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Syllabus
SW 4720 Senior Seminar
Pre/ Corequisites: SW 4410 and SW 441C
Required Text: Cournoyer, B. R. and Stanley, M. J.
(2002). The social work portfolio: planning, assessing, and
documenting lifelong learning in a dynamic profession. Pacific
Grove, CA: Brooks/Cole
DESCRIPTION
This course is designed to be the "capstone" or final synthesis
and integration course for the social work major.
Self-directed, independent learning is a cornerstone of the
course. Prior learning recognition, assessment, and integration
through construction of a social work portfolio is the major dynamic of
the course.
- Content highlights from the major curriculum areas of values
and ethics diversity
social and economic justice at-risk
populations human behavior in the social
environment social welfare policy and
services social work
practice research, and the field practicum are a
major organizing theme for the course. ( See Council on
Social Work Education Curriculum Policy Statement for Baccalaureate
Degree Programs http://www.cswe.org
)
- The generalist framework also serves as a common thread for
integrating and assessing student knowledge, values and skills for
entry level social work practice. Students revisit a definition
of generalist practice that encompasses an ecologically-oriented,
strengths-based, empowerment perspective as well as the planned
steps of change in the generalist framework.
- Students assess and document their foundation
knowledge, values and skills for carrying out engagement,
exploration, data collection, assessment, planning, implementation,
evaluation, termination with client systems of various sizes and
diversity.
- Students are encouraged to formulate/articulate their own framework
for practice and develop a plan for continued learning. Lifelong
learning in the information and technology is emphasized in the
course including the nature and importance of lifelong learning as
well as principles for lifelong learning in social work. Students
create an electronic social work portfolio to assess the nature,
depth, and scope of their learning in the program.
- Portfolios include the following dimensions as
recommended by Cournoyer and Stanley (2002):
social work program's major student learning goals, products
that reflect students' knowledge, attitudes and abilities within the
major curriculum areas, evidence of professional development,
evidence of developing self-awareness, self-assessment, scholarship,
critical thinking, and commitment to engage in active, self-directed
learning.
a generic format for the social work portfolio includes:
cover page, submission letter, inside title page, table of contents,
resume, personal statement, learning products and self-reflective
exercises, summary and appendixes ( diplomas, certificates, licenses,
transcripts, course syllabi, performance appraisals and evaluations,
letters of reference and recommendation, personal learning plans,
career timeline, etc.)
- This course is offered in a web-based environment to enhance
students' information and technology literacy. Students use the World
Wide Web as well as the major tools of Blackboard
including email, virtual chats, discussion forums, work groups, and
digital drop box for submitting assignments. Students are
also engaged in conceptualizing the use of a personal computer
as a tool of practice in the 21st century.
DESIRED OUTCOMES
- Students will enter the practice of social work knowing and building
on their strengths, abilities, values, skills, and
competencies, having synthesized an empirically supported theoretical
framework for working with individuals, couples, families,
groups, organizations and communities. Students will also
have identified learning needs and have a plan to enhance their
knowledge and skills and participate in lifelong learning.
- Students will have even greater knowledge, appreciation and
sensitivity for working with persons who are distinguished by
race, gender, sexual orientation, ethnicity, national origin,
culture, class, religion, physical or mental disability including
knowledge of the nature and impact of oppression and discrimination.
- Students will evidence knowledge and application of social work
values and ethics, and ethical decision-making in interpersonal
helping situations and be prepared to practice within the values and
ethics of the profession.
- Students will utilize an ecologically-oriented, strengths-based
perspective to guide their assessment and intervention efforts with
client systems of various sizes and diversity. This includes
work with individuals, couples, families, groups, organizations and
communities.
- Students will demonstrate self-awareness and professional use of
self, including appropriate professional communication
/relational skills in working with client systems of various sizes and
diversity as well as with colleagues and other systems in the
community.
- Students will utilize information technology to enhance their
practice.
- Students will be prepared to engage in empowerment and advocacy
strategies to promote social and economic justice toward enhancing the
well-being of their clients.
- Students will be well-grounded generalists, able to critically
evaluate and apply the theoretical and empirical knowledge and skills
of generalist social work practice from engagement through the ending
phases with client systems of various sizes and diversity. This
includes work with individuals, couples, families, organizations and
communities.
- Students will have a completed electronic social work portfolio
which not only documents their preparation for entry-level generalist
practice but also assists in exploring possible career paths and job
opportunities, applying for professional positions and entering
graduate school.
LEARNING ACTIVITIES
- Each learning unit has required readings including chapters from
selected books, articles from social work journals and/or web
content. Reading materials are on electronic reserve and/or
available through the Expanded Academic Database of the Felix
G.Woodward Library. A link to the library site is found
under External
Links. Students' reflections on assigned
reading are shared through required postings on the Discussion
Board, in Work
Groups and some are designated to be submitted
to the instructor using the Digital
Drop Box. Content of learning units
is found in Course
Information. Assigned readings and essays
for each learning unit are found under Assignments.
Requirements are explained as well as timeframe for completion.
Reflections are word processed and saved to diskette or hard
drive. Since this is a seminar course, students are involved
in dividing up and presenting content from selected readings
with members of their Work
Group. Presentations are posted on the
Discussion
Board.
- Most learning units include independent learning exercises, group
learning exercises, learning portfolio exercises, and web
exercises. Descriptions of exercises, requirements, timeframes
are found under Assignments.
Reflections are shared either through the Discussion
Board, Work Group and/or submission in the
instructor's Digital
Drop Box. Reflections
are word processed and saved to diskette or hard drive.
- The electronic social work portfolio is a central activity area of
the course. Documents reflecting major assignments, feedback
on assignments and self-reflection on performance in the field
practicum are integral to the portfolio. Since this is the
first course to initiate a learning portfolio students may not have
kept documents from earlier courses. Copies of syllabi from each
required social work course are posted in the Digital
Drop Box. If students have kept learning
documentation from earlier courses, these are included in the
portfolio. Documents and reflections are word processed and
saved to diskette or hard drive.
- The completed social work portfolio includes at least the
following components: a cover page, an inside title page, table
of contents, introduction, resume, personal statement, learning
products and self-reflective assessments, summary and appropriate
appendixes. Each component is covered in the required text and
incorporated in specific learning units as the course unfolds.
- Case studies as well as students' own field work experiences are
used in the course to stimulate recollection and integration of
learned concepts, principles, skills, techniques, values and ethics,
diversity sensitivity, populations at risk.
Reflections/reactions to case studies are word processed and saved to
diskette or hard drive. Selected reflections are shared using
the Discussion
Board and/or Work
Group. All are submitted to the
instructor in the Digital
Drop Box.
EVALUATION
|
Assignment |
Percent |
Objectives |
| Social Work Portfolio |
50 % |
1,2,3,4,5,6,7,8,9 |
| Essays/Reflections/Learning Exercises/Presentations |
30 % |
1,2,3,4,5,6,7,8,9, |
| Participation in Discussion Forums/Work Group |
20 % |
1,2,3,4,5,6,7,8,9 |
Social Work Portfolio
A grade on the portfolio is assigned according to students'
compliance with requirements as to content and thoroughness of
content. Consideration is also given to level of self-reflection
and critical thinking, quality of writing, creativity, and
organization.
| A |
95 |
A- |
90 |
| B |
85 |
B- |
80 |
| C |
75 |
C- |
70 |
| Below C |
55
|
|
|
Essays/Reflections/Learning Exercises/Work Group
Presentations
A composite grade on essays/self-reflective exercises/other
learning exercises/presentations is assigned according to quantity of
exercises completed as well as quality.
| 90 % |
A or A- |
A=95 |
A-=90 |
| 80 % |
B or B- |
B=85 |
B-=80 |
| 70 % |
C or C- |
C=75 |
C-=70 |
| Under 70 % |
F |
55 |
|
Essays/reflections and work group presentations are in reaction to
assigned readings, learning exercises, and case studies. There
are (4) work group presentations to post
on the discussion board. Several
group learning exercises require members of work groups to share
reflections with each other. Other essays/reflections/ learning
exercises are posted in the instructor's digital
drop box. Work to be completed for each
unit is found in assignments.
Grading as to quality is based on level of self-reflection and
critical thinking, quality of writing, creativity, thoroughness, and
organization.
Participation in Discussion Forums
Work groups are used to divide up the required readings, case
studies and other kinds of content. Work groups then share
findings, ideas, understandings, reflections with the larger
group. There are (10)
discussion forums and
(4) presentations from work
groups. Students are expected to post thoughtful
paragraphs/reflections to discussion
forums. Postings
are in reaction to assigned reading, case studies, field experiences,
and/or learning exercises. Students are expected to respond to
postings of at least (1) other
student per discussion forum. Students are expected to post at
least (1) reaction to
work group presentations of other groups. Postings are tracked
by the instructor. There are (20)
postings to discussion forums including reactions to other
students' postings and reactions to work group presentations.
A composite grade for participation in discussion forums and work
groups is derived according to quantity and quality of postings.
| 18-20 postings |
A |
93 |
| 16-17 postings |
B |
88 |
| 14-15 postings |
C |
88 |
| Below 14 |
F |
60 |
Grading as to quality is based on level of reflection and critical
thinking, and clear communication of thoughts and reactions.
STUDENTS MUST EARN A "C" OR ABOVE IN THIS REQUIRED
PRACTICE SEQUENCE COURSE
POLICIES
- Instructor responds to emails within 24 hours except on weekends and
is available by phone at 931-221-7717 during weekdays.
Instructor responds to messages in voice mailbox within 24 hours
except on weekends. Email is preferable.
- Virtual office hours are set up in consultation with students at the
beginning of the semester. During this time the instructor is
available to respond in real time to students' needs for
assistance, inquiries, comments, concerns, etc.
- Instructor participates in discussion forums with at least one
posting weekly and follows postings of all students weekly.
- Assignments submitted in the digital drop box are copied and
maintained in a folder set up for each student. Assignments are
graded and returned through the digital drop box within 3-5 days.
- Certain learning units expire on a designated date to encourage
prompt and consistent movement through the course. This is noted
at the beginning of the learning units which do expire.
Assignments have due dates which are noted in requirements for the
assignment. Assignments must be submitted by due dates.
- Instructor posts Announcements regarding instructions, assignments,
readings, discussion forums, learning exercises, group tasks, etc. at
least once a week. Students are responsible for keeping up with
announcements.
- Instructor checks Course Calendar at least once weekly and
posts reminders, due dates, etc.
PROCEDURES FOR STUDENTS
- Set up a University email account. Official University
communications are transmitted to this email address. Be sure to
check this email account weekly. Instructions for setting up a
University email account are included in the online orientation to
Blackboard at http://www.apsu.edu/apsuonline
- Students who wish to use another email account in Blackboard must
update their email address in Personal Information using
Blackboard. Instructions for doing this are included in the
online orientation to Blackboard.
- Students who experience technical difficulties or need technical
assistance should email the instructor immediately.
Another important avenue for receiving help is to email Reggie Wooden
at woodenr@apsu.edu or go
to the Technical Support link located in External Links in
Blackboard. This is covered in the online orientation to
Blackboard.
- Students who use AOL should follow instructions in the online
orientation to Blackboard under Browser Information.
- Upon logging in to Blackboard always check Announcements,
Assignments and Course Calendar. Students are expected to use
the Course Calendar to schedule and manage their time. The
instructor also posts important due dates and reminders on the Course
Calendar.
- Always formally log out of Blackboard.
- Students complete evaluations of the course early in the semester
and at the end. Discussion Forums are set up periodically to
encourage feedback on how the course is working and to elicit
suggestions. These forums allow for anonymous posting.
SCHEDULE AND LEARNING UNITS
- Unit 1 Week 1
Online Orientation to
Blackboard
http://www.apsu.edu/apsuonline
You are required to go through the online orientation to Blackboard even
though you have taken web-enhanced social work course.
You review each of the navigation bars (red buttons on the left
side). The review covers accessing announcements, staff
information, viewing course content, finding assignments and quizzes,
communicating with others, and using student tools. Each of the
twelve red navigation bars are used during the course. Be sure to
pay close attention to the following parts of the online orientation:
hardware/software
browser information
email and attachments
internet service providers
usernames and passwords
technical support
discussion boards
netiquette
helpful hints
There are numerous assignments which test your knowledge of these
areas.
Learning Unit is in Course
Information
- Unit 2 Week 1
Introduction to the Social Work Portfolio and Lifelong
Learning
Reading: Text, Ch. 1
Cournoyer and Stanley (2002) provide a clear description of their view
of the social work portfolio. They suggest that the portfolio is a
well-organized and carefully prepared collection of documents related to
one's readiness for professional social work practice. They
also assert that it reflects documentary evidence of an active,
self-directed approach to learning and ongoing growth as a social work
student or practitioner. In their description, a number of
essential components are shared: table of contents; an
introductory statement regarding professional aspirations and learning
goals; a resume; a selection of products and self-assessments that
reflect the nature and quality of one's knowledge, attitudes, and
expertise; a summary that highlights the most significant components of
the portfolio; and appendixes that contain pertinent materials such as
copies of transcripts, diplomas, certificates, awards, and letters of
recognition. (pp. 1,2)
When we finish this learning unit utilizing the required text, Cournoyer
and Stanley (2002) offer the assurance that you will be able to:
describe a social work portfolio
identify the major components and some of the
functions of the portfolio
describe how a social work portfolio contributes to
lifelong learning and effective professional service
Learning Unit is in Course
Information
- Unit 3 Week 2-3 Exploring
Your Learning Style
Reading: Text, Ch. 2
Web sites: http://www.surFaquarium.com/MIinvent.html
(Multiple Intelligence Survey developed by Walter McKensie)
http://www.utne.com/azEq2.tmpl
(Informal test of emotional intelligence by Daniel Goleman)
Cournoyer and Stanley (2002) ask right away "what kind of learner
are you?" They continue with other questions like "do you
like to work independently?" "Do you enjoy group
discussion and group projects?" "Do you learn best by
doing?" In this section of the text they are concerned with
helping you become more aware of your characteristics and qualities as
a learner. They focus on various intelligences, including
emotional intelligence, psychological type, and preferred learning
styles and preferences. The overall goal is to help you continue
to be an active, self-directed, collaborative learner--for life!
More specific goals for this unit include your being able to:
describe your qualities and characteristics as a
learner
apply the concepts of multiple intelligences,
emotional intelligence, psychological type and learning type to your
learning self
use your growing awareness of your learning self to
construct a quality social work portfolio
Learning Unit is in Course
Information
- Unit 4 Week 4 Constructing
Your Social Work Portfolio
Reading: Text, Ch. 6
Cournoyer and Stanley (2002) include this content as the last section
of their text. However, we use parts of this chapter to
get a sense of what the social work portfolio will look like at the
end of the course. This is what you are working up to! The
authors propose a generic portfolio format. The format they
propose can be easily adapted to serve the needs and purposes you may
have later on as you pursue your career in social work. We
come back to this chapter several times as you actually start
compiling and assessing your portfolio. The goal is for
you to be clear about what your final product will encompass.
Generic Format for the Social Work Portfolio:
I. Cover Page
II. Submission Letter
III. Inside Title Page
IV. Table of Contents
V. Introduction
VI. Resume
VII. Personal Statement
VIII.Learning Products and Self-reflective
Assessments
IX. Summary
X. Appendixes
A. Diplomas,
Certificates, Licenses
B. Transcript
C. Course
Syllabi
D. Performance
Appraisals and Evaluations
E. Letters of
Reference and Recommendation
F. Personal
Learning Plans
G. Career
Timeline
H. Additional
Materials
a. Responses to exercises
b. Short Essays
Learning Unit is in Course
Information
- Unit 5 Week 5-7 Prior
Learning Recognition, Assessment, and Integration
Documenting Your Social Work Knowledge Base
Content Areas
Your Learning Needs
Information Technology and the Personal Computer
Reading: Text, Ch. 3
Patterson, D.A. (2000). Personal computer applications in the
social services. Needham Heights, MA: Allyn and Bacon,
Ch. 1
Code of Ethics of the National Association for Social Workers
(approved by the 1996 NASW Delegate Assembly and revised by the 1999
NASW Delegate Assembly) http://www.naswdc.org/pubs/code/code/asp
Other resources:
(Text for SW 441C Field Instruction Seminar) Sheafor, B.W. and Horejsi,
C.R. (2003). Techniques and guidelines for social work practice.
6th. ed. Needham Heights, MA: Allyn and Bacon
Kirst-Ashman, K.K. and Hull, G. ( 2002). Understanding
generalist practice. 3rd. ed. Pacific Grove, CA:
Brooks/Cole, Ch. 1
Germain, C. and Gitterman, A. (1996) The life model of social
work practice. 2nd ed. New York: Columbia University
Press, Ch. 1
Miley, K. K.; O'Melia, M. & DuBois, B. (2001). Generalist
social work practice: an empowering approach. 3rd ed. Needham,
Heights, MA.: Allyn and Bacon, Ch. 4
Loewenberg, F.M.; Dolgoff, R. & Harrington, D. ( (2000). Ethical
decisions for social work practice. 6th ed. Itasca, ILL: F.E.
Peacock Publishers, Ch. 2
Cournoyer and Stanley ((2002) suggest that contemporary social workers
must be more knowledgeable, more ethical, more skillful, and more
effective in providing professional services than ever before.
They point out that there are increasing expectations regarding
greater accountability and effectiveness in achieving desired outcomes
with clients as well as improved efficiency in the provision of
services. Above all they remind us of our ethical duty to
be competent. Competence in large part involves mastery of a
comprehensive knowledge base and adhering to a value-based code of
ethics. The authors outline social work content areas including social
work values and ethics, diversity, populations-at-risk, social and
economic justice, human behavior and social environment, social
welfare policy and services, social work practice, research and the
field practicum. In this unit we focus more directly
on the generalist framework, ecological perspective,
strength-oriented, empowerment based practice and values and
ethics.
What is your knowledge base? What is your value base?
What is your competence level? What are your social work
learning needs? How will you utilize technology in your
practice? These are the major questions for this unit.
Goals address your being able to:
describe the general dimensions of the social work
knowledge base
provide examples of application of knowledge in
your field practicum
begin gathering documents for your portfolio
assess and discuss your current proficiency in the
general social work knowledge base
assess and document your understanding and
commitment to social work values and ethics
identify your current social work learning needs
conceptualize the computer as a tool of practice.
Learning Unit is in Course
Information
- Unit 6 Week 8 Diversity
Reading: LeCroy, C. W. (1999). Case studies in social work
practice. 2nd ed. Pacific Grove, CA: Brooks/Cole, pp.
237-239 and Case Study 8-6 "Empowering Adolescent Girls in Foster
Care: A Short-Term Group Record" (This case study addresses
issues of doing cross-cultural work using a group modality. The
worker is white and the clients are African-American)
Rivas, R.F. and Hull, G.H. eds. ( 2000). Case studies in generalist
practice. Belmont, CA: Wadsworth, "The Case of
Trent," pp. 3-5 and "Personal Growth and
Self-Esteem through Cultural Spiritualism: A Native American
Experience," pp. 73-79
Web site: NASW Page on Diversity and Equity at http://www.socialworkers.org/diversity.asp
Other resources:
Barret, B. and Logan, C. ( 2002). Counseling gay men and lesbians.
Pacific Groves, CA: Brooks/Cole, Ch. 1
Appleby, G.A.; Colon, E. & Hamilton, J. ( 2001) Diversity,
oppression, and social functioning: person-in-environment
assessment and intervention. Needham Heights, MA: Allyn and
Bacon, Ch. 3
Full text article, Tennessee Electronic Library, Expanded
Academic: Social Work Jan 2002 v46 i1 "Gender
Bias in Families and Its Clinical Implications for
Women," by Nancy C. Atwood Copyright
2002 National Association of Social Workers
Full text article, Tennessee Electronic Library, Expanded Academic:
Social Work, July 2000 v45 i 5 p 339 "The Inclusive
Workplace: An Ecosystems Approach to Diversity
Management" by Michal E. Mor
Barak. Copyright 2000 National Association of Social Workers
The Code of Ethics of the National Association of
Social Workers' as revised by the 1999 NASW Delegate Assembly found at
http://www.naswdc.org/pubs/pubs/asp
requires cultural competence, stating that "social workers should
understand culture and its function in human behavior and society,
recognizing the strengths that exist in all cultures. Social
workers should have a knowledge base of their clients' cultures and be
able to demonstrate competence in the provision of services that are
sensitive to clients' cultures and to differences among people and
cultural groups. Social workers should obtain education about
and seek to understand the nature of social diversity and oppression
with respect to race, ethnicity, national origin, color, sex, sexual
orientation, age, marital status, political belief, religion and
mental and physical disability."
LeCroy ( 1999) in introducing his section of case studies on
diversity talks briefly about Delores Norton and the dual
perspective she developed. He suggests that her dual perspective
is often discussed in the context of cross-cultural helping. The
dual perspective is understanding the values, attitudes, and behaviors
of the dominant society and those of the client's immediate family and
community. Clients are seen as part of two systems--the dominant
system, composed of power and economic resources, and the nurturing
system, composed of the family and community. Cross-cultural
social work emphasizes the importance of the client's world view or
how the client perceives his or her relationship to the world.
The client's experience is one of the most important sources of
information. It is critical to discover how the client
represents the world. The process of change begins in helping
the client integrate various aspects of the client's world view to
maximize the client's effectiveness. LeCroy (1999) also
brings up the work of Schlesinger and Devore on ethnic-sensitive
practice(1995) suggesting that it offers a means by which one can
become ethnically competent: be aware of your cultural
limitations, be open to cultural differences, make use of the client's
cultural resources, and acknowledge the client's cultural
integrity.
You read/respond to several case studies in diversity found
in LeCroy (1999) and Rivas and Hull ( 2000) as indicated in the
required reading above as well as reflecting on your experiences in
the field practicum. Additionally, you share reactions to other
selected readings included in "other resources" using the
Discussion Forum. Goals for this unit include:
adding learning products and self-reflections on
diversity to your portfolio
assessing your own diversity-sensitivity and
knowledge
demonstrating use of this knowledge in your field
practicum
identifying learning needs in this area
Learning Unit is in Course
Information
- Unit 7 Week 9 Populations-at-Risk
Power and Policy
Social and Economic Justice
Reading: Appleby, G.A.; Colon, E. & Hamilton, J. (2001).
Diversity, oppression and social functioning: person-in-environment
assessment and intervention. Needham Heights, MA: Allyn and
Bacon, Ch. 13
National Association of Social Workers. ( 2000). Social work
speaks: NASW policy statements 5th ed. Washington, DC: NASW
Press
Diversity and populations-at-risk are interwoven with a common
denominator--oppression and discrimination. Social and economic
justice must be factored into the equation! Appleby, Colon and
Hamilton (2001) point to a 1992 study by Pelligrini. She
asserts in her study of gender inequality " that oppression is
all about power: the power to enforce a particular worldview;
the power to deny equal access to housing, employment opportunities,
and health care; the power alternatively to define and/or efface
difference; the power to maim, physically, mentally and emotionally;
and, most importantly, the power to set the very terms of power.
Racism, classism, sexism (homophobia is a weapon of sexism), abelism,
and heterosexism together form a system of institutionalized
domination. Being oppressed means the absence of choice.
Power thus defines the initial point of contact between the oppressed
and the oppressor."(p. 37) Appleby, Colon and Hamilton
(2001) add that while oppression based on race, ethnicity, class,
gender, age, sexual orientation, or other social factors is each
unique, all groups share life experiences with other oppressed people,
in that power or the lack thereof is central to their social reality.
The fifth edition of Social Work Speaks presents the results of
the social work profession's most systematic approach to policy
development. It includes all the new and revised policies
approved by the 1999 NASW Delegate Assembly, as well as those approved
by previous assemblies. There are numerous policy statements
related to diversity, populations-at-risk and social and economic
justice. We reflect on a selection of those policy
statements utilizing work groups, discussion forums and the portfolio
to review, assess, and integrate prior learning in this content
area. Therefore, goals for this unit include:
adding learning products and self-reflections on
populations-at-risk and social and economic justice to your portfolio
assessing your knowledge of populations-at-risk and
your commitment to social and economic justice
demonstrating use of this knowledge in your field
experience
identifying learning needs in this area
Learning Unit is in Course
Information
- Unit 8 Week 10 Human
Behavior and the Social Environment
Reading: Bloom, M. and Klein, W.C. eds. (1997). Controversial
issues in human behavior and the social environment. Needham
Heights, MA: Allyn and Bacon:
Debate 17 "Should HBSE Favor Social
Environment Theories over Theories of Individual Behavior", pp.
242-254
Debate 20 "Does HBSE Teach Students to Do
Anything?" pp. 286-297
Debate 15 "Can HBSE Classes Discuss
Socially Sensitive Topics without Being Labeled 'Politically
Incorrect'?" pp. 214-227
LeCroy, C.W. (1999).Case studies in social work practice. 2nd
ed. Pacific Grove, CA: Brooks/Cole:
Case Study 1-2 "Using the Ecological Model in Generalist
Practice: Life Transitions in Late Adulthood", pp. 10-14
Knowledge about human behavior and the social environment is an
essential foundation for building practice skills. A critical
stage of the generalist intervention model involves a multidimensional
assessment of the person, problem and situation. Focus on
person-in-environment has been a distinguishing hallmark of social
work from its inception as a profession. Systems theory and the
ecological model have further enabled practitioners to assume a dual,
simultaneous focus of person and environment. Hepworth,
Larsen and Rooney ( 2002) emphasize that problems, strengths, and
resources encountered in direct social work practice result from
interaction of intrapersonal, interpersonal, and environmental
systems. They suggest that difficulties are rarely confined to
one of these systems, for functional imbalance in one system typically
contributes to imbalance in others. They also point out that the
reciprocal impacts among the three major systems are not limited to
negative effects. There are in fact assets, strengths, and
resources which have reciprocal positive effects. (p. 219)
Assessment, then, not only focuses on multiple interactions with mezzo
and macro systems within the social environment but also on
biological, psychological, and social events that occur normally over
an individual's life span and constantly interact with each
other. Zastrow and Kirst-Ashman (2001) sum it up by explaining
that the context of practice can be perceived as interacting micro,
mezzo, and macro systems. They describe several types of
interactions: those between micro and mezzo systems; those
between micro and macro systems; the impacts of social forces;
relationships among biological, psychological and social systems that
affect individuals as micro systems; and the effects on systems of
diversity, oppression, and populations-at-risk. (p. 47)
You have not only acquired knowledge of human behavior, systems,
ecology, and life span development; you have also applied it at
increasingly more difficult levels as you have moved through the
practice sequence to your field practicum. You have done this in
large part through assignments focused on multidimensional assessment
and assessment of macro-level problems and systems in order to plan
micro as well as macro level interventions. You have also
utilized this knowledge as it relates to advocacy and policy change
and to social and economic justice for vulnerable groups.
You have acquired knowledge of minority groups' difficulties in
expressing their sexuality as well as the impact of case law and
legislation on social work practice. In this unit we
utilize work groups, discussion forums in reaction to several
published debates about HBSE and a case study, reflective essays
and the portfolio to review, assess and integrate prior learning in
this content area. Goals for this unit include:
adding learning products and self-reflections on
your foundation knowledge and skills for carrying out
multidimensional assessments
clarifying applications of ecological/systems
concepts, concepts of human needs and functioning,
human development, human
diversity, populations-at-risk in your field practicum,
particularly in assessment
and planning intervention
conceptualizing a role you can play in advocating
for policy change and social and economic
justice
identifying learning needs in this foundation
area
Learning Unit is in Course
Information
- Unit 9 Week 11 Social
Welfare Policy and Services
Reading: McInnis-Dittrich, K. Integrating social welfare
policy and social work practice. Belmont, CA: Wadsworth, Ch.
8
Rivas, R.F. and Hull, G.H. (2000) Case studies in generalist
practice. 2nd ed. Belmont, CA: Wadsworth, Case 29
"From Case to Cause: My Name is Jess Overton", pp.
204-210
Other resources: Gilbert, N. and Terrell, P. (1998) Dimensions
of social welfare policy. 4th ed. Needham Heights, MA: Allyn
and Bacon
Dolgoff, R. and Feldstein (2000). Understanding social welfare.
3rd ed.. Needham Heights, MA: Allyn and Bacon
Dolgoff and Feldstein (2000) observe that most students and
practitioners in helping professions have been socialized to think
primarily in terms of case situations involving individuals, families
and small groups. This kind of thinking, they suggest, minimizes
the effects of the multiple factors and levels of the social
environment on human behaviors and lives. They encourage a view
that not only encompasses individual responsibility and effort, but
also the structural causes of problems, including the impact of social
and economic structures on us all. C. Wright Mills and his
conception of "private troubles" and "public
issues" is by now quite familiar to you. Gilbert and
Terrell ( 1998) have observed that the study of social welfare policy
may serve the interests of planners, administrators, and
researchers. They go further and note in particular that
another group of professionals also is responsible for carrying out
important policy-related functions. These are people
(caseworkers, probation officers, case managers, etc.) whose major job
description relates to providing direct services to individuals,
families, and small groups. Gilbert and Terrell (1998) emphasize
that the practitioner directly involved in the provision of services
to clients can play an important role in the formulation and execution
of social service policy. How will you do this? Gilbert
and Terrell (1998) speculate that many students now being trained as
direct practitioners will, later on, become planners,
administrators, and researchers because these positions are frequently
filled within agencies on the basis of seniority!
Pincus and Minahan (1973) in commenting on the purposes of social work
include among other things promoting the effective and humane
operation of systems which provide clients with resources, services,
and opportunities and contributing to the development and improvement
of social policy. From your very first class in social work
these purposes have guided your footsteps just as surely as the
purposes of enhancing the problem-solving, coping and developmental
capacities of people or linking people with systems that provide them
with resources, services, and opportunities. You have also
come to view promoting social and economic justice as part of your
commitment to social work. In this unit we focus on how
you conceptualize your role in carrying out policy-related functions,
including promoting social and economic justice, as you pursue a
career in social work. We reflect on a case study found in
Rivas and Hull (2000) as well as experiences from your field
practicum using the discussion forum and your portfolio. Goals for
this unit include:
adding learning products and self-reflections on
policy analysis and development to your portfolio
assessing your knowledge of the policy formation
process
clarifying how you will address "public
issues" and promoting social and economic justice in your
practice
demonstrating use of policy-related concepts in
your field experience
identifying learning needs in this area
Learning Unit is in Course
Information
- Unit 10 Week 12-13 Social
Work Practice and Research
Consolidating Gains from the Field Experience
Reading: Bloom, M.; Fischer, J. & Orme, J.G. (2003). Evaluating
practice: guidelines for the accountable professional. 4th
ed. Boston, MA: Allyn and Bacon "Prologue"
Rivas, R.F. and Hull, G.H. (2000). Case studies in generalist
practice. 2nd ed. Belmont, CA: Wadsworth
Case 12 "In the Best Interest of the
Child;"
Case 15 "Sally's Saga;"
Case 18 "No Mad Dog Looks: Group Work
and Mediating Differences;"
Case 26 " Generalist Practice at the
Organizational Level: Participation, Partnership, and
Process;"
Case 2 "The Case of Trent Revisited: A
Single Subject Research Design."
Other resources: Kirst-Ashman, K.K. and Hull, G.H. (2002). Understanding
generalist practice. 3rd. ed Pacific Grove, CA: Brooks/Cole
Payne, M. (1997). Modern social work theory, 2nd ed. Chicago,
IL: Lyceum Books, Inc.
Toseland, R.W. and Rivas, R.F. (1998). An introduction to
group work practice. 3rd ed. Needham Heights, MA: Allyn and
Bacon
Kilpatrick, A.C. and Holland, T. P. (1999). Working with families:
an integrative model by level of need. 2nd ed. Needham Heights,
MA: Allyn and Bacon
Kirst-Ashman, K.K. and Hull, G.H. ( 1997). Generalist
practice with organizations and communities. Chicago, IL: Nelson
Hall
Bloom, Fisher and Orme (2003) in the latest incarnation of their
formidable challenge to be self-evaluating, accountable, scientific
practitioners emphasize that " practice is a problem-solving
process in which the practitioner makes contact with the client so as
to understand what problems and strengths are present in the
situation, uses theory and its empirically supported evidence to guide
practice, gets into and out of ethical problems involved in practice,
and ultimately makes sense of all this through a carefully planned
evaluation." (p. 1) They contend that practice theory and
its research-based evidence is a vital component that involves using
the best available information to determine what guiding models direct
your practice. To assist they provide some guidelines for
connecting abstract theory/research to concrete practice.
F. J. Turner (1996) concurs that a rigorous approach be used for
selecting theories and techniques that are most appropriate for a
given client system. Hepworth, Larsen and Rooney (2002)
share a systematic eclectic approach to direct practice which adheres
to no single theory but encourages the selection of models and
theories that best match client-problem-situation and accords highest
priority to techniques that have been empirically demonstrated to be
effective and efficient. (p. 21) Effective generalist
practice, then, requires balancing knowledge of and skills in
practice methods related to the various levels of client systems (
micro, mezzo and macro) and utilizing knowledge of research to
determine the empirical status of those methods. Not only this,
but it also requires the practitioner to utilize research knowledge to
evaluate the effectiveness of his/her own practice. Hence,
practice and research are inevitable, inseparable, sometimes uneasy
partners.
The generalist approach and systematic eclectic framework have
grounded the sequence of practice courses taken and applied in the
field practicum for guiding exploration, engagement, assessment and
planning, implementation and goal attainment, evaluation and
termination. How are you doing? It is time to
assess, "sort out," "pull together,"
clarify/formulate your own practice framework as you apply/applied it
in your field experience. It is also time to assess how
you utilize research knowledge in your practice. We
reflect on your field experiences, readings, and case studies
involving micro, mezzo and macro practice as well as research.
We utilize discussion forums and your portfolio. Goals for
this unit include:
adding learning products and self-reflections to
your portfolio which highlight your practice framework
assessing your knowledge of and application of the
generalist approach and systematic eclectic framework
in your field experience
clarifying how you use research knowledge in your
practice
adding learning products and self-reflections on
utilizing research to your portfolio
identifying learning needs for enhancing your
practice and utilization of research
preparing a personal learning plan
Learning Unit is in Course
Information
- Unit 11 Week 14 Exploring
a Social Work Career and Preparing a Resume
Reading: Text, Ch. 4
Web sites: NASW JobLink at http://www.naswdc.org
(get a password and use this service)
The New Social Worker's Online Career Center at http://www.socialworker.com
Social Work Online Quiz at http://www.abacon.com/socwk/quiz
(take this quiz)
Social Work Practice at http://www.naswdc.org/practice/default.htm
Occupational Outlook Handbook at http://www.bls.gov/oco/ocos060.htm
Hints About Resumes at http://www.resumesforsocialworkers.com
(look at free tips and scannable resumes)
Social Work Cafe at http://www.geocities.com/Heartland/4862
(sign in and look around)
Where do you want to go from here? Cournoyer and Stanley (2002)
exclaim about the range of possible career paths within the
profession of social work as being incredibly broad and diverse.
In this section they engage you in the fundamental steps of exploring
a career in social work and preparing a draft version of a
professional resume. They present a process for career
exploration and planning which encompasses reflecting on your
personality characteristics as they relate to your occupational
choice. Goals for this section include:
identifying your personality orientations and
occupational profile
preparing your career timeline
preparing a resume to include in your portfolio
assessing how your field experience is likely to
influence your career path
describing a professional career path and ideal
social work position
Learning Unit is in Course
Information
- Unit 12 Week 15
Completing and Assessing the Social Work Portfolio
Preparing Personal Learning Plans
Lifelong Learning
Reading: Text, Ch. 5, 6
Congratulations you are almost finished! You have been
collecting and preparing many of the materials needed to complete your
social work portfolio, using it as a major tool for prior learning
recognition, assessment, and integration. The time has come to
put it all together using the generic format discussed earlier in the
course. At this point, editing and improving the quality of your
portfolio and developing a personal learning plan are main
goals. And, finally it is time to use the digital drop box to
submit your portfolio to the instructor for evaluation.
Portfolios are assessed using Cournoyer and Stanley's suggestions as
to dimensions that should be considered:
purposes of the portfolio
contents
form
Cournoyer and Stanley (2002) envision the portfolio more as a process
than a product--one that evolves and changes over time. So even
though you are submitting your portfolio as part of your completion of
requirements for this course, the issue of lifelong learning and
professional development remains. Cournoyer and Stanley (2002)
encourage you to update your social work portfolio regularly
throughout your lifetime and to have a personal learning plan.
They explain that a personal learning plan is a written document that
contains descriptions of one or more learning goals, a rationale for
their selection, specific learning objectives, action plans to achieve
the identified learning goals and objectives, and a means and process
for evaluating progress. Cournoyer (2000, pp. 265-310) suggests
that the processes of planning or contracting with clients are quite
comparable to developing personal learning plans. He adds that
they differ in terms of purpose and content that addresses the
development of your own knowledge, values, and expertise rather than
those of your clients.
Learning Unit is in Course
Information
BIBLIOGRAPHY
Appleby, G.A.; Colon, E. & Hamilton, J. (2001). Diversity,
oppression and social functioning: person-in-environment assessment and
intervention. Needham Heights, MA: Allyn and Bacon
Barret, B. and Logan, C. ( 2002). Counseling gay men and lesbians.
Pacific Groves, CA: Brooks/Cole
Bloom, M.; Fischer, J. & Orme, J.G. (2003). Evaluating
practice: guidelines for the accountable professional. 4th ed.
Boston, MA: Allyn and Bacon
Bloom, M. and Klein, W.C. eds. (1997). Controversial issues in human
behavior and the social environment. Needham Heights, MA: Allyn
and Bacon
Carter, B. and McGoldrick, M. eds. (1999). The expanded family life
cycle: individual, family, and social perspectives. 3rd ed.
Needham Heights,MA: Allyn and Bacon
Cournoyer, B. R. and Stanley, M. J. (2002). The social work
portfolio: planning, assessing, and documenting lifelong learning in
a dynamic profession. Pacific Grove, CA: Brooks/Cole
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Dolgoff, R. and Feldstein (2000). Understanding social welfare. 3rd
ed.. Needham Heights, MA: Allyn and Bacon
Full text article, Tennessee Electronic Library, Expanded Academic:
Social Work, July 2000 v45 i 5 p 339 "The Inclusive Workplace:
An Ecosystems Approach to Diversity Management" by
Michal E. Mor Barak. Copyright 2000 National
Association of Social Workers
Full text article, Tennessee Electronic Library, Expanded
Academic: Social Work Jan 2002 v46 i1 "Gender Bias
in Families and Its Clinical Implications for Women," by Nancy
C. Atwood Copyright 2002 National Association of Social
Workers
Germain, C. and Gitterman, A. (1996) The life model of social work
practice. 2nd ed. New York: Columbia University Press
Gilbert, N. and Terrell, P. (1998) Dimensions of social welfare policy.
4th ed. Needham Heights, MA: Allyn and Bacon
Kilpatrick, A.C. and Holland, T. P. (1999). Working with families: an
integrative model by level of need. 2nd ed. Needham Heights, MA:
Allyn and Bacon
Kirst-Ashman, K.K. and Hull, G.H. (2002). Understanding
generalist practice. 3rd. ed Pacific Grove, CA: Brooks/Cole
Kirst-Ashman, K.K. and Hull, G.H. ( 1997). Generalist practice with
organizations and communities. Chicago, IL: Nelson Hall
LeCroy, C.W. (1999).Case studies in social work practice. 2nd ed.
Pacific Grove, CA: Brooks/Cole
Loewenberg, F.M.; Dolgoff, R. & Harrington, D. ( (2000). Ethical
decisions for social work practice. 6th ed. Itasca, ILL: F.E.
Peacock Publishers
McInnis-Dittrich, K. Integrating social welfare policy and social work
practice. Belmont, CA: Wadsworth
Miley, K. K.; O'Melia, M. & DuBois, B. (2001). Generalist social
work practice: an empowering approach. 3rd ed. Needham, Heights, MA.:
Allyn and Bacon
National Association of Social Workers. ( 2000). Social work speaks:
NASW policy statements 5th ed. Washington, DC: NASW Press
Patterson, D.A. (2000). Personal computer applications in the
social services. Needham Heights, MA: Allyn and Bacon
Payne, M. (1997). Modern social work theory, 2nd ed. Chicago,
IL: Lyceum Books, Inc.
Ramanathan, C.S. and, R.J. (1999). All our futures: principles
and resources for social work practice in a global era. Belmont,
CA: Wadsworth
Rivas, R.F. and Hull, G.H. (2000). Case studies in generalist practice.
2nd ed. Belmont, CA: Wadsworth
Sheafor, B.W. and Horejsi, C.R. (2003). Techniques and guidelines for
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Web Sites
Code of Ethics of the National Association for Social Workers
(approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW
Delegate Assembly) http://www.naswdc.org/pubs/code/code/asp
Council on Social Work Education Curriculum Policy Statement for
Baccalaureate Degree Programs at http://www.cswe.org
Informal Test of Emotional Intelligence developed by Daniel Goleman at
http://www.utne.com/azEq2.tmpl
Multiple Intelligence Survey developed by Walter McKensie at http://www.ssurFaquarium.com/MIinvent.html
Hints About Resumes at http://www.resumesforsocialworkers.com
NASW JobLink at http://www.naswdc.org
NASW Page on Diversity and Equity at http://www.socialworkers.org/diversity.asp
Occupational Outlook Handbook at http://www.bls.gov/oco/ocos060.htm
Online Orientation to Blackboard at http://www.apsu.edu/apsuonline
Social Work Cafe at http://www.geocities.com/Heartland/4862
Social Work Online Quiz at http://www.abacon.com/socwk/quiz
Social Work Practice at http://www.naswdc.org/practice/default.htm
The New Social Worker's Online Career Center at http://www.socialworker.com
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