Page | 12
Whittier College Department of Social Work
SOWK 240: Introduction to Social Work
Instructor: A Hamilton Williams
Class Location: In a Place
Day/Time: On Important Days & Times
Office Hours: TBA
Office: Platner 113
Mail Box: Platner
Telephone: x4366
(562) 907-4290 leave message with Olivia Solis
Email:
Whittier College Department of Social Work Mission Statement
The Whittier College undergraduate Department of Social Workseeks to prepare diverse students to become self-reflective, compassionate, ethical, knowledgeable, and skilled generalist social workers who are committed to career-long learning. We prepare students to aid in the empowerment of marginalized groups, particularly vulnerable and oppressed communities. In all this, we collectively work for the advancement of human rights in local, national and global environments.
Affirming the historical roots and mission of Whittier College, the Department of Social Work provides learning experiences that inspire students to become advocates for peace and social and economic justice. Student learning is a combination of "knowing" and "doing," grounded in the liberal arts foundation of interdisciplinary, research-based knowledge, and problem-solving methodology. We value generalist skill development that prepares reflective social work practitioners committed to promoting human well-being. Our program is designed to equip the body of professionals who will nurture the profession for the twenty-first century.
A Brief Overview of this Course -
This course is designed to introduce students to the profession of Social Work and to provide an “experiential sense” of what the field of social work is really like. The course is designed to familiarize students with the multi-faceted nature of social work, the various social work roles and settings in which a diverse client population is served, and the knowledge, values, ethics and skills that guide the profession. We will focus on the themes of social and economic justice and the ways that social work enhances and/or deters access to justice in our society. We will also become familiar with social work responses to creating a society that offers equal access to life-enriching resources and opportunities.
Understanding Generalist Social Work Practice
Generalist social work practitioners promote human well-being for both diverse and oppressed groups in individual, family, group, organizational, community, and global settings. They utilize self-reflection, critical thinking, evidence-based knowledge, professional values, and a wide range of skills to collaborate with others to create “personal and social transformation”. Generalist social work practitioners, under supervision, engage in socially just practice through an interactive process of change which includes:
1. engagement – collaborating with clients/partners to promote helping relationships;
2. teaching & learning – a mutual process of discovering client/partner strengths and challenges and planning for strategic change;
3. action and accompaniment – working together with clients/partners to create meaningful change;
4. evaluation & critical reflection – assessing the process with clients/partners and reflecting on one’s personal and professional experience; and
5. celebration and new engagements – affirming success and planning with clients/partners for sustained growth and change.
Reference: Finn, J.L. & Jacobson, M. (2008). Just practice: A social justice approach to social work. 2nd Edition. Peosta, Iowa. eddie bowers publishing co, inc.
Department of Social Work Learning Culture
Our social work classes and field placements reflect a professional culture of “best practices” that call out the highest standards of social work values and ethics. We behave this way now, not just in the future. We learn more than information. We also learn to behave in ways that promote growth for ourselves and for our community.
The social work value of “competence” shapes our own Department of Social Work (NASW Code of Ethics, (2008). When we are competent, we honor both our abilities and limitations. We show up. We do our best. We are prepared to participate in class and in field. We contribute by completing assignments in a timely and thoughtful manner. We are actively engaged in discussions that benefit our learning as well as our colleagues. We respect confidentiality and the limits of confidentiality as guided by our instructors. We ask for support when we need it. We invest in others when we are able. We are engaged in our community partnerships and field placements, honoring the guidelines of the agency, our field educators, our faculty, and our own professional wisdom. Our clothing and behavior reflect respect for our community partners and the work we value. We listen, reflect, and learn - about ourselves, our colleagues, our discipline, and our world. And we have fun in the process!
Social Work students adapt these standards as cited in the 2008 Educational Policy and Accreditation Standards:
Identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its core values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers
_advocate for client access to the services of social work;
_practice personal reflection and self-correction to assure continual professional development;
_attend to professional roles and boundaries;
_demonstrate professional demeanor in behavior, appearance, and communication;
_engage in career-long learning; and
_use supervision and consultation.
Statement of Need
Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located on the ground floor of the Library, room G003, and can be reached by calling extension 4825.
Course Objectives –
Upon successful completion of the course, you should competently be able to:
1. Describe generalist social work practice and the relationship of the BSW practitioner to other levels of professional social work practice.
2. Demonstrate an historical understanding of ways in which social work has enhanced and/or deterred opportunities for social and economic justice in American society;
3. Critique the effectiveness of various social work interventions with vulnerable populations (children, clients who are homeless, elderly, incarcerated, impoverished, struggling with addictions, etc.);
4. Apply and critique ”just social work practice” knowledge and skills in a collaborative partnership with clients at Whittier Area First Day Coaliton ;
5. Evaluate personal values, beliefs, and life experiences that inform the ways that you construct knowledge and make meaning in life;
6. Demonstrate knowledge and understanding of social work values, ethics, goals, and skills within the context of generalist social work practice in collaboration with clients at First Day;
Your Responsibilities as a Member of a Learning Community – Please use language below that is appropriate for your course.
1. In the Classroom. By your enrollment in this course, you agree to be a member of a learning community. This membership includes rights (to be respected, to be challenged to grow, to help make decisions relevant to our class) and responsibilities (such as regular/punctual attendance, engaged participation, and a willingness to explore new ways of thinking).
Our class is designed to promote learning and growth through thinking, doing, enacting our ideas, reflecting on our experiences, and applying our knowledge to our academic and career goals. We will analyze different forms of knowledge (practice wisdom, theories, research findings, and your interpretation of your own life experiences), develop skills in working with people and communities, and learn from practitioners and clients in the community (field visits, interactions with guest speakers, interactions with clients at Whittier Area First Day Coalition, your own community research).
This is a process-oriented course that includes your input at many levels (syllabus construction, developing exams, developing our classroom culture, etc). Therefore, we will use a syllabus as a guide and make changes as we see fit. The instructor reserves the right to reschedule events (delay or delete content/activities, or exchange for more relevant activities) to insure the best learning outcomes for all.
As you come to class, bring in your questions, your assumptions, and ideas that will stimulate our thinking. Your own life experiences and wisdom can be used productively to enrich us all.
Statement of Need
Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located on the ground floor of the Library, room G003, and can be reached by calling extension 4825.
Required Readings:
Assignments and Grading System:
1. Attendance and class activities 200
2. Philosophy of Praxis Paper 100
3. Praxis Paper Drafts 2 @ 50 points 100
4. Portfolio Introduction and Conclusion 2 @ 25 50
5. Life Book 100
6. Integrative Portfolio 200
Total Points 750
Social Work Department Grading Scale:
94-100% = A / 88 - 89% = B+ / 78-79% = C+ / 68-69-% = D90-93% = A- / 83-87% = B / 73-77% = C / 67% or less = F
80-82% = B- / 70-72% = C-
Course Schedule, Activities, and Assignments: SAMPLE
Thursday, 9.08 Introduction to the Course, the Pair and to Each Other
Activity: What do Social Workers Do? Why do they do it?
What will we do? Who will we do it with????
· What will we do in this class?
· What is a “praxis” requirement?
· What is an Integrative Portfolio?
Unit I: Imagining Social Work and Social Justice
Tuesday, 9.13 What is “Just Social Work Practice”?
· Defining social work as a profession
· Social justice and economic justice; is there a connection?
· Social work practice in a diverse society: identifying interlocking systems of oppressions
Assigned Readings:
Finn and Jacobson, Ch. 2: Imagining Social Work and Social Justice, pp 13-30.
Thursday, 9.15 Continuing the Conversation: Diversity, Oppression, and Justice
Developing a Framework for Justice Practice
· Meaning
· Context
· Power
· History
· Possibility
Assigned Readings: Please see next page
Finn and Jacobson, Ch. 2: Imagining Social Work and Social Justice, pp, 30 – 61.
Assignments:
Bring these supplies to class: 25 points
1. 3 Ringed Binder for Portfolio
2. At least 8 Tab Dividers for Portfolio
Tab for Introduction
Tab for My Praxis Philosophy Paper
Tab for Praxis Journals
Tab for Skill Cards
Tab for Concept Cards
Tab for Conclusion
Tab for Life Book
Tab for Backing Papers (class notes, handouts, etc)
3. Plastic Sheets with Pockets- file under Skill Cards Tab
4. Small Notebook for taking field notes
5. Activate your Whittier College email account by today.
Tuesday, 9.13 & Thursday, 9.15 - Intro to Video Production with Dr. Cheatham????
Tuesday, 9.20 What does ethical social work practice look like?
· How do values guide ethical practice?
· How do we distinguish personal values from professional values?
Assigned Readings:
Finn and Jacobson, Ch. 4 Values, Ethics and Visions, pp.109 - 128.
The NASW Code of Ethics: Review this website: www.socialworkers.org/pubs/code/default.asp
Thursday, 9.22 Practice Wisdom of our First Day Partners:
Dialogue with Guest Educators: Pat Bouchard and Maria Ayala
Staff Members at Whittier Area First Day Homeless Coalition
Portfolio Introduction Due at beginning of class
Tuesday, 9.27 Ethical Social Work Practice (continued)
· In social work practice settings
· In our First Day partnership
· Preparing for a partnership Covenant
Thursday, 9.29 Meet at the Shannon Center parking lot at 10:45 AM
Our first visit to First Day: Learning about the physical and social environment and well-being – An ecosystems approach
Whittier Area First Day Coalition
12426 Whittier Blvd.
Whittier, CA 90602
www.whittierfirstday.org
11:00 AM– 12:20 PM
Thursday, 10.04 In-class Workshop - Praxis Paper Draft I: What does Just Practice Mean?
“Just Practice” Praxis Paper Draft Due at beginning of class for Peer Review ( 25 possible points)
(See Praxis Philosophy Paper in syllabus, Prompt I)
Thursday 10.06 Meeting our First Day Partners, Building a Partnership
Evening 7:00 – 8:15 PM
Meet at the Shannon Center Parking Lot for all Evening Meetings at 6:40 PM
Plan meetings, covenant, and Life Book Activities, including
· First Day Life Book Activity I: Honoring our Past
· First Day Life Book Activity II: Maximizing our Present
· First Day Life Book Activity III: Celebrating our Future
· Shared Learning Days and Discussion Topics in our class
· Final Celebration
Unit II: Using Knowledge as a Tool for “Socially Just” Social Work Practice
Tuesday, 10.11 What was Indigenous People’s Day like for you? What did you
take for granted that others may not?
Why is theory necessary for socially just practice?
Creating a framework for practice
· Making theory
· Integrating theory, practice, ethics and research
· Empowerment Theory
· The theory of Paulo Freire
Assigned Readings:
Finn and Jacobson, Ch. 5: Just Thinking: Theoretical Perspectives on Social Justice-Oriented Practice, pp. 163-170
Friere, Paulo. (translated by Marilynn Moch). (1990) A Critical Understanding of Social Work. Journal of Progressive Human Services, Vol 1 (1). Pp. 3-9.
Thursday, 10.13 Selected Theories for Social Work Practice
The Strengths Perspective
Eco-Systems Perspective
Assigned Readings:
Browne, C & Mills, C. (2001). Theoretical Frameworks: Ecological Model, Strengths Perspective, and Empowerment Theory. In R. Fong & S Furlito. (Eds.). Culturally competent practice: Skills, interventions and evaluations. Boston, MA: Allyn and Bacon. Pp.10-32
Tuesday, 10.18 First Day Meeting - Life Book: Part 1: Honoring our Past
Evening 7:00 – 8:15 PM
Unit III: The Stages and Skills of Just Social Work Practice
Tuesday, 10.18 &
Thursday 10.20 Just Practice Stage 1: Engagement: How to engage with clients, organizations, communities
Engagement skills
o Self-awareness
o Communication skills (verbal and non-verbal)
o Anticipatory empathy
o Applying theories to practice experience
Assigned Reading:
Finn & Jacobson, Ch. 6: Just Get Started: Engagement
Tuesday, 10.18 Praxis Paper Draft 1 Due at Beginning of Class
Thursday, 10.27 First Day Meeting - Life Book, Part II: Maximizing our Present
Evening 7:00 – 8:15 PM
Tuesday, 10.25 Just Practice Stage 2: Gathering Information
& Thursday, 10.27 (Assessment) &Skills Workshop
What do we need to know to collaborate with another person?