Fall 2025 SOWK 590 Week 02 - Advanced Seminar I

Slide 1
A circular abstract icon sits beside text reading: 'Advanced Seminar I, Fall 2025 Week 02 for SOWK 590.' Presented by Jacob Campbell, Ph.D., LICSW at Heritage University.

Fall 2025 SOWK 590 Week 02 - Advanced Seminar I

title: Fall 2025 SOWK 590 Week 02 - Advanced Seminar I date: 2025-09-01 12:56:21 location: Heritage University tags:

  • Heritage University
  • MSW Program
  • SOWK 590 presentation_video: > “” description: >

Week two is synchronous with having class on Saturday (09/06/25) week for SOWK 590. We will have the following agenda:

  • Learning contracts and reminders
  • SLED: Safety, Well Being, and Self-Care
  • Mindfulness activity
  • Practice Learning Reflection Group

The learning objectives this week include:

  • Students consider safety, well being, and self-care, and how these aspects relate to their practice.
  • Students will actively practice a mindfulness activity.
  • Students will recognize the shared experiences of their peers in the practicum and be able to utilize the group as a method for sharing and problem-solving.
  • Students will analyze their practicum experience, reflecting on how it connects to their development and demonstration of competence.
Slide 2
Agenda slide shows a plan for week 02 and learning objectives. Topics include learning contracts, SLED (Safety, Well-Being, Self-Care), mindfulness activity, and reflection group. Objectives focus on safety, self-care, and peer sharing.

Week 02 Plan

Agenda

  • Learning contracts and reminders
  • SLED: Safety, Well Being, and Self-Care
  • Mindfulness activity
  • Practice Learning Reflection Group

Learning Objectives

  • Students consider safety & well-being, as well as self-care, and how these aspects relate to their practice.
  • Students will actively practice a mindfulness activity.
  • Students will recognize the shared experiences of their peers in the practicum and be able to utilize the group as a method for sharing and problem-solving.
Slide 3
Document icon stands beside text box; lists 'Reviewing Learning Contracts,' discussing development status, scheduling reviews, and support needs. White background enhances visibility, suggesting presentation slide format.

Reviewing Learning Contracts

We need to make a general plan for learning contracts.

  • Where are you at in development
  • Scheduling a time to review
  • Support you need
Slide 4
**Image description:**A slide titled 'Reminders' with a subheading 'Be Professional.' It includes bullet points: - **Supervision Requirement:** Mandatory weekly supervision.- **Accommodations:** Contact Bianca Chavez for needs.- **Banking of Hours:** Limit to 20 hours.- **Supervision Agendas:** Guidance offered.- **Communication:** Respond within 24-48 hours.- **Learning Contracts:** Assistance available.- **Competing Journal and Hours:** Note for students. Contact details for Bianca Chavez, a counselor/accommodations specialist, are provided.

Reminders: Be Professional

Supervision Requirement: Students should be aware that supervision is mandatory. It is required on a weekly basis and outlined in both the practicum manual and the course syllabus. You should document your supervision in the monthy hours, and reflect on it in your journal.

Accommodations: If you need accommodations, contact Bianca Chavez, MSW Counselor/Accommodations Specialist Office: Student Affairs Violet Lumley Rau Center Phone: (509) 865-8455 Ext: 1742

Banking of Hours: Students can bank up to 20 hours, but no more. While some students want to accumulate more hours to finish early, the focus should be on the practicum experience, not just hours.

Supervision Agendas: Some students struggle with content for supervision, but since it’s mandatory, we can guide them in creating supervision agendas. I’ll attach an example for your reference.

Communication: Students need to respond to emails, texts, or calls within 24-48 hours. If you prefer other guidelines, please feel free to share, and we’ll remind students accordingly.

Learning Contracts: Some students are anxious about their learning contracts. We’ll be working with them closely, and site visits are planned soon to review contracts and tour practicum sites.

Competing Journal and Hours

Any questions about this class, syllabus, others?

Slide 5
Slide title reads 'Safety, Well Being, & Self-Care' on a white background, indicating a 'Student-Led Discussion.' No other elements or images are present.

Student-led Discussion

[Whole Group Activity] Assigned students will facilitate discussion with the class regarding chosen topic.

Safety, Well Being, & Self-Care

Slide 6
A diagram illustrates 'Box Breathing' centered in a black square, with blue dots forming a box around it. Arrows instruct: 'Inhale for 5 seconds,' 'Hold for 5 seconds,' 'Exhale for 5 seconds,' 'Hold for 5 seconds.' Text citation: (Lauria et al. 2017).

Mindfulness Activity: Box Breathing (1 of 4)

I want to start our little meeting today with a self-care practice. This might be something that you are familiar with or not. but it is a simple but powerful way to breath. It is a form of deep breathing employed by the Navy SEALS and used in yogic practice as well. Sometimes it is called 4x4 breathing or equal breathing

It has a tone of benefits, including:

  • Lowers stress
  • Activates the parasympathetic nervous system (fight or flight)
  • Calms the mind

I created a this to help show us how to do it, but it is simple and just counting to four or five on inhale/hold/exhale/hold. The slides are going to have the arrow move and each of the little circles will appear around the square 1 per second.

I share the article in MyHeritage, Lauria et al. (2017) describe a number of skills, including box breathing, that can be used to improve emergency care providers performance under stress. I’ve included it as a resource if you are interested.

Reference

Lauria, M. J., Gallo, I. A., Rush, S., Brooks, J., Spiegel, R., & Weingart, S. D. (2017). Psychological skills to improve emergency care providers’ performance under stress. Annals of Emergency Medicine, 70(6), 884-890. https://doi.org/10.1016/j.annemergmed.2017.03.018

Slide 7
A diagram titled 'Box Breathing' features a square surrounded by arrows and circles, illustrating the breathing cycle: 'Inhale for 5 seconds,' 'Hold for 5 seconds,' 'Exhale for 5 seconds,' 'Hold for 5 seconds.'

Box Breathing (2 of 4) - Round 1

So we are going to start with our inhale…

Next to start –>

Slide 8
A diagram illustrates 'Box Breathing' with a central square labeled 'BOX BREATHING.' Arrows and text guide the sequence: 'INHALE FOR 5 SECONDS,' 'HOLD FOR 5 SECONDS,' 'EXHALE FOR 5 SECONDS.'

Box Breathing (3 of 4) - Round 2

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Slide 9
A diagram depicting 'BOX BREATHING' with arrows indicating breath sequence. Actions include 'INHALE FOR 5 SECONDS,' 'HOLD FOR 5 SECONDS,' 'EXHALE FOR 5 SECONDS.' Bright colors and arrows form a square pattern.

Box Breathing (4 of 4) - Round 3

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Slide 10
The image shows a split-screen presentation slide. The left side has text: 'Developing Group Norms,' discussing practice learning rules and 2024 Cohort Norms like respect and confidentiality. The right side features colorful signs on a wall stating positive messages like 'BE THANKFUL' and 'BE HAPPY.'

Developing Group Norms

What are our rules for the practice learning reflection group

2024 Cohort Norms

  • We will be respectful of each other
  • We will approach our dialogue with an open mind
  • We will engage and fully participate
  • We will keep our client’s information confidential

[Whole Group Activity] gain adapt norms to group, gain group buy-in.

Slide 11
**Object**: Presentation slide**Action**: Displays discussion topics and questions**Context**: For a 'Practice Learning Reflection Group' session.**Text**:- **Group Check-in Question**: What weather pattern would your practicum have been this last week?- **Practicum Discussion**: - Things happening in your practicums - Needs of clients you are working with - Examples of client work to share with the group

Practice Learning Reflection Group

[Whole Group Activity] Review Group Norms

  • We will be respectful of each other
  • We will approach our dialogue with an open mind
  • We will engage and fully participate
  • We will keep our client’s information confidential

[Whole Group Activity] Facilitate discussion. Go in circle allowing everybody to respond to the check-in question.

Group Check-in Question:

What was one moment that felt significant this week?

[Whole Group Activity] Facilitate discussion. Give opportunities for group participants to discuss topics related to their practicum experiences. Focus on drawing out connections, sharing experiences, and doing collaborative problem solving.

Practicum Discussion:

  • What are some of the things that are happening in your practicums
  • What are some of the needs of the clients you are working with
  • Examples of client work to share with the group