FOUNDATIONS
FOR SOCIAL WORK PRACTICE
SW 350
SPRING
2006
Instructor: Wayne C.
Evens
107 Bradley Hall
677-2392
Office Hours: M
10:00 - 11:30 & 1:00-2:30; W 10:00 - 11:30 & 1:00-2:30;
and by appointment
Class Hours: T and TH
Accommodation: Any student
with a disability or special need who requires accommodation should inform the
instructor at the beginning of this course.
Non-Discrimination
Statement:
Students will be expected to display respect of fellow students' unique
characteristics including race, color, religion,
creed, ethnic or national
origin,
age, veteran status, disability, appearance, socioeconomic status, gender,
sexual orientation, and political orientation.
All written assignments will use non-discriminatory language.
Intercollegiate
Competition: Any student representing
Relationship to Other
Courses in the Social Work Curriculum: Students are
required to have completed SW 250 as a prerequisite to this course. This course is the first professional course
in the social work practice curriculum and includes an overview of professional
practice. It is designed for students to
acquire the knowledge and skills needed as a foundation for future
courses. It is a prerequisite to SW 351,
SW 352, and SW 353.
Confidentiality: Any
information shared in this course which is protected under legal codes or the
NASW Code of Ethics must be treated in accordance with legal and ethical
standards. In addition, students are
expected to use discretion in discussing any agency information which they may
acquire in their volunteer experience.
Creation of a Proper
Learning Environment: The instructor
encourages students to ask questions and to critically evaluate class
material. However, this must be done
while still creating a proper learning environment. Any behavior which disturbs the learning of
others such as talking with peers during a lecture or presentation by a peer
will not be allowed and the student will be asked to leave class. Students are encouraged to discuss with the
instructor any concerns or suggestions for improvement for the class as soon as
possible and not to wait until the end of the course. This allows the instructor to modify the
course to meet student needs as much as possible.
Cheating
and Plagiarism will be dealt with in accordance with the
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 the knowledge, skills, and values which are applicable across
settings with diverse populations and in a variety of problem areas.
6. Critical analysis of social problems is
inherent in 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.
I. Course Description:
Historical
development of social work - Introduction of generalist social work practice -
Systems perspective - Knowledge, skills, and values and ethics required for
practice - Communication skills and the helping relationship as foundation for
the problem solving process - Overview of fields of practice.
II. Course
Objectives:
Students will be expected to develop
learning in the following areas:
Knowledge
1.
Students will acquire an understanding of the role of social work in the
larger arena of the social services.
2.
Students will acquire an appreciation for the historical development of
the social work profession.
3.
Students will understand the different levels of social work practice
including micro, mezzo, and macro levels of practice.
4.
Students will acquire an understanding of the roles and functions of
social workers.
5.
Students will acquire an understanding of the guiding principles, values,
and ethics of the social work profession and social workers in generalist
practice.
6.
Students will acquire an understanding of the theoretical perspectives
that guide generalist practice.
7.
Students will acquire the knowledge of basic communication skills and
the qualities necessary for establishing the helping relationship.
8.
Students will develop awareness of the various fields of practice for
social work.
9.
Students will develop awareness of the uses of self in the helping
relationship.
Skills
1.
Students will be able to identify the levels of practice and articulate
the concept of generalist practice.
2.
Students will be able to identify systems issues relating to social
services and social work interventions.
3.
The student will be able to evaluate her/his own interests and potential
for a career in social work.
4.
Students will acquire the beginning skills for basic communication
techniques and client interviews for all levels of practice.
5.
Students will acquire the beginning skills for establishing an effective
helping relationship.
6.
Students will acquire the skills for critical analysis of appropriate
social work functions and roles as applied to various client populations and
problems.
Values
1.
Regard for individual worth and dignity and respect for a person's unique characteristics
of socioeconomic status, ethnic background, religious beliefs, age, gender,
sexual orientation, political orientation, disability, appearance, race, and
veteran status will be emphasized.
2. The NASW Code of Ethics for social
work will be emphasized and students will be able to critically analyze the
application of ethics to client situations and groups.
3.
Students will show appreciation for the right of clients to self
determination.
4.
Students will be able to examine their own values and the impact of this
on client systems.
5.
Students will appreciate the role of advocating for clients with
organizations and systems to ensure the protection of rights and the
procurement of needed resources to ensure social and economic justice.
6.
Students will appreciate the role of social workers working in
collaborative ways with interdisciplinary teams of other helping professionals
to holistically and comprehensively meet the bio-psycho-social-spiritual needs
of clients.
III. Resources:
A.
Required Texts:
1.
Sheafor, B.W., Horejsi,
C.R., and Horejsi, G.A. (2003). Techniques and Guidelines for
Social Work Practice., Sixth Edition,
2.
Grobman, L.M.
(1999). Days
in the Lives of Social Workers., Second Edition,
B.
Supplemental readings on reserve:
Johnson, H.W. (1995). The Social Services: An
Introduction.
Peacock Publishers.
C.
Other supplemental readings are listed in the course outline but
additional readings may be assigned throughout the course of the class.
IV. Learning Evaluation
Written
assignments should be typed and double-spaced, stapled or in a folder,
grammatically correct and clear, and properly documented. Please leave adequate marginal space for
comments. Use of non-sexist, non-biased
language is expected in written assignments and in class discussion. Points are deducted on assignments for errors
in spelling and grammar. Final grades
will be based on points earned by successfully completing the assignments as
described below. A possible total of 400
points may be earned. Points will be
deducted for assignments submitted after the due date. The point distribution will be as follows:
A = 372-400
B = 332-371 Below 252 points is failing.
C = 292-331
D = 252-291
A. Attendance
and Participation (possible 20
points)
Preparation, attendance, and participation
in this course are the responsibility of each student. It is expected that students will have
completed the assigned readings for the class meeting date before attending the
class. The student is also responsible
for all content covered and assignments made during any missed class.
B. Volunteer
Experience
Students will volunteer for 20 hours
during the semester in a social service agency or wit h a social service
setting in a host organization. A list
of possible volunteer opportunities will be distributed in class. Students will be expected to call the agency
and make the volunteer arrangements.
Please note that some agencies require a police background check to be
done and cleared before a student may begin volunteering and this may take up
to several weeks to complete. Please
keep this in mind when planning your schedule for completing the volunteer
assignment.
1.
Agency Search Project (possible 40 points) due February 2
Based on the volunteer experience students
will write a 1-2 page paper regarding the accessibility of the agency from a client’s
perspective summarizing the following:
A.
Location: address, description of
building and exterior area, description of buildings in area, description of
the neighborhood, ethnic and socioeconomic make-up of the neighborhood.
B.
Access: geographic location,
parking, one-way streets or other difficulties, access by public transit
C.
Accessibility: stairs, elevators,
escalators, electric doorways, signs, curb cuts, ramps, Braille markings
D.
Services: copy of brochure or
printed material obtained from the agency visit describing services offered and
population served
E.
Hospitality: dated signature of
person in the agency who gave you the material, description of the
reception/waiting area, hospitality, politeness of person greeting you.
F.
Summary: summarize how easy or
difficult it would be for a client to seek services from this agency. Purpose of assignment: To practice skills in assessing and analyzing
organizational barriers or enhancements to the access and receipt of
services.
2. Field of Practice Paper (possible100 points) due April 27
Students will write a
Included
with this paper must be documentation of the completed 20 hours of volunteer
service signed by a staff member of the agency.
A form will be provided in class.
C. Literature Search from Research Databases
(10 points) due February 16
Students
must demonstrate skill in using the research databases in the university
library. Students should go to the
databases and perform a search that will provide them resources for the field
of practice paper due in this course.
Students should turn in the results of a literature search using at
least two different sets of subjects/key words.
Students should also turn in a copy of the library form necessary to
request a book and a copy of the form needed to request a journal article on
interlibrary loan.
D. Journal Search (5 points) due February 23
Students
must bring the first page of any article that they find interesting from the
journal Social Work that is housed on the second floor of the university
library.
E. Communications Experiential Exercise (possible 15 points)
All
students will role play effective communication techniques during class. There will be two role plays. One will be a practice and the second will be
videotaped for review by peers and by the instructor. Supportive, positive critiquing will help
students refine their skills. Students
will be evaluated on the basis of their effort and involvement but they must
participate in both role plays in order to receive credit.
F. Midterm Exam (possible 100 points) March 9
G. Book Chapter Report (possible 10 points) Will be presented April 18 & 20
Students will be assigned a chapter in the
Grobman book for oral presentation to the class.
H. Final Exam (possible 100 points) May 5 Must be completed by 2:00 PM on
Blackboard
V.
Class
Schedule
I. Introduction to Social Work as a Profession
and its Historical Development
This
section will explore the purpose of the social work profession such as the
enhancement of human well-being and functioning of individuals, families,
groups, organizations, and communities; the confrontation and alleviation of
poverty and oppression; the promotion of social and economic justice through policy
and programs; the development of resources and continued development of
professional knowledge to better serve client needs. The historical development of the profession
of social work will be examined to understand the evolution of the profession and
to analyze the relationship of historical events to current structures and
issues. Students will participate in
experiential exercises to better understand the historical development of
social work services and the interplay with the political process.
Learning
Resources:
1. Video What Do Social Workers Do? by NASW
2.
Discussion of social work and
social work knowledge”
3.
Sheafor
and Horejsi text Introduction and Chapter 1--This
material covers the Curriculum Policy Statement of the purpose of social work
as defined by CSWE; the
person-in-environment perspective; and explanation of the levels of practice
including individuals, families, groups, organizations; and communities, and
the systems that make up the change process.
4.
Johnson text on
reserve Chapter 3--This chapter
overviews the development from the British influence of the Elizabethan Poor
Laws to American developments of the Charity Organization Societies, Settlement
House movement, and institutions of social welfare that developed during the
post industrialization era to the current era.
5.
Film Legacies of
Social Change – 100 years of Professional Social Work in the
6. Experiential exercises in which students will
assume the role of social work clients in specified historical periods and with
specified identified problems
Dates: January 19, 24,26
& 31
Agency search project
due Feb. 2 (please submit on Blackboard)
II. Methods and Levels
of Practice
This
section will focus on the various sizes and types of client systems served by
the social work profession including individuals and families (micro), groups
(mezzo), and organizations and
communities (macro). Discussion will
focus on the examination of client strengths and problems in the interactions
among individuals and between people and their environments.
Learning
Resources:
1.
Johnson text on reserve Chapter 17 Working with Individuals and Families
2.
Johnson text on reserve Chapter 18 Working with Groups
3.
Johnson text on
reserve Chapter 19 Working with Communities
4.
Students are to read
Carlton-LaNey,
5.
Discussion of "Micro
Practice", Mezzo Practice", and "Macro Practice" from the Social
Work Dictionary.
6. Video Women of
Dates:
February 2 & 7
III. Roles and Functions of Social Workers,
the Planned Change Process and the Role of Critical Thinking
This
section covers the roles and functions generalist social workers may implement in social work
practice to further the well-being of people and promote social and economic
justice. The roles of counselor and
teacher specifically address the social work function of alleviating personal
distress and promoting well-being of individuals and families. The roles of broker, advocate, case manager,
and administrator specifically address the social work functions of planning,
formulation, and implementation of social policies, services, resources, and
programs needed to meet basic human needs and support the development of human
capacities. The roles of advocate,
administrator, and social change agent specifically address the social work
functions of the pursuit of policies, services, resources, and programs through
organizational or administrative advocacy and social and political action to
empower groups at risk and to promote social and economic justice. The roles of staff
developer
and professional specifically address the continued development of professional
knowledge in the field through scholarly research and presentations and the
individual's continued growth in learning.
The
course will then discuss the planned change process as it is used in generalist
social work practice. Emphasis will be
placed on impediments to the planned change process such as the lack of
critical thinking by the social worker or resistance to change by the client.
Learning
Resources:
1. Sheafor and Horejsi text Chapter 4 The Roles
and Functions Performed by Social Workers and Chapter 7 Facilitating Change
through Decision Making
2. Experiential groups in class will be used to
role play client scenarios and apply concepts to various client systems
including different size systems, types of systems, different ethnic and
cultural groups, and the most vulnerable client populations. These exercises will be intended to foster
the critical thinking skills necessary to apply theoretical concepts to human
client systems.
3. Discussion of "Generalist Practice"
from the Social Work Dictionary
Dates: February 9, 14, 16 & 21
Literature search due
2/16
Journal search due
2/23
IV. Guiding Principles,
Values, and Ethics of Social Work Practice
This
section will address the foundation principles and values that drive social
work such as the client's rights to
self-determination, to be treated with respect and dignity, to be treated with
respect for their individuality and unique characteristics, and to
confidentiality. The worker will
practice in ways that promote empowerment and self directed problem solving
with clients through recognition of the strengths of the whole client in the
social and environmental system. The
social worker will practice with the conscious use of self that is grounded by
value, knowledge, and ethics and will continue to advance their professional
wisdom through avenues of renewal and continuing education. This section will also specifically address
the NASW CODE OF ETHICS and analyze the application of the CODE
to client scenarios of different sizes, types, cultures, problems, and
vulnerabilities.
Learning
Resources:
1. Sheafor and Horejsi text Chapter 5 Guiding Principles of Social Work
2. NASW CODE OF ETHICS
3. Experiential group discussion applying
principles, values, and ethics to client situations.
4. Discussion of
"Values," "NASW Code of
Ethics" from the Social Work Dictionary
Dates:
February 23, 28, March 2, 7, 8 & 9
Mid term due on
Blackboard by 3:00 PM 3/9
Spring Break 3/14 –
3/16 Have fun!!
V. Basic Communication Techniques
This
section will address the interviewing skills necessary to establish helping
relationships that are characterized by mutuality, collaboration, dignity,
respect, self-determination, and empowerment in order to help clients improve
their functioning, well being, or their environment. The issue of cross cultural communication and
relationships will be addressed.
Students will examine how the conscious, professional, and therapeutic
use of self facilitates the helping interview.
Role playing of client interviews will be videotaped for critical
analysis and refinement of skill. Client
scenarios will depict situations of diverse problems, environments, and client
characteristics including people of color, people in poverty, people with
disabilities, people of a variety of ethnicities,
people with a variety of sexual orientations, both genders, and people with
diverse religions.
Learning
Resources:
1. Sheafor and Horejsi text Chapter 8 Basic Communication and Helping
Skills, Chapter 10 Intake and Engagement
2.
A videotape demonstrating the skills in the reading will be shown and
discussed.
3.
Non-videotaped and videotaped role play
Dates: March 21, 23, 28 & 30
VI. Person-in-Environment Perspective
This section will introduce students to the social work
person-in-environment perspective and also to the systems approach to
assessment. The goal is for students to
understand how the social work perspective is unique in the helping professions
and to prepare them for future coursework in which specific theoretical
frameworks will be studied.
Learning
Resources:
1. Sheafor and Horejsi text Chapter 6 Practice Frameworks for Social Work,
pp.82 - 95.
2. Experiential group discussions in class to
apply various frameworks to client systems of various sizes, types, cultures,
problems, and vulnerabilities.
3. Discussion of "Person in
Environment," " Ecological Perspective," "Life Model,"
"Systems Theory,"
and "General Systems Theory" from the Social Work Dictionary
Dates: April 4, 6 & 11
VII. Fields of Practice
This
section examines the various fields of practice by discussing the client
issues/problems encountered, knowledge necessary to intervene, skills or
typical interventions or services provided, values that drive the intervention,
and the settings that the social worker is likely to work in. Previous chapters regarding the roles and
functions, guiding principles and values, practice frameworks, and levels of
practice will be applied to each field of practice examined. The fields of practice include, children and
families, mental health, substance abuse, healthcare, schools, criminal and
juvenile justice systems, gerontology, disability, occupational, private
practice, administration, and research.
Learning
Resources:
1. Grobman text, all
chapters
Dates:
April 13, 18 & 20
VII. Merging Person and
Profession
This
section encourages students to apply critical thinking to the context of social
work
practice
and to examine their capacity to engage in this profession to work for the alleviation of injustice and
oppressive environments and to enhance individual and family well being and
functioning. Critical examination of
self is required. Students will be
expected to examine their personal values and the level of congruence with the profession=s
values and ethics. Education and
credentialing of the profession will be addressed.
Learning
Resources:
1. Sheafor and Horejsi text Chapter 2 Merging Person with Profession
Chapter 3 Merging the Person’s Art with
the Profession’s Science
2. Class discussion through the use of
provocative questions will stimulate student’s critical evaluation of their
ability to commit and engage in the profession.
This will include a discussion of self-learning which the volunteer
experience has evoked.
Dates:
April 25 & 27
Field of Practice
Paper (possible100 points) due April 27
May 2 Course wrap up
FINAL EXAM: May 5 Must be completed by 2:00 PM on Blackboard
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.