UNIVERSITY OF WISCONSIN-MILWAUKEE
HELEN BADER SCHOOL OF SOCIAL WELFARE
SW 791, Section # 006 Lecture Class # 55005
CURRENT TOPICS IN SOCIAL WORK: SCHOOL SOCIAL WORK PRACTICE
Fall Semester 2010 (9/08/2010 to 12/15/2010)
Mission of the Helen Bader School of Social Welfare: To provide scholarly leadership for the profession of social work through teaching, research and service. Reflecting the metropolitan mission of the University of Wisconsin-Milwaukee and the Helen Bader School of Social Welfare, the Social Work programs particularly focus on metropolitan social problems with a commitment to social and economic justice, cultural diversity, and the empowerment of families, groups, organizations and communities to effect change.
Instructor: Al Cimperman L.C.S.W.
Class Meeting Time/Location: Wednesdays 6:00-8:40 P.M.
Merrill Hall Rm. 315
Instructor Office Hours: By appointment only
Instructor Phone: Cell: 414 -870-9435
Instructor E-mail:
COURSE PREREQUISITES
Graduate students enrolled in this course should have achieved graduate student status. It is highly recommended that this course be taken while concurrently enrolled in a field placement in a school setting.
COURSE DESCRIPTION
This graduate elective course provides students with special content in a specified area. This course/section is required of all students completing school social work certification. This class may be repeated for a maximum total of 6 credits with change of topic in each course elected. The class will be conducted in a seminar format, with the expectation that students will contribute significantly to the class. Theories and social work applications related to school social work will be presented. Methods of instruction may include lecture, small and large discussion, role-play, games, panel discussion, guest speakers, videos/movies, and student presentations. Emphasis is placed upon the integration of theory and practice of school social work.
(This course was developed with the assistance of Teaching School Social Work: Model Course Outlines and Resources compiled by Santos Torres, Jr., and Roderick Patton, published by C.S.W.E.)
School social work is one of the oldest specializations in the field of social work practice. This master’s level course provides an ecological, systems framework for guiding school social work practice. In line with the School’s mission, emphasis is placed on the development of knowledge and competencies in urban, low-income, and multicultural neighborhoods.
Since African-American children make up a large percentage of the children enrolled in inner-city public schools, and represent 61% of the children enrolled in the Milwaukee Public Schools, emphasis will be placed on inner-city African-American children and families. A major focus of the course will be on the integration of practice skills with social work ethics and values.
REQUIRED TEXTS
Massat, C., Constable, R., McDonald, S., & Flynn, J. (2009) School Social Work Practice, Policy, and Research (7th ed). Chicago: Lyceum.
Freeman, E.M. (1998). Multisystem Skills and Interventions in School Social Work Practice. Washington, DC: NASW Press.
Kelly, Michael S., Raines, James C., Stone, Susan, and Frey, Andy. (2010) School Social Work an Evidence-Informed Framework for Practice (1st Ed.) Oxford University Press: New York.
Tatum, Beverly Daniel, (1999). Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations about Race. New York: Basic Books.
School Social Work Practice Guide. Wisconsin Dept. of Public Instruction. Nic Dibble, M.S.W. (Instructor will provide this publication for you!)
Journal articles will also be used to supplement the textbooks and are available on reserve at the Golda Meir Library.
RECOMMENDED TEXTS
Allen-Meares, Paula (2004). Social Work Services in Schools. (4th Ed). Boston: Pearson Education. Inc.
Dupper, David R. (2003) School Social Work Skills and Interventions for Effective Practice. John Wiley and Sons.
Frank, Laurie S. (2004) Journey Toward the Caring Classroom. Wood N’ Barnes.
Payne, Ruby K. A Framework for Understanding Poverty (2005-4th Edition) aha! Process, Inc.
Raines, James C. (2008) Evidence-Based Practice in School Mental Health. Oxford University Press.
SUGGESTED JOURNALS
Children and Schools (published quarterly by NASW).
School Social Work Journal (published bi-annually by Illinois Assn. of Social Workers).
COURSE GOALS AND OBJECTIVES
After completion of this course, students will be able to:
Knowledge
1. Understand many of the complex psychosocial issues faced by inner-city African-American children and other oppressed children. (34.04(6))
2. Understand the multiple roles of the school social worker.
3. Understand generalist practice methods necessary for work with individuals/children and families (micro systems), group (mezzo systems), and community organization and development, program administration and policy initiatives (macro systems). (34.04(7))
4. Understand the ecological perspective as a guiding framework for school social work practice.
5. Identify and utilize a variety of intervention strategies, practice methods and approaches, which will support and enhance a student’s educational and emotional development and also allow for subsequent evaluation of effective practice. (34.04(3))
6. Identify and differentiate appropriate approaches and strategies for culturally competent practice with African-American and other oppressed inner-city school populations. (34.04(3))
7. Understand the Wisconsin teacher standards under s. PI 34.02
(34.04(1)
8. Encourage effective social interaction, active engagement in
learning, and self motivation to create a positive learning community.
Skills
1. Assess the strengths of individuals/children, families, and groups to enable them to recognize and utilize their strengths as a resource.
2. Develop an ability to select appropriate interventions that can be used to inform policy change.
3. Use social work roles effectively in the helping process, as well as develop and refine practice knowledge and skills in a manner that can be demonstrated at field instruction agencies.
4. Foster development of consultative and collaborative relationships with colleagues, parents, and the community to support elementary and secondary students’ learning and well being. (34.04(7))
5. Recognize the importance of self-awareness and self-discipline as prerequisites for responsible behavior in the professional role.
6. Differentiate between social work knowledge, values, and skill components and identify their interactions and influences in the helping process.
7. Think critically about school policies and interventions and evaluate their effectiveness based on current research and/or evaluation instruments.
8. Analyze, evaluate, and shape school social work policies that strengthen social work clients, practitioners, and the profession of social work.
9. Demonstrate the ability for self evaluation.
Disposition/Values
1. Utilize the NASW Code of Ethics, NABSW Code of Ethics, and the legal mandates for social workers as frameworks for making ethical decisions. (34.04(4)).
2. Use ethnic, racial, and gender-sensitive knowledge to deliver culturally competent services to client populations.
3. Identify themselves as professional social workers and commit to social work ethics and values.
4. Demonstrate an understanding of and sensitivity to the role poverty and oppression play in the lives of disadvantaged inner-city children. (34.15(4)).
LEARNING ENVIRONMENT
Students may utilize the student computer laboratory while registered for this or any other social work course. A computer lab is located in Enderis Hall, Rm.1024.
In keeping with good professional practice, all beepers, cellular or digital phones, or any other electronic devices must be turned off during class. If there is a medical or other serious need for these devices, please speak to the instructor. The ringing and/or use of a cell phone during any formal class period without discussing this with the instructor before-hand will result in the loss of discussion points for that class session. Taping of classes will be allowed only after full disclosure and consent of the class that a tape recorder is operating.
Confidentiality is of utmost importance. In both written assignments and oral discussions and presentations, the rules of confidentiality, as expressed in the NASW Code of Ethics, are to be strictly observed. It is imperative to protect client identity at all times. The same rules apply to discussions concerning co-workers or professionals and staff at the field placement site and/or agency of employment.
One of the basic ethical principles of the social work profession is respect for all people, regardless of race, religion, culture, social class, gender, sexual orientation, or age. This value applies to clients in any circumstances, regardless of their behavior. Please consult the NASW Code of Ethics regarding clients’ rights to respect, dignity, and self-determination. Students are expected to adhere to these principals in all discussions, presentations, and written work.
Information regarding participation by students with disabilities, accommodations for religious observances, academic conduct, complaint procedures, grade appeals procedures, sexual harassment policy, safety policy and other standing policies/procedures is available in the Social Work Student Handbook and at the reception desk for the Helen Bader School of Social Welfare, 11th floor, Enderis Hall.
COURSE REQUIREMENTS: ASSIGNMENTS AND GRADING CRITERIA
Students are strongly encouraged to keep a copy of all written work completed in this course as assignments may be used as supporting documentation for their portfolio. State of Wisconsin pupil standards that are addressed for this purpose are noted in the projects required section as well as in the required reading assignments section.
Students enrolled in this course (as a requirement for the school social work certification) must purchase an electronic portfolio subscription by the 5th week of the semester. The UWM E-Portfolio is a web-based portfolio system supported through Live-Text (www.livetext.com). You can purchase your subscription account by going directly to the LiveText website and using a credit card (debit cards are not accepted). It is important to note that you CANNOT use financial aid when purchasing online. Candidates who use financial aid to purchase textbooks at the bookstore can also use financial aid to purchase a LiveText account. You can go to the Information Desk at the UWM Bookstore to purchase your account. Do not throw away the brochure; it contains information needed to register. Once you have purchased the LiveText activation code, follow the directions on the LiveText site to register and use the attached handout to find your template and get it ready for your use. For further guidance and information visit UWM’s website: www.edportfolio.uwm.edu.
It is recommended that assignments completed for this course that meet the required school social work standards be submitted to the electronic portfolio as you complete them. However, all assignments completed for this course that meet the required school social work standard must also be submitted to the electronic portfolio by the end of this semester. Failure to comply with this requirement may delay your portfolio review.
The grades for the class will be determined according to the following percentages:
1. Attendance/Participation 75 points
2. Book Review (Tatum) 75 points
3. Student Journal Reviews 50 points
4. Classroom Observation Paper 50 points
5. Social Development Study 50 points
6. Critique of 2 Massat (et al.) and/or Freeman (et. al) and/or Kelly (et al.) assigned reading chapters (due week 4 and week 12) 50
7. Research Project and 100 points
Presentation of project to class 50
Total Possible Points 500
A 95% 475+ points
A- 92%-95% or 460-475 points
B+ 90%-92% or 450-460 points
B 86%-90% or 430-450 points
B- 84%-86% or 420-430 points
C 80%-84% or 400-420 points
Attendance
It is expected that students attend class and participate as part of the shared responsibility for class discussions and as a part of the responsibility that is expected of a professional social worker. This is a skill-building course. Attendance is essential for developing self-awareness and acquiring practice skills as they are demonstrated in the classroom. Attendance will be taken at the beginning of the class. Students are expected to be present and on time. Students who are excessively late, or who leave before class has been dismissed, should not expect to receive full credit for attendance and participation. If you must be absent from class, please call in advance, so that the class can anticipate your absences. More than one absence could affect a student’s final grade.
Incompletes
Students are expected to complete all work as assigned. Incompletes are not automatically granted. A grade of “I” may be assigned in cases of illness, accident, or other catastrophic occurrences beyond the student’s control. It is the responsibility of the student to bring pertinent information to the instructor and to reach agreement on the means by which the remaining course requirements will be satisfied.
Role of the Student and Instructor
Role of Student
ü Students are expected to attend all class sessions and come prepared to participate in discussion and class activities. Assignments, exams, and papers are to be completed on time. No late assignments, exams or papers will be accepted.
ü Students are expected to integrate readings into their assignments as well as class discussions whenever possible. Readings listed weekly are to be read prior to that class. Readings are designed to supplement the classroom experience and will both relate directly to course activities as well as provide exposure to different practice techniques or interventions that are sometimes used to address issues related to a given topic.
Role of the Instructor
ü Instructor will provide lectures, readings and assignment information; organize classes; and be available for consultation and feedback.
ü Assignments will be returned with comments in a timely manner.
ü Feedback regarding topics of interest, questions or suggestions is welcomed throughout the course.
Student Weekly Journal/Ongoing
Each student will keep a weekly journal of relevant practice experiences, reflecting on and integrating these experiences with course readings, lectures, and class discussions. The journal is to be more than a recounting of activities; it should reflect the student’s personal thoughts, observations, self-assessment, opinions on ethical issues, and subjective reactions to practice experience. The last journal entry should contain a review of the learning value of this class. Journal entries should be at least one page and no longer than five pages in length. A third of the journals will be collected each week on a random basis by the instructor for review. (Refer to “What, So What, Now What” handout).
Critiques of Freeman and/or Massat (et. al) and/or Kelly (et al.) Chapters
Critiques are to be 1 to 2 pages (maximum) single spaced and should include a summary of the chapter cited as well as how it applies to school social work, particularly in your present field placement or social work setting.
First critique is due on week 4 (Sep. 29, 2010) and can address any required readings from chapters assigned during weeks 1 through 4.