|
SYLLABUS Department of Social Work Professor Betty H. Joblin Texts Johnson, L. C. & Yancy, J.Y.(2001). Social work practice: a generalist approach, 7th ed., Needham Heights, MA: Allyn and Bacon. Cournoyer, B. (2000). The social work skills workbook, 3rd ed. Belmont, CA: Brooks/Cole. There are additional required and recommended readings which are on Electronic Reserve in the Library. These readings are identified in each unit. Course Description This course engages students in an academic and practical exploration of the generalist framework and basic generalist intervention skills utilizing an ecological systems perspective. Consistent with the mission of the social work program and with concern for promoting social and economic justice, the course seeks to inspire students to become generalist social workers who emphasize discovering, affirming, and enhancing the abilities, interests, knowledge, resources, aspirations and hopes of individuals, families, groups, and communities. Students are introduced to the strengths perspective which outlines the basic assumptions, values, and principles of the use of strengths in practice. Each phase of work in the generalist framework is explored with attention to the content of each phase and the knowledge, skills, values and ethics involved in implementing the phases of work. The phases explored include:
In the course, helping is viewed as involving direct work with client systems of various sizes and diversity as well as indirect work with other relevant systems in behalf of clients. The client system may be an individual, a couple, a family, a small group, an organization, and/or a community. The course provides an opportunity for students to integrate content from SW 3420-Human Behavior in the Social Environment including utilizing ecological systems concepts and knowledge of human behavior and development in defining issues, assessing person-in-environment, identifying strengths and planning intervention. The course also addresses the importance of knowledge and positive valuing of diversity in the change process. Concerns about populations-at-risk and promoting social and economic justice are also raised in the course as students examine the phases of the change process. As the first of three generalist practice courses which focus on building professional social work knowledge, values, ethics and skills, the course is designed to provide an opportunity for students to identify their liberal arts perspective and integrate content from the following liberal arts foundation courses:
In addition, the course is offered in a web-enhanced environment in order to advance students' receptivity and readiness to use technology in their practice. Students become members of small task groups and have a partner throughout the course to facilitate learning. Each task group has its own "space" in Blackboard which enables easy exchange of files as well as emails. At the end of the course faculty engage students in self-reflection and evaluation of learning as they move into full progression in the program. Program Objectives The program’s intent is to graduate students who are able to:
Course Objectives Students will:
Case Study: Students utilize case material for the purpose of forming an assessment and developing greater knowledge about diversity and at-risk populations. This activity is directed toward applying appropriate concepts to analyzing problem situations, determining relevant systems, identifying client strengths, specifying problems and goals and planning basic interventions. Written guidelines are provided and discussed in class. Students are expected to evaluate their own performance and include their case study and self-evaluation in the portfolio. Discussion Forums: Four case studies are utilized in class to show application of particular concepts. Students are required to post one to three paragraphs relating to each case study and then post two responses to what others have posted in discussing these case studies:
Workbook: The Social Work Skills Workbook follows the generalist framework and addresses requisite skills. Specific exercises are assigned and processed in small groups and discussion forums as the course unfolds. Assignments are turned in regularly to encourage timely completion of exercises and for awarding a final grade for the workbook. Initial exercises focus on self-exploration and awareness:
Subsequent exercises focus on ethical decision making, basic interpersonal skills, engagement, exploration, assessment, contracting, working and evaluating and ending. Using
Technology: Social work must thrive in an environment of
rapid technological change and expanding information resources. How
practitioners work and communicate is being transformed by
information technology. Yet, professionals in the social services
have been slow to take up the tools of this revolution. Social
workers are necessarily lifelong learners. Information literacy is one
guide for this journey. Austin Peay is involved in a project to
promote information literacy, defining it as:
Self-Evaluation: Self-evaluation is necessary for purposeful growth. In Appendix 3 of The Social Work Skills Workbook, Cournoyer has included a questionnaire that provides students with an indication of self-appraised proficiency in selected social work skills. Students complete this questionnaire, keeping in mind that it reflects their own subjective opinions. Results from this self-evaluation will be used in conjunction with other evidence about actual proficiency, including scores and feedback received on the interview assignment, technology assignments, workbook exercises, case study and test scores. The questionnaire is completed at the beginning of the course and at the end. This provides a subjective measure of gains made during the course. Students also word process a self-reflective essay in which they share perceptions of their growth and development, including strengths and areas for growth. The questionnaire is used again at the end of SW 3620 Social Work Practice Methods II to stimulate self-reflection and evaluation. Students begin creating a Social Work Portfolio which includes learning products, performance assessments, and self-reflections on learning. The portfolio is discussed early in the class. Students are also given a copy of the Field Practicum Final Outcome Measure. Exams: There are (3) exams over material covered in assigned reading and in class. One of the exams is a multiple choice test taken online. The (2) other tests are taken in class and require discussion and application of content. Due dates for assignments are posted in the Course Outline and in Blackboard along with the assignment. See "Assignments" section of Blackboard. Evaluation 1) Written assignments are graded on critical thinking, organization, readability, accurateness, creativity, grammar, spelling, punctuation and level of skill reflected. 2) Interviews are graded on structure, content, purposefulness, use of appropriate verbal and nonverbal techniques, and level of skill reflected. 3) Attendance is an important matter in this course. More than (4) absences results in deduction of (5) points from final grade. Students are responsible for managing their attendance. Grading
A= 90-100 Workbook Exercises/Self-Reflections There are (45) workbook exercises and (3) self-reflection assignments. Each workbook exercise counts (2) points for a total of (90) points. The self-reflective essays count for a total of (10) points. Points are awarded according to the quality of work:
Case Study This assignment is worth (10) points. Points are awarded according to the quality of work:
Technology Assignments A total of (50) points can be earned in the following manner:
Disability Services If a student has any condition which impacts participation in this class, student is asked to assume responsibility for contacting the Office of Disability Services located in Clement 140 so that appropriate accommodations can be arranged. Values and Ethics Students in this class are expected to conduct themselves in accordance with social work values and ethics. This includes interaction with peers, faculty, and others. Any student determined to be involved in any form of dishonesty, cheating on exams, or plagiarizing the work of others will receive an automatic "F" for the course. Make Up Exams If a student is unable to take a scheduled exam on time, the student is expected to notify me as soon as possible. I will consider giving an opportunity to take a make-up exam for emergency situations which arise. I may require written documentation if the student misses an exam because of illness. The student is expected to assume responsibility for rescheduling the exam with me. Policy Regarding Incompletes I consider giving an incomplete for the course only when an emergency situation interferes with completing the work. The first two exams must have been taken and a majority of the assignments turned in. I do not automatically give an incomplete at the end of the semester if work has not been turned in. Students must negotiate an "incomplete" grade with me at least two weeks prior to the last day of class. An "incomplete" grade must be removed before a student can take SW 3620 Social Work Practice Methods II in the fall semester. Attendance Policy Attendance is taken at the beginning of each class. The nature of the course and how it is taught make attendance especially important. Excused absences are granted under special circumstances including illness and/or emergency situations and must be appropriately documented. Receiving more than four (4) absences results in deduction of five (5) points from the final grade. Students are responsible for managing their own absences. In other words, the instructor does not notify each student who has at least four (4) absences! Course Outline The following is a tentative schedule of topics and material covered with the approximate timing of the content. Tests are announced two weeks in advance and a review is provided at least one week in advance.
Unit 1
Week 1
There are a series of assignments related to the use of technology as we move through the course. The Patterson readings include introductions to using email, the Internet, etc. We do this in small steps.
Identify a social work resource on the Web, evaluate the site and submit (2) useful social work-related links for a particular topic (Due date: January 16, 2003) Unit 2 Week 2-3
Workbook exercises 1-1, 2-9, 2-10 are due: January 23, 2003 Discussion Forum responses on Case Study 8-5 "A case study in diversity: couple counseling with Lesbian women" are due: January 24, 2003 Unit 3 Week 4
Workbook exercises 2-1, 2-3, 2-4 are due: January 30, 2003 Send an email with an attached file to your partner in the course: January, 31, 2003 Create a distribution list of members in your task group and send an email using the distribution list: February 4, 2003 Unit 4 Week 5
Discussion Forum Responses on Case Study 2-1 "Ecologically oriented, competence-centered social work practice" are due: February 7, 2003 Workbook exercises 2-5, 2-6, 2-7, 2-8 are due: February 11, 2003
Unit 5
Week 6-7
Discussion Forum Responses on Case Study 8-4 "Working with the urban poor" are due: February 14, 2003
Unit 6
Week 8-9
Workbook exercises: 3-1, 4-3, 4-4 are due: March 6, 2003 Spring Break
Unit 7
Week 11
First interview is due: March 20, 2003 Workbook exercises 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 5-8, 5-9 are due: March 18, 2003
Unit 8
Week 12
Second interview is due: March 27, 2003 Workbook exercises 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 6-7, 7-1, 7-2, 7-3, 7-4, 7-5, 7-6 are due: March 27, 2003 Discussion Forum Responses on Case Study 8-2 "Counseling an interracial couple" are due: April 3, 2003
Unit 9
Week 13
First draft of case study is due: April 8, 2003
Unit 10
Week 14
Workbook exercises: 9-1, 9-2, 9-3, 9-4, 9-6 are due: April 10, 2003
Unit 11
Week 15
Final draft of case study is due: April 17, 2003
Unit 12
Week 16
Workbook exercises 1-11, 11-1, 11-2, 11-3 are due: April 24, 2003 Bibliography Anderson, S.A., Sabatelli, R.M. (1999). Family interaction: a multigenerational developmental perspective. 2nd ed. Boston: Allyn and Bacon. Appleby, G.A., Colon, E., and Hamilton, J. (2001). Diversity, oppression and social functioning: person-in-environment assessment and intervention. Boston: Allyn and Bacon. Barret, B. and Logan, C. (2002). Counseling gay men and lesbians: a practice primer. Pacific Grove, CA: Brooks/Cole. Benjamin, A. (1987). The helping interview. Boston: Houghton Mifflin Co.Benjamin, (1987). The helping interview. Boston: Houghton Mifflin Co. Bloom, M., Fischer, J. and Orme, J.G. (2003), Evaluating practice: guidelines for the accountable professional. 4th ed. Boston: Allyn and Bacon. Berkman, C.S. and Zinberg, G. (July 1997). Homophobia and heterosexism in social workers. Social Work. 42 (4). Carlton-LaNey, I. (July 1999). African-American social work pioneer's response to need. Social Work. 44, (4). Carter, E.A. and McGoldrick, M. (1999). The expanded family life cycle: individual, family, and social perspectives. 3rd ed. Boston: Allyn and Bacon. Compton, B.R. and Galaway B. (1999). Social work processes. 6th ed. Pacific Grove, CA: Brooks/Cole. Congress, E. (1999). Social work values and ethics: identifying and resolving ethical dilemmas. Chicago: Nelson-Hall, Inc. Davis, S.R. and Meier, S. (2001) The elements of managed care: a guide for helping professionals. Pacific Grove, CA: Brooks/Cole. Devore, W. and Schlesinger, E.G. (1999). Ethnic-sensitive social work practice. 5th ed. Boston: Allyn and Bacon. Eamon, M.K. (July 2001). The effects of poverty on children's socioemotional development: an ecological systems approach. Social Work. 46 (3). Early, T. J. (May 2001). Measures for practice with families from a strengths perspective. Families in Society. 82 (3). East, J. F. (May-June 1999) Hidden barriers to success for women in welfare reform. Families in Society. 80 (3). Erera, P.I., and Fredriksen, K. ( May June 1999). Lesbian stepfamilies: a unique family structure. Families in Society. 80 (3). Erikson, E. H., Erikson, J.M., and Kivnick, H. Q. (1998). The life cycle completed. New York: W.W. Norton. Families in Society. (May June, 2001) Special Edition on Strengths Gelman, S., Pollack, D. and Weiner, A. (May 1999). Confidentiality of social work records in the computer age. Social Work. Germaine, C. and Gitterman, A. (1996). The life model of social work practice: advances in theory and practice. 2nd ed. New York: Columbia University Press. Grief, G.L. and Ephross, P.H. eds. (1997). Group work with populations at risk. New York: Oxford University Press, Inc. Ginsberg, L.H. (1998). Careers in social work. Boston: Allyn and Bacon. Haynes, K.S. (November 1998). The one hundred-year debate: social reform versus individual treatment. Social Work. 43 (6). Helton, L. R. and Jackson, M. (1997). Social work practice with families: a diversity model. Needham Heights, MA: Allyn and Bacon. Hook, M.V., Hugen, B.,and Aguilar, M. eds. (2001). Spirituality within religious traditions in social work practice. Pacific Grove, CA: Brooks/Cole. Ivey, A.E. and Ivey, M.B. (1999). Intentional interviewing: facilitating client development in a multicultural society. 4th ed. Pacific Grove, CA: Brooks/Cole. Johnson, Y.M. (July 1999). Indirect work: social work's uncelebrated strength. Social Work. 44 (4). Kadushin, A. and Kadushin, G. (1997). The social work interview: a guide for human service professionals. New York: Columbia University Press. Kirst-Ashman, K. K. and Hull, G. (2002). Understanding generalist practice. 3rd. ed. Pacific Grove, CA: Brooks/Cole. Kirst-Ashman, K. K. and Hull, G. (2000). Human behavior, communities, organizations, and groups in the macro social environment: an empowerment approach. Pacific Grove, CA: Brooks/Cole. Kirst-Ashman, K.K. and Hull, G. (1997). Generalist practice with organizations and communities. Chicago, ILL: Nelson-Hall, Inc. Lecroy, W. (1999). Case studies in social work practice, 2nd ed. Pacific Grove, CA: Brooks/Cole. Lee, J. A.B. (2001). The empowerment approach to social work. 2nd ed. New York: Columbia University Press. Leiberman, A. (1997). The social workout book: strengths-building exercises for the pre-professional. Thousand Oaks, CA: Pine Forge Press. Lum, D. (1999). Culturally competent practice: a framework for growth and action. Pacific Grove, CA: Brooks/Cole. Martinez, R.C. and Clark, C.L. (2001). The social worker's guide to the internet. Boston: Allyn and Bacon. Miley,K.K., O'Melia, M. and Dubois, B. (2001). Generalist social work practice: an empowering approach, 3rd ed. Boston: Allyn and Bacon. Mumm, A.M., Olsen, L.J. and Allen, D. (July-August 1998). Families affected by substance abuse: implications for generalist social work practice. 79 (4). Okun, B. (2002). Effective helping: interviewing and counseling techniques, 6th ed. Pacific Grove, CA: Brooks/Cole. Ozawa, M.N. (January 1999), The economic well-being of elderly people and children in a changing society. Social Work. 44 (1) Patterson, D.A.(2000). Personal computer applications in the social services, Allyn and Bacon. Pellebon, D.A. and Anderson, S.C. ( May-June 1999). Understanding the life issues of spiritually-based clients. Families in Society. 80 (3). Peterson, K.J. & Lieberman. A. (Eds.) (2002). Building on women's strengths: a social work agenda for the twenty-first century, 2nd. ed. Petr, C. (1998). Social work with children and their families. New York: Oxford University Press. Rank, M.R. and Hirschl, T.A. (May 1999). The likelihood of poverty across the American adult life span. Social Work. 44 (3). Rapp, C.A. (1998). The strengths model: case management with people suffering from severe persistent mental illness. New York: Oxford University Press. Reamer, F. G. (1999). Social work values and ethics. 2nd ed. New York: Columbia University Press. Rothman, J. and Sager, J.S. ( 1998). Case management: integrating individual and community practice. Boston: Allyn and Bacon. Saleeby, D. (2002). The strengths perspective in social work practice, 3rd ed. Boston, MA: Allyn and Bacon. Sevel, J., Cummins, L. & Madrigal, C. (1999). Social work skills demonstrated: beginning direct practice-CD Rom. Needham Heights, MA: Allyn and Bacon. Woodside, M. and McClam, T. (2003). Generalist case management: a method of human service delivery. 2nd ed. Pacific Grove, CA: Brooks/Cole. Zastrow, C. (2003). The practice of social work: applications of generalist and advanced content, 7th ed. Pacific Grove,CA: Brooks/Cole. Web Sites Association of Baccalaureate Social Work Program Directors at : http://www.rit.edu/~694/bpd Child Welfare League of America: http://www.cwla.org Cultural Competence: Council on Social Work Education: http://www.cswe.org Defining Social and Economic Justice: (see External Links for connecting to this site) www.cesj.org/thirdway/economic_justice_defined.htm Human Rights and Justice: (see External Links for connecting to this site) reckonings.net/human_rights_social_economic_justice.htm National Association of Social Workers: http://www.naswdc.org National Black Child Develolpment
Institute: http://www.nbcdi.org Strengths Based Services International: http://www.empowerkids.org Social Work Access Network (SWAN) (Chris Monsna): http://www.sc.edu/swan Social Work Career Quiz: http://www.abacon.com/socwk/quiz/index.htm Social Work Resources: Social Work Resources on the Web: The Asset-Based Community Development Institute: http://www.northwestern.edu/ipr/abcd World Wide Web Resources for Social Workers: http://www.nyu.edu/socialwork/wwwrsw
|