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Whittier College Department of Sociology, Anthropology & Social Work
SOWK 240: Introduction to Social Work
Instructor: Michelle Fernandes, M.S.W., L.C.S.W.
Class Location: SCI 204
Day/Time: MTWRF 9:00 am – 11:30 am
Office Hours: After class and by appt.
Office: Platner Hall 207
Mail Box: Platner Hall Reception
Telephone: (562) 907-4290 leave message with Olivia Solis
Email:
Whittier College Social Work Program Mission Statement
The Whittier College undergraduate Social Work Program seeks to prepare diverse students to become self-reflective, compassionate, ethical, knowledgeable, and skilled generalist social workers who are committed to life long learning. We prepare students to practice in the aid and empowerment of diverse groups, particularly vulnerable and oppressed communities. We work for the advancement of human rights in local, national, and global environments.
Affirming the historical roots and mission of Whittier College, the social work program provides learning experiences that inspire students to become advocates for peace and social and economic justice. Students’ learning is a combination of “knowing” and “doing” grounded in the liberal arts foundation and interdisciplinary, research-based knowledge and problem solving. We value generalist skill development that prepares reflective social work practitioners committed to promoting human well being and shaping and nurturing 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.
Social Work Program Learning and Culture
When you are admitted into the Social Work Program, you become a member of both an academic major and a profession. This membership is both a privilege and responsibility that is informed by your own judgment, the Social Work Program’s guidelines, and the NASW Code of Ethics (2008). All students enrolled in social work classes, whatever their declared majors, are held to the standards of the NASW Code of Ethics (2008), the IASSW Code of Ethics, and the United Nations Declaration of Human Rights.
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 Social Work Program (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 guideline of the agency, our field educators, our faculty, and our own professional wisdom. We listen, reflect, and learn - about ourselves, our colleagues, our discipline, and our world. And we have fun in the process!
We will 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
_utilize supervision and consultation.
Course Objectives
Upon successful completion of the course, you should competently be able to:
1. Demonstrate an historical understanding of ways in which social work has enhanced and/or deterred opportunities for social and economic justice in American society;
2. Critique the effectiveness of various social work interventions with vulnerable populations (children, clients who are homeless, elderly, incarcerated, impoverished, struggling with addictions, etc.);
3. Recognize the extent in which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power;
4. Apply and critique “just social work practice”, generalist practice knowledge and skills in a collaborative partnership community partners.
5. Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups;
6. View self as a learner and engage those with whom you partner as informants; and
7. Demonstrate professional social work ethics and values, including demeanor in appearance, communication and behavior in the classroom and with our community partners.
Your Responsibilities as a Member of a Learning Community
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.
This is a process-oriented course that includes your input at many levels (syllabus construction, developing exams, homework and activities, developing our community project, 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 content 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.
Academic Honesty (Whittier College Catalog, 2013 – 2015).
Because the preservation ofacademic honestyis as fundamental to our shared enterprise as the transmission of knowledge, thefacultyandadministrationof the College regard educating students in academic integrity to be as important as inspiring them to rise to the challenge of learning. Students are expected to produce independent work and to cite sources of information and concepts. When these principles are breached and a studentmisrepresents his or her level of knowledge, the basic framework of scholarship is broken. In these instances, students will be held accountable and will face sanctions that range from a warning to expulsion from the College. Ignorance of what constitutes plagiarism or cheating is not a valid defense. If students are uncertain of policies, they should consult the instructor for clarification.
Required Readings:
Finn, Janet L. & Jacobson, M. (2008). Just practice: A social justice approach to social work. 2nd Edition. Peosta, Illinois. Eddie Bowers Publishing Co.
Additional Readings may be assigned in syllabus located in electronic format on Moodle. You must have your Whittier College email account activated to access your assigned readings and participate in this class. We will discuss how to access your readings during the first week of class.
Course Schedule, Activities, and Assignments
1-5-15/ Monday Introduction to the course and to each other
Bring these supplies: 25 points towards participation
1. 3” Ringed Binder for Portfolio
2. Tab Dividers for Portfolio with printed tabs for:
Tab for Introduction
Tab for Resume
Tab for My Praxis Philosophy Paper
Tab for Skill Cards
Tab for Concept Cards
Tab for Conclusion
Tab for Backing Papers (class notes, handouts, etc.)
3. Plastic Sheet Protectors with Pockets - file under Skill and Concept Cards Tabs
Also bring two items for class discussion:
1. Something that represents power and what it means to you (text, p. 45 for examples).
2. Newspaper or journal item that represents an influential point in time of your life (text, p. 41 for examples).
Assigned Readings:
Finn and Jacobson, Ch. 2: Imagining Social Work and
Social Justice, pp 13-61.
1-6-15/ Tuesday Lab Day – Presentation preparation on history of social work, skill and concept cards
Assigned Readings:
Finn and Jacobson, Ch. 3: Looking Back, pp.63-92.
1-7-15/ Wednesday In-class Presentations - History of Social Work 25 pts
Due: 10 Concept and 10 Skills cards completed 25pts
1-8-15/ Thursday Values, Ethics and Visions
Bring for class discussion:
Completed “Social Class Questionnaire” on page 155 of the text. You will need to have the responses written out, either by hand or in typewritten form.
Assigned Readings:
Finn and Jacobson, Ch. 4 Values, Ethics and Visions, pp.109 - 128.
Review this website:
The NASW Code of Ethics www.socialworkers.org/pubs/code/default.asp
1-9-15/Friday Guest Educator
In-class Workshop - Praxis Paper Draft I Overview: What does Just Practice Mean? (See Praxis Final Paper Prompt I–III)
Assignments: Review these websites related to guest
www.wccshope.org
www.sheltersrighthand.org
Assignment Due - Portfolio Introduction due on Moodle by midnight
See prompt III in syllabus 25 points
1-12-15/ Monday Theoretical Perspectives
Assigned Readings:
Finn and Jacobson, Ch. 5: Just Thinking: Theoretical Perspectives on Social Justice-Oriented Practice, pp. 163-185.
Assignment Due - Praxis Paper Draft I: What does Just Practice Mean? (See Praxis Final Paper Prompt I- III) due on Moodle by midnight 25 points
1-13-15/ Tuesday Engagement
Assigned Reading:
Finn & Jacobson, Ch. 6: Just Get Started: Engagement
pp. 211 – 233.
1-14-15/Wednesday Guest Educator
Skill and Concept card checkpoint - 10 of each
Engagement Cont.
Assigned Reading:
Finn & Jacobson, Ch. 6: Just Get Started: Engagement
pp. 233 – 263.
1-15-15/Thursday Teaching and Learning
In-class Workshop - Praxis Paper Draft II Overview: Ethical Principals and Behaviors (See Praxis Paper Prompt V - VI)
Assigned Reading:
Finn and Jacobson, Ch 7: pp. 265 – 310.
1-16-15/ Friday Mandatory Field Trip TBA
1-19-15/ Monday Action and Accompaniment
Assigned Reading:
Finn and Jacobson, Ch. 8: Action and Accompaniment, pp. 313-349.
Assignment Due: Praxis Paper Draft II Due: Ethical Principles & Behaviors
Due on Moodle by midnight 25 points
1-20-15/ Tuesday Evaluation, Reflecting and Celebrating
Assigned Reading:
Finn and Jacobson, Ch. 9: Evaluating, Reflecting on, and
Celebrating our Efforts, pp.377-411
1-21-15/ Wednesday In-class Workshop - Resume development, praxis paper writing and portfolio preparation
Skill and Concept card checkpoint - 10 of each
1-22-15/ Thursday In–class Workshop: Portfolio Peer Review
Assignment: Bring Portfolio to Class for Peer Review
Peer Review - 25 points towards Final Portfolio
1-23-15/ Friday No class- Finalize your praxis paper and portfolio
Assignment Due: Resume
Due on moodle by midnight 50 points
1-26-15/ Monday FINAL EXAM 9:00 – 10:00 am Your Portfolio is your final exam. It is due (with your final praxis paper and conclusion) in my office by 10:00 am.
Assignments and Grading System
Possible Points
Grading Scale
1. Attendance and participation 125 A 90- 100%
2. Portfolio Introduction 25 B 80-89%
3. Praxis Paper Drafts: I and II - 25 pts. each 50 C 70-79%
4. Final Praxis Paper 100 D 60 - 69%
5. Resume 50
6. Integrative Portfolio
(with Skill/Concept Cards and Conclusion) 150
Total Points 500
Course Requirements
1. Attendance and Participation: Students learning in this course will come from participation in class discussions, group activities, and interaction with guest speakers. Therefore attendance and participation in all class sessions is required. Students may not miss more than three classes. On the fourth absence, your grade will drop by one letter grade. Also, if you chronically arrive late or leave early, or arrive for class not having done the readings and appear unprepared, I reserve the right to mark you absent for that class. I will be taking roll each class. If you do run into a personal difficulty that affects your attendance, please see me as soon as possible. We can usually work out a plan that allows you to be successful in class.
2. Reading Assignments/Homework/Quizzes: Each student is expected to complete all reading assignments prior to the day of class. In some instances, specific page numbers from the text chapters or supplemental readings will be assigned on a per class basis. Class discussions will be based on the readings and students will be expected to come ready to discuss the material assigned. It should be noted that course readings will not always be exclusively reviewed in class. However students are responsible for knowing all the material in the readings assigned. Students are expected to use knowledge gained from course readings to participate and enhance class discussion. Additionally, there will occasionally be homework tasks expected to be completed prior to class, such as journal entries, short answer reflections to prompts given in class, and other assigned tasks. Students may also expect in-class quizzes and activities. Readings, homework assignments, in-class activities and quizzes will be reflected in your participation grade.