Instructor: Nancy A. Amos, ACSW, LCSW
                    123 Bradley Hall
                    677-3614
                    amos@hilltop.bradley.edu
Office Hours: M 4:00 - 5:00 p.m.; W 10:00 a.m. - 12:00 noon; TH 3:00 - 4:00 p.m.;
                    F 10:00 a.m. - 12:00 noon; and by appointment
Class Hours: T and TH 1:30 - 2:45 p.m. BR223

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, socioeconomic status, gender, sexual orientation, and political orientation. All written assignments will use non-discriminatory language.

Intercollegiate Competition: Any student representing Bradley University in an intercollegiate competition may be excused from class for a scheduled event if she/he discusses 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.

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.

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, 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. (2000). Techniques and Guidelines for Social Work Practice., Fifth Edition, Boston: Allyn and Bacon.

    2. Grobman, L.M. (1999). Days in the Lives of Social Workers., Second Edition, Harrisburg, PA: White Hat Communications.

    3. Murphy, B.C. and Dillon, C. (1998). Interviewing In Action: Process and Practice. Pacific Grove: Brooks Cole.

B. Supplemental readings on reserve: Johnson, H.W. (1995). The Social Services: An Introduction. Itasca, IL: F.E. Peacock Publishers.

C. Other supplemental 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, 3 grammaticaily 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. Finai 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 = 360-400
B = 320-359
C = 280-319
D = 240-279

A. Participation (possible20 points)
Preparation, attendance, and participation in this course is the responsibility of each student. The student is also responsible for all content covered and assignments made during any missed class.

B. Volunteer Experience
Students will volunteer for 15 hours during the semester in a social service agency or with a social service setting within a host institution. A list of possible volunteer opportunities will be distributed in class or students may consult the directory of social service agencies in the instructor's offfice. Students wIil be expected to call the agency and make the
volunteer arrangements.
1. Agency Search Project (possible 40 points) due SEPTEMBER 21.
Based on the volunteer experience students wili 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, curbcuts, 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 diffficult it would be for a client to seek services from this agency. Purpose of assignment: assess and analyze organizational barriers or enhancements to the access and receipt of services.

2. Field of Practice Paper (possible100 points) due NOVEMBER 30
Students will write a 6 to 8 page paper about their volunteer agencv. The paper must explore the roles and functions of social workers in the held of practice of the agency, the guiding principles and values, how the person-in-environment approach is demonstrated by agency practices, and which level of practice (micro, mezzo, macro) are applied as well as an overview of the field of practice. The paper must then compare this to at least two cited sources on this field of practice from the empirical literature. These cannot include the class text as one of the sources. Sources from the Internet may be used to supplement material but they will not be counted as one of the empirical sources. Likewise, students may quote from the agency brochure but this will not be counted as one of the two required empirical sources. The purpose of this assignment is threefold: #1 expose students to the social work profession and serve as a pre-field experience with client popuiations, #2 give students the opportunity to integrate theory with the applied setting through observation of theory in action in agency setting, #3 have students critically analyze and compare findings from the empirical literature to the applied setting in agencies.

Included with this paper must be documentation of the completed 15 hours of volunteer service signed by a staff member of the agency. A form will be provided in class.

C. Communications Experiential Exercise (possible 30 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.

D. Midterm Exam (possible 100 points) OCTOBER 5

E. Book Chapter Report (possible 10 points)
Students will be assigned a chapter in the Grobman book for oral presentation to the class.

F. Final Exam (possible 100 points) DECEMBER 12

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" from the Social Work Dictionary
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 'evels 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. Video Women of Hull House. Discussion of this video incorporates the historical roots of the social work profession that championed social and economic justice for all disempowered groups of people.
6. Experiential exercises in which students will assume the role of social work clients in specified historical periods and with specified identified problems

Dates: August 24, 29, 31, September 5, 7

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 inciuding 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. Discussion of "Micro Practice", Mezzo Practice", and "Macro
Practice" from the Social Work Dictionary.

Dates: September 12, 14, 19, 21 (AGENCY SEARCH PROJECT DUE 9/21)

III. Roles and Functions of Social Workers, the Planned 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. Em-phasis 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 Dictionar,v

Dates: September 26, 28, October 3 (MIDTERM 10/5)

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 wlil 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: October 10, 12, 17, 19

V. 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.85 - 96.
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: October 24, 26

Vl. 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 11 Intake and Engagement
2. Murphy and Dillon text Chapter 3 Attending and Listening; Chapter 4 Support and Empathy A Sustaining Presence; Chapter 5 Exploration and Elaboration
3. Non-videotaped and videotaped role play

Dates: October 31, November 2, 7, 9, 14

Vl. 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
2. Social workers from diverse fields of practice will address the class.

Dates: November 16, 21, 28 Vll. 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 the use of provocative questions will stimulate students' 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: November 30, December 5 (FIELD OF PRACTICE PAPER DUE 11/30)

FINAL EXAM: TUESDAY, DECEMBER 14 9:00 AM -11:00 AM

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