San José State UniversitySchool of Social Work ScWk 272, Social Work in Educational Settings, Section, Summer, 2013

Instructor: / Taquelia Washington, LCSW/PPSC
Office Location: / TBD
Telephone: / 510.355.0359
Email: /
Office Hours: / To be Arranged
Class Days/Time: / Mondays 5-9:15pm
Classroom: / Clark 216
Prerequisites: / Successful completion of SW 212, 214, 220, and 221 coursework. Required for PPSC Students.

Faculty Web Page and MYSJSU Messaging

Copies of the course materials such as the syllabus, major assignment handouts, etc. may be found on the course Canvas site. You are responsible for regularly checking with the messaging system through Canvas.

Catalog Description

Knowledge and skill development for practice from a transcultural multi-systems perspective in school settings, including critical analysis of relevant policies. Roles, responsibilities, and functions of social workers in education to promote well-being and social change. Emphasis on schools as community service agencies to meet the needs of diverse student populations and families. (3 units).

Course Description

Social Work 272 is an advanced level course that focuses on social work practice in educational settings. Students gain skills and knowledge in transcultural multi-systems school social work practice. The course builds on skills and competencies gained in both foundation and concentration practice courses (i.e., SW 220, 221, 222, 223) and HBSE courses (i.e., SW 212 and 214). Using developmental, ecological/systems, strengths, and psychosocial perspectives, SW 272 examines multi-systems professional social work practice with high risk, poor, oppressed, marginalized, and/or disenfranchised children, adolescents, and families in school interdisciplinary interventions. The course examines the promotion of well-being and social change, with specific emphasis on attainment of educational goals. Individual and family needs are explored in the context of educational policies, organizational dynamics, pupil adjustment and assessment, life cycle development, and advocacy. Evidence-based and best practice interventions reflecting the current state of educational and social work research are emphasized.

Course Competencies & Practice Behaviors (Student Learning Objectives)

The following Competencies are realized through this course:

1.  Identify as a professional social worker within the context of schools and educational settings.

2.  Apply social work ethical principles to guide professional practice

4.  Engage diversity and difference in practice.

7.  Apply knowledge of human behavior and the social environment.

9.  Respond to contexts that shape practice.

10.  Engage, assess, intervene, and evaluate with individuals, families, groups, organizations and communities.

Upon completion of ScWk 212 students will be able to:

  1. Demonstrate respectful and effective relationships with colleagues, skill in managing professional boundaries including navigating ambiguities encountered in multiple roles, and professional demeanor in behavior, appearance and communication in the context of school settings. PB 1 a, c, d.
  1. Demonstrate capacity for self-reflection and critical evaluation of needs for professional development, and the ability to identify and pursue strategies for advanced professional development and growth in school settings. PB 1 b, e.

3.  Effectively apply decision-making strategies in school settings that are grounded in social work values and ethics and person-centered principles, and adhere to legal and ethical standards in practice to ensure consumer/client and family member engagement in decision-making in adherence with the NASW Code of Ethics. PB: 2 a, b.

  1. Understand the historical and societal variables influencing interaction at the micro, mezzo, and macro levels in school settings. PB 4 a.
  2. Utilize conceptual frameworks, particularly related to learning theory, in relation to social work assessment and intervention in school settings. PB: 7 a.
  1. Demonstrative skill in interagency and multi-disciplinary practice including effective collaboration with other professionals and organizations. PB 9 b.
  2. Apply advanced social worker practice skills to conduct a comprehensive, collaborative, unbiased assessment that follows legal and ethical guidelines and identifies strengths and needs. PB 10 (b) b.
  1. Apply advanced social work practice skills to involve clients, family members, and community service providers, as well as knowledge of efficacy of intervention strategies to develop effective and coordinated intervention plans in school settings.. PB 10 (b) c, d.

IV-E Competencies

This class addresses the following IV-E Competencies: 1a, 1b, 4a, 7a.

Required Texts/Readings

Textbook

Constable, F., Massat, C.R., McDonald, S., & Flynn, J. (eds.). (2009). School social work: Practice, policy and research (7th ed.). Chicago: Lyceum Books.

Neukrug, E.S., & Fawcett, R.C. (2010). Essentials of testing and assessment: A practical guide for counselors, social workers, and psychologists (2nd ed.). Belmont, CA: Thomson Brooks/Cole. NOTE: This book will be on reserve at the library. Students are required to read PART III only—purchase is optional.

Other required readings are available online via the SJSU library or websites. These are listed under the Course Outline.

Other Readings

Kozol, J. (2005). The shame of the nation: The restoration of Apartheid schooling. New York, NY: Crown Publishers.- Available Electronically at SJSU Library (Recommended)

Levine M. (2002). A mind at a time. New York, NY: Simon & Schuster. (Recommended).

Library Liaison

For assistance in the library go to the King Library Reference Desk (2nd floor; 808-2100) and/or utilize the Social Work Research Guide available at http://libguides.sjsu.edu/scwk. The Social Work Library Liaison is: Teresa Slobuski, who may be reached by phone (408.808.2015) or email ().

Classroom Protocol

Students are expected to arrive on time, participate in class discussions and exercises, and to be attentive to lectures and discussions. It is important to be courteous and respectful to ones peers as well as to the instructors. Students are asked to refrain from using cell phones, earphones or other devices. Students are expected to use laptop computers for classroom related work.

Teaching methods include anticipatory guidance lecture, seminar, classroom discussions, videos, speakers, and direct participation, with a focus on case presentations, student taught workshops (in schools this is called in-service) and role play. Social work education in current news will be discussed weekly, so students should read newspaper/magazine/internet sources and bring relevant material to class.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Refer to the current semester’s Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic calendar web page located at http://www.sjsu.edu/academic_programs/calendars/academic_calendar/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes. Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.

Assignments and Grading Policy

Your grade in this course will be based on your presentations, written work, tests and participation as follows:

Assignment / Points / Practice Behaviors
Educational Experience Reflection / 10 / PB: 2
Research Paper / 25 / PB: 3, 4, 8
Exam / 20 / PB: 3, 4, 5, 7, 8
Group In-Service Presentation / 25 / PB: 1, 6, 8
Class Participation / 20 / PB: 1, 2

Penalty for Late Work

Two points will automatically be deducted from assignment if it is not turned in during the class period in which it is due. An additional 2 points will continue to be deducted for every class period in which the assignment is late. Please Note: No electronic versions of assignments will be accepted. In order to avoid a late penalty, all assignments must be turned in no later than due date in hard copy form.

Readings & Websites: Since this course is very discipline specific, reading is somewhat heavy, but important for the learner. Students are advised to review the course syllabus and set their own schedule to keep up with the reading. Student learning will reflect the commitment to completing readings. There are also websites assigned for reading or exploration. These are included as critical resources for the school social worker.

Assignment 1

Educational Experience Reflection (10 points). Students will submit a 3-5 page, double-spaced, standard 12 pt font, personal reflection on their own preschool-12 educational experience (or the equivalent if educated outside the US). Students may elect to address a general overview of schooling, or focus on a meaningful experience. Students are encouraged to consider: relationships with teachers/staff, parent/caretaker attitudes about education/school, meaningful and/or discouraging relationships or experiences, peer influences, community/social environment impact, educational access/resources, labels or tracking, and/or sense of self as a learner. Due Class 2.

Assignment 2

School Social Work Research Paper (25 points). Students will prepare a 10-12 page research paper on a school social work topic of their choice. APA 6th edition format required. The topic must be different than that addressed in the group in-service and must in some way affect a vulnerable or oppressed group. Citations/references must include at least 5 peer-reviewed journal articles on the topic. The paper should consider relevant issues in the following domains: historical/contextual, policies and/or legislation, ethics or values, transcultural competence, multisystems interventions, and evidence-based practice. Students should demonstrate critical thinking and the ability to integrate material. This paper must also include student insights from an interview conducted with a school social worker on the topic at hand. Due the 7th class.

Assignment 3

Comprehensive Final Exam (20 Points). Students will be given an in-class, comprehensive, final exam to test the knowledge of information learned throughout the course. Exam will test student’s ability to apply information taught in the class and may consist of multiple choice, true/false, vignettes, and short answer questions. Test will be given during the 8th class.

Assignment 4

Group “In-service” Presentation (25 points). The class will be divided into 4 groups (this may need to change depending on the class size.) Groups will be voluntarily formed, based on the topic of interest. The group will collaborate and then prepare and present a 45 minute in-service training, using PPT, at least 1 interactive activity, and a 1 page handout. Another 15 minutes will be allowed for discussion and questions. Students are encouraged to be creative and cognizant of learning theory, as they prepare this in-service. The intended audience is professional (school staff, faculty, social workers, etc.) not parents/caregivers. Students will receive a group grade. Groups must chose from the list of commonly requested in-service topics below. Each group must settle on a different topic.

Services for foster or homeless youth Student Mental Health

Depressed and/or suicidal youth Building Resiliency

Responding to a traumatic school crisis Adopted Kids

Bullying/ Cyberbullying LGBTQQI Youth (can pick a focus)

Mandated Reporting (child abuse) Nutrition/Exercise/Obesity

Restorative Justice Substance Use

Sexual Behavior/Pregnancy Self-Esteem, Social Skills

Learning Disabilities Engaging Families

Cultural Competence Improving attendance

Classroom climate Teacher self-care

Class Participation (20 Points)

Students can earn up to two points per class period for class participation. Students will be assessed on the frequency, quality, and depth of their in-class participation in class discussions. As part of class participation, students are expected to critically analyze information that is presented/discussed, bring examples and applications of the concepts being covered, be prepared to discuss readings, and provide additional insights on issues from their own special knowledge and expertise. Students should notify the instructor in advance if they are not able to attend class or if they need to leave class early.

APA Format and Writing Requirements:

All papers must follow current American Psychological Association (APA) format guidelines (6th edition) with the following exceptions: the use of running heads is optional. All papers must use standard, 12-point fonts (e.g., Times Roman) and be free of typographical, formatting, spelling, and content errors, as the quality of the writing will be evaluated as part of the grade for all written assignments. Be sure to carefully review and edit all drafts prior to submission. All ideas, quotes, and information taken or derived from other sources must be appropriately cited and referenced in accordance with APA rules.

Grading

The grading and evaluation distribution for the class is outlined below.

Percentage. / Grade.
97-100%. / A +
93-96%. / A.
90-92%. / A -
87-89%. / B +
83-86%. / B.
80-82%. / B -
77-79%. / C +
73-76%. / C.
70-72%. / C -
67-69%. / D +
63-66%. / D.
60-62%. / D -
Below 60%. / F..

University Policies

Academic integrity

Your commitment as a student to learning is evidenced by your enrollment at San Jose State University. The University’s Academic Integrity policy, located at http://www.sjsu.edu/senate/S07-2.htm, requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sa.sjsu.edu/judicial_affairs/index.html.

Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include your assignment or any material you have submitted, or plan to submit for another class, please note that SJSU’s Academic Policy S07-2 requires approval of instructors.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Disability Resource Center (DRC) at http://www.drc.sjsu.edu/ to establish a record of their disability.

School of Social Work Policies

School of Social Work Writing Policy

The Instructor will return selected assignments (as specified elsewhere in the syllabus) ungraded if at least five unique errors are found in grammar, punctuation, sentence structure, spelling, typos, APA style, or other basic writing errors. Late penalty points may apply, as specified in the syllabus.

A unique error is an error that will be counted 1 time. For example, if a possessive apostrophe is left off of a word 5 times in a paper, it will be counted as 1 error (i.e. a possessive apostrophe error). It is the student’s responsibility to make corrections throughout the paper and ensure there are no additional instances of the error in the paper before re-submitting the paper and submitting next assignments.