CALIFORNIASTATEUNIVERSITY, SACRAMENTO

DIVISION OF SOCIAL WORK

Beginning Social Work Practice (SWK 204B) Spring 2008

3:00 p.m. -- 3:45 p.m. Eureka 109

Instructor: Dr. Francis Yuen, DSW, ACSW. Professor

Office and Phone: Mariposa Hall 4007, (916) 278-7182,

Web Page:

Office Hours: Monday 9:00 a.m. to 11:00 a.m., Tuesday 10:00 a.m. to 11:00 a.m., or by Appointment.

Course Description

Social Work 204B is the second practice course in the graduate curriculum. Building on the generalist practice perspective developed in SW 204A, this course broadens the ecological context in which human behavior is impacted by the social forces of economics and political processes. In SWK204A, we emphasized the Relationship-Assessment-Planning-Intervention-Evaluation-Termination process as it pertained, primarily, to our work with individuals, couples, and families. In SWK204B we will emphasize the same process of social worker’s involvement with groups, organizations and communities. The effects of social stratification and oppression are considered as they arise in work with client systems at the aforementioned levels of intervention.

Particular attention is given to how intervention at one level may influence what is happening at other levels. Theoretical principles and social work practice issues will come alive through your dedicated participation in role-plays and group activities. Practice situations from your field placements will form a major basis of learning. With sufficient safeguard of client confidentiality, you are encouraged to bring in field material.

Theoretical Framework

This course is grounded in the same theoretical frameworks as SW 204A (i.e., Ecological Model, Empowerment/Strength Approaches, Task-Centered, etc). Social work practice is a dynamic, interactive, multi-level process no matter what the level of the initial problem. Practice outcomes are a function of the effectiveness of the social worker's general practice skills, ecological assessment, specific intervention skills, as well as his/her application of the profession's code of ethics. A variety of practice modalities are explored in this course. Special attention will be paid to process and dynamic in various types of group, as well as organizational and community settings.

Course Objectives (as demonstrated byclass assignments and in-class experiential exercises)

Knowledge-based objectives: Upon completion of this course, students will be able to

  1. Understand components of leadership, infusing social work ethics and values as well as professional use of self, necessary to develop effective small groups as well as when engaging in program/organizational evaluation and community assessment, as demonstrated by class assignments and in-class experiential exercises.(Program Objectives 2,6,10,12; EPAS 3.0/M6,4.0, 4.5)
  2. Understand a variety of approaches used to assess, intervene, and evaluate practice with small groups, program/organizations, and communities as demonstrated through class assignments and in-class experiential exercises.(PO 2,6,10,12; EPAS 3.0/M6,4.5)

Skill-based objectives: Upon completion of this course students will be able to

  1. Demonstrate an initial ability to develop, assess, facilitate, and evaluate a small group, as demonstrated by class assignment and in-class experiential group exercises.(PO 6,7;EPAS 3.0/M6,4.3,4.5)
  2. Demonstrate an initial ability to engage in program/organizational development, analysis, and evaluation, as demonstrated by class assignment and in-class experiential exercises.(PO 6,7,11,12; EPAS 3.0/M6,4.3,4.5)
  3. Demonstrate assessment skills and ability to intervene at the community level, as demonstrated by class assignment.(PO 6,7;EPAS 3.0/M6,4.3,4.5)
  4. Demonstrate ability to critically select and evaluate interventions to be used with small groups, organizations, and communities using empirical literature to support the rationale for such selection, asdemonstrated by class assignment.(PO 6,7,8;EPAS 3.0/M6,4.3,4.5,4.6)

Value-based objectives: Upon completion of this course students will be able to

  1. Display sensitivity to issues of oppression (i.e., racism, sexism, classism, and homophobia) throughout the levels of social work service delivery as demonstrated by in-class experiential activities and written assignments.(PO 1,2,3,4; EPAS 4.0,4.1,4.2)
  2. Continue to internalize the philosophy, principles, values, and ethics of the social work profession, as demonstrated by in-class experiential exercises and assignments.(PO2,5; EPAS 4.0)
  3. Continue to learn and appreciate the continuum of traditional to acculturated values, norms, beliefs, and behaviors of ethnic groups within the region as demonstrated by in-class experiential activities and discussions.(PO 1,3,4; EPAS 4.1,4.2)

Course Format

This course is conducted on a lecture-discussion-laboratory basis. Student preparation and participation are integral parts of this learning process. Students are encouraged to meet individually with the instructor during office hours to explore issues and to clarify assignments as well as course content. Students will lead and participate in exercises and group discussions about practice and practice issues. This will provide a special opportunity to integrate the field experience with classroom learning. Videos, role-plays, group and one-to-one exercises, and case presentations from field sites will be utilized. Students are encouraged to share the course outline with the field instructor in order to provide guidance for both field instructor and students during the field experience. Please speak with the instructor in class or during office hours if you do not believe that your needs are being met.

Course Expectations

This course demands your active participation. In order to develop a safe and positive learning environment, you are expected to adhere to the following requirements.

  1. Attendance. Be prompt. Attend class, the whole class period. As a matter of fairness and equity, anyone missing more than (2) two scheduled class session or the equivalence losses a minimum of a letter grade on the final course grade. There is no substitute or make-up for attendance and participation. Missing (4) four scheduled class sessions or the equivalence will result in dropping from the course and will require the student to make arrangements to complete the course in a fashion acceptable to the Directors of the Graduate Program Director and the Division of Social Work.
  2. Participation and Active Learning. Your interest, time, and commitment to the course and to everyone’s personal/professional development are highly valued. Know your fellow classmates; they will be your learning partners and your peer support. Be prepared for class discussion and activities. Participation in class is expected and will be graded. Do all your work, particularly when you are part of a working group. Get your needs met by interacting with classmates and by raising your concerns and criticisms with the instructor. Conduct yourself in a professional, productive, respectful, and non-violent manner.
  3. Plagiarism. Any form of cheating or academic plagiarism will result in a failing grade for the course. This is a serious matter. Read relevant literatures extensively, cite sources and references appropriately, give the authors and yourself the credits and respect that both of you deserve.
  4. Assignments. It is expected that all assignments will be due on the date indicated on the syllabus, unless a decision is explicitly made and announced in class to change the due date or due to very special and unexpected circumstances. Late assignments will only be accepted with prior permission from the course instructor and will receive a reduced grade that equals at most 90% of the original grade. Assignments that do not receive specific grades and which are not submitted on time will lower the student's final grade for the course.
  5. Readings. Assigned readings should be completed as they correspond with the class schedule.
  6. Writing Style. Other than those specify in the assignment requirements, apply the basic APA (American Psychological Association) style for all written assignments both in the main text and in citing references. Copies of the APA manual (5th edition) are available in the library. Reference links are also available through my web page. All written assignments should be typed and double-spaced. They must be mechanically and stylistically acceptable. Serious deficiencies in areas such as spelling, punctuation, sentence structure, and coherent organization will result in lower grades.
  7. E-mail: All students are expected to check their e-mail regularly. Some class communications will be through e-mail. You may apply for a student e-mail account through the university.
  8. Cellular phone, pager, text messaging, or web surfing. Unless you are expecting important phone calls (i.e., family or on-call responsibilities), please turn off your cellular phone or pager during class meeting. Text messaging or web surfing during lecture or class discussion is unacceptable.

Ethical Practice

As developing social work professionals, it is expected that students will become familiar with and adhere to the NASW Code of Ethics. This code for professional behavior should guide your actions in class and in the field agency setting. Ethical violations (e.g., disrespect for colleagues) may result in failure of this course, particularly if the instructor or the field instructor has previously advised a student of the violation(s).

Students with Special Needs

Students with disabilities that may require special accommodations are encouraged to contact the Services to Students with Disabilities. (Lassen Hall 1008, phone: 278-6955).

Course Assignments and Grading

All assignments are graded based on the following criteria where appropriate:

  • Effective use of knowledge; the integration of concepts, theories, and information from readings, lectures, and class discussions. The inclusion of personal points of view along with rationale and logic.
  • Organization; thesis in introduction, smooth relationship between ideas and between paragraphs, overall structure, integrative concluding section.
  • Clarity; understandability, good style and form. Syntax, grammar and spelling. References in appropriate format (use of APA format).

Please remember to always retain a duplicate copy of all your written assignments prior to submitting them for grading in the event of accidental loss or destruction.

Students are expected to complete all the work for the course on time when they are due, and where special circumstances arise and they are granted permission, by the last regularly scheduled class meeting. If you need help or have questions, do not hesitate to contact me. Incompletes are not given automatically.

A grade of Incomplete may be assigned only in cases of illness, accident, or other occurrences clearly beyond the student's control. It is the student's responsibility to fulfill the University's and/or Division's policies and procedures for obtaining an Incomplete for a course grade. Students who fail this policy will automatically be assigned a grade of FAIL for the course.

Description of Graded Assignments

1. Attendance and Participation (10% of final grade)

Grades for participation will be based on the professor’s assessment of each student’s attendance and in class participation. This will also include the bi-weekly field journals (odd and even groups).

2. Analysis of Group Formation, Processes, & Dynamics (30% of final grade)

For a period of five weeks students enrolled in this course will develop and maintain an experiential group. Due to large class size, the class will be randomly divided into two groups. Each group will have 7 to 8 students and will meet in separate rooms (if possible) for their own group. One hour of in-class period will be used for each of the meetings held by the students. Students are in charge of running these groups. The instructor will shuttle between groups and sit in the sessions minimally held by the group as an observer, not as a participant, a group facilitator, or an advisor.

During the first meeting students should determine the type and purpose of the group being formed (i.e., support group, educational group, task group) as well as norms that may be used to guide the group process. While the group is in existence (throughout the five weeks), students should take notes of the following:

  • Stages of group development
  • Communication patterns/styles and roles engaged by group members
  • Group norms, group cohesion and group culture developed
  • Individual and collective issues/needs
  • Use of self
  • Leadership and decision making process
  • Effects that possible subgroups are having on the larger group
  • Issues of power and conflict resolution
  • Any other factors influencing group processes/dynamics

During the last group session, students are encouraged to collectively evaluate group outcomes

Upon completion of the experiential group experience, each student is required to write an analysis of the group encounter. The assignment must be typed and not exceed ten (10) double-spaced pages. Use class lectures, exercises, discussions, and readings to support your observations, statements, or argument whenever appropriate. (APA format is required.) Clear and grammatically correct writing will contribute positively to your grade. The following issues and questions should be addressed.

  • List of members of the group.
  • How would you define the type of group formed?
  • Were the purpose(s) and objective(s) of the group well defined? (Provide rationales and examples to support your arguments.)
  • Identify, analyze, and discuss the stages of group development experienced by your experiential group. (Provide rationales and examples to support your observations.)
  • Discuss how communication patterns/styles among members, individual and collective issues/needs, group norms/culture developed, leadership/decision making process, as well as issues of power and conflict resolution affected group cohesion. (Provide rationale and examples to support your argument.)
  • Discuss and analyze changes in the roles engaged by group members. What factors could possibly have influenced those role changes?
  • Discuss and analyze the emergence of possible sub-groups and their effects on the larger group.
  • Discuss and analyze your “use of self” during specific group processes/dynamics. What would you do differently? How? Why?
  • State your personal reflections of yourself in these group exercises. What kind of group member and group leaders are you? What have you learned about yourself through these group experiences? How do they contribute to your professional growth?

3. Service Development/Management/Evaluation Issue Symposium (30% of the final grade)

Students will be divided into 5 groups. Each group will be responsible for researching and critiquing one of the following topics. While one group is responsible for presenting, the other groups are to provide critiques, feedbacks, and suggestions. This assignment is different from last semester’s roundtable discussion. This is a combination of small presentations and open discussions. Each group should also submit a 3-5 pages paper (not counting the reference pages) that includes the following to the instructor before the symposium.

  • An introduction (couple paragraphs)
  • A short literature review (less than one page) regarding the topic
  • The issue/case and the discussions
  • A conclusion:including at least 10 critical points addressed by this assignment
  • References (not counted as part of the 3-5 pages)

Pick one of the following as your group topic:

Community work in actions: A case study of the roles of social workers in organizing a community or an organization to address a community issue?

A case of social action: What is the issue/cause? How it works?Does it work?

Lobbying and legislative processes: Example(s) and methods

The importance of supervision. How it works? What works best?

Examples of mismanagement of human service agencies and how to better manage.

Humanizing bureaucracy: Social workers as managers. Is it possible? Examples and methods.

What are the characteristics of successful school based or after-school programs (i.e., tutoring, mentoring, and recreation activities) for at-risk children and youth? Developing a program proposal.

Why Alcoholic Anonymous is not necessarily appropriate for everyone? What alternative program(s) will you (social workers) develop or employ for clients in recovery?

If you are interested in topics other than those listed above, consult me about the suitability.

Each group will have about 15 minutes to discuss their chosen topic and may include the following:

  • An introduction
  • A minimum of ten critical points to be addressed on the chosen topic.
  • Succinct presentation of the subject matter that demonstrates comprehension of the topic and effective use of knowledge - integration of concepts, theories, and information from readings, literature review, research, lectures, and class discussions
  • A conclusion
  • After each group presents its topic a short “questions and answers” will follow for clarification and immediate comments.
  • After all groups have presented their topics, Questions and Answers/Open discussions will take place to discuss questions such as the following:
  • How do these topics relate to macro practice?
  • Why do you care about these topics?
  • Is accountability a concern?What would you do if you were the program officer for a funding agency?
  • What would you do if you were the agency director?

Students will be graded on their individual performance, group performance, and individual contributions to the group efforts using the following criteria:

  • Evidence of quality literature reviews as demonstrated by data and references used.
  • Effective use of knowledge - integration of concepts, theories, and information from readings, lectures, and class discussions
  • Organization of the arguments including rationale, logic, examples, clarity, creativity, and style.
  • Handling of the open-discussion
  • The quality of the required 3-5 pages paper.

4. Community Assessment and Initial Plan of Actions (30% of final grade)

As a final assignment, students are required to conduct an assessment of a community of their choice as well as to develop an initial plan of actions for one of its critical concerns. First, a student needs to identify a community to study. A service target population is not necessarily a community. Second, a student needs to identify a critical issue in this community and a plan of actions to address this issue. This assignment must be typed and be between 7 to 10 double-spaced pages (not including references).(APA format is required.).

Component One: Community Needs Assessment

This first step requires that you identify and describe the community that you have assessed. Three to five typed double-space pages is required. Support your observations with examples, academic references, and empirical data as you address the following questions and factors.