Fall 2025 SOWK 590 Week 04 - Advanced Seminar I

Slide 1
A circular diagram features stylized figures holding hands, symbolizing unity. The text reads, 'Advanced Seminar I, Fall 2025 Week 04 for SOWK 590.' At the bottom: 'Jacob Campbell, Ph.D. LICSW at Heritage University.'

Fall 2025 SOWK 590 Week 04 - Advanced Seminar I

title: Fall 2025 SOWK 590 Week 04 - Advanced Seminar I date: 2025-09-12 15:59:41 location: Heritage University tags:

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

Week four is synchronous with having class on Saturday (09/20/25) for SOWK 590. Students continue to work at the practicum and will submit their weekly journal. We will have the following agenda:

  • FLED: Restorative Justice Practices
  • Mindfulness activity
  • Practice Learning Reflection Group

The learning objectives this week include:

  • Students consider restorative justice and how it relates 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
**Object**: Presentation slide **Action**: Lists agenda and objectives **Context**: Educational session **Important Text**: - **Agenda**: Plan for week 04 - FLED: Restorative Justice Practices - Mindfulness activity - Practice Learning Reflection Group - **Learning Objectives**: - Students recognize shared experiences and use group for sharing/problem-solving. - Actively practice mindfulness. - Consider self-care/burnout prevention related to practice.

Week 04 Plan

Agenda

  • FLED: Restorative Justice Practices
  • Mindfulness activity
  • Practice Learning Reflection Group

Learning Objectives

  • Students consider restorative justice and how it relates 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
Text 'Restorative Justice Practices' centered on a white background. Above, 'Faculty' and 'Student Led Discussion' appear. Bottom right notes 'Moved to Week 06 - Self-Care and Burnout Prevention.'

Student-led Discussion

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

Restorative Justice Practices

-> This week is was to be Self-Care and Burnout Prevention, but they swapped weeks. It is also FLED (I hope that doesn’t make you all run away), but faculty led verses student.

I’m not going to talk a whole lot about restorative justice practices. It is a topic I love, and we could spend the entire class session on. We are going to focus on working in circles. I have a list of some examples of circle group formats that we do. Then we will go through and do the end-of-the-day meeting I would do with my behavior students.

Slide 4
Diagram showing circle formats, each represented by unique icons: Basic Circle, Fishbowl, Feedback, Popcorn, Spiral, Wheelhouse, and Small Group Circles. Title: 'Varieties of Circle Formats: Different Methods of Facilitation' (Clifford, 2013).

Varieties of Circle Formats: Different Methods of Facilitation

There are a number of ways that we might format our groups. the following are some examples.

  • Basic Circle: A traditional circle using a talking piece passed around so everyone gets a turn to speak.
  • Popcorn Circle: Participants speak in no particular order, without using a talking piece—whoever is ready “pops” in.
  • Fishbowl (Witness) Circle: A small group discusses a topic in the center while others observe silently from an outer circle.
  • Spiral Circle: The talking piece spirals inward or outward through the group, changing the usual speaking pattern.
  • Feedback Circle: Participants share reflections or feedback about a shared experience or issue, encouraging personal growth.
  • Wheelhouse Circle: Students lead discussions on topics they are passionate or knowledgeable about, showcasing their strengths.
  • Small Group/Student Circle Leaders: Student-led circles held in smaller groups, building leadership skills and peer engagement.

Reference

Clifford, A. (2013). Teaching restorative practices with classroom circles. Center for Restorative Process. https://www.cta.org/wp-content/uploads/2020/03/Teaching-Restorative-Practices-in-the-Classroom-7-lesson-Curriculum-1.pdf

Slide 5
Silhouette of an open hand illustrates teamwork values; surrounding text reads: 'Use kind words and actions,' 'Practice safety,' 'Group goals,' 'Honest feedback,' 'No grudges.' Titled 'Full Value Contract.'

Full Value Contact

[Whole Group Activity] Teach the full value contact

  • We are a group with group and individual goals
  • We practice safety first, emotional and physical
  • Use kind words and actions, no discounting
  • Give and receive honest feedback
  • Hold no grudges, let it go

Reference

Schoel, J., Prouty, D., & Radcliffe, P. (1988). Islands of healing: A guide to adventure based counseling. Project Adventure.

Slide 6
A table displays a '5 Point Scale' indicating levels of well-being:5 - I feel fantastic!4 - I feel well.3 - I am ok, but I feel a little off.2 - I am not well. I just need time.1 - Emotional, leave me alone, check in with me later.

Rate Yourself - 5 Point Scale

5 I feel fantastic! 4 I feel well. 3 I am ok, but I feel a little off. 2 I am not well. I just need time. 1 Emotional, leave me alone, check in with me later.

Slide 7
A presentation slide features a list of reflective questions and prompts for an 'End of the Day Group,' including self-assessment, feedback, and goal-setting. An hourglass icon is present.

End of the Day Group

  • One thing I did well today was
  • One thing I need to work harder at is
  • Popcorn positives Everybody gets one Specific examples seen during the day
  • Personal goal check-in Rate yourself Group gives honest feedback How can you work toward your goal next time?
Slide 8
Two overlapping circles labeled 'Rational Mind' and 'Emotional Mind,' with 'WISE Mind' at the intersection. Text explains characteristics: Rational is logical; Emotional is mood-driven; Wise integrates both. Context: Mindfulness Activity from DBT Skills Training Handbook (Linehan, 2015).

Mindfulness Activity: WISE Mind

We are going to spend time reflect on our WISE mind and trying to find it within ourselves. First I want to introduce the the concept of the WISE Mind. There are three minds that DBT talks about us having.

Rational Mind Is

  • Cool
  • Logical
  • Task-focused

When in rational mind, you are ruled by facts, reasons, logic, and pragmatics. Values and feelings are not important.

Emotion Mind Is

  • Hot
  • Mood-Dependent
  • Emotion Focused

When in emotion mind, you are ruled by your moods, feelings, and urges to do or say things. Facts, reasons, and logic are not important.

Wise Mind Is

  • The wisdom within each person
  • Seeing the value of both reason and emotion
  • Bringing the left brain and the right brain together
  • The middle path

(Linehan, 2015)

Slide 9
A spiral staircase descends while the text provides a mindfulness exercise: 'Mindfulness Activity' from 'DBT Skills Training Handbook.' It guides imagining walking down to one's center, embracing sensations and quiet.

WISE Mind - Walking down the spiral stairs

Imagine that within you is a spiral staircase, winding down to your very center (that WISE mind). Starting at the top walk very slowly down the staircase, going deeper and deeper within yourself. Notice the sensations. Rest by sitting on a step, or turn on lights on the way down if you wish. Do not force yourself further than you want to go. Notice the quiet. As you reach the center of your self, settle your attention there-perhaps in your gut or your abdomen.

Reference

Linehan, M. (2015). DBT skills training manual (2nd ed.). The Guilford Press.

Slide 10
Slide from a presentation displaying discussion topics and group norms. Topics include practicum experiences and client needs. Norms emphasize respect, open-mindedness, participation, and confidentiality. Title: 'Practice Learning Reflection Group.'

Practice Learning Reflection Group

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

Group Check-in Question What is something you learned this week?

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.