BRADLEY UNIVERSITY SOCIAL WORK PROGRAM
SW 353 Social Work Practice III
Fall 2003
Instructor: Wayne C.
Evens, MSW, Ph.D.,
124 BR
phone: 677-2392
e-mail:
evens@bradley.edu
Class: Tuesday,
Thursday 1:30-2:45, Jobst 330
Office Hours: W
10:00-11:00 & 2:00-3:00, TH 3:00-4:00, and by appointment
Electronic Office
Hours (on BlackBoard) W T 3:00-4:00
Accommodation: Any
student with a disability or special need who requires accommodations should
inform the instructor at the beginning of this course.
Non-Discrimination
Statement: Students will be expected to display respect for fellow
students’ and clients’ unique characteristics including race, color, gender,
age, socioeconomic status, religion, creed, ethnic or national origin, veteran
status, disability, sexual orientation, and political orientation. All
assignments will use non-discriminatory language. See attached "classroom
rules". These will guide class discussion.
Intercollegiate
Competition: Any student representing Bradley University in an
intercollegiate competition may be excused from class for a scheduled event if
they discuss this with the instructor in advance and with the proper
documentation. Students will be allowed to make up any work; however, the
student has the responsibility to arrange this with the instructor in advance
of the absence.
Relationship to other
courses in the Curriculum: This course continues to build on the three
previous practice courses by examining macro level practice skills, knowledge,
and values in the generalist perspective. This course also builds on Intro to
Social Welfare and Social Welfare Policy by examining policy advocacy practice
skills. This course builds on the macro human behavior theory from HBSE II
course with the development of practice skills to intervene at the macro level.
This course extends the learning in Research Methods by examining program and
community intervention evaluation techniques in the organizational and
community settings.
I. Course Description
Generalist practice with focus on organizations, communities
and large social systems. Assessment, planning, intervention, and evaluation skills
for macro practice. Emphasis on issues of diversity, discrimination, and
oppression.
II. Course Objectives
Students will be
expected to develop learning in the following areas:
Knowledge
1. Students
will recognize the importance of macro practice in generalist social work
practice.
2. Students
will understand the historical development of macro practice.
3. Students
will gain knowledge regarding advocacy, social action, and legislative advocacy
as methods to facilitate a society with socially and economically just
policies.
4. Students
will gain knowledge of organization theories.
5. Students
will gain knowledge of theories for community change.
6. Students
will gain knowledge of the problem solving method of intervention at the macro
level.
Skills
1. Students
will gain skills necessary to facilitate and participate in effective advocacy
and social action methods to bring about social systems change.
2. Students
will gain skills in effecting positive changes and developments in policy through
legislative advocacy skills.
3. Students
will gain skills in effective organizational management such as fiscal resource
development and management (grant writing, budgeting) and human resource development
and management (recruiting, hiring, managing, supervising, professionals and
volunteers).
4. Students
will acquire skills in program development.
5. Students
will acquire skills in intervening with communities to effect positive changes
in the environment and person-environment fit.
6. Students
will acquire skills in evaluating program community intervention outcomes.
Values
1. Students
will internalize the value of promoting social and economic justice for all,
but especially for those considered populations-at-risk.
2. Students
will demonstrate respect and dignity for all people regardless of race, gender,
sexual orientation, ability, veteran status, ethnicity, religion, socioeconomic
status, or political orientation.
3. Students
will value the NASW Code of Ethics and understand their responsibility to
uphold the code in behavior and values.
4. Students
will embrace the right of self-determination in all work with client systems.
III. Generalist
Practice Principles
The following
eight generalist practice principles support all courses in the social work
curriculum:
1. A
systems approach provides the basic framework for understanding the generalist
practice perspective and planning interventions with multiple systems.
2. Problems
in living are presented from a person-in-environment perspective, with focus on
the transactions between individuals and the environment.
3. Assessments
and interventions must address both intrapsychic and environmental strengths
and stressors.
4. Generalist
practice involves assessments and interventions at the micro, mezzo, and macro
levels.
5. Practice
is based on the problem solving process and knowledge, skills, and values that
are applicable across settings with diverse populations and in a variety of
problem areas.
6. Critical
analysis of social problems is inherent and results in both practice and policy
responses.
7. Empirical
research provides a solid foundation for both education and practice and
generalist practitioners are expected to participate in practice evaluation
activities.
8. Generalist
practice often requires the social worker to function in multiple roles
depending on the needs of the client system.
IV. Resources
Kirst-Ashman, K.K. and Hull, G. H.
(1997). Generalist Practice with Organizations and Communities. Chicago:
Nelson-Hall Publishers.
Kretzman, J. P. & McKnight, J.
L. (1993). Building communities from inside out: A path toward finding and
mobilizing a community's assets. Chicago:ACTA.
Materials will be posted to the Blackboard website
throughout the semester. Posting will be announced in class and in the
announcements section of Blackboard.
V. Learning
Evaluation
There will be a total of 300 points in the class distributed in
the following assignments and evaluations. Since this is a practice class,
learning will require experiential opportunities as well as academic
opportunities. Instructions for written assignments are attached to this
syllabus. The distribution for grades will be as follows:
A = 270-300 C = 210-239
B = 240-269 D = 180-209
A. reflection papers
There will be five reflection
papers due throughout the semester, each worth 20 points. Students will use
material from the texts and lectures to reflect upon current social issues. You
must demonstrate that you have read and mastered the materials. The due dates
are Sept. 11, Sept. 25, Oct.23, Nov. 6,
& Dec. 2.
B. Dictionary
assignment 10 points
Students will look up “community”
and “organizing” in at least 3 different dictionaries; then write a definition
of “community organizing”. Due
Sept. 4.
C. Class Project 100
points
As a class you will implement a
project that requires you to use
mezzo level skills of running effective meetings, planning skills, working as a team,
identifying goals, and implementing a
plan. Thursday classes will be devoted to this project. The class will organize
itself into a “project team” and will conduct meetings using Robert’s Rules
of Order (see pgs. 108-113 in your text).
D. Attendance and
observation at an organizational formal business meeting 40 points
Students will attend a formal
business meeting of an organization to observe how Robert’s Rules of Order are
implemented and facilitate the orderly conduct of business. A 1-2 page paper
will describe the flow of business. Due
Oct. 21.
E. Grant writing
assignment: 50 points
The major class assignment will be
a grant writing paper. Students will write a mock grant to meet a need of interest
to them. Students will need to research the extent of the need, identify and
develop a proposed program to meet the need, identify goals, identify an
evaluation plan, and develop a budget. Due
Dec. 10.
Course Schedule
Aug. 28 & Sept.
2: Introduction: "What is Macro
Practice and Why do We Care?"
This section gives an introduction
of how intervention at the macro-level of organizations, communities, and
within political systems can intervene in peoples’ lives to enhance well-being,
alleviate poverty and discrimination, empower groups at risk and promote social
and economic justice. This section discusses the need for macro practice skills
to facilitate a more just and need satisfying environment context in the person-in-environment
matrix. A brief historical examination of the development of and need for
macro-practice skills provides a foundation for skills necessary in
contemporary society. This section promotes the first, second, third, fourth,
fifth, sixth, seventh, and eighth generalist practice principles.
Readings:
Kirst-Ashman & Hull Ch. 1 &
pps. 108-133 & 355-360
Sept.4 - 18: Advocacy, Social Action,
Political Advocacy and Empowerment Methods for Social Change
This section examines how methods
of social and legal advocacy and social action empower vulnerable populations
to effect a society that promotes, restores, maintains, and enhances the
functioning and well-being of individuals, families, groups, organizations, and
communities.
This section looks at change
methods to facilitate a socially and economically just society for all people.
This section supports the second, third, fourth, fifth, sixth, and eighth
generalist practice principle.
Readings: Kirst-Ashman & Hull, pps. 351-379
First
reflection paper due Sept. 11
Sept. 23 - Oct. 2:
Macro Practice in Organizations
This section examines macro
practice skills through organizational practices and policies. Organizational practice
content includes the knowledge, skills, and values necessary to enhance the
well-being of people and to ameliorate the environmental conditions that affect
people adversely through agency practices, services, and programs.
This section supports the first,
second, third, fourth, fifth, sixth, and eighth generalist practice principle.
Readings: Kirst-Ashman and Hull, Chaps. 3, 4, 7, 14 & pps. 71 – 78
Second
reflection paper due Sept. 25
Oct. 7 - 21: Macro
Practice with Communities
This section examines macro
practice methods of alleviating poverty and injustice and enhancing human
functioning and well-being by organizing communities to provide a need
fulfilling environment. This section takes a strength and empowerment
perspective by discussing how social workers are facilitators or organizers of
the community’s own change efforts. This section supports the first, second,
third, fourth, fifth, sixth, and eighth generalist practice principles.
Readings: Kirst-Ashman & Hull, Chaps. 8 &
9
Kretzman & McKnight, Chaps. 1 & 2.
Oct. 23 - Nov. 4: Community
development
This section examines the ideas of community
development. It will examine the development of both physical and social
capital. All of the generalist practice principles are relevant.
Readings: Kretzman & McKnight, Chaps. 3 through 6.
Third
reflection paper due Oct. 23
Nov. 6 - 20:
Evaluating Macro Practice
This section reviews various
program and community evaluation techniques to monitor effectiveness and
efficiency in order to employ best practice methods. Evaluation of programs is
inherently respectful of recipients of service and an ethical obligation to
assure that clients receive the most effective service possible. This section
supports the seventh generalist practice principle.
Readings: Kirst-Ashman & Hull, pgs 328-350
Fourth
reflection paper due Nov. 6
Nov. 25 - Dec. 4:
Ethics and Macro Practice
This section ties the whole course
together by examining the ethics of macro practice. It will examine the mandate
for organizational and community change and the ethics of practicing at the
macro level. It will focus on advocacy
and the risks involved in advocacy.
Readings: Kirst-Ashman & Hull Chapter 12
Fifth
reflection paper due Dec. 2
Dec. 19: Course wrap up and evaluation
Assignments
for SW 353
Dictionary Assignment
Students should go to the library
and use unabridged and unusual dictionaries to find definitions of “community”
and “organizing”, use second and third definitions; then write your definition
of “community organizing”. Try to develop an unusual definition. Due
Sept.5.
Attendance and observation at a formal
organizational business meeting
Students will be expected to attend
one formal business meeting and write a 1-2 page report on how the formal
method of conducting business (usually a variation of Robert’s Rules of Order)
facilitates the group’s process. Students may choose from a variety of
acceptable organizational business meetings including but not limited to the
following:
Your very own Student Senate
meetings, every Monday PM at the Garrett Center Student attendance is always
open and welcome.
Peoria City Council Meetings every
Tuesday evening at 6:30 in City Hall. These meetings are open to the public and
are often quite interesting to observe the process and handling of conflict
among varying agendas
Any other organization with
formal business meetings with prior approval from the class instructor.
Because this is a
class research project, it is your responsibility to let whoever is chairing
the meeting know that you are there observing for a class project.
DUE: Oct. 22
Group Organization
Project
The class will develop a community
intervention project. As a group you will decide on an issue that you would
like to address, then you will develop an intervention. In the first class, we
will discuss some possible projects.
Paper due Dec. 3.
2.Grant writing
paper Due Dec. 10.
You will be given an RFP and each
member in class will develop a grant to provide a service that fits the
requirements of the RFP. You can elect to do your own project or we can decide
to do some of this as a class project in which case the class would work
together on some sections. The grant will follow the following outline:
I. Cover page
Imitable of
contents
III. Abstract
or summary
This section
should be half to one page long
IV. Narrative
section
A. Statement of the problem:
document how big of problem this is, who is affected by it such as demographic
data, what impact that has on the potential clients, identify causative factors
This section may take 1-2 pages
B. Goals, Objectives of
program: what do you hope to accomplish in quantifiable, behavioral terms.
This section will be brief,
listed as numbered items, you should identify 2-3 goals with specific objectives
under them
Goals can be process or outcome (usually should be some of both)
C. Methods: proposed program
activities, what does your proposed program actually consist of. Who will do
what. What kind of staff with what credentials will be needed. A timeline for
implementation will be necessary.
This is the section that you want
to be very specific and complete so that the funders understand how their money
will be spent
This section should be 2-3 pages.
V.
Evaluation section
How will you know that your
program is successful? How will you determine that you achieved your goals and
objectives? How will you measure them?
VI. Budget
Format this as a line item budget
Include
costs for personnel (don’t forget secretary), indirect costs, space, employee
travel, public awareness material, printing, postage, operating costs such as
telephone, supplies, and any other specifics needed to do the job or in-kind or
soft matches.
VII. Credentials of
staff or credibility statement:
This
section describes the experience your agency has with this problem or related
programs, the training and expertise of staff. Tells grantor why they want to
give their money to you to spend. This section can be brief, a page or less.
VIII.
Certification of compliance
This
section describes if your agency is accredited by any bodies or is in
compliance with certain mandating requirements.
This
section will be brief, a page or less.
IX. Agency
endorsements or signatures.
REQUEST FOR PROPOSAL
Overview:
This
Request for Proposal (RFP) is distributed by the Peoria Area Charity and
invites proposals for projects that improve the lives of school-age children and
adolescents through prevention. School age children and adolescents encounter
many difficult issues such as pregnancy, violence, drugs and alcohol, gangs,
and dropping out of schools. This RFP invites proposals that develop prevention
programs that address any prevention issue of school-age children and
adolescents.
Amount of
funding:
Grants will
be available for amounts up to $100,000 to be spent over no more than a 2 year
period.
Format of
grant proposal:
Grant
proposals should follow the attached outline for the fullest consideration of
funding.
Deadlines:
One copy of the proposal will be
due by noon on Dec. 13 in the office of Dr. Evens, chair of the Peoria Area
Charity. Questions regarding this grant may be directed to Dr. Evens at BU ext.
2392.
CLASSROOM RULES
1. Acknowledge
that oppression exists. People experience life differently because of race,
class, gender, age, sexual orientation and disabilities.
2. Acknowledge
that oppression derives in part from misinformation.
3. Do
not blame yourself or others for having misinformation.
4. Do
not blame the victims and survivors of oppressive social conditions.
5. Assume
people are always doing their best.
6. Actively
seek and share information about culture and its effects with the goals of
understanding other cultures and eliminating false information about cultures.
7. Accept
others’ experiences as valid.
8. Create
a safe and confidential environment where discussion of cultural issues can be
conducted. Allow others to teach you about their experiences.
(Adapted
from: Cannon, L. W. (1990). Fostering positive race, class and gender dynamics
in the classroom. Women’s Studies Quarterly, 18, 126-134.