California State University, Sacramento Social Work 140C: Social Work Practice
Division of Social Work Spring 2010, Tues & Thurs 9 a.m. – 10:15 a.m.
Dr. Nancy Larson
Email: Office Hours
Office: 5030 Mariposa Hall Tuesdays, 5:30 p.m. – 6:30 p.m.
Telephone: 916-278-7065 Thursdays, 12:00 p.m. – 2:00 p.m.
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 of social work as articulated in the NASW Code of Ethics) in your work with clients, groups, communities, organizations, large systems, and colleagues (PLO: 2; EPAS: 4.0, 4.1, 4.2, 4.5)
6. Develop and demonstrate the ability to engage with culturally competent practice skills in all phases (engagement, assessment, planning, intervention, ending, and evaluation skills) of the social work practice process with diverse client systems (for example; LGBT, immigrants, older adults, etc... [PLO: 3, 10; EPAS: 4.1, 4.2, 4.5])
7. Increase relationship building capacities and further develop culturally competent communication skills in working with client systems (PLO: 3, 10; EPAS: 4.1, 4.2, 4.5)
8. Further develop understanding of the forms of oppression and social injustice in the lives
of clients systems (PLO: 3,4; EPAS: 4.1, 4.2, 4.5)
9. Understand issues of micro, meso and macro assessment and intervention (PLO: 3,9;EPAS: 4.5).
10. Understand and develop skills for program development, assessment and evaluation
(PLO: 9; EPAS: 4.5).
11. Further develop understanding of organizations within an ecological perspective including the process of identifying existing and needed resources in response to emergent and unmet client needs (PLO: 12; EPAS: 4.5).
12. Further develop and demonstrate the capacity to use supervision and consultation for advancing self awareness, application of social work knowledge, values and skills in working with diverse client systems (PLO: 1, 2, 11; EPAS: 4.0, 4.5)
Course Format
This course emphasizes student participation. A variety of teaching methods are used to engage students as active learners as they gain skills for social work practice. These include lecture, discussion, experiential exercises, group work, video and audio material, and case studies. I implement cooperative and collaborative learning processes as the primary engines for learning. It is important to realize that this is not a lecture, note taking, and multiple-choice type of course. This is a social work practice course and demands your active engagement and participation for successful completion.
COURSE EXPECTATIONS
Cooperative and collaborative learning are dependent upon student preparation and active participation. You are expected to have read all assigned readings before the class session for which they are assigned and be willing participants in learning activities and exercises. If over the course of the semester you do not engage in classroom activities, points will be taken from your grade.
Because of the class format attendance at each class session is very important. It is your responsibility to sign the attendance sheet, even if you arrive late for class. If you miss more than six sessions, your grade will automatically be lowered one full grade. If you miss more than twelve sessions (six weeks of class) you will fail the course. In the event that you must miss a class, you are still responsible for the readings and for submitting any assignments that are due that day. You must get any missed assignments, handouts, or notes from classmates.
This course is about learning to be a social work professional. It is important, therefore, that you demonstrate professional behavior throughout the semester. It is okay to be late as a rare occurrence. It is not okay to have a pattern of lateness as it is disruptive to the flow of class activities. If you are consistently late to class, your grade will suffer. Late homework may or may not be accepted, depending on the circumstances. In most cases, points will be deducted for every day that the assignment is late even if it is accepted.
Ethical Practice in Field and the Classroom
As developing social work professionals, it is expected that you will be 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., not being respectful of your colleagues) may result in failure of this course, particularly if I have told you previously that your behavior is in violation. Your participation in class should be on topic, appropriate and respectful of the diversity of life experience and perspectives of others. Consistently insensitive comments or behavior will not be tolerated.
Given the integrative nature of this course with your field placement, it is important that you share experiences from field with the class. All in-class practice examples and case presentations are bound by the rules of confidentiality, as is required by our Code of Ethics.
Written Assignments
Clear and concise writing are key ingredients for your future in the field of social work. As social workers, each of you will be called upon to write letters and reports that will impact the lives of individuals, funding, and social policies. If you are concerned about the quality of your writing and would like some assistance, please make an appointment with me before the assignment is due to discuss how to obtain the help you need.
All written assignments shall be typed, double-spaced and have one-inch margins. Font (typeface) size shall be 12 points. No late papers will be accepted unless there are extraordinary circumstances and/or I have given you prior approval. Always keep a copy of each assignment you submit.
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 written work should demonstrate accurate citation of references (both text and Internet) in the style of the American Psychological Association (APA Style).
4. The sources used as references in your written assignments must be appropriate resources for the work.
Grading Criteria for Written Assignments
+ 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.
Æ 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 in two ways: 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 appropriately, the following would constitute plagiarism:
1. Word for word copying.
2. Interspersing a few words of one’s own here and there, while, in essence, copying another’s work (as in a mosaic).
3. Rewriting another’s work, yet still using the fundamental ideas or theory (paraphrasing).
4. Inventing or counterfeiting sources (fabrication).
5. Submitting another’s effort as one’s own (having a ghost writer).
It is also plagiarism to neglect quotation marks for direction citations when APA guidelines suggest they be used. Violation of University policy on plagiarism can result in automatic failure (grade of “F”). In addition, if it is determined that you have plagiarized the work of another, it can result in being suspended or expelled from the University, depending on the circumstances. You are encouraged to review the University policy on plagiarism by visiting the website: http://www.csus.edu/admbus/umanual/UMP14150.htm.
Overall Expectations of Students
I anticipate that you will
· Read all of the readings prior to class and be prepared for class discussion, small group exercises, and assignments.
· Arrive for class on time.
· Turn off your cell phone and laptop for the duration of class.
· Comply with guidelines for ethical behavior noted previously.
· Participate fully in classroom activities.
· Challenge yourself to be an active learner by asking questions, discussing the course content with your classmates, and addressing your concerns or criticisms with me.
· Challenge yourself to be open to hearing the ideas and thoughts of people with whom you disagree.
· Let me know if you have concerns about your understanding of the course content or assignments so that it can be clarified.
· Let me know if you have a concern about anything that happens during class so we can discuss it.
· Complete homework, tests and written assignments in a timely manner.
· Be prepared to discuss relevant issues from your field placement in class.
· Read the Division of Social Work Student Standards of Performance, located on the Division website under the FORMS link.
Accommodation for Students with Disabilities
The Americans with Disabilities Act of 1990 (ADA) provides protection from discrimination for qualified individuals with disabilities. Students with a disability who require assistance will need to contact the Office of Services to Students with Disabilities (SSWD) for coordination of services. The SSWD is located in Lassen Hall, Room 1008. Their phone number is 916-278-6955 (voice) or 916-278-7239 (TDD) or you can contact them via their website at http://www.csus.edu/sswd. If you have a letter from SSWD, please let me as early as possible in the semester so that we can discuss the accommodations you might need for this class.
Open Door Policy
Knowledge of this course material is your lifeline to good, quality social work and I want it to be as fun, understandable and interesting as possible. If you have a question, concern, or suggestions, please do not hesitate to come see me or call me. I am here to help you.
Required Textbooks
1. Poulin, J. (2010). Strengths-based generalist practice: A collaborative approach. (3rd Ed.). Belmont, CA: Wadsworth/Cengage Learning.
2. Thomlison, B. (2007). Family assessment handbook: An introduction and practical guide to family assessment, 3rd edition. Belmont, CA: Thomson/Brooks/Cole.
3. Furman, R., Rowan, D. & Bender, K. (2009). An experiential approach to group work. Chicago: Lyceum Books, Inc.
4. Additional readings may be assigned throughout the semester.
Grading Range
A 94.5-100 A- 89.5-94.4
B+ 86.5-89.4 B 83.5-86.4 B- 79.5-83.4