BRADLEY UNIVERSITY
SOCIAL WORK PROGRAM

Instructor: Sandi Kistner, MSW, LSW
128-D Bradley Hall
Ph: 682-3821 (home)
email: gatormsw@iaonline.com

Office Hours: Monday 5:30-6:15 p.m.
Class Sessions: Monday 6:30-9:00, BR 201

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 studentÕs 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.

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.

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 their 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, roles, and theoretical perspectives as applied to various client populations nd 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 code of ethics for social work will be emphasized and students will be able to critically analyze the application of the code 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.
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.

Resources:

Required texts:

1. Sheafor, B. W., Horejsi, C. R., and Horejsi, G.A. (1997). Techniques and Guidelines for Social Work Practice. Boston: Allyn and Bacon.
2. Barker, Robert L. (1995). The Social Work Dictionary. Silver Springs, MD: NASW Press.
3. Grobman, L. M. (1996). Days in the Lives of Social Workers. Harrisburg, PA: White Hat Communications.

Supplemental readings on reserve:

1. Johnson, H. W. (1995). The Social Services: An Introduction. Itasca, IL: F. E. Peacock Publishers.

Other supplemental readings may be assigned throughout the course of the class.

Learning Evaluation:

Written assignments should be typed and double-spaced, stapled or in a folder, grammatically correct and clear, and properly documented in APA style. Please leave adequate marginal space for comments. Use of non-sexist and non-biased language is expected in written assignments and in class discussions.

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.

• Participation (possible) (20 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. One point will be earned for each class session attended up to 14 points. An additional 6 points will be for active participation in class discussion, exercises.
• World Wide Web Assignment (possible 40 points). DUE: September 29th
  A 1-2 page report should summarize information located on the World Wide Web related to a social work issue of interest to the student. The first paragraph should describe how the material was located (what search engine, directory did you use, what subject or prompt words did you use) and give the URL address to enable someone else to find and read the information. Purpose of the assignment: To develop the research, analytic and written skills necessary to seek continual growth in the dynamic field of social work knowledge. For students who experience some anxiety over computer technology, this assignment is designed to decrease apprehension and increase comfort levels with information technology.
• Agency Search Project (possible 40 points). DUE: October 27th
  The student should identify an agency in the tri-county area that provides a service related to the problem issue selected for the field of practice paper. A 1-2 page paper should summarize the following:
1. Location: address, description of building and exterior area, description of buildings in area, description of the neighborhood.
2. Access: geographic location, parking, one-way streets or other difficulties, access by public transit.
3. Accessibility: stairs, elevators, doorways, signs, curbcuts, ramps.
4. Services: copy of brochure or printed material obtained from the agency visit describing services offered and population served.
5. 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.
6. Summary: summarize how easy or difficult 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.

• Field of Practice Paper (possible) (100 points). DUE: November 24th
  A 6-8 page paper will be assigned relating to one of the social work fields of practice covered in this course. The focus of the paper is to be an indepth research on a particular problem or issue a social worker may encounter in their practice in the selected field. (e.g. in children/family services, the issue of transracial adoption; in mental health, the issue of involuntary hospitalization; in schools, the issue of peer pressure, etc.). The paper should be an annotated bibliography followed by the student's synthesis and commentary. The bibliography should include at least 6 sources from professional literature, at least one of which must be specifically from a social work journal or book. These may be supplemented by additional sources from more popular literature (Time, Newsweek, etc.). At least one source must be material from the World Wide Web.

The bibliography should include the reference information followed by a paragraph summarizing the content for each source (in the student's own words). This might include purpose of the article or research, a brief statement of research design, highlights of results or points covered, and conclusions drawn or recommendations made. The student's discussion section should address the kind and scope of services and resources that might be needed to address the selected problem. The bibliography and discussion should demonstrate the student's understanding of the chosen field of practice, the client population served, and the education, credentials, and/or skills required to practice in this field. Purpose of assignment: To develop awareness of how social workers intervene in problems to enhance individual well being and promote economic and social justice; to develop research and writing skills to seek continued growth in the dynamic expansion of knowledge and to apply research findings to better serve clients; to develop the awareness and use of the professional literature.

• Midterm Exam (possible 100 points). Tentative date: October 6th
• Final Exam (possible 100 points). Date: December 15th, 8:00-10:00 p.m.

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 services to meet human needs and support the development of human potential; and the 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.

Learning resources:

1. Video:"What Do Social Workers Do?" by NASW.
2. Social Work Dictionary discussion of "social work" and "social work knowledge".
3. Sheafor and Horejsi, Horejsi text Introduction and Chapter 1. This chapter covers the Curriculum Policy Statement of the purpose of social work as defined by CSWE; the person-in-environment perspective; an explanation of the levels of practice including individuals, families, groups, organizations, and communities; the systems that make up the change process.
4. Johnson text on reserve: Chapter 3 Historical Development. This chapter overviews the development from the British influence of the Elizabethan House movement, and institutions of social welfare that developed during the post industrialization era to the current era.
5. Video "Women of Hull House".

Dates: Sept. 1, 8

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. SW Dictionary "Generalist Practice", "Micro Practice", "Mezzo Practice", and "Macro Practice"

Dates: Sept. 15, 22

Roles and Functions of Social Workers
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.

Learning resources:

1. Sheafor and Horejsi text: Chapter 4 The Roles and Functions Performed by Social Workers.
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 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. SW Dictionary "Generalist Practice".

Date: Sept. 29

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 clientÕs 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 int he 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. SW Dictionary "Values", "NASW Code of Ethics".

Date: Oct. 6

Exam: Tentative Date: Oct. 6

Practice Frameworks
This section will address the various practice frameworks including the generalist perspective, the systems perspective, the ecosystems perspective, the strengths perspective, the ethnically sensitive perspective, and the feminist perspective. Practice theories and models will also be overviewed and discussion will address determining which client groups and populations are best served by which models and theories. Strengths, limitations, and delimitations of perspectives, frameworks, theories, and models will be addressed. A framework for evaluation and analysis of the application of theories will be presented.

Learning resources:

1. Sheafor and Horejsi text: Chapter 6 Practice Frameworks for Social Work.
2. Experiential group discussions in class to apply various frameworks to client systems of various sizes, types, cultures, problems, and vulnerabilities.
3. SW Dictionary "Person in Environment", "Ecological Perspective", "Life Model", "Systems Theory", "General Systems Theory".

Dates: Oct. 20, 27

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.
2. Videotaped role play.

Dates: Nov. 3, 10

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.Guest speakers, social workers in various fields of practice explaining what their job entails.

Dates: Nov. 17, 24; Dec. 1, 8

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 professions 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
2. Class discussion through the use of provocative questions will stimulate students' critical evaluation of their ability to commit and engage in the profession.

Date: Dec. 8