California StateUniversity, Sacramento

Division of Social Work

Social Work 140C: Social Work Practice

Spring 2010

John Davis, MSW
Office: 4019 Mariposa Hall
Phone: 916 278-7180
Email:
Office hours: By Appointment / Class Meeting:
  • Section 03 – Tuesdays & Thursdays 10:30am-11:45am (Room Mariposa Hall 5002)
  • Section 06 – Friday 9am-11:50am (Room Mariposa Hall 1014)

COURSE DESCRIPTION

This course focuses on the social work practice process and the building of generalist practice skills while working with families, groups and communities. Generalist practice skills are the core of social work practice at all levels (individuals, families, groups, organizations, communities, and society-politics). Social work process will be keenly examined and social work practice skills honed. Social work practice, professional use of self, relationship building, assessment, intervention, evaluation and organizing skills will be the primary focus of both SWRK 140B and SWRK 140C. SWRK 140C focuses on social work practice with families, groups, communities and organizations.

Both SWRK 140B and SWRK 140C emphasize practice within a diverse (age, gender, ethnicity, mental-and physical ability, sexual orientation, religion/spirituality) society. This emphasis is supported by the NASW Code of Ethics which states that "social workers should obtain education about and seek to understand the nature of social diversity and oppression with respect to race, ethnicity, national origin, color, sex, sexual orientation, age, marital status, political belief, religion, and mental or physical disability" (NASW Code of Ethics, 1.05c).

COURSE OBJECTIVES

The course provides learning opportunities for students to develop or achieve the following course objectives:

1)Articulate and apply the generalist social work practice process and operating principles to practice with and on behalf of families across the lifespan, groups and communities.

(PLO: 6; EPAS: 4.5)

2)Develop a critical perspective of the frameworks and theories utilized in multilevel social work practice with vulnerable populations for application in case management (case construction).

(PLO: 1, 6, 7; EPAS:4.1,4.2; 4.5)

3)Apply the strengths, empowerment, and ecological frameworks in your field setting, when working with individuals and families across the lifespan, groups (small client systems), organizations, and communities (large client systems) in multi-level generalist practice.

(PLO: 1,6, 7; EPAS:4.5)

4)Understand social work practice models and theories and apply these in classroom discussion and field settings with families across the lifespan, groups, communities, organizations and large systems.

(PLO: 6,7; EPAS: 4.3, 4.5)

5)Further develop your personal and professional capacities and the ability to manage personal and professional boundaries (this includes demonstration of the ability to apply the values and ethics ofcriticisms to the professor.

6)Challenge yourself to be open to hearing the ideas and thoughts of people with whom you disagree.

7)If you have concerns about your understanding of the course content or assignments I expect that you will let me know so we can discuss your concerns.

8)If you have a concern about anything that happens during class please let me know so we can discuss your concern.

9)Thoughts on 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 inclass and in the field agency setting. Disrespect for student colleagues or the instructor will not be tolerated as classroom dynamics must be safe, appropriate, on topic, open and respectful of diverse opinions and experiences.

10)Students take ownership of expression of bigotry. In other words, rather than attribute negative characteristics to a social group or to a member of that group, students begin with, "This is how I have been taught to believe," or "I don't like to admit it, but I do have the belief that.."

As a guideline for organizing your workload, note that it is standard educational expectation that students spend 2-3 hours outside of class time "studying" for every hour spent in class. It is expected that student class members spend 4 to 6 hours per week in preparation outside of class time.

Written Assignments

Clear and concise writing are key ingredients for your future in the field of social work.As future social workers, each of you will be called upon to write letters that will impact the lives of individuals, funding, and social policies. The development of writing skills is a lifelong endeavor, therefore, I encourage you to seek out the assistance of the writing, tutor whenever you feel the need. Additionally, after I read your assigned work I may refer you to the writing tutor.

All writing assignments shall be typed, double-spaced and have one-inch margins. Font typeface) size shall be 12 points. Paper format is to be APA (American Psychological Association). All papers should include a cover page with your name, name of assignment, instructors' name, course name and date. No late papers will be accepted unless there are extraordinarycircumstances and/or prior approval has been given by the instructor. Alwayskeep a copy of each assignment you submit to the instructor.

1)All papers are evaluated for proper use of grammar and spelling and coherently and logically arranged thoughts.

2)All papers are evaluated for proper use of knowledge: the integration of concepts, theories, models, and information from readings, lectures and class discussions is used in a way that demonstrates your grasp of the material.

3)All papers should demonstrate accurate citation of references (both text and Internet) in the style of the American Psychological Association (APA Style).

Grading Criteria

+ =Thoroughly Covered = The points made in the essay answer are all relevant to the thesis and support it. The paper makes all the points essential to the thesis. Essay elements demonstrate a correct understanding of the material covered, or, where room for disagreement exists, present thoughtful and plausible interpretations of difficult material. Essay elements use terms, examples, comparisons, criticisms, and the like, as needed, to unambiguously convey a coherent view or explanation of the ideas or arguments being explained.

√ =Well Covered = The points made in the essay answer are all generally relevant to the thesis and tend to give it solid support. The essay answer makes most of the points essential to the thesis. Essay elements evince a mostly correct and a competent understanding of the material covered, or, where room for disagreement exists, present, overall, thoughtful and plausible interpretations of difficult material, even if one or two key elements are not covered or are given questionable treatment.

* = Partially Covered = The essay makes one or more of the points essential to development of the thesis, although a number of points essential to the thesis may be overlooked or glossed-over, and the argument advanced may include more than a few elements that lend little if any support to the thesis. Some important and obvious points may be misunderstood or missing. Some points may be undeveloped or unrelated to each other. Connections may have to be supplied by the reader.

Ø= Not Covered = The essay answer has a thesis and appears to argue for it, but the essay is a series of scattered or unrelated points. The content of the essay evinces misunderstanding of . several key concepts (relative to the purposes of the assignment) or understanding of them is not conveyed, yet some key concepts are covered and are not entirely misunderstood.

Plagiarism

Plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person's contribution. Regardless of the means of appropriation, incorporating another's work into one's own requires adequate identification and acknowledgement Plagiarism is unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. When the source is not noted, the following would constitute plagiarism:

1. Word-for-word copying.

2. The mosaic (to intersperse a few words of one's own here and there while, in essence, copying another work).

3. The paraphrase (the rewriting of another's work, yet still using the fundamental idea or theory).

4. Fabrication (inventing or counterfeiting sources).

5. Ghost-written material (submitting another's effort as one's own).

It is also plagiarism to neglect quotation marks on material that is otherwise acknowledged.

Plagiarism and acts associated with it are cause for disciplinary and/or legal action.If it is determined that a student has plagiarized the work of another, it can result in the student being suspended or expelled from the University, depending on the circumstances. ( this course a grade of {F) can be expected by students who plagiarize.

Textbooks and Reading Required

Cummins, L.K., Sevel, J.A. and Pedrick, L.E.; SOCIAL WORK SKILLS DEMONSTRATED BEGINNING DIRECT PRACTICE

TEXT-WORKBOOK, CD-ROM, AND WEBSITE

COURSE ASSIGNMENTS AND GRADING

AssignmentDue Date

Participation and Field Check-in / On-going / 20
Field Log Reflection and Final Reflection- / These are to be
turned in every
other week by class section. / 20
Group Case Studies / As Assigned / 30
Activity 3.2 Exploring Your Family
(Thomlison text pp. 28-30) / April 5th / 30
Reading Response Forms / As Assigned / 20
Group Work Proposal / April 17th / 30
Agency Analysis Assignment / May 20th / 50
Total Points / 200
  1. All assignments are expected to be turned in on time
  2. If assignments are late 5 points will be lost for each day the assignment is late after the due date.
  3. Please feel free to talk with the professor about any questions regarding any assignments.
  4. Always make a duplicate copy of all your written assignments for yourself before turning in each assignment (in the unforeseen event that an assignment is accidentally lost or destroyed).

Semester grades are based on a total of 200 points.

Pts. EarnedGradePts. Earned Grade

200-192 / A / 146-138 / C
191-183 / A- / 137-129 / C
182-174 / B+ / 128-120 / D+
173-165 / B / 119-111 / D
164-156 / B- / 110-102 / D
155-147 / C+ / 101 and below / F

Description Of Assignments

  1. Participation (20 points)

This course is a learning and doing class in which actual student participation and student commitment to the course is essential. To develop social work practice skills it is essential that students practice through doing and participation. It is also imperative that students bring field work experiences to class for discussion and analysis. Below are indicators of student participation considered for assessment of "Participation."

  1. Arrive for class on time and remain in class until end of class session
  2. Turn-off Cell Phones
  3. Attend each class and be active in class discussions, small group work, role plays, and group exercises.
  4. Read all assigned readings prior to class. Come ready to share three points you found especially meaningful and three questions you have regarding the readings.These will be turned in each week and returned for you to keep in your portfolio.
  5. Challenge yourself to be an active learner by asking questions, discussing readings, assignments and field experiences. This may require you taking a risk and venturing outside your comfort zone. Share your Ideas and thoughts!
  6. Challenge yourself to be open to hearing ideas and thoughts of fellow classmates with whom you disagree.
  7. Bring with you when you enter the classroom your commitment to learning and being a member of a classroom community.
  8. Consider how you can contribute to building a classroom community that is safe and is made up of an atmosphere of respect, honoring, and openness so that each and everyone can take the necessary risks to grow and learn.
  9. Read the Division of Social Work's Student Standards of Performance and abides by these. (see the Student Engagement Section for web address).

Field Check-In

The integration of your field experience with the course content and course skills development is a key objective for enhancing your professional social work development. Field check in and weekly reflection journals are two tools designed to facilitate the integration of your field experience with course content and course skill building.

1Each student is expected/required to share throughout the semester their field experiences with the classroom community. Classroom exercises, assignments, and group exercises may be a part of this experience.

2Individual and group case presentations and consultations are also a part of the integration of field with the course and, more importantly, an integral part of your professional development as a social worker.

3Each student is encouraged and required to share verbally, their intelligent and reflective thoughts, ideas, experiences, and wonderings in relation to field experiences and course content.

4Field check-in will occur on both class days to allow for each student to contribute and participate in the field check-in each week.

5Field check-in is formally a part of each class session typically at the beginning of the class session.

6Field experience is also a part of integrated class work.

Criteria for Evaluating Participation

Outstanding Contributor: Contributions in class reflect exceptional preparation. Ideas offered are always substantive; provide one or more major insights as well as direction for the class. Challenges are well substantiated and persuasively presented. If this person were not a member of the class,

the quality of discussion would be diminished markedly.

Good Contributor:Contributions in class reflect thorough preparation. Ideas offered are usually substantive; provide good insights and sometimes direction for the class. Challenges are well substantiated and often persuasive. If this person were not a member of the class, the quality of discussion would be diminished.

Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights but seldom offer a new direction for the discussion. Challenges are sometimes presented, fairly well substantiated, and are sometimes persuasive. If this person were not a member of the class, the quality of discussion would be diminished somewhat.

Non-Participant: This person says little or nothing in class. Hence, there is not an adequate basis for evaluation. If this person were not a member of the class, the quality of discussion would not be changed.

Unsatisfactory Contributor: Contributions in class reflect inadequate preparation. Ideas offered are seldom substantive; provide few if any insights and never a constructive direction for the class. Integrative comments and effective challenges are absent. If this person were not a member of the class, valuable air-time would be saved.

  1. Weekly Field Log Entries and Social Work Field Log Portfolio (20 points)

To support the development of your ability to self-reflect, analyze experiences and apply critical thinking skills to your practice, a weekly reflection journal is required. Each week you will complete and turn in the Field Log Form (attached at the end of the syllabus). Section two of the Field Log Form asks for your reflections using four questions as a guide. In completing your log for each week:

1Note that hand-written entries are not acceptable—they must be typed.

2Field entries are by class section.

3Do not email your entries.

4Keep all field log entries when they are returned to you and place them in your Social Work Field Log Portfolio.

5You will be asked to write a final reflective field entry based on your review of your entries from across the semester. The guide questions will be provided in class and available on LOCUS.

Key Field Check-in and Field Log Entry Themes and Terminology

Knowledge:
Cultural Competence
Ethical Dilemmas
Confidentiality
Self-Disclosure
Boundary Issues
Use of Power
Increasing Self-Awareness
Developing Critical Consciousness
Self-Determination
Generalist Practice
Ecological Perspective
Empowerment
Strengths Perspective / Skills/Roles:
Use of Professional Self
Advocate and Broker
Non-Judgementalism
Self-Determination
Confidentiality
Accountability
Interpersonal Helping
Individual/Family/Group
Treatment
Risk
Assessment/Transition
Service
Planning/Management
Confronting
Conflict Resolution
Social Action
Teacher/Trainer
Case/Resource Management
Researcher
Outreach
Mediator
Catalyst
Consultant / Values/Principles:
Service
Social Justice
Human Dignity and Worth
Importance of Human Relationships
Integrity
Competence
Acceptance
Individualization
Self-Determination
Objectivity
Honesty
Lifelong Learning
Ethical Decision Making
  1. Student Manual Exercises and Case Studies (30 points)

The student manual has several exercises which we will complete both in class and as homework. Most exercises done in class and outside the classroom will be collected. In addition, there will be case studies assigned (available on the LOCUS web page). When these are assigned, you will be asked to complete them individually at home. We will then work them in small groups in class. Your individual work on the case studies will also be collected.

  1. Exploring Your Family and Your Development (Activity 3.2 in Thomlison Text pp 28-30) (30 points)

This assignment provided an importantopportunity for students to reflectively explore their personal family and individual development. In doing so, students can gain greater insight to inner resources, strengths, and areas for further exploration that are important for professional development. Students are asked to complete the full assignment as described in Activity 3.2: Exploring Your Family and Your Developmentas described in the Thomlison text (2007). The assignment is to be typed, double spaced and APA format is to be used.

  1. Readings Response Assignments (20 points)

These are short reading response assignments to facilitate integration of assigned readings. These are due at each class session. Students are asked to select at least one reading for the class session and complete the response form for that reading. These will be used to guide small group readings discussions and they are to be turned in to the professor. The Reading Response Guide is available on the LOCUS course website. One is attached to thesyllabus as well.

  1. Group Work Proposal (30 points)

Students will form task groups. The purpose of the task group is to identify a current social issue that can be effectively addressed through a social work group method (treatment or task group). Each member of the group will be responsible for completing an aspect of the assignment to develop a proposal for a group. The format for the group proposal isavailable on LOCUS. At least six references (journal articles and or scholarly texts) should be cited to support the rationale, purpose, objectives and procedures selected. The assignment should be 6 to 8 pages not including reference page. The paper should be typed, double spaced and APA format is to be used.