Crisis Intervention Model: Procedures of Crisis Intervention (p. 285: Review the 8-step procedures of crisis intervention)

[Small Group Activity] In groups of three or four. Review the following case example:

A 34-year-old mother of three, aged, 5, 9, and 11 has been hospitalized following a violent confrontation with her boyfriend. In addition to her physical condition, she is depressed and concerned about her children. During the period of her hospitalization, the children lived with an aunt. As the hospital social worker, you meet with her to complete a psychosocial assessment. During the brief session, she stated, “I never want to see him again (the boyfriend). If it weren’t for my children, I would hang it all up. I seem to always end up choosing the wrong men in my life. I don’t want my kids to see me as a loser but it is true, I am. I just want to get out of here and live my life with my children in peace.”

  • The crisis intervention model is on on page 386 of the Hepworth et al. (2023) textbook. Review the 8-step procedures of crisis intervention
  • What would you do during each of the steps of with this client.

Taken from 2023 instructor guide.

Slide 24
**Object:** Slide with text **Action:** Lists steps **Context:** Crisis intervention model description **Text:** - The Crisis Intervention Model: Procedures of Crisis Intervention- Step 1: Assessment of the Crisis- Step 2: Make Contact, Establish Rapport, and Provide Support- Step 3: Elicit the Client's Definition of the Problem, Narrow Down, and Triage the Identified Problems- Step 4: Ensure Client Safety- Step 5: Examine Alternatives- Step 6: Make Plans- Step 7: Obtain Commitment- Step 8: Referral and Follow-up(Hepworth et al., 2023) Fall 2023 for SOWK 486w with Jacob Campbell, Ph.D. LICSW at Heritage University

What would you do? Processing the Activity

[Whole Class Activity] Review the steps and what you were thinking about in groups.

Steps include:

Step 1: Assessment of the Crisis Step 2: Make Contact, Establish Rapport, and Provide Support Step 3: Elicit the Client’s Definition of the Problem, Narrow Down, and Triage the Identified Problems Step 4: Ensure Client Safety Step 5: Examine Alternatives Step 6: Make Plans Step 7: Obtain Commitment Step 8: Referral and Follow-up