Social Work Courses - Cedarville University

Transcription

SWK 1100
Total
Immersion
Experience
Total Immersion Experience
(T.I.E.)
SWK –1100
Professor George E. Huff
Out-of-Class Course
Office: APP113, Ext. 7748
[email protected]
Cedarville University
Two (2) credit hours
Undergraduate
Summer
COURSE DESCRIPTION
This course is available to all students interested in the helping professions. It is primarily a
course designed for social work students who will receive a pre-professional experience in social
work. The student‟s participation will be in a social service agency, “shadowing” a social
worker who has a degree in social work or who is licensed in social work. Social work students
must complete this course before applying for admission into the program. This syllabus
provides a general plan for the course. Deviations may be necessary.
SOCIAL WORK PROGRAM MISSION
The mission of the Cedarville University Social Work Program is to prepare students to lead in
serving those in need as professional generalist social workers by empowering them with the
knowledge, values, and skills of the profession from a biblical worldview.
I.
CEDARVILLE UNIVERSITY SOCIAL WORK PROGRAM GOALS (PG)
RELATED TO THE COURSE
1. Providing content about social work practice from a generalist perspective with client
systems of various sizes and types.
2. Preparing students with the skills, values, and knowledge to practice with diverse
populations at risk.
3. Providing content about social contexts, the changing nature of those contexts, the
behavior of organizations, and the dynamics of change.
4. Preparing graduates who are aware of their responsibility to continue their professional
growth and development.
5. Preparing students to practice with populations at risk with unique discrimination and
oppressive histories (with a special focus on poverty).
6. Integrating biblical principles throughout the curriculum so that students can
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appropriately integrate their faith and that of their clients into the helping relationship.
7. Laying a foundation of core skills essential to a high caliber of social work practice
(i.e., problem solving, listening, verbal and written communication, critical thinking).
8. Creating an appreciation for the profession as well as an understanding of the history,
personalities, and issues and events which helped shape it.
9. Infusing throughout the curriculum the values and ethics that guide professional social
workers in their practice.
II.
CEDARVILLE UNIVERSITY SOCIAL WORK PROGRAM OBJECTIVES (PO)
As a result of taking TIE the student will be able to:
1. Apply critical thinking skills within the context of professional social work practice.
(EPAS 3.0.1) (PG 2, 6, 7)
2. Integrate Christian beliefs and values with professional social work values and ethics as
set forth in the code of ethics. (EPAS 3.0.2) (PG 2, 5, 6, 9)
3. Practice without discrimination and with respect, knowledge, and skills related to
client‟s age, class, color, culture, political ideology, disability, ethnicity, family
structure, gender, marital status, national origin, race, religion, political and sexual
orientation. (EPAS 3.0.3) (PG 2, 5, 9)
4. Identify the issues underlying the conditions of poverty, oppression, and discrimination,
and apply strategies of advocacy and social change that advance social and economic
justice nationally and globally. (EPAS 3.0.4) (PG 2, 5)
5. Comprehend and interpret the history of the social work practice and its contemporary
structures and issues. (EPAS 3.0.5) (PG 3, 8)
10. Use communication skills differentially across client populations, colleagues, and
communities. (EPAS 3.0.10) (PG 2, 5, 6, 7)
III. COURSE OUTCOMES
As a result of having participated in the Total Immersion Experience, students shall
demonstrate the ability to:
SWK 1100
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1. Critically evaluate his/her feelings about social work as a career choice. (EPAS 3.0.1,
EPAS 3.0.2) (PG 2, 5, 6, 7, 9) (PO 1, 2) [Written Report, Debriefing Response Paper]
2. Understand the diversity of populations that social work as a profession serves.
(EPAS 3.0.3, EPAS 3.0.10) (PG 2, 5, 6, 7, 9) (PO 3, 10) [Evaluation, Written Report]
3. Become knowledgeable about issues underlying the conditions of poverty, oppression,
and discrimination for the populations served by the agency. (EPAS 3.0.4) (PG 2, 5)
(PO 4) [Evaluation, Written Report]
4. Understand both the client and professional relationships that are founded in and
outside of the agency. (EPAS 3.0.10) (PG 2, 5, 6, 7) (PO 10) [Debriefing Response
Paper, Evaluation]
5. Demonstrate an awareness of basic social work knowledge, values, and skills and how
they integrate with Christian beliefs and values. (EPAS 3.0.2) (PG 2, 5, 6, 9) (PO 2)
[Written Report, Evaluation]
6. Recognize one‟s own potential for helping others and decide whether a career in the
generalist profession of social work would be appropriate. (EPAS 3.0.1) (PG 2, 6, 7)
(PO 1) [Written report, Debriefing Response Paper]
7. Use communication skills differentially with a variety of client populations, colleagues,
and members of the community. (EPAS 3.0.10) (PG 2, 5, 6, 7) (PO 10) [Evaluation]
8. Apply critical thinking skills within the context of pre-professional social work
practice. (EPAS 3.0.1) (PG 2, 6, 7) (PO 1) [Debriefing Response Paper]
IV. INSTRUCTIONAL METHODS
Students will be required to “shadow” a social worker in a social service agency for five full,
consecutive days (one week/40 hours) in the summer.
Taking TIE out-of-class method, the student will need to obtain an “out of class” form from the
Office of the Registrar in March.
V. MATERIALS
A. Required forms can be found at the end of this syllabus and are to be completed by
the student and the social worker who will be “shadowed.”
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VI. EVALUATION
Methods of evaluation will include: a written report, a debriefing paper, the completion of the
evaluation form by the social worker who provided the “shadowing” experience, and the
timeliness of all required paperwork to be turned in to the professor.
A.
Grading
The final grade for TIE will be determined by the evaluation form and the timeliness
and quality of the written material:
Timeliness of Paper Work ………………………………………………..…10%
Evaluation Form….......................................................................................... 35%
Written Report ............................................................................................... 35%
Debriefing Response Paper .......................... ……………….……………… 20%
Academic dishonesty in any assignment will result in an F for the assignment.
The scale is as follows:
100
93
90
87
84
81
B.
-
94
91
88
85
82
78
=
=
=
=
=
=
A
AB+
B
BC+
77 - 75
74 - 72
71 - 69
68 - 66
65 - 63
Below 63
=
=
=
=
=
=
C
CD+
D
DF
Late Assignments
A late assignment immediately drops one (1) letter grade. Plans for a late submission
must be discussed with the professor. Each successive week late drops the grade of
the written report one letter grade until an “F” is received. Any time after that, the
“F” is recorded as a “0” from the scale for grades. No final grade will be given until
all assignments are completed and submitted.
C.
Americans with Disabilities Act
If you believe you may need support in managing the impact of a disability, please
contact Marilyn Meyer, Coordinator of Disability Services, phone 3843, e-mail
[email protected]. The office is located in 164 Callan Athletic Center.
Examples of disabilities are AD/HD, specific learning disability, hearing or vision
impairment, health impairment, psychological, orthopedic, traumatic brain injury.
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Faculty rely on Disability Services to verify the need for academic accommodation
and to identify reasonable and appropriate accommodation strategies. View
www.cedarville.edu/DisabilityServices for further information.
VII. REQUIREMENTS
A.
The student will contact a social service agency in their home town during the spring
semester of the desired date to arrange for TIE.
B.
Select a social worker to “shadow” who has a degree in social work or who is a
licensed social worker.
C.
The student‟s choice of a social service Agency must be approved by the professor in
advance.
D.
The student must complete the necessary paper work, i.e. forms.
The social worker who provides the “shadowing” experience will complete the
Background Information Form and the Evaluation Form (see section XI). The
student will complete the Student‟s Choice Form TIE (see section XI). The Student‟s
Choice Form must be turned into the professor before summer break.
E.
The student will make sure that the social worker whom he/she “shadowed” returns
all necessary paperwork.
F.
The student will submit a written report (see Section VIII Assignment Guidelines) and
a debriefing response paper (see Section VIII Assignment Guidelines).
G. The student will meet with the professor before making any final arrangements with the
social worker whom he/she is planning to “shadow.”
H.
The student will participate in the TIE in a whole-hearted manner as unto the Lord.
You are reflecting Jesus Christ in you and representing Cedarville University.
I.
The student will be fingerprinted for a background information check if you are a
resident of Ohio or both the BCI and FBI check if you are a resident from another
state. Fingerprinting will be done at the Campus Safety Office.
VIII. ASSIGNMENT GUIDELINES
A. Participation in the local social service agency is extremely important. Beyond observing
normal agency activities, the student will benefit from attending staff meetings and from
interviewing various agency personnel. Furthermore, the student could engage in the following
activities:
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Observing an intake.
Discussing the assessment process.
Observing of ongoing process with clients.
Reviewing problem-solving strategies and treatment plans (contracting).
Reviewing case files.
Becoming familiar with agency goals and objectives.
Observing of termination process.
Gaining as much client interaction as possible.
Practicing communication skills.
Becoming familiar with paper work.
Participating in supervisory sessions - getting performance feedback.
Interviewing clients.
Watching training videos.
Reviewing organizational charts.
Reviewing the historical development of the agency.
The student may lend real assistance to the social worker. However, the student should
“shadow” the social worker at all times and not be left alone to tend to clerical tasks.
B.
Written Report
You will be expected to keep a record of your experience. It should include the following
information:
your name and mail box number
where and when the T.I.E. took place
why you chose this agency
the name of the social worker you shadowed
your feelings toward the population this agency serves
what services this agency provides
your reactions to your TIE experience
how your social worker interacted/reacted to you (give examples)
your own potential for helping the clients you come in contact with
your understanding of the client‟s perspective on “being helped”
discuss the poverty, oppression, and discrimination issues you observed during this
experience
your analysis of the knowledge, values, and skills of social work in a situation you
observed from a biblical worldview in the context of the church…use scripture to support
your thoughts
the global/national multicultural perspectives that you noticed
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The report should be typewritten, twelve (12) point font, double spaced, and a minimum of five
(5) pages. Provide a copy of the agency brochure and the agency‟s mission statement. Entitle
your paper TIE Written Report, and include your name and campus mail box number at the top
of your paper.
C.
Debriefing Response Paper
You will be expected to submit a written response addressing the following areas:
1. Review and summarize the agency brochure and mission, including
a. description of agency (setting)
b. description of social worker (profile)
c. overview of population (describe)
d. special activities involved in (your reaction to them)
2. How did your experience support at least two (2) goals and objectives of Cedarville
University Social Work Program? (See TIE syllabus sections I and II).
3. What were your reactions?
a. What was learned about the helping relationship?
b. What was learned about yourself via the evaluation or experience?
4. What conclusions were reached about whether social work is for you?
5. What do you still need to help you decide on a field of service in preparation for your
internship?
Your response should be typewritten, twelve (12) point font, double spaced, and a minimum of
five (5) pages. Entitle your paper TIE Debriefing Responses, and include your name and campus
mail box number at the top of your paper.
IX. PROCEDURE
A. To register for TIE over the summer term, the student must complete the out-of-class form
from Academic Services in March.
B. Select a couple of different social service agencies in your home town community. Complete
Student‟s Choice Form and submit it to the professor before you leave for summer break.
C. Obtain approval from the professor before contacting a social service agency.
D. Share the TIE syllabus with the social worker who you plan to “shadow.” Go over all
necessary forms that he/she will be required to fill out.
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E. Complete the forty (40) hour TIE experience.
F. Turn in the Written Report, Debriefing Response Paper, agency brochure and mission
statement, and the remaining required forms for TIE, including forms from the social worker
who you “shadowed.” Email as attachments or mail to Professor Huff or fax to 937-7663445 by August 1. Keep a copy of your documents.
G. The social work secretary will make an appointment at the Campus Safety Office for your
fingerprinting.
X.
CLASS SCHEDULE
DATE
GENERAL TOPIC
Students‟ impressions and
experiences from TIE.
August 1
Mail to:
Prof. George Huff
Social Work Program
251 N. Main St.
Cedarville, OH 45314
ASSIGNMENTS
Written Report
Completed Forms
Brochure/Pamphlet
Mission Statement
Debriefing Response Paper
Fingerprinting for Ohio
background or FBI check
or fax to: 937-766-3445
Keep a copy of all documents for yourself.
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XI. FORMS
SOCIAL WORK PROGRAM
BACKGROUND INFORMATION
OF
SOCIAL WORKER
OR
RESUME
(Please fill out all portions not included in your resume).
Today‟s Date: __________________________________________________________________
Name: __________________________________________ Home Phone: _________________
Address: ______________________________________________________________________
Present Employer: ________________________________ Work Phone: _________________
Work Address:
Work E-mail:
EDUCATION
Name of College: _______________________________________________________________
College Address: _______________________________________________________________
Date of Graduation: _______________________________ Degree Earned: _______________
Name of Graduate School: ________________________________________________________
School Address: ________________________________________________________________
Date of Graduation: _______________________________ Degree Earned: _______________
Additional Education/Training: ____________________________________________________
School Address: ________________________________________________________________
Years Attended: _________________________
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EMPLOYMENT HISTORY
(Paid and Volunteer)
______________________________________________________________________________
(Agency/Organization – Present)
______________________________________________________________________________
(Time Employed)
Responsibilities: ________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(Agency/Organization –Most Recent)
______________________________________________________________________________
(Time Employed)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(Agency/Organization – Previous)
______________________________________________________________________________
(Time Employed)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
(Time Employed)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(Time Employed)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
OTHER PERTINENT INFORMATION
Professional Licenses/Credentials Held: _____________________________________________
______________________________________________________________________________
Additional Information of Importance:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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SOCIAL WORK PROGRAM
T.I.E. CONFIRMATION and EVALUATION FORM
THIS IS TO CONFIRM THAT _________________________________ has spent
(Name of Student)
five (5) FULL CONSECUTIVE work days in _______________________________________
(Name of Social Service Agency)
located at _____________________________________________________________________
between ____________________, 20____ and _____________________, 20____.
Social Worker _______________________________________Phone #:
___________________...........................................
Based on your observation of this student, please RATE him or her by checking the
appropriate number:
1
Strongly Disagree
2
3
Agree
4
5
Strongly Agree
The student was:
1. Cooperative
____1
_____2
_____3
_____4
_____5
2. Industrious
____1
_____2
_____3
_____4
_____5
3. Able to take initiative
____1
_____2
_____3
_____4
_____5
4. Learned about the diverse populations
served by the agency
____1
_____2
_____3
_____4
_____5
5. Reviewed history of agency
____1
_____2
_____3
_____4
_____5
6. Serious about responsibility
____1
_____2
_____3
_____4
_____5
7. Open to suggestions
____1
_____2
_____3
_____4
_____5
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8. Eager to improve
9. Creative
10. Understood the helping process with
clients
11. Aware of the professional relationships
inside and outside of agency
12. Reviewed issues of oppression and
discrimination
13. Used good communication skills with
people she/he came in contact with
14. Sensitive to the needs of the clients
served at the agency
15. Aware of basic social work knowledge,
values and skills in regard to their faith
____1
_____2
_____3
_____4
_____5
____1
_____2
_____3
_____4
_____5
____1
_____2
_____3
_____4
_____5
____1
_____2
_____3
_____4
_____5
____1
_____2
_____3
_____4
_____5
____1
_____2
_____3
_____4
_____5
____1
_____2
_____3
_____4
_____5
____1
_____2
_____3
_____4
_____5
Did you detect anything about this student‟s personality or performance that might hinder his or
her effectiveness in the Social Work profession? If so, please explain.
Additional Comments:
(Please comment on any irregularities in attendance or punctuality).
Please check a grade that will be used as a guide in determining the student‟s grade.
A ____
A- ____
C _____ C- _____
B+ ____
B ____
B- _____
D+ _____
D ____
D- _____
C+ _____
THANK YOU for allowing this student to shadow you.
Please return this form to the student or to:
George E. Huff, MSSA, LISW-S
Associate Professor of Social Work
251 N. Main Street
Cedarville, OH 45314
Fax: 937-766-3445
[email protected]
SWK 1100
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SOCIAL WORK PROGRAM
Student‟s Choice Form
Total Immersion Experience
Name:
Year you will graduate: _______________
Home Address:
Home Phone:
E-mail:
______________________________________________________________________
AGENCY of Choice:
Name
Reason Selected:
Social Worker‟s Name:
Phone Number:
Best Time to Call:
E-mail: ______________________________ Fax: ___________________________________
SWK 1100
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X.
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SWK 2330
Introduction to
Social Work
INTRODUCTION TO SOCIAL WORK
SWK/SOC-2330
Professor Christine Fulmer, MSW, LISW-S
Fall Semester, 2009-M/W/F
APP 112, Ext. 3623
Three (3) Credit Hours
Undergraduate
COURSE DESCRIPTION
This course gives an introduction to the Social Work profession and a variety of fields of Social
Work practice. It includes a study of the historical development of Social Work. There will be an
overview of the integration of faith and practice and the Program‟s poverty focus. An overnight
trip may also be required. This syllabus provides a general plan for the course. Deviations may
be necessary.
MISSION
I.
1.
Providing content about Social Work Practice from a generalist perspective with
client systems of various sizes and types.
2.
Preparing students with the skills, values, and knowledge to practice with diverse
3.
Providing content about social contexts, the changing nature of those contexts, the
4.
Preparing graduates who are aware of their responsibility to continue their
professional growth and development.
5.
Preparing students to practice with populations at risk with unique discrimination and
6.
Integrating Biblical principles throughout the curriculum so that students can
SWK 2330
page 1
II.
7.
Laying a foundation of course skills essential to a high caliber of Social Work
practice (i.e., problem solving, listening, verbal and written communication, critical
thinking).
8.
Creating an appreciation for the profession as well as an understanding of the history,
and issues and events, which helped to shape it.
9.
Infusing throughout the curriculum the values and ethics that guide professional
social workers in their practice.
CEDARVILLE UNIVERSITY SOCIAL WORK PROGRAMS OBJECTIVES (PO)
1.
Apply critical thinking skills within the context of professional Social Work practice.
(EPAS 3.0.1) (PG 2, 6, 7) [Workouts 3 & 9]
2.
Integrate Christian beliefs and values with professional social work values and ethics
as set forth in the code of ethics. (EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0, EPAS 4.1) (PG
2, 5, 9) [Biblical Basis Paper] [Class Participation]
3.
Practice without discrimination and with respect, knowledge, and skills related to
orientation. (EPAS 3.0.3) (PG 4, 9) [Class Participation]
4.
Identify the issues underlying the conditions of poverty, oppression, and
discrimination and apply strategies of advocacy and social change that advance social
and economic justice nationally and globally. (EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0,
EPAS 4.1) (PG 2, 5) [Surprise Assignment] [Global Social Work Reaction Paper]
5.
Comprehend and interpret the history of the social work profession and its
contemporary issues. (EPAS 3.0.5, EPAS 4.0) (PG 8) [Quiz 1]
6.
Apply the knowledge and skills of generalist Social Work to practice with systems of
all sizes and in the context of the church. (EPAS 3.0.B6, EPAS 4.5) (PG 1, 8)
[Workouts]
10. Use communication skills differentially across of client populations, colleagues, and
community. (EPAS 3.0.10) (PG 2, 5, 6, 7) [Workouts]
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As a result of having taken this course in Introduction to Social Work, students shall
1.
Demonstrate a fundamental knowledge of the history and development of the Social
Work profession and current structures and issues. (EPAS 4.4, EPAS 3.0.5) (PG 8)
(PO 5) [Quiz 1]
2.
Demonstrate knowledge of basic Social Work knowledge, values, and skills. (EPAS
4.5, EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0, EPAS 4.1, EPAS 3.0.B6) (PG2) (PO 2)
[Class Participation]
3.
Demonstrate a basic knowledge and understanding of the relationship between Social
Work and Social Welfare. (EPAS 4.4) (PG8) (PO 5) [Quiz 1]
4.
Learn the Biblical basis for meeting human needs and how evangelical Christians are
encouraged to respond in a holistic fashion. (EPAS 4.0) (PG 6, 9) (PO 2) [Biblical
Basis Paper]
5.
Demonstrate an awareness of one's own beliefs, values, and attitudes about human
diversity and analyze one's own values in relation to those of Social Work. (EPAS
4.1, EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0) (PG4) (PO 3) [Class Participation, journals]
6.
Understand the special concerns Social Work has to address in terms of the needs of
racial and ethnic minorities and the consequences of discrimination and oppression of
women and other groups. (EPAS 4.1, EPAS 4.2, EPAS 3.0.3, EPAS 4.0) (PG 2,5)
(PO 2, 4) [Surprise Assignment, Class Participation]
7.
Recognize one's own potential for helping others and decide whether a career in the
generalist profession of Social Work would be appropriate. (EPAS 4.0) (PG 4) (PO 3)
[Career Direct, Class Participation]
8.
Demonstrate an understanding, sensitivity, and commitment to issues related to
poverty. (EPAS 4.2, EPAS 3.0.4) (PG 5) (PO 4) [Surprise Assignment]
9.
Understand the forms and mechanisms of oppression and discrimination and the
strategies of change that advance social and economic justice. (EPAS 4.2, EPAS
3.0.4) (PG5) (PO 4) [Surprise Assignment]
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10. Use communication skills differentially with a variety of client populations,
colleagues, and members of the community. (EPAS 3.0.10) (PG 1, 2, 5, 6) (PO 4, 10)
[Workouts, Global Social Work Reaction Paper]
11. Understand the scope of generalist practice and the roles of Social Workers in a
variety of fields of practice. (EPAS 3.0.B6, EPAS 4.5) (PG 1) (PO 6) [Workouts]
12. Apply critical thinking skills within the context of pre-professional Social Work
practice. (EPAS 3.0.1) (PG 4,7) (PO 1) [Workout 3]
13. Understand the values and ethics of the Social Work profession and the issues that are
raised within different fields of practice. (EPAS 4.0, EPAS 3.0.2, EPAS 32.0.3, EPAS
4.1) (PG 6, 9) (PO 2, 4, 10) [Class Participation]
In-class methods include: Discussion, debate, group work, media, student presentations,
guest lecturers, and lecture.
V.
MATERIALS
A.
Textbooks:
Keith-Lucas, A. (1985). So you want to be a social worker: A primer for the Christian
student. St. Davids, Pa: North American Association of Christians in Social
Work.
Zastrow, C. (2008). Introduction to social work and social welfare. 9th edition.
California: Brooks/Cole.
B.
Required Reading
Yankoski, M. (2005). Under the overpass. Sisters, Oregon: Multnomah.
C.
Reserved /Other Reading
Claiborne, S. (2006). Irresistible revolution: Living as an ordinary radical. : Grand
Rapids: Zondervan.
Garland, D. (1994). Church agencies: Caring for children and families in crisis.
Washington, D.C.: Child Welfare League of America.
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Garland, D. (1992). Church social work. St. Davids, PA: North American
Association of Christians in Social Work.
Lieberman, A. (1998). The social workout book. Ca: Pine Forge Pres.
Shipler, D. K. (1997). A country of strangers: Blacks and whites in America. New
York: Alfred A. Knopf.
Articles will be distributed.
D.
Videos
TBA
VI. EVALUATION
*
A.
If any written assignment has more than three errors to a page it will be returned
to be redone. The grade will automatically drop a plus or minus.
Grading
Your grade will be determined in the following manner:
BEAP Entrance Survey ............................................................................. required
Reading………….. ................................................................................... required
Overnight Trip (if applicable)…….……………………………………....required
Journals ..................................................................................................... required
Career Direct………………………………………… ……………….. required
Global Social Work Reaction Paper ….……………………………… ……15%
Biblical Basis Project ..................................................................................... 20%
Workbook (Workout) Assignments………………………………………. 20%
Surprise Assignment ……………………………………………………… 20%
Quizzes……………………………………………………………...……… 20%
Class participation…………………………………………………………….5%
100 93 90 87 84 81 -
94 =
91 =
88 =
85 =
82 =
78 =
A
AB+
B
BC+
77 74 71 68 65 Below
75 =
72 =
69 =
66 =
63 =
63 =
C
CD+
D
DF
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Cheating on any quiz or exam will result in an F for the course.
B.
Attendance
Students are expected to attend all classes, because each student's presence and
participation are part of the learning process. If an absence is unavoidable, you should
contact me before class. If I cannot be reached, leave a message on my voice mail
(766-7415). Two (2) emergency absences will be allowed. Unexcused absences will
be reflected in your grade, dropping the final grade two (2) points for each unexcused
absence. Three (3) tardies to class will count as one (1) unexcused absence.
C.
Late Assignments
Late assignments immediately drop one (1) letter grade. Plans for late submissions
must be discussed with professor by the next class. Each successive class drops the
grade of an assignment another letter grade until an “F” is received. At the next class,
the “F” is recorded as a “0” from the scale of grades.
D.
Class Participation and Protocol
Students are expected to demonstrate the social work value of dignity and worth of a
person by treating peers and professors with dignity and respect interacting in a
courteous manner. Students are expected to demonstrate the social work values of
integrity and competence by completing his/her own work to the best of his/her
ability. In general, students are to demonstrate the same professional demeanor that is
expected in Field. Students will come to class on time, not leave mid class (unless
previously arranged). If this protocol is not adhered to, students will first be given a
verbal warning, second will be asked to leave the classroom and have it count as an
unexcused absence (-2 points from overall grade) and third be referred to the Program
Director for disciplinary action.
VII.
REQUIREMENTS
A.
Reading.
B.
Biblical Basis Project
C.
Quizzes on Zastrow and Alan Keith Lucas texts
D.
Journals
E.
Global Social Work Reaction Paper
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F.
Beap Entrance Survey
G.
Workout Exercises
H.
Class Participation
I.
Surprise/Surprise Assignment
J.
Career Direct (results turned into the professor)
A. Reading of the text and required collateral readings.
B. Global Social Work Reaction Paper: Each student will write a 1 – 2 page paper on the
International Federation of Social Workers. Look up ifsw.org on the web. Describe the
organization (15 points). What career opportunities are there for social workers around
the world (15 points – The answers to this will take some net surfing. There are links, but
the jobs are probably not directly on the website.)? Look up a mission organization on the
web such as abwe.org. Name the missions organization (10 points). Compare the
ministry opportunities listed by the mission organization (10 points) with jobs linked by
the International Federation of Social Workers (10 points). Comment on this (10 points).
What opportunities if any interested you personally (10 points)? Please come prepared to
discuss your reaction with the class. This is to be in APA format. Please include a
title page with your box #. All sources listed in your bibliography should be
referenced in your paper (10 points). Points will be deducted for poor spelling and
grammar. Due Date: August 31, 2009
C. Workbook Workouts
Directions are in the book (Workouts 3, 4, & 9 will be completed.).
Due Dates: On Class Schedule
D. Biblical Basis Project: Students will be divided into groups for this project. The students
will be assigned books of the Bible to research regarding the Biblical basis and guidelines
for helping the poor and needy. The students are to utilize the Bible and at least three
other sources (books or articles) when developing this project. Each student‟s individual
contribution to the project will be assessed a grade. This grade will be averaged with the
group grade for the final grade. Students will evaluate their own contribution as well as
the contribution of their peers. The reference page is to be in APA format. All
sources listed in your bibliography should be referenced in your project. More
details will be provided. Due Date: October 21st & 23rd, 2009
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E. Journal Assignments: Each assignment is to be three typed pages (unless otherwise
indicated) and double spaced. A bibliography page is required when using sources. Each
assignment should be placed in a 3 pronged folder with your name, box number and the
class labeled on the front. Each successive journal entry should be placed in the same
folder. At the end of the semester, all journal assignments will be in the same folder.
Due Dates: On Class Schedule
F. Write a three page biography for each other following: Due dates listed on your class
schedule
1.
Who you are (personality and character) and 2) what has shaped you into the
person you are (events, people, etc...)?
2.
What emotion are you most uncomfortable expressing? Why? What emotion are
you most uncomfortable dealing with in others? Why? How do you deal with it
when others express this emotion?
3.
What are your personal strengths and weaknesses? How do they impact your
relationships with others?
4.
Review the NASW code of ethics in the back of your textbook. Compare and
contrast your personal values with the social work values listed. Which ones
conflict with your own and which ones are consistent? Elaborate on this. Do any
conflict with biblical values? If yes, which ones?
G.
Surprise Assignment: Under the Overpass must be read prior to the overnight trip.
Details re: the trip will be discussed at a later date. A journal accompanying this
assignment with comparison to Under the Overpass is required. Guidelines for this
journal will be distributed via email after the trip. Due Date: To be announced
H.
Quizzes: Take all assigned quizzes. Quizzes not taken because of unexcused absences
will not be made up and a grade of zero will be recorded. Quizzes not taken because of
excused absences can be rescheduled at the student‟s request within one week of the
absence.
IX. AMERICANS WITH DISABILITIES ACT
If you believe you may need support in managing the impact of a disability, please contact
Marilyn Meyer, Coordinator of Disability Services, by phone at 3843 or email at
[email protected]. Examples of disability categories are AD/HD, Specific Learning
Disabilities, Hearing, Vision, Health Impairment, Psychological, Orthopedic, and
Traumatic Brain Injury. Faculty rely on Disability Services to verify the need for
SWK 2330
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accommodation and to assist in developing reasonable and appropriate accommodation
strategies. View website at www.cedarville.edu/DisabilityServices.
X. WRITING ASSIGNMENT ASSISTANCE
The writing center, located in Tyler 104, offers competent guidance on all your writing in
any stage of your writing process. That means, you can visit the center as soon as you get
your assignment to start brainstorming ideas. It also means you can visit as often as you
want for feedback on the same paper. When you go to the writing center, be sure to take
your assignment and two hard copies of your paper with you. After you and your
consultant read the paper together, the tutor will suggest ways to build upon your strengths
and improve your weaknesses. Expect to be actively involved in the conference. You
might freewrite for five or ten minutes, do some outlining or revising, and even consult a
manual. It's good to keep in mind that because of the writing center's mission, your tutor
will never proofread or edit your writing for you. It's also good to keep in mind that all
writers from all levels of proficiency benefit from the writing center's services, so even if
you feel like you're a "good" writer, you'll still improve your skills by working with the
tutors. To learn how to make an appointment at the writing center, go to
http://www.cedarville.edu/departments/writingcenter/editanappointment.cfm.
For Students Writing Papers Longer Than 8 Pages and Senior Seminar Courses:
Since this course is a 3/4000-level course and your assigned paper will be longer than 8
pages, you may sign up for an extended (one hour) consultation once per day. To learn how
to sign up for such a session, go to
http://www.cedarville.edu/departments/writingcenter/extendedconsultations.cfm.
SWK 2330
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X.
CLASS SCHEDULE
DATE
LATE OR
ABSENT
BEAP Survey
W/19
Survey
Introductory skill bldg
August
Course Overview
F/21
Class Activities:
ASSIGNMENTS
General Introduction
August
Class Activities:
GENERAL TOPIC
Break up into “families”
Introductory social work skill building– Family member Introduction exercise
The Bible and Social Work
August
Zastrow Chapter 1 (Quiz)
M/24
Class Activities:
Lecture
Introduction of Global Social Work Reaction paper
What is Social Work?
August
Social Welfare
W/26
Class Activities:
AKL 1 (Quiz)
Lecture
Journal 1 introduced
Natural Vs. Professional Helping
August
AKL 2 (Quiz)
F/28
Class Activities:
August
Lecture
Role plays & scenarios
Social Work Opportunities around the
World
Global Social Work Reaction
Paper due
M/31
Class Activities:
Global Social Work discussion
Introduce WO 4
September
W/2
Class Activities:
A Comprehensive Helping
Profession
Generalist Practice
Journal 1 due
Biblical Basis Project Introduced
Family projects
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September
Strengths perspective and empowerment
AKL 3 (Quiz)
F/4
Class Activities:
September
M/7
Video “Faces of Change”
LABOR DAY- NO CLASSES
Class Activities:
September
W/9
Social Work as a Profession and a Career
Zastrow chapter 2 (Quiz)
Maslow‟s Hierarchy of Needs
AKL 4 (Quiz)
Class Activities:
September
F/11
Class Activities:
September
M/14
Class Activities:
September
Lecture and scenarios
Fields of Service for Social Workers
Generalist Social Work Practice
Lecture
Poverty
W/16
Class Activities:
September
group activity for WO 4
History of Social Work
Workout 4 due to Social
Work office by 5pm.
F/18
Class Activities:
September
Video “Women of Hull House”
Poverty and Public Welfare
Zastrow 4 (Quiz)
M/21
Class Activities:
Process Workout 4 and discussion of poverty line
Start Homeless to Harvard
September
Poverty Focus
Journal 2 due
W/23
Class Activities:
Homeless to Harvard
SWK 2330
page 11
Poverty Focus
September
AKL 5 (Quiz)
F/25
Class Activities:
Homeless to Harvard
Discussion
September
M/28
Class Activities:
Emotional/Behavioral Problems and
Counseling
Complete Under the
Overpass book
Discussion
CNN videos and discussion
September
Poverty Focus
W/30
Class Activities:
October
Special Assignment
Poverty Focus
F/2
Class Activities:
October
Special Assignment
Poverty Focus
M/5
Class Activities:
Special Assignment Due for
Group 1
Special Assignment Due for
Group 2
Process Poverty Focus
Family Problems and
Services to Families
October
W/7
Class Activities :
October
F/9
Class Activities:
October
M/12
Class Activities:
Guest Speaker
Biblical Basis of Helping the Poor and
Needy
Journal 3 due
Family work groups Biblical Basis Project
Sexual Orientation & Services to GLBT
Individuals
Lecture & discussion
SWK 2330
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Professor‟s fields of Social Work Practice
October
AKL 6 (Quiz)
W/14
Class Activities:
Lecture, Question, & Answer
NO CLASSES – FALL BREAK
October
F/16
Class Activities:
Drug Abuse & Drug Treatment Programs
October
M/19
Class Activities:
Lecture
Family Sculpture
Needy
October
W/21
Projects –Family Presentation
Class Activities:
Needy
October
F/23
Class Activities:
Biblical Basis Project due
Biblical Basis Project due
Projects –Family Presentation
Juvenile Delinquency
October
Zastrow Chapter 9 Quiz
M/26
Class Activities:
Quiz and Discussion
WO 3 Introduced
Values & Ethics
October
NASW code of ethics in back
of Zastrow text (Quiz)
W/28
Class Activities:
Journal 4 due
Personal Values & Ethics
NASW Values & Ethics
Start WO 9
Values & Ethics
October
F/30
Class Activities:
Workout 9 due by 5pm to
Social Work Office
WO 9
SWK 2330
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November
School Social Work
M/2
Class Activities:
Class activities
Lecture
Burnout prevention discussion
November
School Social Work
WO 3 group work
W/4
Class Activities:
November
Guest Speaker
Careers in Social Work
F/6
Class Activities:
November
Class meets in upper SSC for Career Link Day
Career Direct
Career Direct- TBA
M/9
Class Activities:
November
Career Direct
Critical Thinking
W/11
November
AKL 7 & 8 (Quiz)
Bring Encouraging Verses to
Class
Work-related Problems and Social Work
Zastrow 11 (Quiz)
F/13
Class Activities:
November
Class discussion & Lecture
Aging and Gerontological Services
Zastrow 14 (Quiz)
M/16
Class Activities:
November
Guest speaker
Critical Thinking
WO 3 due
W/18
Class Activities:
WO 3 debates
SWK 2330
page 14
November
Critical Thinking
WO 3 due
F/20
Class Activities:
WO 3 debates
November
M/23
Class Activities:
November
Lecture and Discussion
Thanksgiving Break
W/25
F/27
M/30
Class Activities:
December
Racism & Ethnocentricism
W/2
Class Activities:
December
Class discussion
Social and Economic Justice
AKL 9&10 (Quiz)
F/4
Class Activities:
December
discussion
Semester Review
M/7
Class Activities:
discussion
SWK 2330
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Baskind, F. How agency directors view the role of baccalaureate social workers. Social Work Research
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Blare, J. (1992). The visible poor: Homelessness in America. New York: Oxford University Press.
Bloom, M., & Fischer, J. (1982). Evaluating practice: Guidelines for the accountable professional.
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Blythe, B., & Briar, S. (1985). Developing empirically based models of practice, Social Work, 30(6), 483488.
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SWK 2350
Field Survey
FIELD SURVEY
SWK-2350-01
Professor Julie Furj, MSW
Spring Semester, 2009
[email protected]
Undergraduate
COURSE DESCRIPTION
This course uses experiential learning through visitation and observation of social workers and
intra-disciplinary teams in agency settings. Course provides detailed exposure to fields of social
work practice, the role of social work, and the agency structure. There is a special emphasis on
understanding the dynamics of the professional helping relationship given the client‟s
membership in certain groups. A series of field trips will provide students with an understanding
of agency structure, the role of a social worker in a variety of settings, generalist social work
practice, the dynamics of giving and taking help, and how to establish a professional helping
relationship. This syllabus provides a general plan for the course. Deviations may be necessary.
MISSION
I.
CEDARVILLE UNIVERSITY SOCIAL WORK PROGRAM GOAL (PG)
1. Providing content about Social Work Practice from a generalist perspective with client
3. Providing content about social contexts, the changing nature of those contexts, the
4. Preparing graduates who are aware of their responsibility to continue their professional
6. Integrating Biblical principles throughout the curriculum so that students can
appropriately integrate their faith and that of their clients into the helping relations
SWK 2350
page 1
7. Laying a foundation of course skills essential to a high caliber of Social Work practice
(i.e., problem solving, listening, verbal and written communication, critical thinking.
8. Creating an appreciation for the profession as well as an understanding of the history,
personalities, and issues and events, which helped shape it.
9. Infusing throughout the curriculum the values and ethics that guide professional social
II.
1.
Apply critical thinking skills within the context of professional Social Work
practice. (EPAS 3.0.1, EPAS4.7) (PG 1, 2, 5, 6, 7, 9)
2.
Integrate Christian beliefs and values with professional social work values and
ethics as set forth in the code of ethics. (EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0,
EPAS 4.1, EPAS 4.7) (PG 2, 5, 9)
3.
orientation. (EPAS 4.7) (PG 4, 9)
4.
discrimination and apply strategies of advocacy and social change that advance
social and economic justice nationally and globally. (EPAS 3.0.B6, EPAS 4.5,
EPAS 4.7) (PG 5)
6.
Apply the knowledge and skills of generalist Social Work to practice with systems
of all sizes and in the context of the church. (EPAS 3.0.B6, EPAS 4.5) (4.7) (PG
1, 8)
8.
Analyze formulate, and influence social policies. (EPAS 3.0.8, EPAS 4.4, EPAS
4.7) (PG 1,3)
10.
Use communication skills differentially across client populations, colleagues, and
the community. (EPAS 3.0.10, EPAS 4.7) (PG 2,5,6,7)
As a result of having taken this course in Field Survey, students shall demonstrate the ability to:
SWK 2350
page 2
1.
Demonstrate an awareness of basic Social Work knowledge, values, and skills.
(EPAS 3.0.B6, EPAS 4.5, EPAS 4.7) (PG 1, 8) (PO 6) [Journal Article Reviews,
Participation]
2.
Demonstrate an awareness of one's own beliefs, values, and attitudes about human
diversity and analyze one's own values in relation to those of Social Work. (EPAS
3.0.2, EPAS 3.0.3, EPAS 4.0, EPAS 4.1, EPAS 4.7) (PG 2,5,9) (PO 2) [Reflections]
3.
strategies of change that advance social and economic justice. (EPAS 4.0, EPAS 4.2,
EPAS 3.0.4, EPAS 4.7) (PG 2) (PO 4) [Journal article reviews]
4.
Recognize one's own potential for helping others and decide whether a career in the
generalist profession of Social Work would be appropriate. (EPAS 30.1, EPAS 3.0.2,
EPAS 3.0.3, EPAS 4.0, EPAS 4.1, EPAS 4.5) (PG 7) (PO 1) [Participation,
Reflections]
5.
poverty across social work practice. (EPAS 4.5, EPAS 4.3, EPAS 3.0.4, EPAS 4.2,
EPAS 4.7) (PG 1,5) (PO 4) [Reflections, Participation]
6.
Use communication skills differentially with a variety of client populations,
colleagues, and members of the community. (EPAS 3.0.10, EPAS 4.5, EPAS 4.7)
(PG 7, 9) (PO 10) [Participation]
7.
Understand the scope of generalist practice and the roles of Social Workers in a
variety of fields of practice. (EPAS 3.0.5, EPAS 4.4, EPAS 4.7) (PG 1, 7, 8) (PO 1)
[Journal article reviews, reflections]
8.
Apply critical thinking skills within the context of pre-professional Social Work
practice. (EPAS 3.0.1) (PG 4,7) (PO 1) [Reflections]
9.
Understand the values and ethics of the Social Work profession and the issues that are
raised within different fields of practice. (EPAS 4.0, EPAS 4.7) (PG 9) (PO 2)
[Journal Article Reviews]
10. Understand the agency setting and its effect on giving and taking help. (EPAS 3.0.5,
EPAS 4.4, EPAS 4.5, EPAS 4.7) (PG 8) (PO 6) [Reflections]
11. Analyze and apply the knowledge, values, and skills of Social Work practice from a
Biblical world view. (EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0, EPAS 4.1) (PG 6) (PO 2)
[Reflections]
12. Understand the general dynamics of giving and taking help. (PG 6,7) (PO 3)
[Reflections]
SWK 2350
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13. Understand the historical development of agencies representing different fields of
practice and their current structure and issues. (EPAS 3.0.5, EPAS 4.5, EPAS 4.2,
EPAS 4.7) (PG 8) (PO 8) [Reflections]
14. Understand the client‟s perspective on “being helped.” (EPAS 4.0, EPAS 4.5) (PG
2,5,6) (PO 2,3,10) [Reflections, Journal Article Reviews]
15. Understand what might impact a client from a multicultural perspective.
(EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0, EPAS 4.1, EPAS 4.0) (PG 1)(PO 4)
[Participation]
Out of class methods will include: 14 hours of field trips to approximately seven (7)
different social service agencies. In-class methods will include: discussion of Field Trips
and written assignments, lecture, and small group projects.
V.
MATERIALS
A.
Course Syllabus
B.
Textbook
Giving and Taking Help, Alan Keith-Lucas; NACSW, St. Davids, PA, 1994.
C.
Other required readings to complete assignments.
VI. EVALUATION
A.
Grading
The final grade for Field Survey will be determined by the timeliness and quality of
the written material and participation of the student in the class process as follows:
Reflections ...................................................................................................... 40%
Participation………………………………………………………………… 20%
Journal Article Reviews…………………………………………………… 40%
SWK 2350
page 4
100 – 94 =
93 – 91 =
90 – 88 =
87 – 85 =
84 – 82 =
81 – 78 =
B.
A
AB+
B
BC+
77 - 75 =
74 - 72 =
71 - 69 =
68 - 66 =
65 - 63 =
Below 63 =
C
CD+
D
DF
Attendance
contact me before class. If an absence is unavoidable, you should contact me before class
by email or by calling Esther Lanham in the Social Work Office at 766-7676. Two
emergency absences will be allowed. NO FIELD TRIPS MAY BE MISSED.
Unexcused absences will be reflected in your grade, dropping the final grade two points
for each unexcused absence. Three tardies to class will count as one unexcused absence.
C.
Late Assignments
Late assignments immediately drop one (1) letter grade. Plans for late submissions must
be discussed with the professor by the next class period. Each successive class late drops
the grade of an assignment another letter grade until an “F” is received. At the next class,
the “F” is recorded as a “0” from the scale for grades. No final grade will be given until
all assignments are completed and submitted.
D.
Students are expected to be active participants in the learning process. An active
participant is involved in the class to the extent that he/she actively listens, reacts to
information, asks pertinent questions, shows signs of understanding, shares relevant
insights, and contributes to the general learning of the class.
Students will come to class on time, not leave mid class (unless previously arranged),
not talk when others are talking, show respect to peers and professor, interact/question in
a courteous manner and in general demonstrate the same professional demeanor that is
being demonstrated in Field. If this protocol is not adhered to students will first be given
a verbal warning, second will be asked to leave the classroom and have it count as an
SWK 2350
page 5
VII. REQUIREMENTS
A.
Complete 14 hours of field trips to approximately seven (7) social service agencies.
B.
Attend a bi-weekly one (1) hour seminar class.
C.
Complete seven (7) bi-weekly reflections, which detail work activities and the student‟s
impression from the field trips.
D.
Read for class Giving and Taking Help, by Alan Keith-Lucas.
E.
Offer constructive feedback from impressions after visiting a social service agency.
F.
Review seven (7) journal articles bi-weekly on the population group that will be visited
during the scheduled Field trips.
A.
Reflections
1. Reflections are to be two (2) to four (4) pages (12 point font, one inch margins).
2. Use the Guidelines for Field Survey Reflection that follows in the syllabus.
3. Reflections are to be submitted and emailed to the professor by Fridays at 8:00 A.M.
unless otherwise noted in the class schedule of this syllabus.
B.
Journal Article Reviews
1. Reviews are to be at least two (2) pages (12 point font, one inch margins).
2. Use the Guidelines for Journal Article Reviews on each journal submitted.
3. Journal Articles are to be submitted to the Social Work Office (Apple 111) by Fridays
at 8:00 A.M. unless otherwise noted in the class schedule of this syllabus.
4. The journal article is to be from a bound journal obtained from the library (not
from an electronic copy from the library computer database) and is of your
choosing as long as it references the specified population group that will be visited
during the Field Trip. On-line journals are not to be used as a source.
5. Copy the first page of the journal article, including the journal citation with the name,
date, and number of the journal along with the author‟s name. Staple this copy to the
back of your article review.
SWK 2350
page 6
IX. AMERICANS WITH DISABILITES ACT
Marilyn Meyer, Coordinator of Disability Services, phone 3843, email
[email protected]. Examples of disability are AD/HD, Specific Learning Disabilities,
Hearing, Vision, Health Impairment, Psychological, Orthopedic, and Traumatic Brain Injury.
Faculty rely on Disability Services to verify the need for academic accommodation and to
identify reasonable and appropriate accommodation strategies. View
The writing center, located in Tyler 104, offers competent guidance on all your writing in any
stage of your writing process. That means, you can visit the center as soon as you get your
assignment to start brainstorming ideas. It also means you can visit as often as you want for
feedback on the same paper. When you go to the writing center, be sure to take your
assignment and two hard copies of your paper with you. After you and your consultant read
the paper together, the tutor will suggest ways to build upon your strengths and improve your
weaknesses. Expect to be actively involved in the conference. You might freewrite for five or
ten minutes, do some outlining or revising, and even consult a manual. It's good to keep in
mind that because of the writing center's mission, your tutor will never proofread or edit your
writing for you. It's also good to keep in mind that all writers from all levels of proficiency
benefit from the writing center's services, so even if you feel like you're a "good" writer, you'll
still improve your skills by working with the tutors. To learn how to make an appointment at
the writing center, go to
Since this course is a 3/4000-level course and your assigned paper will be longer than 8 pages,
you may sign up for an extended (one hour) consultation once per day. To learn how to sign up
for such a session, go to
SWK 2350
page 7
Guidelines for Field Survey Reflection
(Use professional jargon where possible in recording.)
CEDARVILLE UNIVERSITY
SOCIAL WORK PROGRAM
Professor Julie Furj
Reflection #____
Date:_______
Name: ___________________________________ Mail Box #: ______________
Agency: ______________________________________________________
∙
Two to four pages (12 point font, 1 inch margins, double spaced).
∙
Include the above heading on each reflection submitted.
∙
Explain your answer and number each question:
1. Identify several specific things you learned during the field trip.
2. What were your feelings about your week‟s experience? Recognize your own
values and how they would either help or hinder you in social work practice
with the population and in this setting.
3. Summary of at least two (2) highlights from the Alan Keith-Lucas textbook.
Discuss in particular the dynamics involved in giving and taking help you
observed from the population group that we visited during our Field Trip.
4. Suggest at least one (1) outstanding learning experience which you will share in
class next week.
5. What was the question that you asked during our Field Trip? Why did you ask
this kind of question?
6. Are there special problems or developments which you would like to discuss
personally with the professor?
SWK 2350
page 8
Guidelines for Journal Article Review
(Use professional jargon where possible in recording.)
CEDARVILLE UNIVERSITY
SOCIAL WORK PROGRAM
Field Survey Journal Article Review
Date:__________
Name_____________________________
Mail Box #___________________________
At the top of Page One, before the text part of your review, put your name and mail box
number.
Title your paper Field Survey Journal Article Review.
Number each question and explain your answer.
1. Why did you choose to read this Journal Article as it pertains to the population
group that will be visited next week?
2. What are three (3) things that you learned from reading this Journal Article?
3. What are two (2) questions that you have from reading this Journal Article and
why? Be prepared to ask at least one of these questions during next week‟s trip
to the agency.
4. Write a summary of what this Journal Article was about.
Attach a copy of the first page of the Journal Article to the back of your Review. This copy should
include the journal citation with the name, date and number of the journal along with the article title
and name of author.
All Journal Article Reviews are to be submitted to the Social Work Program Office (Apple 111) by
8 a.m. Friday unless otherwise noted in this syllabus.
SWK 2350
page 9
XI. CLASS SCHEDULE
DATE
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Overview of Field Survey
Journal Article on Behavioral
Health Residential Care
Due Fri. Jan 16
South Community Behavioral
Health Care
Giving and Taking Help
Reflection #1 Due Fri. Jan 23
AKL Preface/Introduction
Seminar
Journal Article on Child Abuse
and Neglect Due Fri. Jan. 30
Greene County Children Services
Reflection #2 Due Fri Feb 6
AKL Chp. 1 and 2
Seminar
Journal Article on Runaways
Due Fri Feb 13
Daybreak
Reflection #3 Due Fri Feb 20
AKL Chp. 3 and 4
Jan 13
Class Activities:
Lecture
Discussion
Jan 20
Class Activities:
Field Trip
Jan 27
Class Activities:
Lecture
Discussion
Feb 3
Class Activities:
Field Trip
Feb 10
Class Activities:
Lecture
Discussion
Feb 17
Class Activities:
Field Trip
SWK 2350
page 10
DATE
LATE OR
ABSENT
GENERAL TOPIC
Seminar
Feb 24
ASSIGNMENTS
Journal Article on Domestic
Violence – Due Fri Feb 27
Class Activities:
Lecture
Discussion
Mar 2-6 Spring Break – No Class!!! Enjoy!
Mar 10
Project Woman
Reflection #4 Due Fri Mar 13
AKL Chp. 5 and 6
Class Activities:
Field Trip
Seminar
Mar 17
Journal Article on Corrections
Due Fri. Mar 20
Class Activities:
Greene County Detention Center
Mar 24
Reflection #5
Due Fri. Mar 27
AKL Chp. 7 and 8
Class Activities:
Field Trip
Seminar
Journal Article on Care of the
Elderly Due Fri. Apr 3
Masonic Health Care
Reflection #6
Mar 31
Class Activities:
Lecture
Discussion
Apr 7
SWK 2350
12
page 11
DATE
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
**Due Thur. Apr 9**
AKL Chp. 9 and 10
Class Activities:
Field Trip
Seminar
Journal Article on
Drug/Substance Abuse
Due Fri Apr 17
Women‟s Recovery Treatment
Center
Reflection #7
Due Fri. Apr 24
Pick any Two (2) Chapters
from our text
Apr 14
Class Activities:
Lecture
Discussion
Apr 21
Class Activities:
Field Trip
SWK 2350
page 12
XII. BIBLIOGRAPHY
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health care resources. Social Work and Christianity, 27(1).
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revitalization. The Journal of Nontraditional Studies, 6(2), 96-110.
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families. Social Work Perspectives, 11(1).
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Kappa Educational Foundation.
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Hamilton, S. F., & Fenzel, M. (1988) The impact of volunteer experience on adolescent social
development: Evidence of program effects. Journal of Adolescent Research, 3, 65-80.
Hedin, D. & Conrad, D. (1991, June). School-based community service: What we know from
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the homeless services-using population. Social Work, 42(6).
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SWK 2840
Concepts of
Chemical
Dependency
CONCEPTS OF CHEMICAL DEPENDENCY
CRJU/PYCH/SOC/SWK-2840
Office: APP. 120, Ext. 7415
[email protected]
COURSE DESCRIPTION
Three (3) credit hours
Undergraduate
This course presents an overview of the social, economic, political, legal, spiritual, and ethical
considerations concerning the use and abuse of alcohol and other drugs in our culture. Various
philosophies and perspectives on drugs and abuse as well as treatment and prevention options for
individuals and families will be discussed. This syllabus provides a general plan for the course.
Deviations may be necessary.
I.
CEDARVILLE UNIVERSITY SOCIAL WORK PROGRAM GOALS (PG) RELATED
TO THE COURSE
1.
Provide content about Social Work practice from a generalist perspective with
client systems of various sizes and types and their respective environment.
2.
Prepare students to practice with diverse populations (i.e., African Americans,
rural residents, inner city residents, and Appalachians).
3.
Provide content about behavior of organizations, and the dynamics of change
within those contexts.
5.
Preparing students to practice with populations at risk with unique discrimination
and oppressive histories.
6.
appropriately integrate their faith and that of their clients into the helping
relationship.
7.
Laying a foundation of core skills essential to a high caliber of Social Work
practice (i.e., problem solving, listening, verbal and written communication,
critical thinking).
SWK 2840
page 1
II.
III.
1.
practice. (EPAS 3.0.1) (PG 7) [Class Participation]
2.
ethics as set forth in the code of ethics. (EPAS 3.0.2; EPAS 4.0) (PG 6) [Class
Participation]
3.
orientation. (EPAS 3.0.3) (PG 2,5) [Class Participation]
4.
social and economic justice nationally and globally. (EPAS 3.0.4) (PG 2,5) [Class
Participation]
7.
Apply knowledge of bio-psycho-social-spiritual variables and use theoretical
frameworks supported by empirical evidence to interpret individual development
and behavior across the life span and the interaction among individuals and
between individuals and families, groups, organizations, and communities. (EPAS
3.0.7; EPAS 4.3) (PG 1,2,3) [Class Participation]
COURSE OUTCOMES
As a result of having taken this course in chemical dependency, student shall demonstrate
the ability to:
1.
Apply critical thinking skills within the context of understanding the basic
concepts regarding chemical dependency. (EPAS 3.0.1) (PG 7) (PO 1)
[classroom discussion, research paper, exam]
2.
Understand alcoholism and alcohol and other drugs in terms of incidence,
motivational factors, symptoms and values. (EPAS 3.0.1) (PG 1) (PO 1)
[classroom discussion, exam]
3.
Understand behavioral commonalities among all addictions. (EPAS 3.0.1, EPAS )
(PO 1) [classroom discussion, exam]
4.
Explore and understand his/her personal attitudes and a biblical perspective of
chemical dependency. (EPAS 3.0.1) (PG 6) (PO 2) [classroom discussion, exam]
SWK 2840
page 2
IV.
5.
Understand the psychological, physiological, spiritual, and social effects on the
individual and his/her environment. (EPAS 3.0.7; EPAS 4.3) (PG 1,3) (PO 7)
[classroom discussion, field trip, video critiques, exam]
6.
Understand the various treatment approaches, formal and informal, and the range
of relevant intervention models. (EPAS 3.0.1; EPAS 4.5) (PG 1) (PO 1)
7.
Understand how chemical dependency adversely affects the individual and the
family in diverse environments. (EPAS 3.0.2; EPAS 3.0.3; EPAS 4.0; EPAS 4.1;
EPAS 4.3) (PG 2) (PO 3) [classroom discussion, exam]
8.
Understand the needs of special/diverse populations and other populations at risk.
(EPAS 3.0.2; EPAS 3.0.3; EPAS 4.0; EPAS 4.1; EPAS 4.2) (PG 2, 5) (PO 3,4)
9.
Understand theories and causation of alcoholism and other drug abuse including
the disease, social learning, genetic, and theistic models. (EPAS 3.0.7; EPAS 4.3;
EPAS 4.5) (PG 7) (PO 7) [ examination, classroom discussion]
10.
Understand the concept of prevention as it relates to alcoholism and other drugs
of abuse. (EPAS 3.0.7; EPAS 4.3; EPAS 4.5) (PG 2, 7) (PO 7) [examination,
classroom discussion]
11.
Understand the physiological effects of alcohol and other drugs of abuse. (EPAS
3.0.7; EPAS 4.3; EPAS 4.5) (PG 7) (PO 7) [examination, classroom discussion]
INSTRUCTIONAL METHODS
To enhance the student‟s learning process the following methods will be used to
accomplish course objectives: lecture, discussion, guest speakers, multi-media
presentations, papers, quizzes and tests.
V.
MATERIALS
Textbooks:
Fields, R. (2004). Drugs in perspective: a personalized look at substance use and abuse.
(5th ed.). New York, NY: Dushkin/McGraw-Hill.
Reserve:
Doweiko, H.E., (2006). Concepts of chemical dependency. (6th ed.). Pacific Grove, CA:
Brooks and Cole Publishers.
SWK 2840
page 3
VI.
EVALUATION
1.
Grading:
A.
B.
C.
D.
E.
F.
G.
H.
Class Participation/Discussion ............................................................... 10%
Quizzes................................................................................................... 10%
Critiques of videos/Research Assignments ............................................ 10%
Midterm Examination ............................................................................ 25%
Final Examination .................................................................................. 25%
Research Paper ....................................................................................... 20%
Oral Presentation of Research .............................................................. C/NC
Attend three 12 Step meetings and write a 2-3 page journal for each C/NC
The grading scale is as follows:
100 93 90 87 84 81 -
94=
91 =
88 =
85
82 =
78 =
A
AB+
B
BC+
77 74 71 68 65 Below
75 =
72 =
69 =
66 =
63 =
63 =
C
CD+
D
DF
2.
Attendance
participation are part of the learning process. If an absence is unavoidable, you
should contact me before class. If I cannot be reached, leave a voice mail
message (766-7415) or send an e-mail message. Unexcused absences will be
reflected in your grade, dropping the final grade two points for each unexcused
absence. Three times tardy to class will count as one unexcused absence.
3.
Late Assignments
Late assignments immediately drop one letter grade. Plans for late submissions
must be discussed with the course professor before the next class period. Each
successive class an assignment that is late drops the grade one additional letter
grade.
At the end of the semester a grade of zero will be given for any unfinished
assignments unless special permission is given by the professor.
SWK 2840
page 4
4.
Class Participation
Students are expected to be active participants in the learning process. An
active participant is involved in the class to the extent that he/she actively listens,
reacts to information, asks pertinent questions, shows signs of understanding,
shares relevant insights, and contributes to the general learning of the class.
VII.
VIII.
REQUIREMENTS
1.
Attend all classes except in the case of an emergency and/or with course
professor‟s approval.
2.
Attend three open 12 Step meetings in the greater Dayton area. Submit one
journal (2-3 pages) for each meeting attended following the criteria below.
3.
Complete all reading assignments scheduled for the class before coming to class.
4.
Complete all tests as scheduled.
5.
Complete all written assignments on time.
6.
Present your research paper to the class.
ASSIGNMENT GUIDELINES
A midterm (March 9, 2009) and final examination (May 1, 2009) will cover material
presented in the text and lectures.
Write a research paper. The topic for your paper must be approved by the course professor.
Each paper is to be eight to ten pages in length (excluding title page, abstract and reference
pages).
a.
The paper must be written in APA style. See “Class Schedule” for due
dates.
b.
Each student may select a topic (that is approved by the course professor)
related to chemical dependency. These topics include, but may not be
limited to:
Alcoholism: An International Challenge
Women and Chemical Dependency
Minorities and Chemical Dependency
Chemical Dependency and the Family
The Treatment of Chemical Dependency
SWK 2840
page 5
Alcoholism and the Elderly
Chemical Dependency and Family Violence
Chemical Dependency and Crime
The course professor may approve additional topics of interest if a student desires to research a
topic which varies from the above list.
3. Presentation of the papers is required. This is to provide the student with an opportunity to
use his/her speaking and organizational skills and to provide information to fellow students. The
student presentation will be no less than 15 minutes and not longer than 20 minutes. Each
student is encouraged to use his/her creativity in the presentation of his/her paper.
4. Students will select three 12 Step meetings to attend by using the Yellow Pages, calling
Alcoholics Anonymous or some other self-help group. The following WEB address will guide
you to a directory of local meetings: http://www.soberplace.com Journals should address the
following criteria:
First Journal: Identify what type of meeting you attended (lead or discussion). How many
people attended the group? What were some of their characteristics? What did you identify as
the purpose of the group? How involved/motivated were the group members? How did you feel
as a first time “participant” in the group? What did you like or dislike about the functioning of
the group? How did the group members interact with one another during the group? What were
some of the significant comments and feelings expressed or implied? What would you say are
some possible areas for further discussion and exploration in the group based on what you
observed during the group? Include a brief summary and analytical statement about the overall
group interaction.
Second Journal: During this meeting pay particularly close attention to how the group is run by
the leader or facilitator. What skills did the leader or facilitator utilize during the session? How
well do the group members interact with one another and with the leader or facilitator? If you
would have been the leader of this group, what would you have done differently? How did the
group members interact with one another during the group? What were some of the significant
comments and feelings expressed or implied? What would you say are some possible areas for
further discussion and exploration in the group based on what you observed during the group?
Include a brief summary and analytical statement about the overall group interaction?
Third Journal: Discuss your overall impression of the group you attended and its functioning.
What did you learn the most about the group process, and your role as a professional helper
working with groups? What type of client might benefit from this group? What type of client
may not benefit from this group? In your opinion what are the key strengths of this group? What
is your opinion of the weaknesses of this group?
*Refer to the Class Schedule portion of this syllabus for due dates. All journals are to have
your name, date due, and date attended. Journals are to be typed 12 point font, double
spaced.
SWK 2840
page 6
IX.
AMERICANS WITH DISABILITIES ACT
Marilyn Meyer, Coordinator of Disability Services, phone 3843, email
[email protected]. Examples of disability are AD/HD, Specific Learning Disabilities,
Hearing, Vision, Health Impairment, Psychological, Orthopedic, and Traumatic Brain Injury.
Faculty rely on Disability Services to verify the need for academic accommodation and to
identify reasonable and appropriate accommodation strategies. View
SWK 2840
page 7
X.
CLASS SCHEDULE
DATE
LATE OR
ABSENT
January
M/12
GENERAL TOPIC
Overview of Class
Etiology: A Better Understanding of
Drug Models, Functions, and
Meanings
ASSIGNMENTS
Read Chapter 1 and 2 of the
Fields text
Class Activities:
Review of Course Syllabus
Lecture and discussion
Why Do People Abuse Alcohol/Drugs
Models of Alcohol/Drug Dependence
Functions and Means of Drugs
Introduction to Alcoholics Anonymous
January
Alcohol/Drugs
M/19
and Our American Society
Hidden Faces of Chemical
Dependency
Bring to Class Two Passages
of Scripture That Relate To
the Etiology of Addiction
Read Chapter 21
Doweiko reserve reading
Class Activities:
Alcohol and Nicotine
Emphasis on the Supply Side and Neglect of the Demand Side of the Drug Problem in the U.S.
Neglect of the Alcohol/Drug Treatment Needs of People of Color
Socioeconomic Inequities Undermining the American Dream
Major Perspectives of Alcohol/Drug Use
Women and Addiction
Addiction and the Elderly
The Homosexual and Substance Abuse
Substance Abuse and the Disabled
Substance Abuse and Ethnic Minorities
Drug Specific Information: Drugs on Read Chapter 3 of the Fields
the Street Where You Live
text
January
M/26
Journal #1 is due
Class Activities:
Drugs in Our Society
Definitions of Addiction
Classification of Drugs
Athletes and Drugs
SWK 2840
page 8
DATE
LATE OR
ABSENT
February
M/2
GENERAL TOPIC
Screening and Assessment of
Alcohol/Drug Problems
ASSIGNMENTS
Read Chapter 4 of the Fields
text
Class Activities:
Stages of Alcohol and Drug Use
Jellinek’s Types of Alcoholics
Diagnostic Criteria of Substance Abuse and Dependence
Vulnerability of Relapse
Family and Recovery
February
M/9
Substance Abuse and Family Systems Read Chapter 5 of the Fields
text
Research Paper # 1 is due.
Class Activities:
Families as Systems
Family Rules
Stages in Family Recovery from Substance Abuse Problems
February
M/16
Substance Abuse and Family Systems Read Chapter 5 of the Fields
text
Class Activities:
Families as Systems
Family Rules
Stages in Family Recovery from Substance Abuse Problems
February
M/23
Parenting: Impact on Alcohol/Drug
Use
Read Chapter 6 in the Fields
text
Journal #2 is due
Class Activities:
Parent-Child Bonding
Child’s Temperament
Imbalanced Life Cycles of Families
Fathers of Alcoholics/Addicts
SWK 2840
page 9
DATE
LATE OR
ABSENT
GENERAL TOPIC
March
M/2-6
ASSIGNMENTS
Spring Break
Class Activities: Have Fun!
March
M/9
Midterm Examination
Review Chapters 1- 6 in the
Fields text
Class Activities:
Take Midterm Examination
March
M/16
Growing Up in an Alcoholic Family
System
text
Class Activities:
The Adult Children of Alcoholics Movement
Post-Traumatic Stress Disorder
Growing Up in an Alcoholic Home
Codependency
Family Disease Model
Grief Work
March
M/23
Growing Up in an Alcoholic Family
System
text
Class Activities:
The Adult Children of Alcoholics Movement
Post-Traumatic Stress Disorder
Growing Up in an Alcoholic Home
Codependency
Family Disease Model
Grief Work
SWK 2840
page 10
DATE
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Read Chapter 8 of the Fields
text
March
M/30
Prevention of Substance Abuse
Problems
Bring to Class 2 Passages of
Scripture that address the
behavior(s) associated with
Codependency
Journal #3 Due
Class Activities:
School-Based Prevention Curricula
Key Components of a Prevention Program in the 1990s
Programs Aimed at At-Risk Youth
Risk Factors for Substance Abuse
Resiliency
Prevention and Special Populations
April
M/6
Student Research Papers
Presentation of Research
Papers
Class Activities:
Presentation of Research Papers
EASTER BREAK
April
M/13
SWK 2840
page 11
DATE
LATE OR
ABSENT
April
M/20
GENERAL TOPIC
Motivation and Intervention for
Substance Abuse Problems
Co-occurring Disorders with
Substance Abuse
ASSIGNMENTS
Read Chapter 9 and 10 of the
Fields text
Class Activities:
Motivational Interviewing
Intervention
Affective Disorders and Substance Use Disorders
Personality Disorders and Substance Use Disorders
Affective Disorders and Suicide
April
M/27
Alcohol/Drug Treatment and Relapse Read Chapter 11 of the
Prevention
Fields text
Class Activities:
Self-Help Meetings
History of Alcohol/Drug Treatment
Stages of Alcohol/Drug Recovery
Counseling and Chemical Dependency
Relapse Prevention
Review Lecture Notes and Chapters 7-11 of the Fields text
May
M/1
Final Examination
3:30 – 5:30pm
Review Lecture Notes and
Chapters 7-11 of the Fields
text
Class Activities:
Final Exam
SWK 2840
page 12
XII.
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Ackerman, R. J. (1983). Children of alcoholics: A guidebook for educators, therapists, and
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Al-Anon‘s Twelve Steps & Twelve Traditions. (1985). New York: Al-Anon Family Group
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Barrera, S. E., Osinski, W. A., & Davidoff, E. (1949/1994). The use of Antabuse
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Callahan, J. (1993). Blueprint for an adolescent suicidal crisis. Psychiatric Annals, 23(5), 263270.
Caspi, I. et al. (1997). Personality differences predict health-risk behaviors in adulthood:
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America, 18, 607-620.
Gallagher, W. (1986). The looming menace of designer drugs. Designer, 7(8), 24-35.
GAO Report to congress: Highway safety effectiveness of state .08 blood alcohol laws. (1999,
June,).
Giunta, C. T. (1994). Adult daughters of alcoholics: Are they unique? Journal of Studies on
Alcohol, 55, 600-606.
Glaser, F. B., & Ogborne, A. C. (1982). Does AA really work? British Journal of the
Addictions, 77, 88-92.
Glantz, M.D. & Hartel, C.R. (1999). Drug abuse: Origin and interventions. Washington, DC.
Goldstein, M. Z., Pataki, A., & Webb, M. T. (1996). Alcoholism among the elderly persons.
Psychiatric Services, 47, 941-943.
Hall, W., & Sannibale, C. (1996). Are there two types of alcoholism? Lancet, 348, 1258.
Hearn, W. (1995). Considering cannabis. American Medical News, 38(37), 18-24.
Henningfield, J. E. (1995). Nicotine medications or smoking cessation. New England Journal of
Medicine, 33, 1196-1203.
Hilts, P. J. (1996). Smoke screen. New York: Addison-Wesley.
Is there an addictive personality? (1990). The Wellness Letter, 6(9),1-2.
Inciardi, J.A., & Harrison, L.D. (Eds.). (2000). Harm reduction: National and international
perspective. New York: Sage Publications.
Jaffe, J. H. (1995b) Cocaine-related disorders. In H. I. Kaplan & B. J. Sadock (Eds.),
Comprehensive textbook of psychiatry (6th ed.). Baltimore: Williams & Wilkins.
Johnson, V. E. (1980). I‘ll quit tomorrow. San Francisco: Harper & Row.
Joyce, C. (1989). The woman alcoholic. American Journal of Nursing, 89, 1314-1316.
Kahn, P. (1996). Gene hunters close in one elusive prey. Science, 271, 1352-1354.
Kaufman, G. (1989). The psychology of shame. New York: Springer.
Kitchens, J. M. (1994). Does this patient have an alcohol problem? Journal of the American
Kroll, B. (2007). A family affair? Kinship care and
explored. Child & Family Social Work, 12(1) 84-93.
parental substance misuse: Some dilemmas
Kurtz, H. (1979). Not God: A history of Alcoholics Anonymous, Center City, MN: Hazelton.
Levy, S. J., & Rutter, E. (1992). Children of drug abusers. New York: Lexington Books.
Marlatt, G. A. (1994). Harm reduction: A public health approach to addictive behavior. Division
on Addictions Newsletter, 2(1), 1, 3.
May, G. G. (1988). Addiction and grace. New York: Harper and Row.
McCrady, B.S. & Epstein, E. (1999). Addiction: A comprehensive guide book. Cary, NC: Oxford
University Press.
McNamara, J. D. (1996). The war on drugs is lost. National Review, XLVIII (2), 42-44.
Meyer, R. E. (1996). The disease called addiction: Emerging evidence is a 200 year debate.
Lancet, 347, 162-166.
Musto, D. F. (1996). Alcohol in American history. Scientific American, 274(4), 78-83
Newland, D. (1989). Alcohol and drug addiction–a disease or a crime. Supervision, 50(6), 1619.
Norris, D. (1994). War‟s “wonder” drugs. America‘s Civil War, 7(2), 50-57.
O‟Brien, C. P., & McLellan, A. T. (1996). Myths about the treatment of addiction. Lancet, 347,
237-240.
Parry, A. (1992). Taking heroin maintenance seriously: The politics of tolerance. Lancet, 339,
350-351.
Patterson, D. A.; Keefe, R. H. (2008) Using social construction theory as a foundation for
macro-level interventions in communities impacted by HIV and addictions. Journal of
Sociology & Social Welfare, 35(2), 111-126.
Peck, M. S. (1997b). Denial of the soul. New York: Harmony Books.
Peele, S. (1989). Diseasing of America. Lexington, MA: DC Heath.
Peele, S., Brodsky, A., & Arnold, M. (1991). The truth about addiction and recovery. Simon &
Schuster.
Pursch, J. A. (1987). Mental illness and addiction. Alcoholism & Addiction, 7(6), 42.
Rains, V. S. (1990). Alcoholism in the elderly–the hidden addiction. Medical Aspects of Human
Sexuality, 24(10), 40-42, 43.
Rhule, Louie D. M.; Bowen, S.; Baer, J. S.; Peterson, P. L. (2008). Substance use and health and
safety among homeless youth. Journal of Child and Family Studies, 17(3), 306-319.
Schuckit, M. A. (1996b). Recent developments in the pharmacology of alcohol dependence.
Journal of Consulting and Clinical Psychology, 64, 669-676.
Seymour, J. (1997). Old diseases, new danger. Nursing times, 93(14), 22-24.
Sher, K. J., (1991). Children of alcoholics. Chicago: University of Chicago Press.
Springbrook Northwest Newsletter, “After drug treatment... What happens to the marriage,”
Summer, 1999.
Szasz, T. S. (1994). Mental illness is still a myth. Transaction Social Science and Modern
Society, 31(4), 34-39.
Treadway, D. (1990). Codependency: Disease, metaphor, or fad? Family Therapy Networker,
14(1), 39-43.
Vaillant, G. E. (1996). A long-term follow-up of male alcohol abuse. Archives of General
Psychiatry, 53, 243-249.
Woody, G. (1996). The challenge of dual diagnosis. Alcohol Health & Research World, 20, 7679.
SWK 2840
Concepts of
Chemical
Dependency
Online
CONCEPTS OF CHEMICAL DEPENDENCY
CRJU/PYCH/SOC/SWK-2840
Dr. Nelson L. Henning, PhD, ACSW, LISW
Online version
Office: APP-114, Ext. 7677
Undergraduate
COURSE DESCRIPTION
This course presents an overview of the social, economic, political, legal, spiritual, and ethical
considerations concerning the use and abuse of alcohol and other drugs in our culture. Various
philosophies and perspectives on drugs and abuse as well as treatment and prevention options for
individuals and families will be discussed. This syllabus provides a general plan for the course.
Deviations may be necessary.
I.
1.
Provide content about Social Work practice from a generalist perspective with
2.
Prepare students to practice with diverse populations (i.e., African Americans,
rural residents, inner city residents, and Appalachians).
3.
Provide content about behavior of organizations, and the dynamics of change
within those contexts.
5.
and oppressive histories.
8.
relationship.
9.
Laying a foundation of core skills essential to a high caliber of Social Work
practice (i.e., problem solving, listening, verbal and written communication,
critical thinking).
SWK 2840 online
page 1
II.
III.
1.
practice. (EPAS 3.0.1) (PG 7) [writing assignments]
2.
ethics as set forth in the code of ethics. (EPAS 3.0.2; EPAS 4.0) (PG 6)
[writing assignments]
3.
orientation. (EPAS 3.0.3) (PG 2,5) [writing assignments]
4.
social and economic justice nationally and globally. (EPAS 3.0.4) (PG 2,5)
[writing assignments]
7.
between individuals and families, groups, organizations, and communities. (EPAS
3.0.7; EPAS 4.3) (PG 1,2,3) [writing assignments]
COURSE OUTCOMES
As a result of having taken this course in chemical dependency, student shall demonstrate
the ability to:
1.
Apply critical thinking skills within the context of understanding the basic
concepts regarding chemical dependency. (EPAS 3.0.1) (PG 7) (PO 1) [writing
assignments, research paper, exam]
2.
Understand alcoholism and alcohol and other drugs in terms of incidence,
motivational factors, symptoms and values. (EPAS 3.0.1) (PG 1) (PO 1) [writing
assignments, exam]
3.
Understand behavioral commonalities among all addictions. ( EPAS 3.0.1, EPAS
4.5) (PG 1) (PO 1) [writing assignments, exam]
SWK 2840 online
page 2
4.
Understand the psychological, physiological, spiritual, and social effects on the
individual and his/her environment. (EPAS 3.0.7; EPAS 4.3) (PG 1,3) (PO 7)
[writing assignments, field trips, exam]
5.
Understand the various treatment approaches, formal and informal, and the range
of relevant intervention models. (EPAS 3.0.1; EPAS 4.5) (PG 1) (PO 1) [writing
assignments, exam]
Understand how chemical dependency adversely affects the individual and the
family in diverse environments. (EPAS 3.0.2; EPAS 3.0.3; EPAS 4.0; EPAS 4.1;
EPAS 4.3) (PG 2) (PO 3) [writing assignments, exam]
6.
VI.
7.
Understand the needs of special/diverse populations and other populations at risk.
(EPAS 3.0.2; EPAS 3.0.3; EPAS 4.0; EPAS 4.1; EPAS 4.2) (PG 2, 5) (PO 3,4)
[writing assignments, exam]
8.
Understand theories and causation of alcoholism and other drug abuse including
the disease, social learning, genetic, and theistic models. (EPAS 3.0.7; EPAS 4.3;
EPAS 4.5) (PG 7) (PO 7) [ examination, writing assignments]
9.
Understand the concept of prevention as it relates to alcoholism and other drugs
of abuse. (EPAS 3.0.7; EPAS 4.3; EPAS 4.5) (PG 2, 7) (PO 7) [examination,
writing assignments]
10.
Understand the physiological effects of alcohol and other drugs of abuse. (EPAS
3.0.7; EPAS 4.3; EPAS 4.5) (PG 7) (PO 7) [ examination, writing assignments]
11.
Explore and understand his/her personal attitudes and a biblical perspective of
chemical dependency. (EPAS 3.0.1) (PG 6) (PO 2) [writing assignments, exam]
To enhance the student‟s learning process the following methods will be used to
accomplish course objectives: writing assignments, multi-media presentations, field trips,
papers, quizzes and tests.
VII.
MATERIALS
Textbooks:
Fields, R. (2004). Drugs in perspective: a personalized look at substance use and abuse.
(5th ed.). New York, NY: Dushkin/McGraw-Hill.
SWK 2840 online
page 3
Reserve:
Doweiko, H.E., (2006). Concepts of chemical dependency. (6th ed.). Pacific Grove, CA:
Brooks and Cole Publishers.
VII.
EVALUATION
1.
Grading
Writing Assignments/Papers .................................................................. 35%
Quizzes/Exams....................................................................................... 35%
Field Trips .............................................................................................. 30%
100 93 90 87 84 81 -
94=
91 =
88 =
85
82 =
78 =
A
AB+
B
BC+
77 74 71 68 65 Below
75 =
72 =
69 =
66 =
63 =
63 =
C
CD+
D
DF
2.
Attendance
should contact me before class. If I cannot be reached, leave a message on my
answering machine (766-7677) or send me e-mail. Unexcused absences will be
reflected in your grade, dropping the final grade two points for each unexcused
absence. Three times tardy to class will count as one unexcused absence.
3.
Late Assignments
Late assignments will not be accepted. However, exceptions can be granted for
true emergencies (i.e. technical difficulties beyond the student‟s control), illness
in family, etc.).
Each assignment will have a due date of the Sunday (11:45 p.m.) of the current
session. Each new session begins on a Monday.
SWK 2840 online
page 4
VIII. REQUIREMENTS
1.
Attend three open 12 Step meetings in the greater Dayton area. Submit one
journal (2-3 pages) for each meeting attended following the criteria below.
2.
Complete all reading assignments as scheduled.
3.
Complete all tests as scheduled.
4.
Complete all written assignments on time.
1.
Write a research paper. The topic for your paper must be approved by the course
professor. Each paper is to be eight to ten pages in length (excluding title page,
abstract and reference pages).
a. The paper must be written in APA style.
b. Each student may select a topic related to chemical dependency. The professor
may approve additional topics of interest if a student desires to research a
topic which varies from the list below.
Alcoholism: An International Challenge
Women and Chemical Dependency
Minorities and Chemical Dependency
Chemical Dependency and the Family
The Treatment of Chemical Dependency
Alcoholism and the Elderly
Chemical Dependency and Family Violence
Chemical Dependency and Crime
2.
Students will select three 12 Step meetings to attend by using the Yellow Pages,
calling Alcoholics Anonymous or some other self-help group. The following
WEB address will guide you to a directory of local meetings:
http://www.soberplace.com Journals should address the following criteria:
First Journal: Identify what type of meeting you attended (lead or discussion).
How many people attended the group? What were some of their characteristics?
What did you identify as the purpose of the group? How involved/motivated
were the group members? How did you feel as a first time “participant” in the
group? What did you like or dislike about the functioning of the group? How did
the group members interact with one another during the group? What were some
of the significant comments and feelings expressed or implied? What would you
say are some possible areas for further discussion and exploration in the group
based on what you observed during the group? Include a brief summary and
analytical statement about the overall group interaction.
SWK 2840 online
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Second Journal: During this meeting pay particularly close attention to how the
group is run by the leader or facilitator. What skills did the leader or facilitator
utilize during the session? How well do the group members interact with one
another and with the leader or facilitator? If you would have been the leader of
this group, what would you have done differently? How did the group members
interact with one another during the group? What were some of the significant
comments and feelings expressed or implied? What would you say are some
possible areas for further discussion and exploration in the group based on what
you observed during the group? Include a brief summary and analytical statement
about the overall group interaction?
Third Journal: Discuss your overall impression of the group you attended and its
functioning. What did you learn the most about the group process, and your role
as a professional helper working with groups? What type of client might benefit
from this group? What type of client may not benefit from this group? In your
opinion what are the key strengths of this group? What is your opinion of the
weaknesses of this group?
*
IX.
All journals are to have your name, date due, and date attended.
Journals are to be typed (12 point font), double spaced, and
completed according to APA style.
arrange an appointment with the Coordinator of Disability Services, Marilyn Meyer, by
calling 3843, or email at [email protected]. Examples of disabilities are AD/HD,
Specific Learning Disability, Hearing or Vision Impairment, Health Impairment,
Psychological, Orthopedic, Traumatic Brain Injury. Faculty rely on Disability Services to
verify the need for accommodations and to assist in the development of reasonable and
appropriate accommodation strategies. If you have not previously contacted the
Coordinator of Disability Services, I encourage you to do so.
X.
SCHEDULE
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
Session 9
Session 10
Session 11
Session 12
Overview of course and online procedures
Putting Drugs in Perspective
Why Do People Abuse Drugs?
Drug-specific Information
Definitions of Substance Abuse, Dependence, and Addiction
Substance Abuse and Family Systems
Parenting
Growing Up in an Alcoholic Family System
Prevention of Substance Abuse Problems
Change, Motivation, and Intervention
Disorders Co-occuring with Substance Abuse
Alcohol/Drug Treatment and Relapse Prevention
SWK 2840 online
page 6
XI.
BIBLIOGRAPHY:
Aase, J.M. (1994). Clinical recognition of FAS, Alcohol Health & Research World, 18(1), 5-9
Abbott, A., & Concar, D. (1992). A trip into the unknown, New Scientist, 135, 30-34.
Abood, M.E., & Martin, B.R. (1992). Neurobiology of marijuana abuse. Trends in
Pharmacological Services, 13(5), 201-206.
ABT Associates, Inc. (1995a). What American users spend on illegal drugs, 1988-1993.
Washington, DC: Office of National Drug Control Policy.
Ackerman, R. J. (1983). Children of alcoholics: A guidebook for educators, therapists, and
parents. Holmes Beach, FL: Learning Publications.
Al-Anon‘s Twelve Steps & Twelve Traditions. (1985). New York: Al-Anon Family Group
Headquarters
Bald is not beautiful, thallium found in French heroin. (1996). Forensic Drug Abuse Advisor,
8(5), 35-36.
Bales, J. (1988). Legalized drugs: Ideal flawed, debate healthy. APA Monitor, 19(8), 22.
Barker, D. (1994). Reasons for tobacco use and symptoms of nicotine withdrawal among
adolescent and young adult tobacco users–United States, 1993. Journal of American Medical
Association, 272, 1648-1649.
Barrera, S. E., Osinski, W. A., & Davidoff, E. (1949/1994). The use of Antabuse
(tetraethylthiuramdisulphid) in chronic alcoholics. American Journal of Psychiatry, 151, 263267.
Callahan, J. (1993). Blueprint for an adolescent suicidal crisis. Psychiatric Annals, 23(5), 263270.
Caspi, I. et al. (1997). Personality differences predict health-risk behaviors in adulthood:
Evidence from a longitudinal study. Journal of Personality and Social Psychology. 73,
1052-1063.
Chassin, L., Curran, P. J., Hussong, A. M., & Colder, C. R. (1996). The relation of parent
alcoholism to adolescent substance use: A longitudinal follow-up study. Journal of Abnormal
Psychology, 105, 70-80.
Cornish, J. W., McNicholas, L. F., & O‟Brien, C. P. (1995). Treatment of substance related
disorders. In A. F. Schatzberg & C. B. Nemeroff (Eds.), Textbook of psychopharmacology.
Washington, DC: American Psychiatric Association.
Cummings, C., Gordon, J. R. & Marlatt, G. A.(1980). Relapse: Revention and rediction. In W.
R. Miller (Ed.), The addictive behaviors. New York: Pergamon Press.
Day, N. L., & Richardson, G. A. (1994). Comparative tetragenicity of alcohol and other drugs.
Alcohol Health & Research World, 18, 42-48.
Del Boca, F. K., & Hesselbrock, M. M. (1996). Gender and alcoholic subtypes. Alcohol Health
& Research World, 20, 56-62.
Dole, V. P., (1995). On Federal regulation of methodone treatment. Journal of the American
Medical Association, 274(16), 1307.
Downing, C. (1990). The wounded healers. Addiction & Recovery, 10(3), 21-24.
Egendorf, L. K. (Ed.). (2008). Introduction (pp. 1-2). Opposing Viewpoints: Chemical
Dependency. San Diego: Greenhaven Press.
Ellis, A., McInerney, J. F., DiGiuseppe, R., & Yeager, R. J. (1988). Rational emotive therapy
with alcoholics and substance abusers. New York: Pergamon Press.
Ewing, J. A. (1984). Detecting alcoholism: The CAGE questionnaire. Journal of the American
Farrow, J. A. (1990). Adolescent chemical dependency. Medical clinics of North America, 74,
1265-1274.
Feighner, J. P. (1987). Impact of anxiety therapy on patients‟ quality of life. American Journal
of Medicine, 82(Suppl. A), 14-19.
Finney, J. W., Moos, R. H. & Chan, D. A. (1975). Length of stay and program component effects
in treatment of alcoholism. Journal of Studies on Alcohol, 36, 88-108.
Foulks, E. F. & Pena, J. M. (1995). Ethnicity and psychotherapy. Psychiatric Clinics of North
America, 18, 607-620.
Gallagher, W. (1986). The looming menace of designer drugs. Designer, 7(8), 24-35.
GAO Report to congress: Highway safety effectiveness of state .08 blood alcohol laws. (1999,
June,).
Giunta, C. T. (1994). Adult daughters of alcoholics: Are they unique? Journal of Studies on
Alcohol, 55, 600-606.
Glaser, F. B., & Ogborne, A. C. (1982). Does AA really work? British Journal of the
Addictions, 77, 88-92.
Glantz, M.D. & Hartel, C.R. (1999). Drug abuse: Origin and interventions. Washington, DC.
Goldstein, M. Z., Pataki, A., & Webb, M. T. (1996). Alcoholism among the elderly persons.
Psychiatric Services, 47, 941-943.
Hall, W., & Sannibale, C. (1996). Are there two types of alcoholism? Lancet, 348, 1258.
Hearn, W. (1995). Considering cannabis. American Medical News, 38(37), 18-24.
Henningfield, J. E. (1995). Nicotine medications or smoking cessation. New England Journal of
Medicine, 33, 1196-1203.
Hilts, P. J. (1996). Smoke screen. New York: Addison-Wesley.
Is there an addictive personality? (1990). The Wellness Letter, 6(9),1-2.
Inciardi, J.A., & Harrison, L.D. (Eds.). (2000). Harm reduction: National and international
perspective. New York: Sage Publications.
Jaffe, J. H. (1995b) Cocaine-related disorders. In H. I. Kaplan & B. J. Sadock (Eds.),
Comprehensive textbook of psychiatry (6th ed.). Baltimore: Williams & Wilkins.
Johnson, V. E. (1980). I‘ll quit tomorrow. San Francisco: Harper & Row.
Joyce, C. (1989). The woman alcoholic. American Journal of Nursing, 89, 1314-1316.
Kahn, P. (1996). Gene hunters close in one elusive prey. Science, 271, 1352-1354.
Kaufman, G. (1989). The psychology of shame. New York: Springer.
Kitchens, J. M. (1994). Does this patient have an alcohol problem? Journal of the American
Kroll, B. (2007). A family affair? Kinship care and parental substance misuse: Some dilemmas
explored. Child & Family Social Work, 12(1) 84-93.
Kurtz, H. (1979). Not God: A history of Alcoholics Anonymous, Center City, MN: Hazelton.
Levy, S. J., & Rutter, E. (1992). Children of drug abusers. New York: Lexington Books.
Marlatt, G. A. (1994). Harm reduction: A public health approach to addictive behavior. Division
on Addictions Newsletter, 2(1), 1, 3.
May, G. G. (1988). Addiction and grace. New York: Harper and Row.
McCrady, B.S. & Epstein, E. (1999). Addiction: A comprehensive guide book. Cary, NC: Oxford
University Press.
McNamara, J. D. (1996). The war on drugs is lost. National Review, XLVIII (2), 42-44.
Meyer, R. E. (1996). The disease called addiction: Emerging evidence is a 200 year debate.
Lancet, 347, 162-166.
Musto, D. F. (1996). Alcohol in American history. Scientific American, 274(4), 78-83
Newland, D. (1989). Alcohol and drug addiction–a disease or a crime. Supervision, 50(6), 1619.
Norris, D. (1994). War‟s “wonder” drugs. America‘s Civil War, 7(2), 50-57.
O‟Brien, C. P., & McLellan, A. T. (1996). Myths about the treatment of addiction. Lancet, 347,
237-240.
Parry, A. (1992). Taking heroin maintenance seriously: The politics of tolerance. Lancet, 339,
350-351.
Patterson, D. A.; Keefe, R. H. (2008) Using social construction theory as a foundation for
macro-level interventions in communities impacted by HIV and addictions. Journal of
Sociology & Social Welfare, 35(2), 111-126.
Peck, M. S. (1997b). Denial of the soul. New York: Harmony Books.
Peele, S. (1989). Diseasing of America. Lexington, MA: DC Heath.
Peele, S., Brodsky, A., & Arnold, M. (1991). The truth about addiction and recovery. Simon &
Schuster.
Pursch, J. A. (1987). Mental illness and addiction. Alcoholism & Addiction, 7(6), 42.
Rains, V. S. (1990). Alcoholism in the elderly–the hidden addiction. Medical Aspects of Human
Sexuality, 24(10), 40-42, 43.
Rhule, Louie D. M.; Bowen, S.; Baer, J. S.; Peterson, P. L. (2008). Substance use and health and
safety among homeless youth. Journal of Child and Family Studies, 17(3), 306-319.
Schuckit, M. A. (1996b). Recent developments in the pharmacology of alcohol dependence.
Journal of Consulting and Clinical Psychology, 64, 669-676.
Seymour, J. (1997). Old diseases, new danger. Nursing times, 93(14), 22-24.
Sher, K. J., (1991). Children of alcoholics. Chicago: University of Chicago Press.
Springbrook Northwest Newsletter, “After drug treatment... What happens to the marriage,”
Summer, 1999.
Szasz, T. S. (1994). Mental illness is still a myth. Transaction Social Science and Modern
Society, 31(4), 34-39.
Treadway, D. (1990). Codependency: Disease, metaphor, or fad? Family Therapy Networker,
14(1), 39-43.
Vaillant, G. E. (1996). A long-term follow-up of male alcohol abuse. Archives of General
Psychiatry, 53, 243-249.
Woody, G. (1996). The challenge of dual diagnosis. Alcohol Health & Research World, 20, 7679.
SWK 2900
Ethics in the
Helping
Professions
ETHICS IN THE HELPING PROFESSIONS
SOC/SWK-2900
Prof. Jill Wells, MSW
Spring Semester, 2009; Tues/Thurs 8:30-9:45 Room Tyler 207
Phone: 629-3277 Email: [email protected]
Undergraduate
COURSE DESCRIPTION
This course is designed to introduce students to current issues and ethical dilemmas confronting
professional helpers. This course encourages the development of critical thinking skills by
looking at dilemmas from a multifaceted point of view keeping in mind the ramifications
decisions have on practice, services, and clients. Values and principles of ethical decision
making as presented in the National Association of Social Workers Code of Ethics as well as
codes of ethics from other helping professions are integrated into the course content. The course
strives to provide students an opportunity to become aware of their personal values; develop,
demonstrate, and promote the values of their intended profession; and analyze ethical dilemmas.
Issues of economic and social justice are also incorporated into the course content. This syllabus
MISSION
I.
1. Provide content about Social Work practice from a generalist perspective with client
2. Prepare students with the values and knowledge to practice with diverse populations at
risk.
4. Prepare students who are aware of their responsibility to continue their professional
6. Integrate Biblical principles throughout the curriculum so that students can appropriately
integrate their faith and that of their clients into the helping relationship.
SWK 2900 page 1
7. Lay a foundation of core skills essential to a high caliber of Social Work practice (i.e.,
problem solving, listening, verbal and written communication, critical thinking).
9. Infuse throughout the curriculum the values that guide professional social workers in
their practice.
II.
CEDARVILLE UNIVERSITY SOCIAL WORK PROGRAM OBJECTIVES
RELATED TO THE COURSE (PO)
1. Apply critical thinking skills within context of professional Social Work practice.
[PG 7] (EPAS 3.0.1) [Final Course Grade]
2. Integrate Christian beliefs and values with professional social work values and ethics as
set forth in the code of ethics. [PG 2, 5, 6, 9] (EPAS 3.0.2; EPAS 3.0.3; EPAS 4.0; EPAS
4.1) [Final Course Grade]
4
Identify the issues underlying the conditions of poverty, oppression, and discrimination
justice nationally and globally. [PG 2, 5] (EPAS 3.04, 4.2) [Final Course Grade]
6. Apply the knowledge and skills of generalist Social Work to practice with systems of all
sizes and in the context of the church. [PG 1, 6] (EPAS 3.0.6; EPAS 4.5) [Final Course
Grade]
8. Analyze, formulate and influence social policies. [PG 1,7] (EPAS 3.0.8, 4.4) [Final
Course Grade]
III.
COURSE OUTCOMES
As a result of having taken this course, students will demonstrate the ability to:
1.
Understand the nature of Social Work practice from a theistic world view, including
the knowledge, values, ethics, and skills which serve as a basis to practice. (EPAS
3.0.2; EPAS 3.0.3; EPAS 4.0; EPAS 4.1) (PG 6) (PO 2) [Final Course Grade]
2.
Evaluate factors and issues that influence ethical decision making (EPAS 3.0.7;
EPAS 4.3) (PG 1, 2, 5, 7, 9) (PO 1, 2, 4, 6, 8) [Final Course Grade]
3.
Gain an understanding of elementary principles and skills in the practice of Social
Work. (EPAS 3.0.B6; 4.5) (PG 1, 7, 9) (PO 1, 2, 4, 6, 8) [Final Grade]
SWK 2900 page 2
4.
Have an intellectual and practical understanding of the Social Work Code of Ethics.
(EPAS 3.0.2; EPAS 3.0.3; EPAS 4.0; EPAS 4.1) (PG 9) (PO 2) [Midterm]
5.
Apply critical thinking skills within the context of professional Social Work practice.
(EPAS 3.0.1) (PG 7) (PO 1) [Final Course Grade]
6.
Practice within the values and ethics of the Social Work profession and with an
understanding of and respect for the positive value of diversity. (EPAS 3.0.2; EPAS
3.0.3; EPAS 4.0; EPAS 4.1) (PG 2, 9) (PO 2, 4) [Ethics and Justice Response Paper]
7.
Apply the knowledge and skills of generalist Social Work to practice with systems of
all sizes. (EPAS 3.0.B6; EPAS 4.5) (PG 1) (PO 6) [Final Grade]
8.
Understand social and economic justice and social work ethics from a
global/multicultural perspective. (EPAS 3.0.2; EPAS 3.0.3; EPAS 4.0; EPAS 4.1)
(PG 1, 2, 5, 7, 9) [PO 1, 2 4, 6] [Ethics and Justice Response Paper]
IV. INSTRUCTIONAL METHODS:
In-class methods include: lecture, discussion, group work, structured classroom exercises,
videos, and role play.
V.
MATERIALS
1.
Required Textbooks
Corey, G., Corey, M., & Callanan, P. (2007). Issues and ethics in the helping
professions. (7th ed.). Pacific Grove, CA: Brooks/Cole.
3.
Articles
Sojourners Christians and Poverty
Sojourners Christians and the Global Economy
Hodge, D. R. (2003). Value differences between social workers and members of the
working and middle classes. Social Work 48(1).
Hodge, D. R. (2002). Does social work oppress evangelical Christians? A “new
class” analysis of society and social work. Social Work 47(4).
SWK 2900 page 3
Reamer, F. G. (2003). Boundary issues in social work: Managing dual relationships.
Social Work 48(1), 121- 133.
Other Articles will be added as appropriate.
VI. EVALUATION
A.
Grading
Class Participation ............................................................................................. 10%
Quizzes/Article Reviews .................................................................................... 25%
Service Learning project ................................................................................... 25%
Midterm Exam .................................................................................................. 25%
Ethics and Justice Global Response Paper......................................................... 15%
100 - 94 =
A
77 - 75 =
C
93 - 91 =
A74 - 72 =
C90 - 88 =
B+
71 - 69 =
D+
87 - 85 =
B
68 - 66 =
D
84 - 82 =
B65 - 63 =
D81 - 78 =
C+
Below 63 =
F
B.
Attendance
should contact me before class. If I cannot be reached, leave a message on my voice
mail. Unexcused absences will be reflected in your grade, dropping the final grade
two points for each unexcused absence. Three times tardy to class will count as one
unexcused absence. If a student is late to class and a quiz is in process the student
may use the remaining time to attempt to complete the quiz. If the student arrives
after the quiz has been taken (or is absent the day of the quiz), he/she will not be
allowed to take or make up the quiz.
SWK 2900 page 4
C.
Late Assignments
Late assignments will be dropped one letter grade for each successive class which the
assignment is late. Plans for late submissions must be discussed with me before the
due date. If an assignment is four school days late a grade of zero will be given.
D.
insights, and contributes to the general learning of the class. An additional
measurement of participation is the completion of and interaction with class
assignments and exercises.
Students will come to class on time, not leave mid class (unless previously arranged),
not talk when others are talking, show respect to peers and instructor,
interact/question in a courteous manner and in general demonstrate the same
professional demeanor that is being demonstrated in Field. If this protocol is not
adhered to students will first be given a verbal warning, second will be asked to leave
the classroom and have it count as an unexcused absence (-2 points from overall
grade) and third be referred to the Program Director for disciplinary action.
VII. REQUIREMENTS
1.
Class participation
2.
Quizzes
3.
Service Learning Project
4.
Midterm
5.
Readings
6.
Ethics and Justice Global Issue Response Paper
7.
Attendance at special events as announced in class for extra credit
8.
Peer Reviewed Journal Article Reviews
SWK 2900 page 5
VIII.
1.
2.
Quizzes will be given on required reading.
Article Review assignments; the student will choose a peer reviewed article related
to an assigned specific topic and type a one page review/summary. This will equal a
quiz grade. Students will discuss their article in small groups.
3.
Midterm Exam on February 26, 2009 - This exam will focus on application of the
material presented in class and in the Corey, Corey and Callanan textbook. It will
equal a total of 100 pts. Exam will be multiple choice.
A.
Ethics and Justice Global Issue Response Paper due April 7, 2009 – This
assignment will equal a total of 100 points. The paper is to be written in APA
style with at least one journal article, Bible verses and an article from the
Sojourners material cited. Responses should demonstrate an understanding of
and respect for the positive value of diversity. The first page of the journal
article is to be attached to the paper. The topic will be Fair Trade.
B
Service Learning Project – This assignment is worth a total of 100 points. Each
student will choose a nonprofit agency/organization which is working on issues
of economic and social justice. This project requires the student to spend 8
volunteer hours there during the semester. A log of the hours will be turned in
by April 14. (20 points)
The students will do a group or individual presentation April 2, 7th, and 9th. The
presentation will include:
4
5
6
7
8
f.
The agency‟s mission, strategic plan, budget, and economic funding stream.
How the funding stream affects practice with clients and interaction with other
agencies and organizations.
The ethical implications with concern to the funding stream and client services.
The student‟s activities, lessons learned, and correlations made to the reading
materials. (at least 2 references to any reading material for the class).
Looking at the agency and your experience from a Biblical perspective, what
observations can you make?
What changes would you recommend for the agency? (80 points)
SWK 2900 page 6
IX. AMERICANS WITH DISABILITIES ACT
contact Marilyn Meyer, Coordinator of Disability Services, by phone at 3843 or email
at [email protected]. Examples of disability categories are AD/HD, Specific
Learning Disabilities, Hearing, Vision, Health Impairment, Psychological,
Orthopedic, and Traumatic Brain Injury. Faculty rely on Disability Services to verify
the need for accommodation and to assist in developing reasonable and appropriate
accommodation strategies. View website at www.cedarville.edu/DisabilityServices.
SWK 2900 page 7
IX.
CLASS SCHEDULE
DATE
January
T/6
LATE OR
ABSENT
GENERAL TOPIC
Course overview
Review of Syllabus
ASSIGNMENTS
Review course syllabus
Review of the code of ethics
In class exercises
Ethical decision making process
Class Activities:
Overview, ethics review, class interaction
January
H/8
Introduction to Professional Ethics
Read Chapter 1 of Corey, Corey,
& Callanan (Quiz)
Complete self assessment pg 25
Class Activities: Quiz
Group discussion over self assessment
Lecture for Chapter 1
January
T/13
The counselor as a person and a
professional
& Callanan (Quiz)
Complete Pre-Chapter SelfInventory
Lecture and Discussion for chapter 2
Group interaction on self inventory review
January
H/15
The counselor as a person and a
professional
Class Activities: Group case studies
January
T/230
Values and the Helping
Relationship
& Callanan (Quiz)
Complete Pre-Chapter SelfInventory and other in chapter
questionnaires
Lecture and Discussion;
Group work over cases/ questions from book
SWK 2900 page 8
DATE
January
H/22
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Values and the Helping
Relationship
Class Activities: Lecture and Discussion;
Values exercises; case discussion
January
T/27
Multicultural Perspectives and
Diversity Issues
Group activities
January
Diversity Issues
H/29
Class Activities:
February
T/3
& Callanan (Quiz)
Handouts in class
Group activities
Client Rights and Counselor
Responsibilities
& Callanan (Quiz)
Group case discussions
February
Client Rights and Counselor
Responsibilities
H/5
Class Activities:
February
T/10
Confidentiality: Ethical and Legal
Issues
& Callanan (Quiz)
Complete Pre-Chapter SelfInventory and other in chapter
questionnaires
SWK 2900 page 9
DATE
LATE OR
ABSENT
February
H/12
GENERAL TOPIC
ASSIGNMENTS
Confidentiality: Ethical and Legal
Issues
Class Activities: Case discussions
Lecture
February
T/17
Managing Boundaries and Multiple
Relationships
& Callanan (Quiz)
Lecture and Discussion; group activities
February
H/19
Managing Boundaries and Multiple
Relationships
Class Activities: Lecture and Discussion of cases
Study guide for Midterm assigned
Review of ethical issues chapters
February
1-7; review of ethical decision
T/24
making process
Review
Class Activities: Lecture and Discussion
Small group case reviews
February
Midterm Exam
H/26
Class Activities: Exam
March
2-6
March
T/10
Class Activities:
Spring Break
Social Work Perspectives on
Current Economic issues ; Poverty
Small Group Review of articles
Social Work Perspectives on
Current Economic issues:
Unemployment/Minimum wage
March
H/12
**Peer reviewed article with a
one page review; poverty
exercise
**Peer reviewed article due with
a one page review
SWK 2900 page 10
DATE
March
T/17
Class Activities:
March
H/19
Class Activities:
March
T/24
Class Activities:
March
H/26
Class Activities:
March
T/31
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Social Work Perspective on
Current /Economic issues:
Profit/nonprofit businesses
a one page review
Ethical considerations: the money
culture
Video Affluenza
Movements for Economic Justice:
the role of social work;
Fair Trade Presentation
Guest Lecture
Social Work perspectives on
current economic issues; ethical
considerations with Discrimination
**Peer reviewed article with one
page summary due.
Group discussions over articles
Social Work perspectives on
current economic issues; ethical
considerations with Social
Security/Medicare
**Peer reviewed article with one
page summary due.
Class Activities: Lecture and discussion
Group discussion over articles
April
H/2
Social and Economic Justice:
Student Service Learning
Presentations Due
Class Activities: Discussion
Student Service Learning Presentations
SWK 2900 page 11
DATE
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Presentations Due
**Global Issue Response Paper
due from Guest Lecture on Fair
Trade
April
T/7
April
H/9
April
T/14
Ethical Considerations for Debt
Group discussions on articles
April
Ethical Considerations for the
H/16
Educational system
Group discussions on articles
Presentations on Service
**Log of Service Learning hours
due
a one page summary
Class Activities:
April
T/21
Class Activities:
April
H/23
Ethical Considerations for
Crime/criminal justice system
one page summary
** Peer reviewed article due with
one page summary
Course Review
Class Activities: Discussion and Review
April
28
NO Final Exam
**THIS SCHEDULE IS SUBJECT TO CHANGE AT THE INSTRUCTOR’S
DISCRETION AND OVERLAPPING OF PRESENTATION TIMES OR GUEST
LECTURERS.
SWK 2900 page 12
BIBLIOGRAPHY
Anderson, K. (2005). Christian ethics in plain language. Nashville, TN: Nelson.
Appleby, G. A., Colon, E., & Hamilton, J. (2007). Diversity, oppression, and social
funcitoning: Person-in-environment assessment and interventions (2nd ed.). Boston:
Allyn and Bacon.
Beckett, C. & Maynard, A. (2005). Values & ethics in social work. Thousand Oaks, CA: Sage.
Berg-Weger, M. (2005). Social Work and Social Welfare: An invitation with case studies CDROM. New York: McGraw Hill.
Bergeron, L. R. & Gray, B. (2003). Ethical dilemmas of reporting suspected elder abuse. Social
Work 48(1).
Bonello, F. J. & Lobo, I. (2008). Taking sides: Clashing views on economic issues (13th ed.).
New York: McGraw Hill.
Christian Counseling Today 12(4) (2004).
Christians and Poverty. Washington, D.C.: Sojourners.
Christians and the Global Economy. Washington, D.C.: Sojourners.
Constable, R. (1983). Values, religion, and social work practice. Social Thought, 9(4), 29-41.
Corey, G., Corey, M., & Callanan, P. (2007). Issues and ethics in the helping professions.
(7th ed.). Pacific Grove, CA: Brooks/Cole.
Corey, G. & Corey, M. (1998). Becoming a Helper. Pacific Grove, CA: Brooks/Cole.
DeGraaf, J., Waan, D., & Naylor, T. H. (2005). Affluenza: The all consuming epidemic. San
Francisco: Berrett-Koehler.
Dewees, M. P. (2006).Contemporary Social Work Practice w/ Ethics Primer, Case Study CD.
Dodd, S., & Jansson, B. (2004). Teaching notes – Expanding the boundaries of ethics
education: Preparing social workers for ethical advocacy in an organizational setting.
Journal of Social Work Education, 40, 455-465.
Dolgoff, R., Loewenberg, F. M., & Harrington, D. (2005). Ethical decisions for social work
practice (7th ed.). Belmont, CA: Brooks/Cole.
Duchrow, Ulrich and Franz J. Hinkelammert. Property for People, Not for Profit Alternatives to the Global Tyranny of Capital. Zed Books, 2004.
Escobar, S. (2003). The new global mission: the gospel from everywhere to everyone. Downers
Grove, IL: Intervarsity.
Finsterbusch, K. (2007). Taking sides: Clashing views on controversial social issues,
expanded (14th ed.). New York: McGraw Hill.
Ford, G. G. (2006). Ethical reasoning for mental health professionals. Thousand Oaks, CA:
Sage.
Garcia, B. & Van Soest, D. (2006). Social work practice for social justice: Cultural
competence in action: A guide for students. Alexandria, West Virginia: Council on
Social Work Education.
Garland, P. (1991). The role of faith in practice with clients. Social Work and Christianity:
An International Journal, 18(2), 75-89.
Glicken, M. D. (2007). Social work in the 21st century: An introduction to social welfare,
social issues, and the profession. Thousand Oaks, CA: Sage.
Goldberg, R. (2006). Clashing views: Taking sides in drugs and society (7th ed.). New York:
McGraw Hill.
Hamermesh, D. S. (2006). Economics is Everywhere (2nd ed.). New York: McGraw Hill.
Hammons, S. (1991). Faith and practice: A critical integration. Social Work and Christianity:
Hodge, D. R. (2002). Does social work oppress evangelical Christians? A “new class” analysis
of society and social work. Social Work 47(4).
Houser, R., Wilczenski, F. L., & Ham M. A. (2006). Culturally relevant ethical decisionmaking in counseling. Thousand Oaks, CA: Sage.
Joseph, M. V. Social work ethics: Historical and contemporary perspectives, Social Thought,
15(3/4), 4-12.
Joseph, M. V. (1987). The religious and spiritual aspects of clinical practice: A neglected
dimension of social work. Social Thought, 13(1), 12-23.
Kenyon, P. (1999). What would you do? An ethical case workbook for human service
professionals. Belmont, CA: Brooks/Cole.
Larkin, H. (2004). Justice implications of a proposed Medicare prescription drug policy.
Social Work 49(3).
Leiby, James. (1985). Moral foundations of social welfare and social work: A historical view.
Social Work, 30(4), 323-329.
Lieberman, A. A. & Lester, C. (2004). Social work practice with a difference: Stories, essays,
cases, and commentary. New York: McGraw Hill.
Lowery, Richard. Sabbath and Jubilee. Chalice Press, 2000.
Maier, B. N. (2003). Competence and credentialing in Christian counseling. Marriage &
Family: A Christian Journal 6(1).
Manning, S. S. (2003). Ethical leadership in human services. Boston: Allyn and Bacon.
Meeks, M. Douglas. God the Economist: The Doctrine of God and Political Economy.
Fortress Press, 1989.
Merrill, T. H. & Trathen, D. (2003). Dual role relationships: Toward a greater understanding in
the church-based setting. Marriage & Family: A Christian Journal 6(1).
Meyers, C. (2001). The biblical vision of Sabbath economics. Church of the Savior.
Moomaw, R. L. & Olson, K. W. (2007). Economics & contemporary issues (7th ed.). Belmont,
CA: Brooks/Cole.
Ozawa, M. N. & Hong-Sik, Y. (2005). “Leavers” from TANF versus AFDC: How do they fair
economically? Social Work 50(3).
Parsons, R. D. (2001). The ethics of professional practice. Boston: Allyn and Bacon.
Ponterotto, J. G., Utsey, S. O., & Pedersen, P. B. (2006). Preventing prejudice: A guide for
counselors, educators, and parents (2nd ed.). Thousand Oaks, CA: Sage.
Reamer, F. G. (2005). Documentation in social work: Evolving ethical and risk-management
standards. Social Work 50(4).
Reamer, F. G. (2003). Boundary issues in social work: Managing dual relationships. Social
Work 48(1).
Reamer, F. G. (2001). Ethics education in social work. Alexandria, VA: Council on Social
Work Education.
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biblical justice. Christian Scholar‘s Review. 35(3), 345-370.
Ridley, C. (2005). Overcoming unintentional racism. Thousand Oaks, CA: Sage.
Rothman, J. C. (2005). From the front lines: Student cases in social work ethics (2nd ed.).
Sande,K. (1997). The peacemaker: A Biblical guide to resolving personal conflict (2nd ed.).
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Hill.
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(2002). Spirituality and religion in social work practice. Alexandria, VA: Council on
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Press.
SWK 3010
Human
Behavior and
the Social
Environment
HUMAN BEHAVIOR and the
SOCIAL ENVIRONMENT
SWK-3010
Fall Semester, 2009 -MW 8:00AM-9:50AM
Office: APP 114, Ext. 7415
Hours: M, W 1:00pm -4:00pm
[email protected]
Four (4) credit hours
Undergraduate
COURSE DESCRIPTION
This course will provide an examination of the social systems approach to understanding
human behavior with families, groups, organizations, and communities. Particular focus will
be on the relationship among biological, social, psychological, and cultural systems as they
affect and are affected by human behavior. This syllabus provides a general plan for the
course. Deviations may be necessary.
I.
1.
Providing content about Social Work practice from a generalist perspective with
2.
3.
4.
and oppressive histories (with a special focus on poverty).
5.
relationship.
SWK 3010
page 1
II.
6.
Laying a foundation of core skills essential to a high caliber of Social Work practice
(i.e., problem solving, listening, verbal and written communication, critical
thinking).
7
thinking).
As a result of having taken this course in Human Behavior & Social Environment,
students shall demonstrate the ability to:
1.
practice (EPAS 3.0.1) (PG 1, 2, 3, 5, 6, 7) [Lecture, discussion, cooperative
classroom exercises, exam]
2.
ethics as set forth in the code of ethics (EPAS 4.0) (PG 6) [Lecture, discussion,
cooperative classroom exercises, exam]
4.
social and economic justice nationally and globally (EPAS 3.0.4, EPAS 4.2) (PG 1,
5) [Lecture, discussion, cooperative classroom exercises, role-play and
examination]
6.
of all sizes and in the context of the church (EPAS 3.0.B6, EPAS 4.5) (PG 1)
[Lecture, discussion, structured classroom activities and readings]
7.
and behavior across the life span and the interaction among individuals and between
individuals and families, groups, organizations, and communities (EPAS 3.0.4,
EPAS 4.3) (PG 1, 2) [Lecture, discussion, structured classroom activities and
readings]
10.
members of the community (EPAS 3.0.1) (PG 7) [Discussions, written
assignments]
SWK 3010
page 2
1.
practice (EPAS 3.0.1) (PG 7) (PO 1) [Article critiques]
2.
understanding of and respect for the positive value of diversity (EPAS 3.0.3, EPAS
4.1, EPAS 4.2, EPAS 4.3) (PG 2) (PO 2) [Class participation]
3.
strategies of change that advance social and economic justice (EPAS 3.0.4, EPAS
4.2) (PG 5) (PO 4) [final course grade]
4.
Analyze and apply the knowledge, values, and skills of Social Work practice from a
Biblical world and life view (PG 6) (PO 6) [final course grade]
5.
poverty (EPAS 3.0.4, EPAS 4.0, EPAS 4.2) (PG 5) (PO 4) [final course grade]
6
Demonstrate a fundamental knowledge of general systems (macro) theory (EPAS
3.0.B6, EPAS 4.5, EPAS 4.4) (PG 1) (PO 6) [family of origin paper/presentation]
7.
Demonstrate a fundamental knowledge of the relationship among social,
psychological, and cultural systems as they affect and are affected by human
behavior (EPAS 3.0.4, EPAS 4.3) (PG 3) (PO 1) [final course grade]
8.
Demonstrate a fundamental knowledge of the interplay of family, community,
organization, group, and cultural systems, particularly as they relate to women,
ethnic and racial minorities, and other populations at risk (EPAS 3.0.2, EPAS
3.0.3, EPAS 4.0, EPAS 4.1, EPAS 4.5) (PG 3) (PO 7) [final course grade]
9
Learn how research is vital to the development of Social Work skills by being
engaged in critical analysis and the use of scientific resources (EPAS 3.0.9, EPAS
4.6) (PG 7) (PO 1) [article critiques]
10. Understand the focus of generalist Social Work practice with families (EPAS 3.0.7,
EPAS 4.1, EPAS 4.3) (PG 1) (PO 7) [exams, family of origin paper]
11.
Demonstrate the ability to communicate effectively (EPAS 3.0.1) (PG 7) (PO10)
[family of origin paper/presentation, article critiques, class participation]
SWK 3010
page 3
12.
Understand societal and cultural patterns and place the individual in context (EPAS
4.0, EPAS 4.1, EPAS 4.3) (PG 5) (PO 3) [final course grade]
13.
Understand how to build knowledge for practice by the effective use of theories
(EPAS 3.0.7, EPAS 4.3) (PG 7) (PO 7) [final course grade]
To enhance the student‟s learning process the following methods will be used:
discussion, lecture, class exercises, article critiques, multi-media presentations, quizzes,
and examinations.
V.
MATERIALS
1.
Textbooks:
Required:
Zastrow, C. and Kirst-Ashman, K. (2007). Human behavior in the social
environment (8th ed.). Belmont, CA: Thomson Brooks/Cole Publishing
Company.
Tatum, Beverly Daniel, ―Why Are All the Black Kids Sitting Together in the
Cafeteria?‖ New York, New York, 2003.
VI. EVALUATION

If any written assignment has more than three spelling or grammar errors it
will be reduced one letter grade or more.
1.
Grading
Class Participation ................................................................................................... 10%
Article Critiques ...................................................................................................... 10%
Quizzes .................................................................................................................... 10%
Four Major Exams .................................................................................................. 50%
Family of Origin Paper/Presentation ....................................................................... 20%
SWK 3010
page 4
100-94 = A
93-91 = A90-88 = B+
87-85 = B
84-82 = B81-78 = C+
77-75 =
74-72 =
71-69 =
68-66 =
65-63 =
< 63 =
C
CD+
D
DF
2.
Attendance
should contact me before class. If I cannot be reached, leave a message with the
Administrative Assistant (766-7676) or email me. A significant portion of this
course includes classroom activities (lectures, discussion, interactive exercises,
films, etc.). When a student is absent he/she misses an important part of the
course. Also, the absence of a student takes away from the overall learning
environment of the classroom. Every student suffers when absences occur. A
student‟s final course grade will be influenced by his/her participation and
attendance. The student‟s unexcused absence(s) will negatively influence any
marginal grading decisions the course professor will make.
3.
Late Assignments
Late assignments immediately drop one letter grade for each day they are late.
Plans for handing in late submissions must be discussed with the course professor
by the next class period. A grade of zero will be averaged in the student‟s grade
for each incomplete assignment at the end of the semester.
4.
Class Participation
participant is involved in the class to the extent that he/she actively listens, reacts
to information, asks pertinent questions, shows signs of understanding, shares
relevant insights, and contributes to the general learning of the class.
Students are expected to demonstrate the social work value of dignity and worth of
a person by treating peers and professors with dignity and respect interacting in a
SWK 3010
page 5
ability. In general, students are to demonstrate the same professional demeanor that
is expected in Field. Students will come to class on time, not leave mid class
(unless previously arranged). If this protocol is not adhered to, students will first be
given a verbal warning, second will be asked to leave the classroom and have it
count as an unexcused absence (-2 points from overall grade) and third be referred
to the Program Director for disciplinary action.
5.
contact Marilyn Meyer, Coordinator of Disability Services, by phone at 3843 or
email at [email protected]. Examples of disability categories are AD/HD,
Specific Learning Disabilities, Hearing, Vision, Health Impairment, Psychological,
Orthopedic, and Traumatic Brain Injury. Faculty rely on Disability Services to
verify the need for accommodation and to assist in developing reasonable and
appropriate accommodation strategies. View website at
www.cedarville.edu/DisabilityServices.
VII.
VIII.
REQUIREMENTS
1.
Reading of the texts and required collateral readings and classroom
exercises.
2.
Class attendance and participation (see testing and grading).
3.
Taking quizzes to test mastery of important concepts.
4.
Complete all article critiques.
5.
Taking major examinations.
6.
Complete Family of Origin Paper.
1. Reading of the texts, other required collateral readings and class exercises.
2. Critique all assigned articles from a professional journal in which you present
the strengths and limitations of the article. The critique of the articles are
from a professional social work perspective and a Christian perspective. Each
critique should have a title page and conform to APA style. Each critique
should briefly summarize the article, provide the strengths and weaknesses of
the article and a critique of the article from a Christian worldview. Each
critique should be three full pages in length.
SWK 3010
page 6
3. Family of Origin Paper
In a typewritten, APA style paper of 10-15 pages, develop a comprehensive
narrative analysis of your own family of origin (parents and siblings, if
appropriate). The goal of this analysis is to help you understand the dynamics
of family functioning, give you practice in integrating theory with an actual
family, understand how one‟s environment influences psycho-social
development, and to gain greater self-understanding. The paper will have two
(2) sections, as follows:
A.
Family Description and Introduction.
1.
Demographic information - a one paragraph bio-psycho-social
description of each family member.
2.
Family boundaries - analysis of degree of permeability as the
family interacted with school, work, recreation, church, etc. Were
members free to make individual connections with other people
and organizations?
3.
Describe birth order dynamics and sibling relationships (if
applicable).
4.
How was conflict managed within the marriage and family?
5.
Describe the racial/ethnic/cultural background of the family and
its influences.
6.
Evaluate the family personality as it relates to enmeshment and
disengagement.
7.
What are the family rules?
8.
Family life cycle - Describe and analyze several stages of your
family.
9.
Describe any abuse/neglect in the family.
10.
Describe your own process of identity formation and those of
your siblings (if applicable).
11.
What were the family values and experiences related to work?
SWK 3010
page 7
B.
12.
Describe your own process of moral reasoning, using Kohlberg‟s
theory as a framework.
13.
What was the process you went through for vocational planning?
14.
Discuss your personal spiritual growth from childhood to present.
15.
Describe significant emotional events (positive or negative) that
made an impact on your life.
Family Analysis
1.
What are your family strengths and limitations?
2.
What areas of your family are unclear to you?
3.
How do you relate to your family members at the present time?
Identify areas needing further work.
4.
Describe the impact that your family of origin will have on your
practice as a social worker.
NOTE: You may wish to ask family members for their perspective on these
issues. Although you are asked to present the family of origin paper in class,
personal family issues can be discussed at the students‟ discretion and to the detail
the student feels most comfortable with.
The final draft of the Family of Origin paper is due on December 2, 2009.
IX.
WRITING ASSIGNMENT ASSISTANCE
The writing center, located in Tyler 104, offers competent guidance on all your writing
in any stage of your writing process. That means, you can visit the center as soon as
you get your assignment to start brainstorming ideas. It also means you can visit as
often as you want for feedback on the same paper. When you go to the writing center,
be sure to take your assignment and two hard copies of your paper with you. After
you and your consultant read the paper together, the tutor will suggest ways to build
upon your strengths and improve your weaknesses. Expect to be actively involved in
the conference. You might freewrite for five or ten minutes, do some outlining or
revising, and even consult a manual. It's good to keep in mind that because of the
writing center's mission, your tutor will never proofread or edit your writing for you.
It's also good to keep in mind that all writers from all levels of proficiency benefit from
SWK 3010
page 8
the writing center's services, so even if you feel like you're a "good" writer, you'll still
improve your skills by working with the tutors. To learn how to make an appointment
at the writing center, go to
pages, you may sign up for an extended (one hour) consultation once per day. To learn
how to sign up for such a session, go to
SWK 3010
page 9
X.
CLASS SCHEDULE
DATE
LATE OR
ABSENT
August
W/19
GENERAL TOPIC
Overview of text and course
requirements
ASSIGNMENTS
Read Syllabus
Class Activities:
Ice breaker
Overview of text and course requirements. Questions and Answers.
August
M/24
Theoretical Perspectives on Human Read Chapter 1 of the text
Behavior and the Social
Environment
Class Activities:
Action In Environment- Out of Class Exercise
Meet at Beans and Cream at 8:00 AM SHARP!
August
W/26
Theoretical Perspectives on
Human Behavior and the Social
Environment
Read Chapter 1 of the text
Class Activities:
Quiz
****Assign Presentation Times for Family of Origin Paper****
Foundation Knowledge and the purpose of Social Work
Critical thinking about ethical issues
People’s involvement with multiple systems
Biological, psychological, and social development
Diversity, oppression, and populations-at-risk
Social worker roles
SWK 3010
page 10
DATE
LATE OR
ABSENT
August
M/31
GENERAL TOPIC
Biological Development in Infancy
and Childhood
ASSIGNMENTS
Class Activities:
Quiz
Lecture and discussion:
The dynamics of human reproduction
The abortion controversy
The impacts of macro system policies on practice and access to services
Infertility
September
W/2
Biological Development in Infancy
and Childhood
Lecture and discussion:
The dynamics of human reproduction
The abortion controversy
The impacts of macro system policies on practice and access to services
Infertility
September
M/7
Class Activities:
September
W/9
LABOR DAY- NO CLASSES!
Enjoy the Holiday!
Psychological Development in
Infancy and Childhood
Class Activities:
Quiz
Lecture:
Theories of Psychological Development
Cognitive Development: Piaget
Emotional Development
Self-Concept, Self-Esteem, and Empowerment
Significant Issues and Life Events
ABORTION EXERCISE
SWK 3010
page 11
DATE
LATE OR
ABSENT
September
M/14
GENERAL TOPIC
Social Development in Infancy
ASSIGNMENTS
Class Activities:
Quiz
Lecture:
The Family Environment
The Family Life Cycle
Learning Theory
Applications of Learning Theory to Practice
Impacts of Common Life Events on Children
The Social Environment: Peers, Television, and School
Child Maltreatment
Additional Issues
Distribute Take Home Exam
September
W/16
NO CLASSES- DAY of PRAYER
Unit #1 Examination Due
Chapters 1-4
Zastrow & Kirst-Ashman
Class Activities:
Take Home Examination #1
Due into the Social Work Office by 5:00pm
SWK 3010
page 12
DATE
LATE OR
ABSENT
GENERAL TOPIC
Ethnocentrism and Racism
September
M/21
ASSIGNMENTS
Read Chapter 5 of text
TATUM Reading PART I-III
No QUIZ!!! Complete readings for next week!
Class Activities: VIDEO- Skin Deep: College Students Confront Racism
Topics covered in video:
Institutional Values and Racism
Sources of Prejudice and Discrimination
Impacts of Social and Economic Forces
The Effects of Discrimination on Human Growth and Development
Community Strategies to Promote Social and Economic Justice
Social Work Practice with Racial and Ethnic Groups
Empowerment
Strengths Perspective
The Future of US Race and Ethnic Relations
September
W/23
Ethnocentrism and Racism
TATUM Readings PART IV-End
Class Activities:
Quiz on TATUM Reading
DEEP DISCUSSION
Ethnic Groups and Ethnocentrism
Race and Racism
Aspects of Social and Economic Forces: Prejudice, Discrimination, and Oppression
Racial and Ethnic Stereotypes
Racial and Ethnic Discrimination
SWK 3010
page 13
DATE
LATE OR
ABSENT
September
M/28
GENERAL TOPIC
Biological Development in
Adolescence
ASSIGNMENTS
Class Activities:
Quiz
Lecture & Discussion
Adolescence
Psychological Reactions to Physical Changes
Next class share a moral dilemma you or someone close to you is experiencing or has recently
experienced.
September
W/30
Psychological Development in
Adolescence
Read Chapter 7 of the text.
Class Activities:
Quiz
Lecture & Discussion:
Identity Formation
Moral Development
Class Exercise: Sharing Your Moral Dilemma
Pass out Take Home Examination- Due on October 7th
October
M/5
Social Development in Adolescence
Class Activities:
Quiz
Lecture:
Social Development Changes in Adolescence
Social Problems: Eating Disorders; Emotional/Behavioral Problems
Major Mental Health Disorders According to the American Psychiatric Association
Our Thinking Determines Our Behavior and Our Emotions
Empowerment Through Social Work With Groups
SWK 3010
page 14
DATE
LATE OR
ABSENT
October
W/7
GENERAL TOPIC
No Class! Exam Due
ASSIGNMENTS
Chapters 5-8 Due into the social work
office by 5pm
Unit Take Home Examination #2 is due TODAY!
October
M/12
Gender Roles and Sexism
Class Activities:
Quiz
Lecture:
Gender-Role Stereotypes
Male/Female Differences
People as Individuals
Significant Issues and Events in the Lives of Women
Economic Inequality
Sexual Harassment
Sexist Language
Rape and Assault Battered Women
Working with Empowering Women
October
W/14
Discussion on Intimate Violence
Read Assigned Readings
Class Activities:
Video- Defending our Lives
Class Discussion
Next Full Class Session Bring One Article That Relates To the Church’s Response to HIV/AIDS
Complete a written critique on the article.
SWK 3010
page 15
DATE
LATE OR
ABSENT
GENERAL TOPIC
October
M/19
ASSIGNMENTS
Discussion on HIV/AIDS
Class Activities:
Quiz
A Discussion of your Article That Relates To the Church’s Response to HIV/AIDS.
Lecture:
Lecture on HIV/AIDS population
The double standard of Aging
Cultural Differences in Women’s Experience of Menopause
People Living with AIDS
AIDS: A Global Epidemic
October
W/21
Psychological Aspects of Young &
Middle Adulthood
Class Activities:
Quiz
Lecture:
Intimacy vs. Isolation
Peck’s Theories of Psychological Development
Levinson’s Theories of Life Structure, Life Eras, and Transitions for men.
Maslow’s Hierarchy of Needs
Emotional Intelligence
Chemical Substance Use and Abuse
Pass Out Take Home Exam # 3
October
M/26
Sociological Aspects of Young &
Middle Adulthood
Class Activities:
Quiz
Lecture:
Marriage
Macro Social Systems Theory
Poverty: Impacts of Social & Economic Forces
Assessing & Interviewing in Family Systems
Social Work With Organizations
Liberal & Conservative Perspectives
SWK 3010
page 16
DATE
LATE OR
ABSENT
October
W/28
GENERAL TOPIC
ASSIGNMENTS
No Class- Exam # 3 DUE!
Chapters 8-12
Sexual Orientation
Class Activities:
Exam # 3 – Take Home Exam is DUE!
November
M/2
Class Activities:
Quiz
Lecture:
Homosexuality & Bisexuality
Why are some people Lesbian or Gay?
Lesbian & Gay Lifestyles
What is a biblical response?
November
W/4
Biological Aspects of Later
Adulthood
Class Activities:
Quiz
Lecture:
What is Later Adulthood?
Diseases & Causes of Death Among Older People
Life Expectancy
Wellness: The Strengths Perspective
Class Exercise: What is Aging Like?
Next Class Session Bring One Article That Relates To Spirituality and Well-Being, or Spirituality and the Elderly.
Complete a written critique on the article.
November
M/9
Wright State HIV/AIDS Rural Collaborative
Conference
Class Field Trip
Class Activities:
ALL DAY CONFERENCE
SWK 3010
page 17
DATE
November
W/11
LATE OR
ABSENT
GENERAL TOPIC
Psychological Aspects of Later Adulthood
ASSIGNMENTS
Class Activities:
Quiz
Lecture:
Developmental Tasks
Integrity Vs. Despair
Theories of Successful Aging
The Impact of Life Events on Older People
Guidelines for Positive Psychological Preparation for Later Adulthood: The Strengths Perspective
Grief Management and Death Education
A Discussion of your Article That Relates To Spirituality and Well-Being, or Spirituality and the Elderly.
November
M/16
Sociological Aspects
of Later Adulthood
Class Activities:
Quiz
Lecture:
Older People: A Population At Risk
Problems Faced by Older People
Ethical Dilemma: Should Assisted Suicide Be Legalized?
Current Services: Macro System Responses
Social Work With Older People
Older People Are a Powerful Political Force
Changing a Macro System: Finding a Social Role for Older People
November
W/18
Student Presentation:
Family Of Origin Papers
Bring a draft of your
Family of Origin paper the
day you present.
day you present.
Class Activities:
Presentation of papers -4 per period
November
M/21
Class Activities:
Presentation of papers – 4 per period
SWK 3010
page 18
DATE
LATE OR
ABSENT
GENERAL TOPIC
November
W/23
ASSIGNMENTS
Special Speaker
Be prepared with questions
for speaker.
Class Activities: Special Speaker: Jane Flewellen
November
M/25
Class Activities:
Thanksgiving Holiday
No Class
November
W/30
day you present.
day you present.
Class Activities:
December
M/2
Class Activities:
December
W/7
NO FINALS
Class Activities:
FINALS
SWK 3010
page 19
XI.
BIBLIOGRAPHY
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and gender in the United States (69-70). Mountain View, CA: Mayfield.
Berger, R. M. (1985). Rewriting a bad script: Older lesbians and gays. In Hilda Hidalgo, et al.
(Eds.), Lesbian and gay issues: A resource manual for social workers (53-58). Silver
Spring, MD: National Association of Social Workers.
Bewley, C., & Glendinning, C. (1994). Representing the views of disabled people in
community care planning. Special issue: Representation and disabled people. Disability
and Society, 9(3), 301-314.
Bloom, L.Z., Coburn, K., & Pearlman, J. (1976). The New Assertive Woman. New York: Dell
Publishing Company.
Blum, S. (1974, November 10). The children who starve themselves. The New York Times
Magazine, .63ff.
Borke, H. (1975). Piaget's mountains revisited: Changes in the egocentric landscape.
Development Psychology, 11, 240-243.
Brophy, B. (1986, October 27). Children under stress. U.S. News & World Report, 59.
Brownmiller, S, (1975). Against our will: Men, women, and rape. New York: Bantam Books
Cameron-Bandler, L. (1985). Solutions. San Rafael, CA: Future Pace.
Canda, E. (1990). Afterward: Spirituality re-examined. Spirituality and Social Work
Communication, 1(1), 13-14.
Carson, V. B. (1989). Spiritual development across the life span. Spiritual Dimension of
Nursing Practice. Philadelphia: W. B. Sanders Co., 24-51.
Chamberlain, R.W. (1984). How well do early child-rearing styles and child behavioral
patterns predict later home and school functioning. In S.A. Mednick et al. (Eds.)
Handbook of Longitudinal Research, Vol 1: Birth and Childhood Cohorts, New York:
Holt, Rinehart and Winston, 319-327.
Cherry, R. (1989). Discrimination: Its Economic Impact on Blacks, Women, and Jews.
Lexington, MA: Lexington Books.
Clements, W. M. (1990). Spiritual development in the fourth quarter of life. Seeber, J. (Ed.),
Spiritual Maturity in the Later Years. New York: Haworth Press, 55-69.
Coles, R. (1990). The Spiritual Lives of Children. Boston: Houghton-Mifflin
Council on Social Work Education Commission on Accreditation. (1992). Handbook of
Accreditation Standards and Procedures (5th ed.). Washington, DC: Council on Social
Work Education.
Craighead, W.E., Mahoney, M. L., & Kazdin, A. R. (1976). Behavior Modification:
Principles, Issues, and Applications. Boston, MA: Houghton-Mifflin.
Cruikshank, M. (1992). The gay and lesbian liberation movement. New York: Routledge.
Dobash, R. E., Wilson, M., & Daly, M. (1992). The myth of sexual symmetry in marital
violence. Social Problems, 39, 71-91.
Donaldson, M. (1979). The mismatch between school and children's minds. Human Nature, 2,
158-162.
Downs, H. (1985, December). Growing old in America. ABC News Program Transcript. New
York: Journal Graphics Inc.
Drug use, drug prohibition, and minority communities. (1995, Summer). Special issue:
Legalization of drugs. Journal of Primary Prevention, 12(4), 303-316.
Earls, F., & Siegel, B. (1980). Precocious fathers.American journal of orthopsychiatry, 50,
469-480.
Ehrbar, A. F. (1977, February). A radical prescription for medical care. Fortune, 169.
Einstein, E. (1979, April). Stepfamily Lives. Human Behavior, 63-78.
Erikson, E. H. (1963). Childhood and society. New York: Norton.
Falbo, T., & Dolit, D. F. (1986). Quantitative review of the only child literature: Research
evidence and theory development. Psychological Bulletin, 100(2), 176-189.
Fowler, J. (1991). Stages of faith consciousness. In: Oser, F., & Scarlett, G. W. (Eds.),
Religious Development in Childhood and Adolescence (Chapter 3), San Francisco:
Jossey-Bass.
Furuto, S. M., Biswas, R., Chung, D. K., Murase, K., & Ross-Sheriff, F. (Eds.). (1992). Social
work practice with Asian Americans. Newbury Park, CA: Sage.
Gallagher, J.M. (1973). Cognitive Development and Learning in the Adolescent. In J.F.
Adams (Ed.), Understanding Adolescence. (2nd ed.). Boston, MA: Allyn and Bacon.
Harrison, D. F., Wodarski, J. S., & Thyer, B. A. (Eds.). (1992). Cultural diversity and social
work practice. Springfield, IL: Charles C. Nelson.
Hess, E. H. (1959). Imprinting. Science, 130.
Hyde, C. (1996). A feminist response to Rothman‟s “The inter weaving of community
intervention approaches.” Journal of Community Practice. 3, 127-145.
Izard, C. E., et al. (1980). The young infant's ability to produce discrete, emotional expressions.
Developmental Psychology, 16 (2).
Julian, Joseph, & Kornblum. (1980). Social Problems. (3rd ed.). Englewood Cliffs, NJ:
Prentice-Hall.
Kadushin, A. (1972). The Social Work Interview. New York: Columbia University Press.
students (pp. 27-35). St. Davids, PA: NACSW.
Lum, D. (1995). Social work practice and people of color (3rd ed.). Pacific Grove, CA:
Brooks/Cole.
MacDermid, S. M., De Hann, L. G., & Heilburn, G. (1996). Generativity in multiple roles.
Journal of Adult Development, 3, 145-158.
National Association of Social Workers (NASW). (1994). Lesbian and gay issues: Social
work speaks (3rd ed.). Silver Spring, MD: NASW Press, 162-165.
Newsome, M. (1997). Strategic planning for the 21st century. Social Work Education
Reporter, 45(1), 1.
Osgood, N. J. (1992). Suicide in later life. Lexington, MA: Lexington Books.
Pavalko, E. K., & Artis, J. E. (1997). Women‟s caregiving and paid work: Causal relationships
in late midlife. Journals of Gerontology: Social Sciences, 52B, S170-S179.
Queralt, M. (1996). The social environment and human behavior: A diversity perspective.
Boston, MA: Allyn and Bacon.
Rizzuto, A.M. (1991). Religious development: A psychoanalytic point of view. Oser, F., &
Scarlett, G. W. (Ed.). Religous development in child hood and adolescence (Chapter
4). San Francisco: Jossey-Bass.
Stokes, K. (1982). Faith Development in the Adult Life Cycle. Seeber, J., (Ed.). Spiritual
maturity in the later years. (pp. 167-1840). New York: Haworth Press.
Tatum, B. (2003). Why are all the black kids sitting together in the cafeteria?: A psychologist
explains the development of racial identity. New York: Basic Books.
Tautermannova, M. (1973). Smiling in infants. Child Development, 44, 701-704.
Tobler, N. S., & Stratton, H. H. (1997). Effectiveness of school-based drug prevention
programs: A meta-analysis of the research. Journal of Primary Prevention, 18, 71-128.
Uniform Crime Reports for the United States. (1996). Washington, DC: U.S. Government
Printing Office.
Urberg, K. A., Degirmencioglu, S. M., & Pilgrim, C. (1997). Close friend and group influence
on adolescent cigarette smoking and alcohol use. Developmental Psychology, 33, 834844.
Vosler, N. R., & Page-Adams, D. (1996). Predictors of depression among workers at the time
of a plant closing. Journal of Sociology and Social Welfare, 23(4), 25-42.
Walberg, H. J. (1995). General practices. In G. Cawelti (Ed.). Handbook of research on
improving student achievement. Arlington, VA: Educational Research Service.
Walker, L. J. (1995). Sexism in Kohlberg‟s moral psychology? In W.M. Kurtines & J.L.
Gewirtz (Eds.) Moral development: An introduction (pp. 83-107). Boston: Allyn &
Bacon.
Zuckerman, C. (1997). Issues concerning end-of-life care. Journal on Long-Term Home Health
Care. 16, 26-34.
SWK 3010
Human
Behavior and
the Social
Environment
Online
HUMAN BEHAVIOR and the
SOCIAL ENVIRONMENT
SWK-3010 Online
Professor Nelson Henning, PhD, LISW, ACSW
Summer Online Course
Office: APP- 114 Ext. 7677
Four (4) Credit Hours
Undergraduate
COURSE DESCRIPTION
This course will provide an examination of the social systems approach to understanding
human behavior with families, groups, organizations, and communities. Particular focus will
be on the relationship among biological, social, psychological, and cultural systems as they
affect and are affected by human behavior. This syllabus provides a general plan for the
course. Deviations may be necessary.
I.
1.
Providing content about Social Work practice from a generalist perspective with
2.
3.
5.
6.
relationship
7.
Laying a foundation of core skills essential to a high caliber of social work practice
thinking.)
SWK 3010 online page 1
II.
As a result of having taken this course in Human Behavior & Social Environment,
1.
practice (EP 3.0.1) (PG 1, 2, 3, 5, 6, 7) [writing assignments, quizzes, family of
origin paper]
2.
understanding of and respect for the positive value of diversity (EPAS 3.0.3, EPAS
4.1, EPAS 4.2, EPAS 4.3) (PG 2) (PO 2) [writing assignments, quizzes, family of
origin paper]
3.
4.2) (PG 5) (PO 4) [writing assignments, quizzes, family of origin paper]
4.
social and economic justice nationally and globally (EPAS 3.0.4, EPAS 4.2) (PG 1,
5) [exam]
6.
of all sizes and in the context of the church (EPAS 3.0.B6, EPAS 4.5) (PG 1)
[writing assignments, quizzes, family of origin paper]
7.
individuals and families, groups, organizations, and communities (EPAS 3.0.4,
EPAS 4.3) (PG 1, 2) [writing assignments, quizzes, family of origin paper]
10.
members of the community (EPAS 3.0.1) (PG 7) [writing assignments, quizzes,
family of origin paper]
1.
practice (EP 3.0.1) (PG 7) (PO 1) [quizzes, writing assignments]
2.
understanding of and respect for the positive value of diversity (EP 3.0.3, EP 4.1,
EP 4.2, EP 4.3) (PG 2) (PO 2) [final course grade]
3.
strategies of change that advance social and economic justice (EP 3.0.4, EP 4.2)
(PG 5) (PO 4) [final course grade]
4.
Analyze and apply the knowledge, values, and skills of Social Work practice from a
Biblical world and life view (PG 6) (PO 6) [final course grade]
5.
poverty (EP 3.0.4, EP 4.0, EP 4.2) (PG 5) (PO 4) [final course grade]
6
Demonstrate a fundamental knowledge of general systems (macro) theory (EP
3.0.B6, EP 4.5, EP 4.4) (PG 1) (PO 6) [final course grade]
7.
Demonstrate a fundamental knowledge of the relationship among social,
psychological, and cultural systems as they affect and are affected by human
behavior (EP 3.0.4, EP 4.3) (PG 3) (PO 1) [final course grade]
8.
Demonstrate a fundamental knowledge of the interplay of family, community,
organization, group, and cultural systems, particularly as they related to women,
ethnic and racial minorities, and other populations at risk (EP 3.0.2, EP 3.0.3, EP
4.0, EP 4.1, EP 4.5) (PG 3) (PO 7) [final course grade]
9
Learn how research is vital to the development of Social Work skills by being
engaged in critical analysis and the use of scientific resources (EP 3.0.9, EP 4.6)
(PG 7) (PO 1) [final course grade]
10. Understand the focus of generalist Social Work practice with families (EP 3.0.7, EP
4.1, EP 4.3) (PG 1) (PO 7) [quizzes, family of origin paper]
11.
Demonstrate the ability to communicate effectively (EP 3.0.1) (PG 7) (PO10)
[writing assignments, family of origin paper]
12.
Understand societal and cultural patterns and place the individual in context (EP
3.0.7, EP 4.0, EP 4.1, EP 4.3) (PG 5) (PO 2) [final course grade]
13.
Understand how to build knowledge for practice by the effective use of theories
(EP 3.0.7, EP 4.3) (PG 7) (PO 7) [final course grade]
IV. MATERIALS
1.
Textbooks:
Zastrow, C. and Kirst-Ashman, K. (2007). Human behavior in the social
environment (8th ed.). Belmont, CA: Thomson Brooks/Cole Publishing
Company
V.
EVALUATION

Any written assignment with spelling or grammar errors will be reduced one
letter grade or more.
1.
Grading
Each Writing Assignment (16 writing assignments) ........................................ 10 points
Each Quiz (16 quizzes) ..................................................................................... 10 points
Family Of Origin Paper/Presentation.............................................................. 100 points
The total number of points you have earned at the end of the course will be divided
by total number of points possible to earn. The result will be a percentage number.
The grading scale is as follows: (numbers are expressed in percentages)
100-94 =
93-91 =
90-88 =
87-85 =
84-82 =
81-78 =
A
AB+
B
BC+
77-75 =
74-72 =
71-69 =
68-66 =
65-63 =
< 63 =
C
CD+
D
DF
2.
3.
Late Assignments
Late assignments will not be accepted. However, exceptions can be granted for
true emergencies (i.e. technical difficulties beyond the student‟s control), illness in
family, etc.).
Each assignment will have a due date of the Sunday (11:45 p.m.) of the current
session. Each new session begins on a Monday.
4.
email at [email protected]. Office located in CAL 164. Examples of
disability categories are AD/HD, Specific Learning Disabilities, Hearing, Vision,
Health Impairment, Psychological, Orthopedic, and Traumatic Brain Injury.
Faculty rely on Disability Services to verify the need for accommodation and to
assist in developing reasonable and appropriate accommodation strategies. View
website at www.cedarville.edu/DisabilityServices.
VI.
VII.
REQUIREMENTS
1.
Reading of the texts and required collateral readings.
2.
Taking quizzes to test mastery of important concepts.
3.
Complete all writing assignments.
4.
Complete Family of Origin Papers on time.
1. Each session will have writing assignments. Each writing assignment must be
completed no later than the stated due date. Each critique should be three full
pages in length.
2. Family of Origin Paper
In a typewritten, APA style paper of a minimum of 15 pages, develop a
comprehensive narrative analysis of your own family of origin (parents and
siblings, if appropriate). The goal of this analysis is to help you understand
the dynamics of family functioning, give you practice in integrating theory
with an actual family, understand how one‟s environment influences psychosocial development, and to gain greater self-understanding. The paper will
have two (2) sections, as follows:
A.
Family Description and Introduction.
1.
Demographic information - a one paragraph bio-psycho-social
description of each family member.
2.
Family boundaries - analysis of degree of permeability as the
family interacted with school, work, recreation, church, etc. Were
members free to make individual connections with other people
and organizations?
3.
Describe birth order dynamics and sibling relationships (if
applicable).
4.
How was conflict managed within the marriage and family?
5.
Describe the racial/ethnic/cultural background of the family and
its influences.
6.
Evaluate the family personality as it relates to enmeshment and
disengagement.
7.
What are the family rules?
8.
Family life cycle - Describe and analyze several stages of your
family.
9.
Describe any abuse/neglect in the family.
10.
Describe your own process of identity formation and those of
your siblings (if applicable).
11.
What were the family values and experiences related to work?
12.
Describe your own process of moral reasoning, using Kohlberg‟s
theory as a framework.
13.
What was the process you went through for vocational planning?
14.
Discuss your personal spiritual growth from childhood to present.
15.
Describe significant emotional events (positive or negative) that
made an impact on your life.
B.
Family Analysis
1.
What are your family strengths and limitations?
2.
What areas of your family are unclear to you?
3.
How do you relate to your family members at the present time?
Identify areas needing further work.
4.
Describe the impact that your family of origin will have on your
practice as a social worker.
NOTE: You may wish to ask family members for their perspective on these
issues.
The Family of Origin paper is due by noon on last day of class.
VIII.
BIBLIOGRAPHY
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and Society, 9(3), 301-314.
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Canda, E. (1990). Afterward: Spirituality re-examined. Spirituality and Social Work
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Carson, V. B. (1989). Spiritual development across the life span. Spiritual Dimension of
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Chamberlain, R.W. (1984). How well do early child-rearing styles and child behavioral
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Cherry, R. (1989). Discrimination: Its Economic Impact on Blacks, Women, and Jews.
Lexington, MA: Lexington Books.
Clements, W. M. (1990). Spiritual development in the fourth quarter of life. Seeber, J. (Ed.),
Spiritual Maturity in the Later Years. New York: Haworth Press, 55-69.
Coles, R. (1990). The Spiritual Lives of Children. Boston: Houghton-Mifflin
Council on Social Work Education Commission on Accreditation. (1992). Handbook of
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Craighead, W.E., Mahoney, M. L., & Kazdin, A. R. (1976). Behavior Modification:
Principles, Issues, and Applications. Boston, MA: Houghton-Mifflin.
Cruikshank, M. (1992). The gay and lesbian liberation movement. New York: Routledge.
Dobash, R. E., Wilson, M., & Daly, M. (1992). The myth of sexual symmetry in marital
violence. Social Problems, 39, 71-91.
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158-162.
Downs, H. (1985, December). Growing old in America. ABC News Program Transcript. New
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Earls, F., & Siegel, B. (1980). Precocious fathers.American journal of orthopsychiatry, 50,
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Ehrbar, A. F. (1977, February). A radical prescription for medical care. Fortune, 169.
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Erikson, E. H. (1963). Childhood and society. New York: Norton.
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Religious Development in Childhood and Adolescence (Chapter 3), San Francisco:
Jossey-Bass.
Furuto, S. M., Biswas, R., Chung, D. K., Murase, K., & Ross-Sheriff, F. (Eds.). (1992). Social
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Prentice-Hall.
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MacDermid, S. M., De Hann, L. G., & Heilburn, G. (1996). Generativity in multiple roles.
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Reporter, 45(1), 1.
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SWK 3020
Social Work
Practice with
Multicultural
Groups
SOCIAL WORK PRACTICE WITH
MULTICULTURAL GROUPS
SWK-3020
Christine Fulmer, MSW, LISW-S
Fall Semester, 2009
Undergraduate
COURSE DESCRIPTION
This course provides the student with the opportunity to develop an understanding of theories,
methods and skills in relation to generalist practice with social work groups. This course also
provides the forum for students to gain an understanding of cultural values of individuals and
the impact of those values on the group process. Emphasis will be placed on the importance of
being a culturally sensitive group leader. A field trip may be required.
MISSION
I.
1.
Provide content about Social work practice, from a generalist perspective with
client systems of various sizes and types and their respected environment.
2.
Prepare students to practice with diverse populations (i.e., African Americans, rural
residents, inner city residents, and Appalachians).
3.
Preparing students who are aware of their responsibility to continue their
4.
5.
relationship.
7.
thinking).
SWK 3020
page 1
9. Infusing throughout the curriculum the values and ethics that guide professional
II.
2.
ethics as set forth in the code of ethics. (EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0,
EPAS 4.1) (PG 2, 3, 5, 9) [Diversity paper, group membership] [Final Grade]
3.
Practice without discrimination and with respect, knowledge, and skills related
to client‟s age, class, color, culture, political ideology, disability, ethnicity,
family structure, gender, marital status, national origin, race, religion, political
and sexual orientation. (PG 7, 9) [Group Leadership exercise]
4.
social and economic justice nationally and globally. (EPAS 3.0.4, EPAS 4.2)
(PG 2, 4, 9) [reading, role play, diversity paper, group membership] [Final
Grade]
6.
Apply the knowledge and skills of generalist Social Work to practice with
systems of all sizes and in the context of the church. (EPAS 3.0.6, EPAS 4.5)
(PG1) [class assignments, small group dynamics, leadership exercises] [Final
Grade]
10.
colleagues, and members of the community. (EPAS 3.0.10) (PG 2, 3, 5, 7)
[class assignments] [Final Grade]
As a result of having taken this course in Social Work in Groups, students will
1.
Build on previous course knowledge in preparing the student for competence as
a generalist in Social Work practice. (EPAS 3.0.B6, EPAS 4.5) (PG 1,4,5,7,9)
(PO 6) [Final Grade]
2.
Analyze and apply the knowledge, values, and skills of generalist social work
practice from a Biblical world and life view. (EPAS 3.2) (PG 2,5,7,9) (PO 2)
[Educational Group Leadership Exercise, Small Group Facilitation exercise,
Diversity Paper]
SWK 3020
page 2
3.
Understand how cultural and human diversity affects groups. (EPAS 3.0.2,
EPAS 3.0.3, EPAS 4.0, EPAS 4.1) (PG 2, 3, 5, 9) (PO 3) [Diversity Paper,
Small Group facilitation exercise]
4.
Understand that racial, ethnic, socio economic class, sexual-identity, gender and
religious issues have an impact in working with groups. (EPAS 3.0.2, EPAS
3.0.3, EPAS 4.0, EPAS 4.1) (PG 2, 3, 5, 9) (PO 3) [Diversity Paper, Small
Group facilitation exercise]
5.
Apply basic skills in group facilitation to groups of various sizes. (EPAS 3.0.6,
EPAS 4.5) (PG1) (PO 6) [Educational Group Leadership Exercise, Small
Group Facilitation exercise]
6.
Apply the knowledge, values, and skills of the profession to Social Work
practice within the context of the local church. (EPAS 4.0) ( PG 2, 5) (PO 6)
[Diversity Paper]
7.
understanding of and respect for the positive value of diversity. (EPAS 3.0.2,
EPAS 3.0.3, EPAS 4.0, EPAS 4.1) (PG 2, 3, 5, 9) (PO 2) [Final Grade]
8.
strategies of change that advance social and economic justice. (EPAS 3.0.4,
EPAS 4.1, EPAS 4.0) (PG 5) (PO 4) [Diversity Paper]
In-class methods include: lecture, discussion, structured classroom exercises, videos, and
laboratory.
V.
MATERIALS
1.
Required Textbooks
Corey, G., Corey, M. S., & Callanan, P. (2007). Issues and ethics in the helping
professions, 7th ed. Belmont, CA: Thomson.
Zastrow, C. (2009). Social work with groups: A comprehensive workbook, 7th ed.
Belmont, CA: Thomson/Wadsworth.
SWK 3020
page 3
2.
Recommended Reading
Burtis, J.O. & Turman, P. D. (2006). Group communication pitfalls: Overcoming
barriers to an effective group experience. London: Sage.
DeLucia-Waack, J. & Donigian, J. (2004). Multicultural group work – visions and
perspectives from the field. Belmont, CA: Thompson/Wadsworth.
VI. EVALUATION
*
If any written assignment has more than three errors it will be reduced in grade and
returned to be redone.
1.
Grading
Class Assignments/Exercises/Participation ………………………………...10%
Quizzes
…………………………………………………………………..10%
Educational Group Leadership Exercises…………………………………... 40%
Diversity Paper
…….…………………………………………………… 20%
Support Group Facilitation Exercise .……………...…………………….…20%
Attendance at Career Links .……………...…………………….………required
Field Trip if assigned……. .……………...…………………….………required
100-94 =
93-91 =
90-88 =
87-85 =
84-82 =
81-78 =
A
AB+
B
BC+
77-75 = C
74-72 = C71-69 = D+
68-66 = D
65-63 = DBelow 63 = F
Academic dishonesty in any assignment will result in an F. Cheating on any quiz or
exam will result in an F for the course.
2.
Attendance
SWK 3020
page 4
voice mail (766-3623). Unexcused absences will be reflected in your grade,
dropping the final grade two points for each unexcused absence. Three times tardy
to class will count as one unexcused absence. If a student is late to class and a quiz
is in process the student may use the remaining time to attempt to complete the
quiz. If the student arrives after the quiz has been taken (or is absent the day of the
quiz), he/she will not be allowed to take or make up the quiz.
3.
Late Assignments
Late assignments immediately drop one letter grade for each day the assignment is
late. Plans for late submissions must be discussed with me before the due date.
Each successive class which the assignment is late drops the grade one more letter.
If an assignment is four school days late a grade of zero will be recorded.
4.
measurement of participation is the completion of and interaction during class
Student will come to class on time, not leave mid class (unless previously
arranged),not talk when others are talking, show respect to peers and professor,
adhered to students will first be given a verbal warning, second will be asked to
leave the classroom and have it count as an unexcused absence (-2 points from
overall grade) and third be referred to the Program Director for disciplinary action.
II.
REQUIREMENTS
Class participation Assignments/Exercises
1.
Quizzes
2.
Leadership Exercise
3.
Group Membership and Leadership assignment
4.
Diversity Paper
SWK 3020
page 5
5.
Field Trip Attendance September 15th
6.
Career Link Day Attendance November 6th
7.
HIV Collaborative Conference November 9th
8.
Attendance at other events as announced
1.
Quizzes
Quizzes will be given on a regular basis and will cover required reading.
2.
Support Group Facilitation Exercise
Each student will lead the divided group one time during the semester. Each
student will be responsible for facilitating both a discussion and initiating an
exercise as well evaluating their efforts in writing. Discussion of group roles,
diversity of the group, leadership style utilized and stage of the group should be
included in the evaluation. The textbook should be used as a reference. This
exercise will equal a total of 100 points. Further details will be provided.
3.
Diversity Paper
Each student will write a 4 page paper regarding a Biblical view of diversity. The
paper should draw a comparison/contrast to current cultural expectations.
Reference must be made to the text books as well as an additional source. The
paper should include comments on how you can apply the knowledge, values, and
skills learned in class, text reading and the Bible within the context of the local
church and on campus. This exercise will be a total of 100 points. Due August 31,
2009
4.
Educational Group Leadership Exercise
Each student will be in a 3 person group. The groups will present material from 2
assigned chapters in the text book through a Biblical worldview to the group at
large in an engaging manner. The students will be evaluated by their peers as well
as their instructor. The first chapter presentation is worth 40 points and the second
is worth 60 points. This assignment is worth a total of 100 points.
X.
SWK 3020
page 6
contact Marilyn Meyer, Coordinator of Disability Services, phone 3843, email
[email protected]. Examples of disability are AD/HD, Specific Learning
Traumatic Brain Injury. Faculty rely on Disability Services to verify the need for
academic accommodation and to identify reasonable and appropriate accommodation
strategies. View www.cedarville.edu/DisabilityServices for further information.
XI.
WRITING ASSIGNMENTS ASSISTANCE
for a session, go to such
SWK 3020
page 7
XII.
CLASS SCHEDULE
DATE
LATE OR
GENERAL TOPIC
ABSENT
August
W/19
requirements
ASSIGNMENTS
Read Syllabus
Class Activities: Develop Groups of 3 and 2 separate groups for laboratory
Assign presentations
Ethical Issues in Group Work
Corey, Corey, & Callanan Chapter
12
August
Quiz
M/24
August
W/26
Types and Stages of Group
Development
Zastrow Chapter 1(Quiz)
Lecture, group exercises, and discussion
August
M/31
Overview of Social Work
Diversity Paper due
Lecture, group exercises, and discussion
September
W/2
Group Dynamics: Leadership
Student Presentation
September
M/7
Labor Day Holiday
September
W/9
Group Dynamics: Goals and
Norms
SWK 3020
page 8
DATE
LATE OR
GENERAL TOPIC
ABSENT
Verbal and Nonverbal
Communication
September
M/14
ASSIGNMENTS
September 15 Tuesday
Field Trip
September
W/16
Meet at SSC at 8:30am
Group observation
Class Activities: Video
Task Groups
September
M/21
September
W/23
Group Process – beginning
Class Activities: Laboratory
September
M/28
Cultural Values and Diverse
Groups
Discussion
Class Exercise
September
W/30
Group Process 1
October
M/5
Diversity Issues
Corey, Corey, & Callanan
chapter 4
Review
Discussion
SWK 3020
page 9
DATE
LATE OR
GENERAL TOPIC
ABSENT
October
W/7
ASSIGNMENTS
Group Process 2
October
M/12
Self Help Groups
October
W/14
Group Process 3
October
M/19
Social Work with Families
Class Activities: Student Presentation
Class discussion
October
W/21
Group Process 4
October
M/26
Organizations, Communities,
and Groups
October
W/28
Group Process 5
November
M/2
Educational Groups
Zastrow 11(Quiz)
SWK 3020
page 10
DATE
LATE OR
GENERAL TOPIC
ABSENT
November
W/4
ASSIGNMENTS
Group Process 6
November
F/6
Career Links Day
Dress Professionally
Class Activities: Attend Career Links Day and associated workshops
November
M/9
Rural HIV Collaborative
Conference
Dress in business casual
Class Activities: Attend conference
November
W/11
Group Process 7
November
M/16
Treatment Groups
Zastrow chapter 12(Quiz)
November
W/18
Group process 8
November
M/23
Termination & Evaluation
Zastrow chapter 13(Quiz)
Class Activities: Lecture
Class Activity
SWK 3020
page 11
DATE
LATE OR
GENERAL TOPIC
ABSENT
November
W/25
ASSIGNMENTS
starting at 1:00
pm
Class Activities: No class
November
M/30
Class Activities: No class
December
W/2
Group Process 9
Class Activities: Termination of small groups
December
M/7
Course overview
Class Activities: Review Course Material
December
W/9
Finals week
Class Activities:
SWK 3020
page 12
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Applewhite, S. (1995). Curanderismo: Demystifying the health beliefs and practices of elderly
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SWK 3110
Social Welfare
Programs
and Policy
SOCIAL WELFARE PROGRAMS & POLICY
SWK-3110
Fall Semester, 2009 in process
Office: APP 114, Ext. 7415 Hours: M, W 1-4 pm
[email protected]
Four (4) credit hours
Undergraduate
COURSE DESCRIPTION
This course examines social welfare policies and programs in relation to their effects on
specific populations in need in U.S. society. Within a historical and political context, current
social welfare programs and policies are further examined in terms of underlying assumptions
and values, substance, implementation, and effectiveness. It is a basic premise of this course
that a well-developed understanding of the policy process is essential to each social worker's
effectively impacting the policy process and improving social welfare programs. The course
will consider major questions of social choice and the criteria that underlie different
approaches to the funding and delivery of social services. Policy analysis will be a major
focus. This syllabus provides a general plan for the course. Deviations may be necessary.
I.
1.
Providing content about Social Work Practice, from a generalist perspective with
3.
5.
6.
relationship.
SWK 3110
page 1
II.
7.
Laying a foundation, of core skills essential to a high caliber of Social Work
thinking).
8.
Creating an appreciation for the profession as well as an understanding of the
history, personalities, and issues and events which helped to shape it.
1.
practice (PG 7) [Current Events Updates, Policy Paper, and Field Placement
Reaction]
2.
ethics as set forth in the code of ethics (PG 5, 6) [Current Events Updates, Policy
Paper, Church Model]
4.
social and economic justice nationally and globally (PG1, 5) [Lectures, Class
Discussion, Reading Assignments, Field Placement Reaction]
5.
Comprehend and interpret the history of the Social Work Profession and its
contemporary structures and issues (PG 8) [Reading Assignments and Policy Paper]
6.
Apply the knowledge and skills of generalist Social work to practice with systems
of all sizes and in the context of the church (PG 1, 6) [Church Model Paper and
Policy Paper]
7.
individuals and families, groups, organizations, and communities (PG 1) [Social
Policy Paper]
8.
Analyze, formulate and influence social policies (PG 3) [Guest speakers, Reading
Assignments, Current Events Update, Interview of Social Worker, and Social
Policy Paper]
10.
communities (PG 7) [Class Participation, Social Worker Interview, Pastor
Interview and Paper Presentation]
SWK 3110
page 2
12.
Function within the structure of organizations and service delivery systems and
under supervision, seek necessary organizational change (PG 3) [Class
Participation/ Discussion]
As a result of having taken this course in Social Welfare Programs and Policy, students
shall demonstrate the ability to:
1.
Analyze the impact of social policies on client systems, workers, and agencies
(EPAS 3.0.8, EPAS 4.4) (PG 3) (PO 7, 8) [Quizzes and Social Policy Paper]
2.
Explain the major historical, philosophical, economic and ideological issues
involved in social welfare policy and social services, especially as they relate to
special populations (EPAS 4.4, EPAS 4.2) (PG 1,5,6 ) (PO 1, 5) [Social Policy
Paper]
3.
Explain the role of values and interests in shaping problem-policy-service responses
(EPAS 4.4) (PG 1,5,6,7) (PO 4, 8) [Current Events Update, Social Policy Paper]
4.
Evaluate the choices open to society for institutionalizing its care with particular
reference to strategies for the delivery, provision, and financing of social services.
(EPAS 4.4) (PG 7) (PO 1) [Social Policy Paper and Course Grade]
5.
Analyze social policy and social services in terms of distribution and fairness with
particular emphasis on poor persons and minority groups (EPAS 3.0.4, EPAS 4.2)
(PG 1,3,5) (PO 4, 8) [Current Events Update, Social Policy Paper]
7.
Consider paradigms for welfare reform (EPAS 4.0) (PG 3,7) (PO 1, 4, 12) [Social
Policy Paper]
8.
Develop a Biblical framework for social policy analysis and responsibility to
changing agency and public policy (EPAS 3.2) (PG 3,6) (PO 2, 12) [Church
Model, Policy Paper]
9.
Become familiar with the political process involved in policy and program change
(EPAS 4.4) (PG 3,7) (PO 8) [Quizzes, Social Policy Paper]
10.
Understand the internal/external environments of the social service agency (EPAS
4.3) (PG 1,3) (PO 8, 12) [Final Course Grade]
11.
Consider the role of the church in welfare reform (EPAS 4.0) (PG 3,6) (PO 6, 12)
[Church Model Paper]
SWK 3110
page 3
12.
Consider the role of a generalist practitioner in policy (EPAS 3.0.B6, EPAS 4.5)
(PG 3, 8) (PO 8) [Final Course Grade]
13.
colleagues, and members of the community (EPAS 3.0.10) (PG 7) (PO 10) [Class
Presentation Grade, Church Model Paper]
14.
Analyze and apply the knowledge, values and skills of Social Work practice from a
Biblical world and life view (EPAS 3.2) (PG 6) (PO 2) [All Projects]
15.
Understand the political, economic, and ideological content of social policy
particularly the role of social values in social policy formulation (EPAS 4.4) (PG
6,7) (PO 1,2) [Final Course Grade]
17.
Understand how social problems are defined and identified (EPAS 3.0.1; 3.0.8)
(PG 7,8) (PO 1,5) [Quizzes, Class Participation]
18.
Understand the social welfare system (EPAS 4.4) (PG 3, 5, 8) (PO 4,5,8) [Social
Policy Paper, Quizzes, Class Participation]
19.
Understand the historical and contemporary development of social welfare services
(EPAS 4.4) (PG 8) (PO 5) [Class Participation, Social Policy Paper]
20.
Acquire knowledge of various social welfare programs in the United States (EPAS
4.4) (PG 3, 8) (PO 5,8) [Social Policy Paper, Class Participation, Current Events
Update, Final Course Grade]
21.
Identify the relationship or intended relationship between social problems and
social welfare policy (EPAS 4.4) (PG 3) (PO 8) [Social Policy Paper, Quizzes, and
Class Participation]
22.
An awareness of the influence assumptions regarding special populations and their
roles upon policy formulation and implementation (EPAS 3.0.4; 4.2) (PG 3, 5) (PO
4,8) [Class Participation, Social Policy Analysis, and Final Course Grade]
23.
Demonstrate an understanding, sensitivity and commitment to issues related to
poverty (EPAS 4.2, EPAS 4.4) (PG 5) (PO 4) [Class Participation, Current Events
Update, and Policy Paper]
24.
Demonstrate an understanding, sensitivity and commitment to social work issues
from a global/multi-cultural perspective (EPAS 4.2, EPAS 4.4) (PG 1,5) (PO 4)
[Class Participation, Field Placement Reaction Paper, and Policy Paper]
SWK 3110
page 4
In-class methods will include: Seminar discussion of written reports; student oral
presentation and participation; instructor analysis of student practice as part of class
learning; lecture, audiovisuals, and discussion of the relationship of classroom learning
with Field. This course will be taught in a lecture/discussion style. It is expected that
students will complete the assigned readings prior to class. It is further expected that
students will come to class prepared to participate in discussion.
V.
MATERIALS
A.
Textbooks
The Reluctant Welfare State, Jansson, Bruce S; Brooks/Cole Publishing Co.,
Belmont, CA, 2005.
B.
Additional Readings
Additional readings will be provided in class by the instructor.
VI. EVALUATION
A.
Grading
The final grade for this course will be calculated from the following components:
Class Participation…………………………………………………… 5%
Quizzes…………………………………………………………... … 10%
Current Events Update……………………………………………….10%
Field Placement Reaction ..…….…………..………………………...10%
Social Policy Analysis Paper & Presentation.……........……………..25%
Final Exam………..…………………………………………………..20%
Church Model Paper.…………………………………………………20%
100 93 90 87 84 81 -
94=
91 =
88 =
85 =
82 =
78 =
A
AB+
B
BC+
77 74 71 68 65 Below
75 =
72 =
69 =
66 =
63 =
63 =
C
CD+
D
DF
SWK 3110
page 5
B.
Attendance
Students are expected to attend all classes because each student's presence and
participation are part of the learning process. If an absence is unavoidable, please
contact me prior to class by leaving a message at ext. 7676 or via e-mail. Three
emergency absences will be permitted. Unexcused absences will be reflected in
your grade, as two points will be deducted from the final grade for each unexcused
absence.
C.
Late Assignments
Students should plan ahead to ensure that assignments are submitted on time. Late
assignments will generally result in a deduction in points. Exceptions, which will
be rare, will be considered on an individual basis.
D. Class Participation and Protocol
insights, and contributes to the general learning of the class. Students should arrive
to class on time, stay for the duration of the class (unless previously arranged),
show consideration when others are speaking, demonstrate respect to peers and
professor, interact/question in a courteous manner and in general demonstrate the
same professional demeanor as is demonstrated in Field. If this protocol is not
adhered to students will first be given a verbal warning, second will be asked to
overall grade) and third be referred to the Program Director for disciplinary action.
E.
email at [email protected]. Office located in CAL 164. Examples of
disability categories are AD/HD, Specific Learning Disabilities, Hearing, Vision,
Health Impairment, Psychological, Orthopedic, and Traumatic Brain Injury. Faculty
rely on Disability Services to verify the need for accommodation and to assist in
developing reasonable and appropriate accommodation strategies. View website at
VII. REQUIREMENTS
SWK 3110 page 6
A.
Reading Assignments
B.
Current Events Update
C.
Field Placement Reaction
D.
Church Model Paper
E.
Social Policy Analysis Paper & Presentation
F.
Quizzes
G. Final Examination
A.
Quizzes
Quizzes will be given throughout the quarter. Each quiz will be worth 10 points.
The lowest two quiz grades will be dropped.
B.
Current Events Updates
Select a newspaper, journal, or internet article on a subject pertinent to social work
and be prepared to present the information in class. Each student will provide one
update. For assigned dates see class schedule.
C.
Field Placement Reaction
Each student will be given an outline of questions to answer about field placement.
Be prepared to present the information in class. Each student will provide one
field placement reaction. For assigned dates see class schedule.
D.
Church Model Paper (Due October 8th)
Apply the Church Model Outline provided in class to a church of your choice.
Interview the pastor of the church. Allow the pastor to review the Church Model.
Please include information about the church in your paper such as size, location,
denomination. Please describe the demographics of the city, town, or village where
the church is located. At a minimum, your paper should address the following
questions. What is the pastor‟s general impression of the Church Model?
SWK 3110
page 7
According to the pastor, what is the greatest strength of the model? What is the
greatest weakness of the model? Does the church have anything similar in place?
If yes, please describe. What is the greatest factor that hinders the ability of the
church to help the poor? What are the greatest resources available to help the poor?
What are your recommendations for implementing the Church Model? Papers
should be 6-8 pages, typed and double-spaced or completed on a word processing
program (#12 font) with appropriate citations.
E.
Social Policy Analysis Paper & Presentation
Each student will complete a 10-15 page analysis paper on a current social policy
(policies will be distributed in class). Papers are to be typed and double-spaced or
completed on a word-processing program (# 12 font) with appropriate citations. As
part of the paper, students are to interview their pastor and a social worker
regarding the churches position on the identified policy and include the information
in the paper. Paper topics from the distributed list are to be selected by September
12th. The paper is due on November 28th. Each student will make a 10 minute
presentation of their paper to the class on specified dates. Guidelines for the paper
and the presentation will be distributed at a later date.
F.
Final Exam
Students will select two out of four possible questions to answer. Exams will be
given in blue book style and distributed on final exam day. Students will have the
entire period to complete the exam.
IX.
SWK 3110
page 8
SWK 3110
page 9
X.
CLASS SCHEDULE
*Guest Speakers and/or Videos will be utilized throughout the semester as appropriate.
DATE
LATE OR
ABSENT
August
W/19
Class Activities:
Introductions
Discussion of Syllabus
Overview of Course
Review Assignments
August
M/24
GENERAL TOPIC
ASSIGNMENTS
Introduction to Social
Welfare Policy
Social Reform in a Society
with Conflicting
Tendencies
Class Activities:
Lecture/Discussion
August
W/26
Class Activities:
Library Presentation
August
M/31
A Framework for
Understanding the
Evolution of the Reluctant
State
Class Activities:
QUIZ
Lecture/Discussion
Distribution of guidelines for paper/presentation
September
Labor Day
M/7
September
Fashioning a New Society
W/9
in the Wilderness
Class Activities:
QUIZ
Current Events Update (DeGraff)
Lecture/Discussion
SWK 3110
page 10
DATE
LATE OR
ABSENT
GENERAL TOPIC
September
Fashioning a New Society
M/14
in the Wilderness (cont)
Class Activities:
QUIZ
Current Events Update : (Fraser)
Lecture/Discussion
ASSIGNMENTS
Paper Topic Due
September
Day of Prayer
W/16
Class Activities:
Class will not meet due to Day of Prayer
September
Social Welfare Policy in the
M/21
Early Republic
Class Activities:
QUIZ
Current Events Update (Johnson, Kessler)
Guest Speaker
Lecture/Discussion
September
W/23
Lost Opportunities: The
Frontier, the Civil War,
& Industrialization
Class Activities:
QUIZ
Current Events Update (Mauch)
Lecture/Discussion
September
M/29
Class Activities:
Speaker- come prepared with questions….
Mental Health Social Policy
Speaker
September
Social Reform in the
W/30
Progressive Era
Class Activities:
QUIZ
Current Events Update (O’Neal)
Lecture/Discussion
SWK 3110
page 11
DATE
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
October
Social Reform in the
M/5
Progressive Era (cont)
Class Activities:
QUIZ
Current Events Update (Puffer, Ralon)
Lecture/Discussion
October
The Early Stages of the
W/7
New Deal
Class Activities:
QUIZ
Current Events Update (Rigg, Savory)
Lecture/Discussion
Church Model Paper Due
October
Institutionalizing the
M/12
New Deal (cont)
Class Activities:
QUIZ
Current Events Update (Stauffer)
Lecture/Discussion
October
Institutionalizing the New
W/14
Deal
Class Activities:
QUIZ
Current Events Update (Prince)
Lecture/Discussion
October
M/19
The Era of Federal Social
Services: The New
Frontier & the Great
Society
Class Activities:
QUIZ
Current Events Update (Gillesby)
Lecture/Discussion
SWK 3110
page 12
DATE
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
October
W/21
Services (cont)
Class Activities:
QUIZ
Current Events Update (Curby)
Lecture/Discussion
October
M/26
Services (cont)
Class Activities:
QUIZ
Current Events Update (Krumlauf )
Lecture/Discussion
October
The Paradoxical Era
W/28
Class Activities:
Lecture/Discussion
November
The Paradoxical Era
M/2
(cont)
Class Activities:
Field Placement Reaction (DeGraff, Fraser, Gillesby)
Lecture/Discussion
November
The Conservative
W/4
Counterrevolution in the
Era of Reagan & Bush
Class Activities:
Field Placement Reaction (Stauffer, Curby, Johnson)
Lecture/Discussion
November
HIV Conference
M/9
Class Activities:
Wright State University
November
W/11
Junior Class Trip
The Conservative
Counterrevolution in the
Era of Reagan & Bush
(cont)
Class Activities:
Field Placement Reaction (Savory, Kessler, Ralon )
Lecture/Discussion
SWK 3110 page 13
DATE
LATE OR
ABSENT
November
M/16
GENERAL TOPIC
ASSIGNMENTS
Reluctance Illustrated:
Policy Uncertainty
During the Clinton
Administration
Class Activities:
Field Placement Reaction (Krumlauf, Rigg, Prince)
Lecture/Discussion
November
Why Has the American
W/18
Welfare State Been
Reluctant?
Class Activities:
Field Placement Reaction: (Mauch, O’Neal, Puffer)
Lecture/Discussion
November
M/23
Class Activities:
QUIZ
Lecture/Discussion
Policy Perspectives: Past,
Present, & Future
November
What Does the Bible Say Assigned Reading
W/25
About Welfare?
Class Activities:
QUIZ
Lecture/Discussion of Assigned Reading
November
M/30
Psalm 106:1 Praise the Lord! Oh, give thanks to the Lord, for He is good.
His mercy endures forever.
December
Paper Presentations
Social Policy Analysis Paper Due
W/2
Class Activities:
Social Policy Paper Presentations for Policy # 1 (8 students)
December
Paper Presentations
Review for final exam
M/7
Class Activities:
Social Policy Paper Presentations for Policy # 2 ( 7 students)
December
Finals
W/9
SWK 3110 page 14
Current Social Policies
Resource: www.GovTrack.us
Please choose from one of the following and sign up with Professor Furj
Please note that only 5 slots are allotted for each policy.
Policy # 1
S. 558: Mental Health Parity Act of 2007
A bill to provide parity between health insurance coverage of mental health benefits and benefits
for medical and surgical services.
Policy # 2
S. 1518: Community Partnership to End Homelessness Act of 2007
Makes it the mission of the U.S. Interagency Council on Homelessness to develop and
coordinate the implementation of a national strategy to prevent and end homelessness while
maximizing federal government contributions toward such end.
Policy # 3
H.R. 327: Joshua Omvig Veterans Suicide Prevention Act
Designed to direct the Secretary of Veterans Affairs to develop and implement a
comprehensive program designed to reduce the incidence of suicide among veterans.
Policy # 4
H.R. 5: College Student Relief Act of 2007
Designed to amend the Higher Education Act of 1965 to reduce interest rates for student
borrowers.
Policy # 5
S. 627: Safe Babies Act of 2007
A bill to amend the Juvenile Justice and Delinquency Prevention Act of 1974 to improve the
health and well-being of maltreated infants and toddlers through the creation of a National
Court Teams Resource Center, to assist local Court Teams, and for other purposes.
SWK 3110 page 15
XI.
BIBLIOGRAPHY
Adams, P. (1990). Children as contributions in kind: Social security and family policy. Social
Work, 35, 492-98.
Amato - von Hermert, K., & Clark, J. (1994). Should social work education address religious
issues? Yes/no. Journal of Social Work Education, 30, 7-17.
Anderson, M. (1978). Welfare. Stanford: Hoover Institution Press.
Atkindson, A.B. & Hans-Werner S. (1999). The economic consequences of rolling back the
welfare state (The Munich Lectures). Cambridge: MIT Press.
Auletta, K. (1982). The underclass. New York: Vintage Books.
Backhouse, C., et al. (1981). Fighting sexual harassment: An advocacy handbook. Boston: Copublished by Alyson Publications and the Alliance Against Sexual Coercion.
Becker, H. S. (2000). Response to the „Manifesto‟. Ethnography, 1, 257-260.
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SWK 3210
Practice with
Individuals
and Families
INDIVIDUALS AND FAMILIES
SWK-3210
Regina Casto, MSW, LSW
740-606-2308
[email protected]
Undergraduate
COURSE DESCRIPTION
Social Work Practice with Individuals and Families is a four hour course which is taken
concurrent with the Field Experience course which is designed to introduce the student to
Social Work practice from a generalist's perspective. This course will help the student
integrate knowledge and theory with agency practice. Emphasis will be given to the basic
principals and values of practice as well as the skill development essential to beginning Social
Work relationships. The student should emerge with a foundation in the basic core of
concepts, methodology, and values along with an ability to examine his/her own practice. The
primary focus of this course is Social Work ethics, the worker/client relationship, and
interviewing skills. This syllabus provides a general plan for the course. Deviations may be
necessary.
PROGRAM MISSION
I.
1.
Provide content about Social work practice, from a generalist perspective with
2.
Prepare students to practice with diverse populations (i.e., African Americans, rural
residents, inner city residents, and Appalachians).
5.
Prepare students to practice with populations at risk with unique discrimination and
6.
Integrate Biblical principles throughout the curriculum so that students can
relationship.
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page 1
7.
II.
Lay a foundation of core skills essential to a high caliber of Social Work practice
thinking).
1. Apply critical thinking skills within context of professional Social Work practice
(EPAS 3.0.1) (PG 7) [Final Course Grade]
2. Integrate Christian beliefs and values with professional social work values and ethics
as set forth in the code of ethics (EPAS 3.2; 4.0) (PG 2, 5,6 ) [Final Course Grade]
3. Practice without discrimination and with respect, knowledge, and skills related to
orientation (EPAS 3.0.3) (PG 2,4,7) [Reaction Paper]
4. Identify the issues underlying the conditions of poverty, oppression, and
social and economic justice nationally and globally (EPAS 3.0.4) (PG 2,5) [Reaction
Paper]
6. Apply the knowledge and skills of generalist Social Work to practice with systems of
all sizes and in the context of the church (EPAS 3.0.B6) (PG 1, 6 ) [Final Course
Grade]
7. Apply knowledge of bio-psycho-social-spiritual variables and use theoretical
frameworks supported by empirical evidence to interpret individual development and
behavior across the life span and the interaction among individuals and between
individuals and families, groups, organizations, and communities (EPAS 3.0.7; 4.3)
(PG 1) [Final Course Grade]
10. Use communication skills differentially across client populations, colleagues, and
communities (EPAS 3.0.10) (PG 7) [Interview Skills Evaluation]
As a result of having taken this course, students will demonstrate the ability to:
1.
Understand the nature of Social Work practice from a theistic world view, including
SWK 3210
page 2
the knowledge, values, ethics, and skills which serve as a basis to practice (EPAS
3.0.2; 3.0.3; 4.0; 4.1) (PG 6) (PO 2) [assignments, reaction paper]
2.
Apply interviewing techniques and interpersonal communication skills to helping
relationships with clients and colleagues (EPAS 3.0.10) (PG 7) (PO 10) [interview
skills evaluation and assignments]
3.
Evaluate factors and issues that influence Social Work practice (EPAS 3.0.7; 4.3)
(PG 2,5) (PO 4,7) [classroom discussion and examination]
4.
Gain an understanding of elementary principles and skills in the practice of Social
Work (EPAS 3.0.B6; 4.5) (PG 7) (PO 6) [classroom discussion, examination]
5.
Have an intellectual and practical understanding of the Social Work Code of Ethics
(EPAS 3.0.2; 3.0.3; 4.0; 4.1) (PG 6,7) (PO 2) [classroom discussion examination]
6.
practice (EPAS 3.0.1) (PG 7) (PO 1) [classroom discussions, reaction paper]
8.
understanding of and respect for the positive value of diversity (EPAS 3.0.2; 3.0.3;
4.0; 4.1) (PG 2, 5, 6) (PO 2) [classroom discussions, reaction paper]
9.
of all sizes (EPAS 3.0.B6; 4.5) (PG 1) (PO 6) [classroom discussions,
examination]
10. Apply knowledge of bio-psycho-social-spiritual variables that affect individual
development and behavior, and use theoretical frameworks to understand the
interactions among individuals and between individuals and social systems (i.e.,
families, groups, organizations, and communities) (EPAS 3.0.7; 4.3) (PG 1) (PO
7) [classroom discussion, examination]
11. Understand what might impact a client from a global/multicultural perspective
(EPAS 3.0.2; 3.0.3; 4.0; 4.1) (PG 1,2,5) ( PO 4) [reaction paper]
In-class methods include: lecture, discussion, structured classroom exercises, videos, and
role play.
SWK 3210
page 3
V.
MATERIALS
1.
Required Textbooks
2.
Shulman, L. (2006). The skills of helping: Individuals, families, groups, and
communities. (6th ed.). Belmont, CA: Thomson Brooks/Cole Publishing
Company.
Required Articles
Hodge, D. (2005). Spiritual Lifemaps: A client-centered pictorial instrument for
spiritual assessment, planning, and intervention. Social Work, 50(1), 77-87.
This will be a handout in class.
VI. EVALUATION
If any written assignment has more than three errors it will be reduced in grade and
returned to be redone.
1.
Grading
Class Participation ............................................................................................... 5%
Assignments ....................................................................................................... 10%
Quizzes .......................................................................................................... 10%
Self- Assessment ............................................................................................... 20%
Exams ................................................................................................................ 20%
Reaction Paper to Global Issue presentation ..................................................... 15%
Interview Skills Evaluation ............................................................................... 20%
100
93
90
87
84
81
-
94 =
91 =
88 =
85 =
82 =
- 78
A
AB+
B
BC+
=
77 74 71 68 65 Below
75 =
72 =
69 =
66 =
63 =
63 =
C
CD+
D
DF
Academic dishonesty in any assignment will result in an F. Cheating on any quiz or
exam will result in an F for the course.
SWK 3210
page 4
2.
Attendance
should contact me before class. You may call me at 740-606-2308 or use my email. Unexcused absences will be reflected in your grade, dropping the final grade
two points for each unexcused absence. Three times tardy to class will count as one
unexcused absence. If a student is late to class, and a quiz is in process, the student
may use the remaining time to attempt to complete the quiz. If the student arrives
after the quiz has been taken (or is absent the day of the quiz), he/she will not be
allowed to take or make up the quiz.
3.
Late Assignments
Late assignments immediately drop one letter grade for each day the assignment is
late. Plans for late submissions must be discussed with me before the due date.
Each successive class which the assignment is late drops the grade one more letter.
If an assignment is four school days late, a grade of zero will be recorded.
4.
assignments and exercises. Class participation is worth five points.
Students will come to class on time, not leave mid-class (unless previously
arranged), not talk when others are talking, show respect to peers and professor,
interact/question in a courteous manner, and in general, demonstrate the same
adhered to, students will first be given a verbal warning, second will be asked to
overall grade), and third be referred to the Program Director for disciplinary action.
VII. REQUIREMENTS
1.
Class participation
2.
Quizzes
SWK 3210
page 5
3.
Assignments
4.
Self Assessment
5.
Reaction Paper
6.
Exams
7.
Interview Skills Evaluation
1.
Quizzes
Quizzes are worth a total of 10 points. There will be seven quizzes given on a
random basis, and they will cover required reading.
2.
Self- Assessment
This assignment will equal a total of 20 points. Further details will be
provided. Rough Draft Due February 23, 2009 – 2 points.
Final Assessment Due March 18, 2009 – 18 points.
3.
Exams – February 25, 2009 and April 15, 2009
The exams will focus on application of the material presented in class and in
the Shulman textbook. They will equal a total of 20 pts. (10 points each)
4.
Reaction Paper – March 30, 2009 (11:00 a.m. class)
April 1, 2009 (2:00 p.m. class)
This assignment will equal a total of 15 points. The paper is to be written in
APA style with at least one journal article cited. The first page of the journal
article is to be attached to the paper. Further details will be provided.
5.
Interview Skills Evaluation – Due date based on interview schedule
This assignment is worth 20 points.
SWK 3210
page 6
IX.
Orthopedic, and Traumatic Brain Injury. Faculty rely on Disability Services to
verify the need for accommodation and to assist in developing reasonable and
SWK 3210
page 7
X.
CLASS SCHEDULE
DATE
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENT
Overview of course and course
requirements
January
W/7
Print syllabus from S drive
Review course syllabus
Bring syllabus to class
Class activities: Lecture and discussion
Social Work with Individuals
January
M/12
Read Chapter 1: Shulman
Class activities:
Possible Quiz
Video – Professional Choices
Lecture and discussion: An interactional approach to helping
January
W/14
Chapter 1: Shulman
Class activities:
Possible Quiz
Video
Lecture and discussion: An interactional approach to helping
January
M/19
Class activities:
Possible quiz
Video
Human Behavior and the Social Environment
Oppression Psychology
Resilience Theory
SWK 3210
page 8
DATE
LATE OR
ABSENT
January
W/21
GENERAL TOPIC
ASSIGNMENT
Chapter 2: Shulman
Read Hodge Article
Class activities:
Possible Quiz
Video
January
M/26
Spiritual Life Maps
Chapter 2: Shulman
Hodge Article
Spiritual Life Maps
Spiritual Life Map Due
Class activities:
Video
Spiritual Life Maps
January
W/28
Class activities:
Spiritual Life Maps Shared in Class
February
M/2
Class activities:
Possible Quiz
Communications in practice
Tuning in to the Self and the Client
February
W/4
Class activities:
Chapter 3: Shulman
Possible Quiz
Video
Elements of a working relationship
SWK 3210
page 9
DATE
LATE OR
ABSENT
February
M/9
GENERAL TOPIC
ASSIGNMENT
Chapter 4: Shulman
Class Activities:
Possible Quiz
The dynamics of a new relationship
Contracting in First sessions
Contracting over time
Contracting with resistant clients
February
W/11
Class activities:
Possible Quiz
Models for assessment in the beginning phase
Culturally diverse practice
February
M/16
Class activities:
Possible Quiz
Video
Work phase interview
Work phase summary
Sessional tuning-in skills
Sessional contracting skills
Chapter 5: Shulman
SWK 3210
page 10
DATE
LATE OR
ABSENT
February
W/18
GENERAL TOPIC
ASSIGNMENT
Chapter 5: Shulman
Class activities:
Possible quiz
Elaborating skills
Empathic skills
Sharing worker’s feelings
Making a Demand for work
Pointing out obstacles
February
M/23
Chapter 5: Shulman
Exam review
Self-Assessment (Rough Draft) Due
Class activities:
Identifying process and content connections
Sharing data
Sessional ending and transition skills
Exam Review
February
W/25
Exam
Shulman Chapters 1-5
Class activities:
Exam
March
2-6
Class activities:
SPRING BREAK
None
No Class. Have Fun!
SWK 3210
page 11
DATE
LATE OR
ABSENT
March
GENERAL TOPIC
ASSIGNMENT
M/9
Class activities:
Video
Possible quiz
The Dynamics and Skills of Endings
March
W/11
Class activities:
Video
Possible quiz
March
M/16
Chapter 6: Shulman
The Skills of Transitions
Chapter 6: Shulman
Self Assessment (Final) Due
Class activities:
Video
Possible quiz
Variations on Endings
March
W/18
Class activities:
Presentation
SWK 3210
page 12
DATE
LATE OR
ABSENT
March
M/23
GENERAL TOPIC
ASSIGNMENT
Speaker evaluation
Global Issue Presentation in 11:00
a.m. class (China’s One Child
Policy)
Class activities:
Video
Possible quiz
What Constitutes a Family?
Selected Concepts from Family Therapy Theory
The Preliminary Phase-Tuning in to the Family
March
W/25
Social Work with Familes
Global Issue Presentation in 2:00
p.m. class (Sex Trafficking)
Chapter 7: Shulman
Speaker Evaluation
Class activities:
Video
Possible quiz
The Two-Client Concept and the Worker’s Role
The Beginning Phase
The Impact of Culture and Community
SWK 3210
page 13
DATE
LATE OR
ABSENT
March
GENERAL TOPIC
M/30
ASSIGNMENT
Chapter 8: Shulman
Reaction Paper Due 11:00 a.m.
class
Class activities:
Video
Possible quiz
Lecture and discussion/role play family sculpture
The Middle Phase in Family Practice
A Framework for Analyzing a Family Session
Dealing With Family Secrets
April
W/1
Genograms
Chapter 8: Shulman
Reaction Paper Due 2:00 p.m. class
Class activities:
Video
Possible quiz
The Ending and Transition Phase
April
Chapter 9: Shulman
M/6
Class activities:
Video
Possible quiz
The Impact of Setting and Service
The Child Welfare Setting
SWK 3210
page 14
DATE
LATE OR
ABSENT
GENERAL TOPIC
April
W/8
Genograms
ASSIGNMENT
Chapters 9: Shulman
Class activities:
Video
Possible quiz
Genograms
Family practice in a school setting
Work with a Single-Parent Family
April
No Class – Easter Break
W/13
Class activities: No Class
April
Exam
Exam: Shulman Chapters 6-9
Interviewing
Handout
Interviewing
Handout
W/15
Class activities:
Exam
April
M/20
Class activities:
Video
April
W/22
Class activities:
Video
SWK 3210
page 15
DATE
LATE OR
ABSENT
April
GENERAL TOPIC
ASSIGNMENT
Interviewing
Handout
Finals Week April 29 – May 2
Interview Skills Eval Due
M/27
April
W/29
Class activities:
Interview Skills Evaluation Due: Dates will be determined
by interview schedule.
To my mailbox in Social Work Office
SWK 3210
page 16
XI.
BIBLIOGRAPHY
Anderson, C., & Stewart, S. (1983). Mastering resistance: A practical guide to family
therapy. New York: Guilford Press.
Azrin, N. (1980). Job club counselor‘s manual: A behavioral approach to vocational
counseling. Baltimore, MD: University Park Press.
Bandler, R., & Grinder, J. (1982). Reframing. Moab, UT: Real People Press.
Benjamin, A. (1974). The helping interview (2nd ed.). Boston: Houghton Mifflin.
Brew, L. & Altekruse, M. K. (2006). Building the relationship: Common errors in Helping.
Belmont, CA: Brooks/Cole.
Bullis, R K. (1996). Spirituality in social work practice. Washington, D.C.: Taylor & Francis.
Consiglio, W.E. (1987). Spirit-led helping: A model for evangelical social work counseling.
St.David‟s, PA: NACSW.
Compton, B.R., Galaway, B., & Cournoyer, B.R. (2005). Social work processes (7th ed.).
Constable, R. (1983). Values, religion and social work practice. Social Thought, 9(4), 29-41.
Corey, G. (1986). Theory and practice of counseling and psychotherapy (3rd ed.). Pacific
Grove, CA: Brooks/Cole.
Cormier, W., & Cormier, L. (1991). Interviewing strategies for helpers: Fundamental skills
and cognitive behavioral interventions. (3rd ed.). Belmont, CA: Wadsworth.
Cornett, C. (1992). Toward a more comprehensive personology: Integrating a spiritual
perspective into social work practice. Social Work, 37(2), 101-102.
Cummins, L., Sevel, J.& Pedrick, L. (2006). Social work skills demonstrated (2nd ed).
Thousand Oakes, CA: Allyn & Bacon.
Dewees, M. (2006). Contemporary social work practice. Boston: McGraw Hill.
Dodd, S., & Jansson, B. (2004). Teaching notes – Expanding the boundaries of ethics
education: Preparing social workers for ethical advocacy in an organizational setting.
Egan, G. (1994). The skilled helper: A systematic approach to effective helping (5th ed.).
Pacific Grove, CA: Brooks/Cole.
Erford, B. T. (2006). Counselor‘s guide to clinical, personality, and behavioral assessment.
Boston: Lahaska.
Evans, D., Hearn, M., Uhlemann, M., & Ivey, A. (2008). Essential interviewing: A
programmed approach to effective communication.(7th ed.) Belmont, CA: Brooks/Cole.
Gambrill, E. (2005). Critical thinking in clinical practice. (2nd ed). Hoboken, NJ: Wiley.
Garland, P. (1991). The role of faith in practice with clients. Social Work and Christianity:
Glicken, M. D. (2006). Learning from resilient people: Lessons we can apply to counseling
and psychotherapy. Thousand Oaks, CA: Sage.
Gorden, R. (1992). Basic Interviewing Skills. Itasca, IL: F.E. Peacock Publishers, Inc.
Greene, R. R. ( 2007). Social work practice: A risk and resilience perspective. Belmont, CA:
Brooks/Cole.
Griffioen, S., Marshall, P.A., & Mouw, R.J. (1989). Stained glass: Worldviews and social
science. Lanham, MD: University Press of America.
Hammons, S. (1991). Faith and practice: A critical integration. Social Work and Christianity:
Hick, S, Fook, J, & Pozzuto, R. (Eds.) (2005). Social work: A critical turn. Toronto:
Thompson.
Higginbotham, J. & Cox, K. (1979). Focus group interviews: A reader. Chicago: American
Marketing Association.
Hodge, D. (2005). Spiritual Lifemaps: A client-centered pictorial instrument for spiritual
assessment, planning, and intervention. Social Work, 50(1), 77-87.
Hoopes, J. (1979). Oral history: An introduction for students. Chapel Hill: University of
North Carolina Press.
Haney, J. H. & Leibsohn, J. (1999). Basic counseling responses: A multimedia learning system
for the helping professions. Belmont, CA: Brooks/Cole.
Ivey, A. (1994). Intentional interviewing and counseling: Facilitating client development in a
multicultural society. Belmont, CA: Wadsworth.
Joseph, M. V. (1989). Social work ethics: Historical and contemporary perspectives, Social
Thought, 15(3/4), 4-12.
Joseph, M. V. (1987). The religious and spiritual aspects of clinical practice: A neglected
dimension of social work. Social Thought, 13(1), 12-23.
Keith-Lucas, A. (1985). So you want to be a social worker: A primer for the Christian student.
pp. 27-35. St. Davids, PA: NACSW.
Kirst-Ashman, K. K. & Hull, Jr. G. H. (2006). Understanding generalist practice. (4th ed.).
Leiby, J. (1985). Moral foundations of social welfare and social work: A historical view.
Social Work, 30(4), 323-329.
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Hill.
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society. New York: Columbia University Press.
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A culturally specific perspective. New York: Longman.
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Brooks/Cole.
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Press.
Okun, B. F. (1987). Effective helping: Interviewing and counseling techniques (3rd ed.).
Pacific Grove: Brooks/Cole.
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Ortiz, L. (1991). Religious issues: The missing link in social work education. Spirituality and
Social Work Journal, 2, 13-18.
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Belmont, CA: Brooks/Cole
Pescosolido, B. (1992, January). Beyond rational choice: The social dynamics of how people
seek help. American Journal of Sociology, 1096.
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(2002). Spirituality and religion in social work practice. Alexandria, VA: CSWE.
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ed.). Itasca, IL: F.E. Peacock.
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Journal of Counseling Psychology, 27, 447-452.
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CA: Brooks/Cole.
SWK 3430
Junior
Seminar I
SWK 3440
Junior Field
Experience I
JUNIOR SEMINAR I
SWK-3430
JUNIOR FIELD EXPERIENCE I
SWK-3440
Adjunct Professor, MSW
Fall Semester, 2009
One (1) credit hour
Undergraduate
COURSE DESCRIPTION
Junior field experience is the placement of students in poverty focused social service agencies
for two (2) consecutive semesters. The student will obtain a minimum of 75 hours per
semester. The combined two (2) semesters will total a minimum of 150 hours for field
experience. Each student will practice eight (8) hours weekly with clients and agency staff
under the supervision of qualified Field Instructors. Seminar class will meet one (1) hour a
week. The students will receive input from peers and faculty. This syllabus provides a general
plan for the course. Deviations may be necessary.
I.
RELATED TO THE COURSE.
1.
Providing content about social work practice form a generalist perspective with client
2.
4.
Preparing graduates who are aware of their responsibility to continue their professional
5.
6.
Integrating biblical principles throughout the curriculum so that students can
7.
Laying a foundation, of core skills essential to a high caliber of social work practice
SWK 3430/3440
page 1
9.
II.
As a result of having taken this course in Junior Seminar I and Junior Field Experience
I, students shall demonstrate the ability to:
1.
Apply critical thinking skills within the context of professional social work
practice (EP 3.0.1) (PG 2, 6, 7).
2.
ethics as set forth in the code of ethics (EP 3.0.2) (PG 4,5).
3.
structure, gender, marital status, national origin, race, religion, political and
sexual orientation (EP 3.0.3) (PG 2,5,9).
4.
Identify the issues underlying the conditions of poverty, oppression and
social and economic justice nationally and globally (EP 3.0.4) (PG 2,5).
6.
Apply the knowledge and skills of generalist social work practice with systems
of all sizes and in the context of the church (EP 3.0.6) (PG 1, 6).
7.
between individuals and families, groups, organizations, and communities (EP
3.0.7) (PG 1,6).
8.
Analyze, formulate, and influence social policies (EP 3.0.8) (PG 1,3).
9.
Evaluate research studies and apply findings to practice and, under supervision,
evaluate their own practice intervention and those of other relevant systems (EP
3.0.9) (PG 2,3,5,7).
colleagues, and members of the community. (EP 3.0.10, EP 4.7) (PG 4,7,9)
[Final Course Grade]
SWK 3430/3440
page 2
11. Use supervision appropriate to generalist practice (EP 3.0.11) (PG 4,7,9).
12. Function within the structure of organizations and service delivery systems and
under supervision, seek necessary organizational change (EP 3.0.12) (PG 3).
III.
COURSE OUTCOMES
1.
Integrate biblical values and social work knowledge into social work practice
situations through class discussion (EP 3.0.2) (PG 2,4,5,6,9) (PO 2) [Journals]
2.
Discover the special needs of ethnic, sexual, age, disabled, racial, cultural, and
other minority groups as these topics arise in the presentation of practice material
in class (EP 3.0.3) (PG 2,5,9) (PO 3) [Journals]
3.
Share in class his/her own learning in social work theory, skills, and techniques
as these are applied in social work practice (EP 3.0.6) (PG 1,6) (PO 6) [Journals]
4.
Constructively critique the work of himself/herself and his/her peers in class (EP
3.0.1, EP 3.0.3) (PG 2,5,6,7,9) (PO 1,3) [Journals]
5.
Discuss in class critical thinking skills within the context of professional social
work practice (EP 3.0.1) (PG 2,6,7) (PO 1) [Journals]
6.
Share in class the values and ethics of the social work profession with an
understanding of and respect for the positive value of diversity (EP 3.0.2,) (PG
2,4,5,6,9) (PO 2,1) [Enrichment Assignment #5]
7.
Participate in class by presenting knowledge and skills of the generalist social
worker practicing with systems of all sizes (EP 3.0.7) (PG 1,6) (PO 6,7)
[Enrichment Assignment #2]
8.
Analyze the impact of social policies on client systems, workers, and agencies by
presenting information in class (EP 3.0.8) (PG 1,2,3,6,7) (PO 1, 8) [Enrichment
Assignment #4]
9.
Complete Enrichment Assignments that evaluate a research study and apply
findings to practice interventions and those of other relevant systems (EP 3.0.7,
EP 3.0.9) (PG 1,6,7) (PO 7, 9) [Enrichment Assignment #3]
10. For students to show in class that they are using communication skills differently
with a variety of client populations, colleagues, and members of the community
(EP 3.0.10) (PG 2,3,5,7) (PO 10) [Journals]
SWK 3430/3440
page 3
11. Complete the weekly Supervisory Agendas to elicit appropriate supervision to
the generalist practice (EP 3.0.11, EP 3.0.12) (PG 3,4,7,9) (PO 11, PO 12)
[Field Experience Supervisory Agendas, Appendix I]
12. Share with the class the knowledge, values, and skills of the profession to social
work practice within the context of the local church (EP 3.0.2, EP 3.0.6) (PG
1,2,4,5,6,9) (PO 2,6) [Journals]
13. Discuss in class the knowledge, values, and skills of social work practice from a
biblical world view (EP 3.0.2) (PG 12,4,5,6,9) (PO 2) [Journals]
14. Complete time sheets indicating that he/she is practicing social work eight (8)
hours weekly under professional supervision in a field experience in order to
meet the minimum of 75 hours in the Field (EP 3.0.11, EP 3.0.12) (PG 3,4,7,9)
(PO 11, 12) [Field Experience Time Sheets, Appendix O]
15. Through journaling identify a theoretical base for practice and affirm his/her
weaknesses in practice skills (EP 3.0.7) (PG 1,2,6,7) (PO 7) [Journals]
16.
To complete the required documents from the Field Guide by the date they are
due and the activities that need to be accomplished before being placed in a
social service agency (EP 3.0.11) (PG 3,4,7,9) (PO 11,12) [Field Experience
Paperwork, Journals, Enrichments Assignments]
17.
To enable the student to discover and implement meaningful methods and
techniques for effectively organizing his/her professional life when scheduling
and conducting interviews with prospective Field Instructors (EP 3.0.10) (PG
2,3,57) (PO 10) [Field Experience Paperwork, Journals, Enrichments
Assignments]
18.
Present information to the field director in a timely manner (scheduling
appointments, conducting interviews with agency representatives, etc.) which
need to be accomplished before working in a social service agency (EP 3.0.10)
(PG 2,3,5,7) (PO 10) [Field Experience Paperwork, Journals, Enrichments
Assignments]
19.
Conduct at least three (3) interviews with prospective field instructors (EP
3.0.10) (PG 2,3,5,7) (PO 10) [Student‟s Final Choice Form for Agency
Experience, Appendix D]
SWK 3430/3440
page 4
20.
In the process of conducting three (3) interviews, learn about the populations
served and services offered by these social service agencies (EP 3.0.3, 3.0.6)
(PG 1,2,5, 6,7,9) (PO 3,6) [Student‟s Final Choice Form for Agency Experience,
Appendix D]
21.
Decide on a social service agency in which to do his/her junior field experience
(EP 3.0.6) (PG 1,6) (PO 6) [Beginning Contract, Appendix E]
22.
Understand what might impact a client from a global/multicultural perspective
(EP 3.0.4) (PG 2,5) (PO 4) [Enrichment #5]
23.
In journaling, address any issues related to poverty. State any oppressive/
discrimination findings. Suggest any intervention(s) for change that would
advance social and/or economic justice (EP 3.0.4, 3.0.12) (PG 2,3,5)(PO 4,12)
[Journals]
IV.
In-class methods will include: seminar discussion of written reports; student oral
presentation; instructor analysis of student practice as part of class learning; and
discussion of the relationship of classroom learning with Field Experience; panel and
guest speakers.
V.
MATERIALS
A.
Course Syllabus.
B.
Sherman, A. L. (2000). Sharing God‘s Heart for the Poor: Meditations for
Worship, Prayer and Service. Trinity Presbyterian Church-Urban Ministries and
Welfare Policy Center of the Hudson Institute.
C.
Other material as required to complete the Enrichment Assignments.
D.
Field Guide and Field Directory: Choose Start Menu; CedarNet; Network
Utilities: Map Department (S): My Computer, S:\DEPT\SW-CJ-SOC\SWK\Field
Experience (Field Experience and Field Directory).
SWK 3430/3440
page 5
VI.
EVALUATION
A.
Grading
Field instructors will complete a Field Experience Evaluation Form, including a
supportive narrative for the evaluation and grade given for the student‟s field
experience. The professor will weigh the quality of the student observation,
reports provided by the field instructor throughout the semester, and reports of
the student‟s experience as related through written material for Junior Seminar I.
The grade for Junior Field Experience I will be determined by field instructor‟s
recommendation/professor and timely completion of paperwork.
Field Experience .................................................................................................. 70%
Paperwork ............................................................................................................ 30%
The grade for Junior Seminar I will be determined by the quality of the written
material in the Journals and Enrichment Assignments and participation of the
student in the class process as follows:
Enrichment Assignments ..................................................................................... 25%
Journals ................................................................................................................ 25%
Class Participation/Instructor‟s Evaluation ......................................................... 50%
The grade scale is as follows:
100-94
93-91
90-88
87-85
84-82
81-78
=
=
=
=
=
=
A
AB+
B
BC+
77-75
74-72
71-69
68-66
65-63
Below 63
=
=
=
=
=
=
C
CD+
D
DF
B.
Attendance
contact me before class. If I cannot be reached, leave a message with the social work
SWK 3430/3440
page 6
office (766-7676). Two (2) emergency absences will be allowed. Un-excused
absences will be reflected in your grade, dropping the final grade two (2) points for
each un-excused absence. Three (3) tardies to class will count as one (1) un-excused
absence.
Students are expected to be punctual and regular in attendance at their agency. In the
event of illness or extreme emergencies, arrangements must be made with the agency
to make up the absences within the following two weeks.
Any paperwork not turned in by the end of the semester will result in the student not
being allowed in Field Experience II or Seminar II for the next semester. This will
mean lost field hours and unexcused absences from class.
C.
Late Assignments
must be discussed with the professor by the next class period. Each successive class
late drops the grade of an assignment another letter grade until an “F” is received. At
the next class, the “F” is recorded as a “0” from the scale for grades. No final grade
will be given until all field experience paperwork is completed and submitted as
outlined in the Field Guide.
integrity and competence by completing his/her own work to the best of his/her ability.
In general, students are to demonstrate the same professional demeanor that is
SWK 3430/3440
page 7
VII.
REQUIREMENTS
A.
Secure a placement at an approved social service agency as prescribed in the
Field Guide.
B.
Practice social work eight (8) hours weekly for 75 total hours minimum per
semester under professional supervision in a social service agency. (Record your
time on Field Experience Weekly Time Sheet, Appendix O, due by 5:00 p.m. on
Friday at the social work office.)
C.
Submit a weekly Supervisory Agenda (Appendix I) by 5:00 p.m. on Fridays at
the social work office. Minimum of eight (8) agendas due.
D.
Keep five (5) Journals (Appendix J – Jr. Journal) which details work activities
and student impressions. These are to be submitted no later than class time on
the day the assignment is due.
E.
Complete five (5) Enrichment Assignments as scheduled. This is to be submitted
no later than class time on the day the assignment is due.
F.
Read for class Sharing God‟s Heart for the Poor: Meditations for Worship,
Prayer and Service.
G.
Locate Field Guide and Field Directory. Go to Start Menu; CedarNet; Network
Experience.
H.
Meet with field instructor to establish Learning Contract (Appendix G,H) for
each semester.
I.
Complete a self-evaluation (Appendix K-II). Meet with your field instructor to
discuss them. Complete all paperwork as required in Field Guide.
J.
Offer constructive criticism to his/her peers weekly as case presentations are
made.
K.
Read as extensively as possible materials which are recommended by the field
instructor or professor which are related to the student‟s field experience.
L.
Intern observation to be conducted by professor.
M.
Meet with professor for debriefing after observation.
SWK 3430/3440
page 8
VIII.
IX.
N.
Email professor before each class session a question or learning experience that
you plan to discuss in class.
O.
Attend all social work program meetings.
A.
There are five (5) Enrichment Assignments to be completed. Each Enrichment
Assignment will be a minimum of one (1) typed page (12 point font) and will be
submitted no later than class time on the day the assignment is due.
B.
Write a Journal (Appendix J- Jr. Journal) which details work activities and
student impressions. This is to be submitted via email no later than class time on
C.
Each Journal and Enrichment Assignment will be assigned a letter grade based
on the grading scale. All grades will be averaged over the course of the term.
D.
All weekly Supervisory Agendas (Appendix I) and Field Experience Weekly
Time Sheets (Appendix O) are due by 5:00 p.m. Fridays at the social work
office.
specific learning disability, hearing or vision impairment, health impairment,
psychological, orthopedic, traumatic brain injury. Faculty rely on Disability Services to
verify the need for accommodations and to assist in the development of reasonable and
appropriate accommodation strategies. If you have not previously contacted the
Coordinator of Disability Services, I encourage you to do so.
X.
The writing center, located in Tyler 104, offers competent guidance on all your writing
in any stage of your writing process. That means, you can visit the center as soon as
you get your assignment to start brainstorming ideas. It also means you can visit as
often as you want for feedback on the same paper. When you go to the writing center,
be sure to take your assignment and two hard copies of your paper with you. After
SWK 3430/3440
page 9
you and your consultant read the paper together, the tutor will suggest ways to build
upon your strengths and improve your weaknesses. Expect to be actively involved in
the conference. You might freewrite for five or ten minutes, do some outlining or
revising, and even consult a manual. It's good to keep in mind that because of the
writing center's mission, your tutor will never proofread or edit your writing for you.
It's also good to keep in mind that all writers from all levels of proficiency benefit from
the writing center's services, so even if you feel like you're a "good" writer, you'll still
improve your skills by working with the tutors. To learn how to make an appointment
at the writing center, go to
SWK 3430/3440
page 10
XI.
CLASS SCHEDULE
DATE
JULY
F/24
JULY
F/31
LATE OR
ABSENT
GENERAL TOPIC
Review Field Guide
Review Field Directory
ASSIGNMENTS
Review approved Field Experience
agencies and Criteria for Agencies
Supervising Students in Field
Experience (Appendix A).
Sign and mail in Release of Information
form (Appendix W).
Read Field Guide, sign form (Appendix
V) acknowledging its completion and
return to social work office.
Select a minimum of three (3) potential
agencies from the Field Directory.
Complete Student‟s Agency Interview
Choice Form and email to professor
(Appendix C).
AUGUST
F/7
If you have not been contacted by the
professor and secured permission to
schedule your interviews, please contact
professor today!
AUGUST
M/10
Contact a minimum of three (3)
agencies and schedule an interview by
Wednesday of Aug. 19th and Aug
28th. First, make sure you have
received permission to schedule the
interviews by the professor.
AUGUST
W/19
Complete an approved resume through
Career Services and submit one copy to
Career Services, one copy to the social
work office and have copies for each
agency upon interviewing (see sample,
Appendix B).
AUGUST
F/21
Orientation to the Nature of
the Course
Bring syllabus to class.
“The Informed You”
SWK 3430/3440
page 11
DATE
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
AUGUST
F/28
“The Professional You”
SEPTEMBER
F/4
continued
Complete three (3) interviews. Compete
Student‟s Choice Form for Agency
Experience (Appendix D).
Attendance Required
SEPTEMBER
H/10
Social Work Majors
Meeting 4:30 – 6:00
Location TBA
Natalie Wilkins, Social
Work Secretary
Guest Speaker
Write letters of decline to two (2)
agencies not selected for Field
Experience. Write thank you letter to
selected agency. (See examples of thank
you letters, Appendix X.) Copies of
these three letters are to be handed in
to Professor by this date. Do not send
letters until the Professor has given
permission.
SEPTEMBER
F/11
Turn in Field Instructor Information
Form (Appendix F). Professor will
confirm their qualifications.
Social Work Secretary will send out
letter regarding Orientation.
SEPTEMBER
F/18
Infectious Disease
Guest Speaker:
Mrs. Deb MacDonald, RN
Director of UMS
SEPTEMBER
H/27
Field Instructor‟s
Orientation
Required attendance at the Field
Instructor Orientation from 11:30 –
3:00.
SWK 3430/3440
page 12
DATE
SEPTEMBER
F/28
LATE OR
ABSENT
GENERAL TOPIC
“The Organized You”
Field Instructor‟s
Orientation Review
OCTOBER
F/2
Sharing God‟s Heart for the
Poor: Meditations for
Worship, Prayer, and
Service
ASSIGNMENTS
Have the Beginning Contract completed
(Appendix E).
Obtain required information and
signatures on Beginning Contract
(Appendix E).
Turn in completed Affiliation
Agreement (Appendix Q).
Turn in to the social work office a copy
of your car insurance and driver license.
Enrichment Assignment #1
Upon completion of your first day in
your agency, write out a brief account
of your first day. Include items like
your preparation for the day, your first
reaction, your response to the field
assignment, meeting your new
instructor, and seeing the agency. What
is primary, however, is how you felt as
the day developed.
Introduction: Some Thoughts on
Motivation and Empowerment (pg. 2)
Supervisory Agenda and Weekly Time
Sheet Due by 5:00 p.m. today in the
social work office.
Class Activities:
Discussion of Topics Relevant to Student Practice Situation and/or Enrichment Assignments
OCTOBER
F/9
Practice Issues
Journal #1
Service
Student will schedule Final Learning
Contract with field instructor and
professor.
God‟s Identification with the Poor (pg.
4)
Class Activities:
social work office.
Discussion of Topics Relevant to Student Practice Situation
SWK 3430/3440
page 13
DATE
LATE OR
ABSENT
GENERAL TOPIC
OCTOBER
W/14
ASSIGNMENTS
Enrichment Assignment #2 due Oct.
14th– Identify the different systems
(macro, mezzo, micro communities)
that social workers in your agency work
within.
Submit to the professor the final Field
Experience Learning Contract (typed in
triplicate–1 copy for professor, 1 copy
for field instructor, and 1 copy for
student), including essential
signatures (Appendix G).
Sheet Due Wed. Oct. 14
Class Activities:
OCTOBER
FALL BREAK
No class
F/16
Journal #2
Practice Issues
Learning Experience or Question
OCTOBER
Sharing God‟s Heart for the Who are the Poor? (pg. 6)
F/23
Service
social work office.
Class Activities:
Enrichment Assignment #3– Evaluate
a research study done on your agency
and share how the agency is applying
the findings to its practice with clients,
or evaluate a research study that
OCTOBER
addresses the population your agency
F/30
serves and describe how the findings
could be applied for the practice of
clients.
Schedule an observation with the
professor.
social work office.
Class Activities:
SWK 3430/3440
page 14
DATE
NOVEMBER
F/6
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
CAREER LINK DAY
Prepare copies of your resume for
agency representatives.
Service
Journal #3
Beyond Helping the Poor (pg. 12)
social work office.
Class Activities:
Attend Career Link Day. Professional attire required. Talk to agency representatives. Learn how social
workers contribute to fulfilling their agency‟s mission. Share your resume and get information about possible
Senior Field Placement or employment. Practice your interviewing skills. Remember- while you are
interviewing them, they are assessing you as well, so put your best foot forward.
Attend professional development workshop. Attendance will be taken.
NOVEMBER
M/9
HIV Conference
Class Activities:
All day field trip to the HIV/AIDS Conference at Wright State University.
NOVEMBER
F/13
Practice Issues
Service
Enrichment Assignment #4-Interview
a staff member to learn what kinds of
social policies are impacting the
agency.
The Poor and God‟s Law (pg. 10)
The Sin of Sodom (pg. 14)
social work office.
Class Activities:
SWK 3430/3440
page 15
DATE
NOVEMBER
F/20
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Practice Issues
Journal #4
Service
Students will have completed Field
Observation visits and, if needed, a
Field Instructor meeting.
Learning experience or question.
social work office.
Class Activities: Discussion of Topics Relevant to Student Practice Situation
NOVEMBER
W/25
Enrichment Assignment #5 How
does the agency place value on
diversity? As it pertains to diversity,
what are the changes that have
advanced the agency socially,
economically, nationally, and globally.
Due Wed., Nov. 25.
Visiting Orphans and Widows I (pg18)
Sheet Due Wed. Nov 25.
Class Activities:
NOVEMBER
Holiday
F/27
No Class
Practice Issues
DECEMBER
Journal #5
F/4
Sharing God‟s Heart for the Visiting Orphans and Widows II
(pg 20)
Service
Sheet Due
Class Activities:
DECEMBER
W/9
No Class
Hand in completed and signed First
Semester Field Experience Evaluation
of Student and Field Instructor
(Appendices K-I and K-II), and final
Field Experience Time Sheet (Appendix
O).
SWK 3430/3440
page 16
XII.
BIBLIOGRAPHY:
Abramson, J., & Fortune,A. (1990). Improving field instruction: An evaluation of a seminar for new
field instructors. Journal of Social Work Education, 26, 273-286.
Barker, R. (1996). The social work dictionary. Washington, DC: NASW Press.
Bertera, E. (1997). Empowering human services students to select their practica: Insuring good-ness of
fit. Human Services Education, 17 (1), 65-67.
Bogo, M., & Vayda, E. (1995). The practice of field instruction in social work: Theory and process.
Buffalo: University of Toronto Press.
Cantor, J. (1995). Experiential learning in higher education: Linking classroom and community.
Washington, DC: ERIC Clearinghouse on Higher Education.
Chiaferi, R., & Griffin, M. (1997). Developing fieldwork skills. Pacific Grove, CA: Brooks/Cole.
Council for standards in human service education. (1995). National standards for human service
worker education and training programs. Fitchburg, MA: Author.
Dore, M., Epstein, B., & Herrerias, C. (1992). Evaluating students‟ micro practice field performance:
Do universal learning objectives exist? Journal of Social Work Education, 28, 353-362.
Doureck, H. J., & Kasper, B. (1990). Teaching practice evaluation to field instructors: A comparative
study. Journal of Teaching in Social Work, 4(2), 105-125.
Drolen, C. (1991). Teaching undergraduate community practice: An experiential approach. Journal of
Teaching in Social Work, 5(1), 35-47.
Ellison, M. L. (1991). A study of effective and ineffective field instructor behavior. Unpublished
doctoral dissertation. University of North Carolina.
Faiver, C., Eisengart, S., & Colonna, R. (1995). The counselor intern‘s handbook. Pacific Grove, CA:
Brooks/Cole.
Gatz, Y., B. A. Thyer, S. Patten, and R. Parrish (1990). Evaluating the effectiveness of field experience
in part-time, off-campus MSW program: The student=s point of view. Journal of Continuing Social
Work Education, 5(2), 11-14.
Gladding, S. (1992). Counseling: A comprehensive profession (2nd ed.). New York: Macmillan.
Grant, R., & McCarty, B. (1990). Emotional stages in the music therapy internship. Journal of
Music Therapy, 27(3), 102-118.
Gross, L. (1993). The internship experience (2nd ed.). Prospect Heights, IL: Waveland.
Grossman, B., Levine-Jordan, N., & Shearer, P. (1991). Working with students‟ emotional
reaction in the field: An educational framework. The Clinical Supervisor, 8, 23-39.
Hartman, W. K. (1990). The effect of evaluation on learning in graduate social work direct practice
field instruction. Unpublished doctoral dissertation, Rutgers University, New Brunswick.
Inkster, R., & Ross, R. (1998). Monitoring and supervising the internship. NSEE Quarterly, 23 (4), 1011, 23-26.
Kerson, T. (1994). Field instruction in social work settings: A framework for teaching. In T. Kerson
(Ed.), Field instruction in social work settings (pp. 1-32). New York: Haworth Press.
Kissman, K., & Tran, T. V. (1990). Perceived quality of field placement education among graduate
social work students. Journal of Continuing Social Work Education, 5(2), 27-31.
Lamb, D., Barker, J., Jennings, M., & Yarris, E. (1982). Passages of an internship in professional
psychology. Professional Psychology, 13, 661-669.
Lazzari, M. M. (1991). Feminism, empowerment, and field education. Affilia: Journal of Women and
Social Work, 6(4), 71-87.
Mehr, J. (1998). Human services: Concepts and interventions. Boston: Allyn & Bacon.
Michelsen, R. (1994). Social work practice with the elderly: A multifaceted placement experience. In
T. Kerson (Ed.), Field instruction in social work settings (pp. 191-198). New York: Haworth Press.
Morrisette, P. (1998). The undergraduate preinternship process: Issues and recommendations. Human
Service Education 18 (1), 49-55.
Neukrug, E. (1994). Theory, practice, and trends in human services: An overview of an emerging
profession. Pacific Grove, CA: Brooks/Cole.
Pettes, D. (1979). Staff and student supervision. Boston: George Allen & Unwin.
Polinger, E. J. (1991). The effect of student-field instructor similarity on their respective perceptions of
the field practicum in social work education. Unpublished doctoral dissertation, University of
Maryland, Baltimore.
Raskin, M., Skolnik, L. & Wayne, J. (1991). An international perspective of field instruction. Journal
of Social Work Education, 27, 258-270.
Rosenblum, A. F., & Raphael, R. B. (1991). Balancing students= right to privacy with the need for
self-disclosure in field education. Journal of Teaching in Social Work, 5(1), 7-20.
Royse, D., Dhooper, S., & Rompf, E. (1996). Field instruction: A guide for social work students
(2nd ed.). White Plains, NY: Longman.
Schneck, D., Grossman, B. & Glassman, U. (Eds.). Field education in social work: Contemporary
issues and trends. Dubuque, IA: Kendal Hunt.
Showers, N., & Cuzzi, L. (1991). What field instructors of social work students need from hospital field
work programs. Social Work in Health Care, 16(1), 39-52.
Shulman, L. (1992). Instructor=s guide for the skills of helping. Itasca, IL: F. E. Peacock.
Simon, E. (1999). Field practicum: Standards, criteria, supervision, and evaluation. In H. Harris & D.
Maloney (Eds.), Human services: Contemporary issues and trends (pp. 79-96). Boston: Allyn &
Bacon.
Sweitzer, H., & King, M. (1999). The successful internship. Pacific Grove, CA: Brooks/Cole.
Thomlison, B., Rogers, G., Collins, D., & Grinnell, R. (1996). The social work practicum: An access
guide. Itasca, IL: Peacock Publishers.
Woodside, M., & McClam, T. (1998). An introduction to human services (3rd ed). Pacific Grove, CA:
Brooks/Cole.
Young, M. (1998). Learning the art of helping: Building blocks and techniques. Englewood Cliffs, NJ:
Prentice-Hall.
SWK 3450
Junior
Seminar II
SWK 3460
Junior Field
Experience II
JUNIOR SEMINAR II
SWK-3450
JUNIOR FIELD EXPERIENCE II
SWK-3460
Adjunct Professor, MSW
One (1) credit hour
Undergraduate
COURSE DESCRIPTION
Junior field experience is the placement of students in poverty-focused social service agencies for two
(2) consecutive semesters. The student will obtain a minimum of 75 hours per semester. The combined
two (2) semesters will total a minimum of 150 hours for field experience. Each student will practice
eight (8) hours weekly with clients and agency staff under the supervision of qualified field instructors.
Seminar class will meet one (1) hour a week. The students will receive input from peers and faculty.
This syllabus provides a general plan for the course. Deviations may be necessary.
MISSION
The mission of the Cedarville University Social Work Program is to prepare students to lead in serving
those in need as professional generalist social workers by empowering them with the knowledge,
values, and skills of the profession from a biblical worldview.
I.
RELATED TO THE COURSE.
1.
Providing content about social work practice from a generalist perspective with client
2.
4.
5.
6.
Integrating biblical principles throughout the curriculum so that students can
SWK 3450/3460
page 1
II.
7.
Laying a foundation, of core skills essential to a high caliber of social work practice
9.
Infusing throughout the curriculum the values and ethics that guide professional social
As a result of having taken this course in Junior Seminar I and Junior Field Experience I,
1.
Apply critical thinking skills within the context of professional social work practice (EP
3.0.1) (PG 2, 6, 7).
2.
Integrate Christian beliefs and values with professional social work values and ethics as
set forth in the code of ethics (EP 3.0.2) (PG 4,5).
3.
orientation (EP 3.0.3) (PG 2,5,9).
4.
Identify the issues underlying the conditions of poverty, oppression and discrimination
justice nationally and globally (EP 3.0.4) (PG 2,5).
6.
Apply the knowledge and skills of generalist social work practice with systems of all
sizes and in the context of the church (EP 3.0.6) (PG 1, 6).
7.
frameworks supported by empirical evidence to interpret individual development and
behavior across the life span and the interaction among individuals and between
individuals and families, groups, organizations, and communities (EP 3.0.7) (PG 1,6).
8.
Analyze, formulate, and influence social policies (EP 3.0.8) (PG 1,3).
9.
Evaluate research studies and apply findings to practice and, under supervision, evaluate
their own practice intervention and those of other relevant systems (EP 3.0.9) (PG
2,3,5,7).
10.
Use communication skills differentially with a variety of client populations, colleagues,
and members of the community. (EP 3.0.10, EP 4.7) (PG 4,7,9)
11.
Use supervision appropriate to generalist practice (EP 3.0.11) (PG 4,7,9).
SWK 3450/3460
page 2
12.
III.
Function within the structure of organizations and service delivery systems and under
supervision, seek necessary organizational change (EP 3.0.12) (PG 3).
COURSE OUTCOMES
1.
Integrate biblical values and social work knowledge into social work practice situations
through class discussion (EP 3.0.2) (PG 2,4,5,6,9) (PO 2) [Journals]
2.
Discover the special needs of ethnic, sexual, age, disabled, racial, cultural, and other
minority groups as these topics arise in the presentation of practice material in class (EP
3.0.3) (PG 2,5,9) (PO 3) [Journals]
3.
Share in class his/her own learning in social work theory, skills, and techniques as these
are applied in social work practice (EP 3.0.6) (PG 1,6) (PO 6) [Journals]
4.
Constructively critique the work of himself/herself and his/her peers in class (EP 3.0.1,
EP 3.0.3) (PG 2,5,6,7,9) (PO 1,3) [Journals]
5.
Discuss in class critical thinking skills within the context of professional social work
practice (EP 3.0.1) (PG 2,6,7) (PO 1) [Enrichment Assignment #3]
6.
Share in class the values and ethics of the social work profession with an understanding
of and respect for the positive value of diversity (EP 3.0.2,) (PG 2,4,5,6,9) (PO 2,1)
[Class Participation]
7.
Participate in class by presenting knowledge and skills of the generalist social worker
practicing with systems of all sizes (EP 3.0.6, EP 3.0.7) (PG 1,6) (PO 6,7) [Enrichment
Assignment #2]
8.
Identify the bio-psycho-social factors by completing the Enrichment Assignment
describing how a client can develop the kind of problems that bring him/her to the
agency. (EP 3.0.7) (PG 1,6) (PO 7) [Enrichment Assignment #1]
9.
Complete Enrichment Assignments that evaluate a research study and apply findings to
practice interventions and those of other relevant systems (EP 3.0.7, EP 3.0.9) (PG
1,6,7) (PO 7, 9) [Enrichment Assignment #4]
10.
For students to show in class that they are using communication skills differently with a
variety of client populations, colleagues, and members of the community (EP 3.0.10)
(PG 2,3,5,7) (PO 10) [Journals]
11.
Complete the weekly Supervisory Agendas to elicit appropriate supervision to the
generalist practice (EP 3.0.11, EP 3.0.12) (PG 3,4,7,9) (PO 11, PO 12) [Field
Experience Supervisory Agendas, Appendix I]
SWK 3450/3460
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12.
Share with the class the knowledge, values, and skills of the profession to social work
practice within the context of the local church (EP 3.0.2, EP 3.0.6) (PG 1,2,4,5,6,9) (PO
2,6) [Journals]
13.
Discuss in class the knowledge, values, and skills of social work practice from a biblical
world view (EP 3.0.2) (PG 12,4,5,6,9) (PO 2) [Journals]
14.
Complete time sheets indicating that he/she is practicing social work eight (8) hours
weekly under professional supervision in a field experience in order to meet the
minimum of 75 hours in the Field (EP 3.0.11, EP 3.0.12) (PG 3,4,7,9) (PO 11, 12)
[Field Experience Time Sheets, Appendix O]
15.
Through journaling identify a theoretical base for practice and affirm his/her weaknesses
in practice skills (EP 3.0.7) (PG 1,2,6,7) (PO 7) [Journals]
16.
To complete the required documents from the Field Guide by the date they are due and
the activities that need to be accomplished before being placed in a social service agency
(EP 3.0.11, EP 3.0.12) (PG 3,4,7,9) (PO 11,12) [Field Experience Paperwork]
17.
To enable the student to discover and implement meaningful methods and techniques for
effectively organizing his/her professional life when scheduling and conducting
interviews with prospective Field Instructors (EP 3.0.10) (PG 2,3,57) (PO 10) [Field
Experience Paperwork]
18.
Present information to the field director in a timely manner (scheduling appointments,
conducting interviews with agency representatives, etc.) which need to be accomplished
before working in a social service agency (EP 3.0.10) (PG 2,3,5,7) (PO 10) [Field
Experience Paperwork]
19.
Conduct at least three (3) interviews with prospective field instructors (EP 3.0.10) (PG
2,3,5,7) (PO 10) [Student‟s Final Choice Form for Agency Experience, Appendix D]
20.
In the process of conducting three (3) interviews, learn about the populations served and
services offered by these social service agencies (EP 3.0.3, 3.0.6) (PG 1,2,5, 6,7,9) (PO
3,6) [Student‟s Final Choice Form for Agency Experience, Appendix D]
21.
Decide on a social service agency in which to do his/her senior field experience
(EP 3.0.6) (PG 1,6) (PO 6) [Beginning Contract, Appendix E]
22.
Understand what might impact a client from a global/multicultural perspective
(EP 3.0.4) (PG 2,5) (PO 4) [Enrichment #4]
23.
In journaling, address any issues related to poverty. State any oppressive/ discrimination
findings. Suggest any intervention(s) for change that would advance social and/or
economic justice (EP 3.0.4, 3.0.12) (PG 2,3,5)(PO 4,12) [Journals]
SWK 3450/3460
page 4
IV.
In-class methods will include: seminar discussion of written reports; instructor analysis of
student practice as part of class learning; and discussion of the relationship of classroom
learning with field experience; panel and guest speakers.
V.
MATERIALS
A.
VI.
Course Syllabus.
B.
Sherman, A. L. (2000). Sharing God‘s heart for the poor: Meditations for worship,
prayer and service. Trinity Presbyterian Church-Urban Ministries and Welfare Policy
Center of the Hudson Institute.
C.
Other material as required to complete the Enrichment Assignments.
D.
Field Guide and Field Directory: Choose Start Menu; CedarNet; Network Utilities: Map
Department (S): My Computer, S:\DEPT\SW-CJ-SOC\SWK\Field Experience (Field
Experience and Field Directory).
EVALUATION
A.
Grading
Field instructors will complete a Field Experience Evaluation Form, including a
experience. The professor will weigh the quality of the student observation, reports
provided by the field instructor throughout the semester, and reports of the student‟s
experience as related through written material for Junior Seminar II.
The grade for Junior Field Experience II will be determined by field instructor‟s
Field Experience.............................................................................................................. 70%
Paperwork ....................................................................................................................... 30%
The grade for Junior Seminar II will be determined by the quality of the written material
in the Journals and Enrichment Assignments and participation of the student in the class
process as follows:
Enrichment Assignments................................................................................................. 25%
Journals ........................................................................................................................... 25%
Class Participation/Instructor‟s Evaluation ..................................................................... 50%
SWK 3450/3460
page 5
100-94
93-91
90-88
87-85
84-82
81-78
=
=
=
=
=
=
A
AB+
B
BC+
77-75
74-72
71-69
68-66
65-63
Below 63
=
=
=
=
=
=
C
CD+
D
DF
B.
Attendance
Students are expected to attend all classes because each student's presence and participation
are part of the learning process. If an absence is unavoidable, you should contact me before
class. If I cannot be reached, leave a message with the social work office (766-7676). Two
(2) emergency absences will be allowed. Un-excused absences will be reflected in your grade,
dropping the final grade two (2) points for each un-excused absence. Three (3) tardies to class
will count as one (1) un-excused absence.
Students are expected to be punctual and regular in attendance at their agency. In the event of
illness or extreme emergencies, arrangements must be made with the agency to make up the
absences within the following two weeks.
Any paperwork not turned in by the end of the semester will result in the student not being
allowed in Senior Field Experience I or Senior Seminar I for the next semester. This will mean
lost field hours and unexcused absences from class.
D.
Late Assignments
Late assignments immediately drop one (1) letter grade. Plans for late submissions must be
discussed with the professor by the next class period. Each successive class late drops the
grade of an assignment another letter grade until an “F” is received. At the next class, the “F”
is recorded as a “0” from the scale for grades. No final grade will be given until all field
experience paperwork is completed and submitted as outlined in the Field Guide.
D.
Students are expected to be active participants in the learning process. An active participant is
involved in the class to the extent that he/she actively listens, reacts to information, asks
pertinent questions, shows signs of understanding, shares relevant insights, and contributes to
the general learning of the class.
SWK 3450/3460
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Students are expected to demonstrate the social work value of dignity and worth of a person by
treating peers and professors with dignity and respect interacting in a courteous manner.
Students are expected to demonstrate the social work values of integrity and competence by
completing his/her own work to the best of his/her ability. In general, students are to
demonstrate the same professional demeanor that is expected in Field. Students will come to
class on time, not leave mid class (unless previously arranged). If this protocol is not adhered
to, students will first be given a verbal warning, second will be asked to leave the classroom
and have it count as an unexcused absence (-2 points from overall grade) and third be referred
to the Program Director for disciplinary action.
VII.
REQUIREMENTS
A.
Practice social work eight (8) hours weekly for 75 total hours minimum per semester
under professional supervision in a social service agency. (Record your time on Field
Experience Weekly Time Sheet, Appendix O, due by 5:00 p.m. on Friday at the social
work office.)
B.
Submit a weekly Supervisory Agenda (Appendix I) by 5:00 p.m. on Fridays at the social
work office.
C.
Keep four (4) Journals (Appendix J – Jr. Journal) which detail work activities and
student impressions. These are to be submitted no later than class time on the day the
assignment is due.
D.
Complete four (4) Enrichment Assignments as scheduled. These are to be submitted no
later than class time on the day the assignment is due.
E.
Read for class Sharing God‟s Heart for the Poor: Meditations for Worship, Prayer and
Service.
F.
Locate Field Guide and Field Directory. Go to Start Menu; CedarNet; Network Utilities:
Map Department (S): My Computer, S:\DEPT\SW-CJ-SOC\SWK\Field Experience.
G.
Meet with field instructor to establish Learning Contract (Appendix G,H) for each
semester.
H.
Complete a self-evaluation (Appendix L-II) and an evaluation of the Field Experience
agency (Appendix N). Meet with your field instructor to discuss them. Complete all
paperwork as required in Field Guide.
I.
Offer constructive criticism to his/her peers weekly as case presentations are made.
J.
Read as extensively as possible materials which are recommended by the field instructor
or professor which are related to the student‟s field experience.
SWK 3450/3460
page 7
VIII.
IX.
K.
Email professor before each class session a question or learning experience that you plan
to discuss in class.
L.
Intern observation to be conducted by the professor.
M.
Meet with professor for debriefing after observation.
N.
Secure a senior field placement at an approved social service agency as prescribed in the
Field Guide.
O.
A.
There are four (4) Enrichment Assignments to be completed. Each Enrichment
Assignment will be a minimum of one (1) typed page (12 point font) and will be
B.
Write a Journal (Appendix J- Jr. Journal) which details work activities and student
impressions. This is to be submitted via email no later than class time on the day the
assignment is due.
C.
Each Journal and Enrichment Assignment will be assigned a letter grade based on the
grading scale. All grades will be averaged over the course of the term.
D.
All weekly Supervisory Agendas (Appendix I) and Field Experience Weekly Time
Sheets (Appendix O) are due by 5:00 p.m. Fridays at the social work office.
arrange an appointment with the Coordinator of Disability Services, Marilyn Meyer,
by calling 3843, or email at [email protected]. Examples of disabilities are
AD/HD, Specific Learning Disability, Hearing or Vision Impairment, Health
Impairment, Psychological, Orthopedic, Traumatic Brain Injury. Faculty rely on
Disability Services to verify the need for accommodations and to assist in the
development of reasonable and appropriate accommodation strategies. If you have not
previously contacted the Coordinator of Disability Services, I encourage you to do so.
X.
SWK 3450/3460
page 8
ten minutes, do some outlining or revising, and even consult a manual. It's good to keep in mind
that because of the writing center's mission, your tutor will never proofread or edit your writing
for you. It's also good to keep in mind that all writers from all levels of proficiency benefit
from the writing center's services, so even if you feel like you're a "good" writer, you'll still
improve your skills by working with the tutors. To learn how to make an appointment at the
writing center, go to
SWK 3450/3460
page 9
XI. CLASS SCHEDULE
DATE
LATE OR
ABSENT
JANUARY
F/8
GENERAL TOPIC
ASSIGNMENTS
Orientation to and the Nature of the
Course
Review Course Requirements.
Students will begin scheduling
Learning Contracts with
professor and field instructor.
Practice Issues
Enrichment Assignment #1 –
Identify a client‟s bio-psychosocial-spiritual factors and
describe how these factors
contribute to the problem that
brought the client to the agency.
Class Activities:
Review of course requirements.
JANUARY
F/15
Sharing God‟s Heart for the Poor:
Meditations for Worship, Prayer, and
Service
The Gift of Agitation, p.22
Supervisory Agenda and Weekly
Time Sheet Due
Class Activities:
Discussion of topics relevant to student practice situations and/or Enrichment Assignments.
JANUARY
F/22
Practice Issues
Journal #1
Service
Learning experience or question
Time Sheet Due
Class Activities:
Discussion of topics relevant to student practice situations
JANUARY
H/28
Social Work Majors Meeting
Required Attendance 4:30 – 6:00 p.m.
SWK 3450/3460
page 10
DATE
JANUARY
F/29
LATE OR
ABSENT
GENERAL TOPIC
Practice Issues
Service
ASSIGNMENTS
Enrichment Assignment #2 –
Select an article from a
professional journal that
addresses the needs of the clients
that your agency serves. Write
about your findings.
Spring Semester Field
Experience Learning Contract
(Appendix G) completed and
handed in to Field Instructor and
professor.
Chilling Words from the
Prophets, p.26.
Time Sheet Due
Class Activities:
FEBRUARY
F/5
Practice Issues
Journal #2
Service
Student will schedule final Field
Observational visit and if needed
a Field Instructor meeting.
Time Sheet Due
Class Activities:
Discussion of topics relevant to student practice situations
SWK 3450/3460
page 11
DATE
FEBRUARY
F/12
LATE OR
ABSENT
GENERAL TOPIC
Practice Issues
Service
ASSIGNMENTS
Enrichment Assignment #3Part I: Write down your
observations of your client upon
your first introduction to them
(in the waiting room, in their
home, etc.). Describe his/her
appearance as well as any
nonverbal and verbal
communication. Note how
comfortable he/she appears to be
and explain how you would feel
as a client in that agency.
Part II: Write out a portion of
interview in detail. Evaluate the
interview in terms of how you
think you did. Give at least two
(2) examples of what you would
have done differently to have
improved the process.
The Righteous Man, p.30.
Time Sheet Due
Class Activities:
FEBRUARY
F/19
Practice Issues
Journal #3
Service
Learning experience or question
Time Sheet Due
Class Activities:
Discussion of topics relevant to student practice situation
FEBRUARY
H/25
Field Instructor Appreciation
Luncheon
Prepare a few remarks to
introduce your field instructor.
SWK 3450/3460
page 12
DATE
LATE OR
ABSENT
GENERAL TOPIC
Practice Issues
FEBRUARY
F/26
Service
ASSIGNMENTS
Enrichment Assignment #4–
Find a research article that
addresses the evaluation of some
aspect of Social Work practice
with people who live in poverty.
Critique the article. How could
you use the article in the
evaluation of your social work
practice. Include what might
impact your client from a
national/global/ multicultural
perspective. Discuss your
findings with your Field
Instructor and get his/her opinion
of how a method of practice
evaluation could be used in your
agency. Attach a copy of the
article to your paper.
Students will have completed the
Field Observation visits.
The Anathoth Principle, p.34
Time Sheet Due
Class Activities:
Discussion of Topics Relevant to Student Practice Situation and/or Enrichment Assignments.
MARCH
F/5
Class Activities:
SPRING BREAK
Have Fun!
Have Fun!
SWK 3450/3460
page 13
DATE
MARCH
F/12
LATE OR
ABSENT
GENERAL TOPIC
Service
Dr. Henning will present the Field
Experience Single Subject Research
Project.
ASSIGNMENTS
Journal #4
Hand in completed and signed
Field Instructor‟s and student‟s
copies of Final Evaluation of
Student-Junior Field Experience
(Appendix L-I and L-II); Student
Evaluation of Field Experience
(Appendix N- remember to
attach copies of job description
and thank you letter to Field
Instructor); final Field
Experience Time Sheet
(Appendix O); final Superviosry
Agenda (Appendix I) and Field
Instructor‟s Program Evaluation
(Appendix P in a sealed
envelope).
Read Senior level Field
Experience Placement notebook
in office.
Class Activities:
MARCH
F/19
Discussion Relevant to the Single Subject Research Project.
“The Informed You”
Review approved Field
Experience agencies and Criteria
for Agencies Supervising
Students in Field Experience
(Appendix A). Complete
Student‟s Agency Interview
Choice Form and hand in to
Professor (Appendix C).
Complete an approved resume
through Career Services and
submit one copy to Career
Services, one copy to the
Professor and have copies for
each agency upon interviewing.
(See Sample Appendix B.)
Class Activities:
Discussion of Topics Relevant to Preparing for Senior Field Experience.
SWK 3450/3460
page 14
DATE
MARCH
F/26
LATE OR
ABSENT
GENERAL TOPIC
“The Informed You” continued
ASSIGNMENTS
Contact a minimum of three (3)
agencies and schedule an
interview. *(Provided you have
been approved to do so by the
Professor)
Complete Student Questionnaire
on Jr. Field Experience
Placement for notebook in
office.
Devotional p.4
Class Activities:
Discussion of Topics Relevant to Preparing for Senior Field Experience.
APRIL
F/2
EASTER BREAK
Have a blessed holiday!
APRIL
F/9
Devotional p. 8
Class Activities:
Discussion Relevant to Preparing for Senior Field Experience
APRIL
F/16
“The Professional You” continued
Complete three (3) interviews.
Complete Student‟s Choice
Form for Agency Experience
(Appendix D).
Devotional p. 12
Class Activities:
Discussion Relevant to Preparing for Senior Field Experience
SWK 3450/3460
page 15
DATE
APRIL
H/22
APRIL
F/23
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Majors Meeting
Honor Society Induction
Attendance Required 3 -5 p.m.
“The Organized You”
Student will be notified of Field
Experience agency approval.
Write letters of decline to two
(2) agencies not selected for
Field Experience. Write “thank
you” to selected agency. (See
examples of thank you letters,
Appendix X.) Copies of these
three letters are to be handed
in to social work office by this
date. (Do not send letters until
the professor has given
permission.)
Class Activities:
Discussion Relevant to Preparing for Senior Field Experience.
APRIL
W/28
“The Organized You” continued
Complete a Beginning Contract
(Appendix E). Obtain required
information and signatures on
Beginning Contract (Appendix
E); Field Instructor Information
Form (Appendix F); and
Affiliation Agreement
(Appendix Q).
SWK 3450/3460
page 16
XI.
BIBLIOGRAPHY:
Abramson, M. (1990). Secrets: Social workers and AIDS. Social Work, 35(2), 169-173.
Alle-Corliss, L., & Alle-Corliss, R. (1998). Human services agencies: An orientation to
fieldwork. Pacific Grove, CA: Brooks/Cole.
American Heritage Dictionary. (1990). Boston: Houghton Mifflin.
Axelson, J. (1993). Counseling and development in a multicultural society. Pacific Grove,
CA: Brooks/Cole.
Barker, R. (1996). The social work dictionary. Washington, DC: NASW Press.
Brashears, F. (1995). Supervision as social work practice: A reconceptualization. Social
Work, 40, 692-699.
Bricker-Jenkins, M., & Lockett, P. (1995). Women: Direct practice. In R. Edwards & J.
Hopps (Eds.), Encyclopedia of social work (pp. 2529-2539). Washington, DC: NASW
Press.
Brill, N. (1990). Working with people: The helping process. White Plains, NY: Longman.
Brueggemann, W. (1996). The practice of macro social work. Chicago: Nelson-Hall.
Chau, K. (1991). Introduction: Facilitating bicultural development and intercultural skills in
ethnically heterogeneous groups. In K. Chau (Ed.), Ethnicity and biculturalism:
Emerging perspectives of social group work (pp. 1-5). New York: Haworth Press.
Corey, G., Corey, M., & Callanan, P. (1998). Issues and ethics in the helping professions (5th
ed.). Pacific Grove, CA: Brooks/Cole.
Cormier, W.H. (1995). Interviewing Strategies for Helpers: Fundamental Skills and Cognitive
Behavioral Interventions. Pacific Grove, CA: Brooks/Cole Publishers.
Council on Social Work Education. (1991). Summary Information on Master of Social Work
Programs, 1990. Alexandria, VA: Author.
Cox, C., & Ephross, P. (1998). Ethnicity and social work practice. New York: Oxford
University Press.
Egan, G. (1994). The Skilled Helper: A Systematic Approach to Effective Helping. Pacific
Grove, CA: Brooks/Cole Publishers.
Ellis, M.J., & Clabby, J. (1992). Building Social Problem-Solving Skills. San Francisco, CA:
Jossey-Bass.
Ewalt, P., & Mokuau, N. (1995). Self-determination from a Pacific perspective. Social work,
40, 168-175.
Garner, J. (1995). Long-term care. In R. Edwards & J. Hopps (Eds.), Encyclopedia of social
work (pp. 1625-1634). Washington, DC: NASW Press.
Gibelman, M. (1995). Purchasing social services. In R. Edwards & J. Hopps (Eds.),
Encyclopedia of social work (pp. 1998-2007). Washington, DC: NASW Press.
Hagen, J. (1995). JOBS program. In R. Edwards & J. Hopps (Eds.), Encyclopedia of social
Halley, A., Kopp, J., & Austin, M. (1998). Delivering human services: A learning approach to
practice. New York: Longman.
Harvard Mental Health Letter, (1993a, March). Self-Help Groups-Part I.
Harvard Mental Health Letter. (1993b, April). Self-Help Groups-Part II.
Holland, T. (1995). Organizations: Contexts for social services delivery. In R. Edwards & J.
Hopps (Eds.), Encyclopedia of social work (pp. 1787-1794). Washington, DC: NASW
Press.
Imber, S.D. (1992). Then and now: Forty years in psychotherapy research. Clinical Psychiatric
Review, 12(2), 199-204.
Kaiser, T. (1997). Supervisory relationships: Exploring the human element. Pacific Grove, CA:
Brooks/Cole.
Kendall, D. (1999). Sociology in our times (2nd ed.). New York: Wadsworth.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development.
Englewood Cliffs, NJ: Prentice-Hall.
Lee, C. (1991). New approaches to diversity: Implications for multicultural counselor training
and research. In C. Lee & B. Richardson (Eds.), Multicultural issues in counseling: New
approaches to diversity (pp. 3-9). Alexandria, VA: American Association for Counseling
and Development.
Long, L., & Doyle, M. (1999). Human services: Necessary skills and values. In H. Harris & D.
Maloney (Eds.), Human services: Contemporary issues and trends (2nd. ed., pp. 131-142).
Longres, J. (1995). Hispanics overview. In R. Edwards & J. Hopps (Eds.), Encyclopedia of
social work (pp. 1214-1221). Washington, DC: NASW Press.
Lukes, C., & Land, H. (1990). Biculturality and homosexuality. Social Work, 35, 155-161.
Lum, D. (1999). Culturally competent practice. Pacific Grove, CA: Brooks/Cole.
Nerney, B. (1998). Preparing interns to discover common ground. NSEE Quarterly, 23 (4), 1,
16-22.
Oritz, L. (1995). Sectarian agencies. In R. Edwards & J. Hopps (Eds.), Encyclopedia of social
Petrie, R. (1999). Trends and challenges of cultural diversity. In H. Harris & D. Maloney (Eds.),
Human services: Contemporary issues and trends (2nd ed., pp. 393-399). Boston: Allyn &
Bacon.
Russo, J. (1993). Serving and surviving as a human-service worker. Prospect Heights, IL:
Waveland Press.
Schlesinger, E., & Devore, W. (1995). Ethnic-sensitive practice. In R. Edwards & J. Hopps
(Eds.), Encyclopedia of social work (pp. 902-908). Washington, DC: NASW Press.
Sykes, C.J. (1992). A Nation of Victims. New York: St. Martin=s.
Wahlsten, D. (1991). A nonverbal behavior and self-presentation. Psychological Bulletin, 110,
587-595.
Weiner, M. (1990). Human services management: Analysis and applications. Belmont, CA:
Wadsworth Publishing.
SWK 3610
Data Analysis
DATA ANALYSIS
SWK-3610
Professor Nelson L. Henning, PhD, ACSW, LISW
Fall Semester, 2009
Office: APP-122, Ext. 7677
Three (3) Semester Hours
Undergraduate
COURSE DESCRIPTION
This course is one of the two courses in the research sequence for undergraduate social work
majors. It provides an introduction to the conceptual and quantitative tools used to describe and
interpret data in the conduct of social work practice and research. Students learn how to select,
calculate, analyze, and interpret statistics applicable to common social work situations related to
direct practice, administration and planning, and policy making. The course provides students an
opportunity to acquire a foundation in personal computer skills through relevant examples of
technology. Students will be able to recognize the statistical impact of race, gender, age, sexual
orientation and other relevant variables have on many psycho-social-spiritual variables during
computer labs using the SPSS statistical software and a current GSS data base. This syllabus
MISSION
I.
II.
1.
Providing content about Social work practice, from a generalist perspective with
2.
Preparing students with skills, values, and knowledge to practice with diverse
7.
1.
Apply critical thinking skills within context of professional Social Work practice
(EPAS 3.0.1) (PG 7) [final course grade]
SWK 3610
page 1
2.
as set forth in the code of ethics (EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0, EPAS 4.1) (PG
2) [final course grade]
3.
orientation (EPAS 3.0.3) (PG 7) [final course grade]
colleagues, and members of the community (EPAS 3.0.10) (PG 7) [final course
grade]
As a result of having taken this course in Data Analysis students shall demonstrate the
ability to:
1.
Apply critical thinking skills within the context of statistical procedures and
professional Social Work practice (EPAS 3.0.1) (PG 1) (PO 1) [classroom
discussion, homework assignments, exam, lab assignments]
2.
Ethically practice research within the values of the Social Work profession (EPAS
3.0.2, EPAS 3.0.3, EPAS 4.0, EPAS 4.1) (PG 7) (PO 2) [classroom discussion,
exam]
3.
Prepare, read and analyze tabular and graphical presentations of data (EPAS 4.6)
(PG 7) (PO 3) [computer lab assignments]
4.
Discuss, calculate, analyze, and interpret inferential statistics, including: probability,
hypothesis testing, confidence intervals, and student‟s t-test (EPAS 4.6) (PG 7) (PO
3) [classroom discussion, exam]
5.
Distinguish and appropriately apply parametric and non-parametric statistical
procedures (EPAS 4.6) (PG 7) (PO 1) [ classroom discussion]
6.
Apply statistical procedures in a manner that is sensitive to group differences,
especially special populations (e.g., women, minorities, and other diverse
populations) (EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0, EPAS 4.1, EPAS 4.2) (PG 2) (PO
2, PO 3, 10) [classroom discussion, computer labs]
7.
Discuss and proper use of computer technology for statistical procedures (EPAS 4.0,
EPAS 4.6)(PG 7)(PO 1) [computer lab assignments]
8.
Assess and use statistical procedures to begin to evaluate social work research in a
SWK 3610
page 2
systematic manner (EPAS 3.0.9, EPAS 4.6) (PG 7) (PO 1) [classroom discussions,
exam]
To enhance the student‟s learning process the following methods will be used: discussion,
lecture, lab exercises, homework assignment, multi-media presentations, quizzes, and
examinations.
V.
MATERIALS
1.
Textbook:
Healy, J.F. (2009). Statistics: A tool for social research (8th ed.). Blemont, CA:
Wadsworth Publishing Company.
2.
A Calculator
3.
The Statistical Package for the Social Science (SPSS)-Available on the computer
network
VI. EVALUATION

If any written assignment has more than three spelling or grammar errors it will
be reduced one letter grade.
1.
Grading: Your grade will be determined in the following manner:
Homework Assignments .......................................................................................... 10%
Lab Assignments ..................................................................................................... 10%
Quizzes .................................................................................................................... 10%
Discussion ............................................................................................................... 10%
Exams ...................................................................................................................... 60%
100 93 90 87 84 81 -
94=
91 =
88 =
85 =
82 =
78 =
A
AB+
B
BC+
77 74 71 68 65 Below
75 =
72 =
69 =
66 =
63 =
63 =
C
CD+
D
DF
SWK 3610
page 3
2.
Attendance
participation are part of the learning process. If an absence is unavoidable, contact
me before class. If I cannot be reached, leave a message on my voice mail (7667677). A significant portion of this course includes classroom activities (lectures,
discussion, etc.). When a student is absent he/she misses an important part of the
course. Also, the absence of a student takes away from the overall learning
environment of the classroom. Two emergency absences will be allowed.
Unexcused absences will be reflected in your grade, dropping the final grade two
points for each unexcused absence. Three times tardy to class will count as one
unexcused absence.
3.
Late Assignments
Late homework assignments will not be accepted beyond two calendar days past the
original due date. Lab assignments, quizzes, and tests missed will not be made up
except in extreme emergency situations (i.e. death in the family, hospitalization, etc.)
At the end of the current term, all uncompleted assignments are entered into the
grade book as a zero.
4.
is expected in Field. Students will come to class on time, not leave mid class (unless
unexcused absence (-2 points from overall grade) and third be referred to the
Program Director for disciplinary action.
5.
SWK 3610
page 4
Orthopedic, and Traumatic Brain Injury. Faculty rely on Disability Services to verify
the need for accommodation and to assist in developing reasonable and appropriate
accommodation strategies. View website at www.cedarville.edu/DisabilityServices.
VII. REQUIREMENTS
1.
Reading of the text and any required collateral readings and exercises.
2.
Class attendance and participation.
3.
Take quizzes and complete homework assignments to test mastery of important
concepts.
4.
Complete all lab assignments.
5.
Compete all examinations.
1.
Reading of the text or other required collateral readings and other class assignments.
2.
Examinations: Examinations will include both knowledge and application
components. There will be questions that can be answered with pen or pencil.
Students should bring copies of all tables in the Appendix of the course text to
examinations. Also, the student will be allowed to bring one (1) handwritten page of
notes to each examination (not quizzes). Each sheet of paper should contain the
student‟s name on it and it is to be handed in with the test.
3.
Quizzes: Quizzes will be given throughout the quarter. The lowest quiz (not to
include unexcused missed quizzes), taken by the student, will not be counted in the
tabulation of the final grade. Unexcused missed quizzes will not be made up and
will be counted as a zero in the tabulation of the final grade. If a quiz is missed
because of an official school function it will not be counted in the calculation of the
final grade. Unless the circumstances are significantly extenuating, all other excuses
for missing a quiz will not be accepted.
4.
Homework Assignments: Homework assignments will be treated as outlined in the
Evaluation section of this syllabus relating to assignments.
5. Lab Assignments: We will have a two hour lab on the days of Lab Assignments. The
lab will be focused on providing “hands on” experience in using SPSS. This time will
also be used in producing statistical products. Implications for social work practice
will be discussed. The lab times will also be used for tests, instruction and discussion
of statistical techniques and the use of SPSS. An assignment will be given and the
student will turn in a product of his/her effort before the lab is terminated.
SWK 3610
page 5
IX.
CLASS SCHEDULE
DATE
LATE
OR
ABSENT
August
H/20
GENERAL TOPIC
requirements and lecture over
Chapter 1: Introduction
ASSIGNMENTS
Read course
syllabus
Read Chapter 1
Healey
Class Activities:
Review syllabus
Lecture on the introduction to statistics
Why study statistics?
The role of statistics in scientific inquiry
Goals of the text
Descriptive and inferential statistics
Discrete and continuous variables
Level of measurement
August
T/25
Basic Descriptive Statistics
Read Chapter 2
Healey
Class Activities:
Percentages and Proportions
Ratios and Rates
Frequency Distributions: Introduction
Frequency Distributions for Variables Measured at the Nominal and Ordinal Levels
Frequency Distributions for Variables Measured at the Interval-Ratio Level
Constructing Frequency Distributions for Interval-Ratio Level Variables
Charts and Graphs
Bivariate Tables
August
H/27
Lab Assignment #1
Class Activities:
Complete SPSS Demonstration 2.1 and 2.2
SWK 3610
page 6
DATE
LATE
OR
ABSENT
September
T/1
GENERAL TOPIC
Measures on Central Tendency
ASSIGNMENTS
Read Chapter 3
Healey
Class Activities:
Understanding and Using the Mode, Mean, and Median
Other Measures of Position: Percentiles, Deciles, and Quartiles
Characteristics of the Mean
Computing Measures of Central Tendency for Grouped Data
September
H/3
Examination #1 (Chapters 1-3)
Examination
covering
Chapters 1-3
Measures of Dispersion
Read Chapter 4
Healey
Class Activities:
September
T/8
Class Activities:
Index of Qualitative Variation (IQV)
The Range and Interquartile Range
The Standard Deviation
Computing the Standard Deviation
Interpreting the Standard Deviation
September
H/10
The Normal Curve
Read Chapter 5
Healey
Class Activities:
Computing Z scores
The Normal Curve Table
Finding Total Area Above and Below a Score
Finding Areas Between Two Scores
September
T/15
The Normal Curve
Read Chapter 5
Healey
Class Activities:
Computing Z scores
The Normal Curve Table
Finding Total Area Above and Below a Score
Finding Areas Between Two Scores
SWK 3610
page 7
DATE
LATE
OR
ABSENT
September
H/17
GENERAL TOPIC
Introduction to Inferential
Statistics: Sampling and the
Sampling Distribution and Lab
Assignment
ASSIGNMENTS
Read Chapter 6
Healey
Class Activities:
Techniques for Probability Sampling
EPSEM Sampling Techniques
The Sampling Distribution
Symbols and Terminology
Complete Lab Assignment
September
Examination #2
Examination
covering Chapters
4-6
Estimation Procedures
Read Chapter 7
Healey
T/22
Class Activities:
Take Test #2
September
H/24
Class Activities:
Bias and Efficiency
Interval Estimation Procedures
Interval Estimation Procedures for Sample Proportions (Large Samples)
Controlling the Width of Interval Estimates
Estimating Sample Size
September
T/29
Estimation Procedures
Read Chapter 7
Healey
Class Activities:
Bias and Efficiency
Interval Estimation Procedures
Interval Estimation Procedures for Sample Proportions (Large Samples)
Controlling the Width of Interval Estimates
Estimating Sample Size
October
H/1
Lab Assignment #2
Class Activities:
Complete Lab Assignment: Exercises 7.1 and 7.2 (page 190)
SWK 3610
page 8
DATE
LATE
OR
ABSENT
October
T/6
GENERAL TOPIC
Hypothesis Testing I: The OneSample Case
ASSIGNMENTS
Read Chapter 8
Healey
Class Activities:
Overview of Hypothesis Testing
The Five Steps Model for Hypothesis Testing
One-Tailed and Two-Tailed Tests of Hypothesis
Selecting the Alpha Level
The Student‟s t Distribution
Tests of Hypotheses for Single-Sample Proportions
October
Lab Assignment
H/8
Class Activities:
Complete Lab Assignment
October
T/13
Hypothesis Testing I: The OneSample Case
Read Chapter 8
Healey
Class Activities:
Overview of Hypothesis Testing
The Five Steps Model for Hypothesis Testing
One-Tailed and Two-Tailed Tests of Hypothesis
Selecting the Alpha Level
The Student‟s t Distribution
Tests of Hypotheses for Single-Sample Proportions
October
H/15
FALL BREAK
Class Activities:
October
T/20
No class today
Hypothesis Testing II: The TwoSample Case
Read Chapter 9
Healey
Class Activities:
Hypothesis Testing with Sample Means (Large Samples)
Hypothesis Testing with Sample Means (Small Samples)
Hypothesis Testing with Sample Means (Matched Samples)
Hypothesis Testing with Sample Proportions (Large Samples)
The Limits of Hypothesis Testing
October
Lab Assignment #3
H/22
Class Activities:
Complete Lab Assignment: Exercises 9.1, 9.2, and 9.3
SWK 3610
page 9
DATE
LATE
OR
ABSENT
October
T/27
GENERAL TOPIC
Hypothesis Testing II: The TwoSample Case (continued)
ASSIGNMENTS
Read Chapter 9
Healey
Class Activities:
Hypothesis Testing with Sample Means (Large Samples)
Hypothesis Testing with Sample Means (Small Samples)
Hypothesis Testing with Sample Means (Matched Samples)
Hypothesis Testing with Sample Proportions (Large Samples)
The Limits of Hypothesis Testing
October
H/29
Hypothesis Testing III: The
Analysis of Variance
Read Chapter 10
Healey
Class Activities:
The Logic of Analysis of Variance (ANOVA)
Computation of ANOVA
Test of Significance for ANOVA
The Limitations of the Test
November
Examination #3
T/3
Lab Assignment #3
Examination on
Chapters 7-9
Class Activities:
Take Examination #3 (Chapters 7-9)
Complete Lab Assignment (Take Home)
November
Hypothesis Testing IV: Chi
H/5
Square
Read Chapter 11
Healey
Class Activities:
The Logic of Chi Square
The Computation of Chi Square
The Chi Square Test for Independence
November
T/10
Hypothesis Testing IV: Chi
Square
Read Chapter 11
Healey
Class Activities:
The Logic of Chi Squares
The Computation of Chi Square
The Chi Square Test for Independence
SWK 3610
page 10
DATE
LATE
OR
ABSENT
November
H/12
GENERAL TOPIC
Bivariate Association:
Introduction and Basic Concepts
ASSIGNMENTS
Read Chapter 12
Healey
Class Activities:
Statistical Significance and Theoretical Importance
Association Between Variables and the Bivariate Table
Three Characteristics of Bivariate Associations
November
T/17
Examination #4
Lab Assignment #4
Examination over
Chapters 10, 11, 12.
Class Activities:
Take Examination #4
Complete Lab Assignment (Take Home)
November
H/19
Association between Variables
Measured at the Nominal Level
Read Chapter 13
Healey
Class Activities:
Chi Square–Based Measures of Association
Proportional Reduction of Error (PRE)
A PRE Measure for Nominal Level Variables: Lambda
The Computational Lambda
November
T/24
Measured at the Ordinal Level
Read Chapter 14
Healey
Class Activities:
Proportional Reduction in Error (PRE)
The Computation of Gamma
Sommer‟s d and Kendall‟s tau-b
Spearman‟s Rho (rs)
November
H/26
Thanksgiving Break
Class Activities:
No Class! Be Thankful!
Buckle Up!!
SWK 3610
page 11
DATE
LATE
OR
ABSENT
December
T/1
GENERAL TOPIC
Measured at the Interval-Ratio
Level
ASSIGNMENTS
Read Chapter 15,
Healey
Class Activities:
Scattergrams
Regression and Prediction
The Computation of a and b
The Correlation Coefficient (Pearson‟s r)
Interpreting the Correlation Coefficient: r2
Testing Pearson‟s r for Significance
December
H/3
Measured at the Interval-Ratio
Level
Read Chapter 15
Healey
Class Activities:
Scattergrams
Regression and Prediction
The Computation of a and b
The Correlation Coefficient (Pearson‟s r)
Interpreting the Correlation Coefficient: r2
Testing Pearson‟s r for Significance
December
T/8
3:00-5:00
p.m.
Class Activities:
Examination
Chapters 13-15
Take the Examination
SWK 3610
page 12
X.
BIBLIOGRAPHY:
Agresti, A. (1997). Categorical data analysis. (3rd ed.). New York, NY: John Wiley & Sons,
Inc.
Aron, A. & Aron, E. (1997). Statistics for the social sciences: A brief course. Upper Saddle
River, NJ: Prentice Hall.
Bohrnstedt, G. W., & Knoke, D. (1988) Statistics for the social data analysis. (2nd ed.). Itasca,
IL: F.E. Peacock Publishers.
Chase, W. & Brown, F. (1992). General statistics. (2nd ed.). New York, NY: John Wiley & Sons,
Inc.
Code of Ethics. (1999). Washington, DC: National Association of Social Workers.
Corcoran, J., Franklin, C., & Bennett, P. (1998). The use of the social support behaviors scale
with adolescents. Research on Social Work Practice, 8(3), 302-314.
Frankfort-Nachmais, C. & Leon-Guerrero, A. (2000). Social statistics for diverse society. (2nd
Ed.). Thousand Oaks, CA, Sage Publications.
Graham, A. (1994). Teach yourself statistics. Lincolnwood, IL: NTC Publishing Group.
Grimm, L. G. (1993). Statistical applications for the behavioral sciences. New York: John Wiley
& Sons, Inc.
Herrmann, R. F. (1996). Learning statistics. New York, NY: The McGraw-Hill Companies, Inc.
Holcomb, Z. C. (1992). Interpreting basic statistics: a guide and workbook based on excerpts
from journal articles. Los Angeles, CA: Pyrczak Publishing
Horowitz, G. (1979). Sadistic statistics. Wayne, NJ: Avery Publishing.
Huff, D. (1993). How to lie with statistics: New York: W.W. Norton & Company.
Johnson, R. (1992). Elementary statistics. (6th ed.). Belmont, CA: Duxbury Press.
Kanji, G. K. (1993). Statistical tests. Thousand Oaks, CA: Sage Publications.
Loether, H. J., & McTavish, D. G. (1993). Descriptive and inferential statistics: An
introduction. (4th ed.). Boston: Ally and Bacon.
Minium, E. W., King, B. M., & Bearz, G. (1993). Statistics reasoning in psychology and
education. (3rd ed.). New York, NY: John Wiley & Sons, Inc.
Mendenhall, W. (1993). Beginning statistics: A to Z. Belmont, CA: Duxsbury Press.
Norusis, M. J. (1997). SPSS 7.5 guide to data analysis. Upper Saddle River, NJ: Simon &
Schuster Company.
Nugent, W.R., Bruley, C., & Allen, P. (1999). The effects of aggression replacement training on
male and female antisocial behavior in a runaway shelter. Research on Social Work
Practice, 9(4). 466-482.
Phillips, J. L. Jr. (1982). Statistical thinking. (2nd edition). San Francisco, CA: W. H. Freeman
and Company.
Pyrczak, F. (1996). Success at statistics. Los Angeles, CA: Pyrczak Publishing.
Runyon, R., Haber, A. & Coleman, K. A. (1994). Behavioral statistics: The core. New York,
NY: McGraw-Hill, Inc.
Salkind, N.J., (2000). Statistics for people who think they hate statistics. Thousand Oaks, CA:
Sage Publications, Inc.
Spatz, C. (1993). Basic statistics: Tales of distribution (5th ed.). Pacific Grove, CA:
Brooks/Cole.
Sprinthall, R. C. (1994). Basic statistical analysis (4th ed.). Boston: Allyn and Bacon.
Thorne, B. M. (1989). Statistics for the behavior sciences. Mountain View, CA: Mayfield.
Thorne, B. M. (1989). Study guide for statistics for the behavioral sciences. Mountain View, CA:
Mayfield.
Triola, M. F. (1995). Elementary statistics (4th ed.). Reading, MA: Addison-Wesley Publishing
Company.
Vogt, W. P. (1994). Dictionary of statistics and methodology. Thousand Oaks, CA: Sage
Publications.
Wienbach, R. W., & Grinnel, R. M. Jr. (1995). Statistics for social workers. (3rd ed.). White
Plains, NY: Longman.
Wickens, T. (1989). Multiway contingency tables analysis for the social sciences. Hillsdale, NJ:
Lawrence Erlbaum.
SWK 3620
Social Work
Research
Methods
SOCIAL WORK RESEARCH METHODS
SWK-3620
Professor Nelson L. Henning, Ph.D., A.C.S.W., L.I.S.W.
Office: Apple 120, Ext. 7677
T, R 8:30 – 9:45 A.M.
Three (3) Semester Hours
Undergraduate
COURSE DESCRIPTION
Social Work Research Methods (SWK-3620) provides basic knowledge about research methods
as it applies to social work. Social work practice and research share common features and
processes as both are fundamentally problem-solving enterprises. Students are encouraged to
generalize the basic concepts and principles of science presented within this course for use in
knowledge building activities that take place throughout the broader curriculum.
The general goal of this basic research course is to introduce and develop skills needed to
conceptualize a problem, make use of available literature, design a research strategy, evaluate,
organize, and integrate relevant data (both existing and new), derive useful solutions based on
knowledge, and communicate those solutions to clients and colleagues. It is expected that the
attainment of this goal will serve to prepare students to continue their own professional
education, contribute to the development of the profession as a whole, and maintain their service
to clients at a standard commensurate with the current level of knowledge.
This course is designed to survey the basic processes of research methodology as practiced in the
social sciences. Underlying principles of science and logic are emphasized and special attention
is directed toward the recognition of common sources of error and bias in the implementation
and interpretation of research studies as it affects the outcomes of research utilization.
This syllabus provides a general plan for the course. Deviations may be necessary.
MISSION STATEMENT
I.
CEDARVILLE UNIVERSITY SOCIAL WORK PROGRAM GOALS (PG) RELATED
TO THE COURSE
2.
SWK 3620
page 1
II.
III.
4.
Preparing students who are aware of their responsibility to continue their professional
5.
6.
7.
Laying a foundation, of core skills essential to a high caliber of Social Work practice
(i.e. problem solving, listening, verbal and written communication, critical thinking).
CEDARVILLE UNIVERSITY SOCIAL WORK PROGRAM OBJECTIVES RELATED
TO THE COURSE (PO)
1.
Apply critical thinking skills within the context of professional Social Work practice
(EPAS 3.0.1) (PG 2,5,6,7)
2.
as set forth in the code of ethics (EPAS 3.0.2, EPAS 3.0.3, EAPS 4.0, EPAS 4.1)
(PG 2, 4,5,6)
3.
orientation (EPAS 3.0.9, EPAS 4.6) (PG 5,7)
9.
Evaluate research studies, apply research findings to practice under supervision, and
evaluate their own practice interventions (EPAS 3.0.9, EPAS 4.6) (PG 7)
COURSE OUTCOMES
As a consequence of taking this course the student will:
1.
Be able to differentiate qualitative and quantitative methods and their purposes
(EPAS 3.0.9, EPAS 4.6) (PG 4, 6, 7) (PO 1, 3, 9) [Class Participation, quiz, and
examinations]
2.
Understand how scientific theory attempts to avoid the common pitfalls that produce
error in scientific inquiry (EPAS 3.0.9, EPAS 4.6) (PG 6, 7) (PO 1, 9, 14) [Class
Participation, quiz, and examinations]
SWK 3620
page 2
3.
Be able to define and compare deductive logic with inductive logic (EPAS 3.0.1,
EPAS 4.6) (PG 7) (PO 1) [Class Participation, quiz, and examinations]
4.
Understand the ethics from politics (EPAS 3.0.2, EPAS 3.0.3, EPAS 4.0, EAPS 4.1)
(PG 2,5,7) (PO 1, 2, 9, 14) [Class Participation, quiz, and examinations]
5.
Be able to identify sources of research problems in social work (EPAS 3.0.9,
EPAS 4.6)(PG 7) (PO 1, 3, 9) [Class Participation, quiz, and examinations]
6.
Demonstrate how a particular variable could be an independent variable in one study,
a dependent variable in another study, and a control variable in a third study (EPAS
4.6) (PG 7) (PO 1, 3) [Class Participation, quiz, and examinations]
7.
Be able to define the four levels of measurement (EPAS 3.0.1) (PG 7) (PO 1, 9)
[Class Participation, quiz, and examinations]
8.
Be able to construct a questionnaire properly (EPAS 4.6) (PG 7) (PO 1, 3, 9) [Class
Participation and examinations]
9.
Understand and apply the logic of probability sampling (EPAS 3.0.9, EPAS 4.6) (PG
7) (PO 1, 2, 3, 9) [Class Participation, quiz, and examinations]
10. Understand and explain the three criteria for causality (EPAS 3.0.1, EPAS 4.6) (PG
4, 7) (PO 1, 2, 9) [Class Participation, , quiz, research project and examinations]
11. Monitor client progress by using single-subject techniques (EPAS 4.6) (PG 7) (PO
1, 3, 9) [Class Participation, quiz, and examinations]
12. Explain and give examples of topics for which survey research is an appropriate
method of observation (EPAS 3.0.9, EPAS 4.6) (PG 7) (PO 1, 3) [Class
Participation, quiz, and examinations]
13. Describe what is meant by program evaluation and discuss similarities between
program evaluation and social work research. (EPAS 3.0.9, EPAS 4.6) (PG 7) (PO 1)
[Class Participation, quiz, research project and examinations]
14. Demonstrate and understand program evaluation implications in light of potential
organizational change (EPAS 3.0.B6, EPAS 4.5, EPAS 4.6) (PG 7) (PO 1, 3, 9)
[Class Participation, quiz, research project and examinations]
Discussion, lecture, structured exercises, multi-media presentations, videos, computer
based research tools and examinations.
SWK 3620
page 3
V.
MATERIALS
1.
Textbooks
Rubin, A. & Babbie, E. (2000). Research methods for social workers. (4th ed.).
Brooks/Cole Publishing Co.: Pacific Grove, CA
Publication Manual of the American Psychological Association (5th ed.). (2001).
American Psychological Association: Washington, DC
Other Required Reading
Cooper, M. (1990). Treatment of a client with obsessive-compulsive disorder. Social
Work Research and Abstracts, (June), 26-31.
Kurtz, P.D., Jarvis, S.V., and Kurtz, G.L. (1991). Problems of homeless youths:
Empirical findings and human service issues. Social Work, 36(4), 309-314.
Sherr, M. E., Huff, G. E., & Curran, M. A. (2006). BSW student perceptions of
salient integration of faith and learning indicators. Social Work & Christianity, 33(1),
58-76.
Other articles may be assigned relevant to course content.
VI.
EVALUATION
1.
Grading: Your grade will be determined in the following manner:
Quiz Scores ..................................................................................................... 20%
Research Project.............................................................................................. 20%
Article Summaries .......................................................................................... 10%
Class Participation .......................................................................................... 10%
Midterm........................................................................................................... 20%
Final Exam ...................................................................................................... 20%
100 93 90 87 84 81 -
94=
91 =
88 =
85 =
82 =
78 =
A
AB+
B
BC+
77 74 71 68 65 Below
75 =
72 =
69 =
66 =
63 =
63 =
C
CD+
D
DF
SWK 3620
page 4
2.
3.
Academic dishonesty in any assignment will result in an F for the course. Cheating on
any quiz or exam will result in an F for the course.
Attendance:
voice mail (766-7677). Two emergency absences will be allowed. Unexcused
absences will be reflected in your grade, dropping the final grade two points for
each unexcused absence. Three tardies to class will count as one unexcused
absence.
4.
Late Assignments
Late assignments immediately drop one whole letter grade. Plans for late
submissions must be discussed with me by the next class period. Each
successive class drops the grade one more letter.
For all assignments not completed a zero grade will be entered into the
calculations for the final course grade.
5.
Class Participation
Students are expected to be active participants in the learning process. An
active participant is involved in the class to the extent that he/she actively
listens, reacts to information, asks pertinent questions, shows signs of
understanding, shares relevant insights, and contributes to the general learning
of the class. Student participation will be factored into the final grade. For
example, a student whose final average is between grade levels will be given the
higher of the two grades provided there have been no unexcused absences and
participation has been high.
6.
All assignments associated with this course must be typed and formatted according to
the A.P.A. Style Manual (latest edition).
7.
contact Marilyn Meyer, Coordinator of Disability Services, phone 3843, email
[email protected]. Examples of disability are AD/HD, Specific Learning
Traumatic Brain Injury. Faculties rely on Disability Services to verify the need for
academic accommodation and to identify reasonable and appropriate accommodation
strategies. View www.cedarville.edu/DisabilityServices for further information.
SWK 3620
page 5
VII.
REQUIREMENTS
1.
Reading of the text, and all required collateral readings and exercises.
2.
Completing a practice evaluation research project using American Psychological
Association (APA) publication manual.
3.
Complete all article summaries. (Minimum of three full pages for each critique)
4.
Take all required quizzes and complete all assignments.
5.
Take the midterm and final examinations.
6.
Actively participate in the classroom.
VIII.
1.
Reading of the text, and all required collateral readings and exercises.
2.
Completing a research project (formatted using APA publication manual). (Due April
21, 2009)
a. Each student will conduct a research project which will include:
(1)
(2)
(3)
(4)
(5)
(6)
A statement of the problem to be researched
The literature review
Method
The research method
Data analysis
Summary
The research project must be a minimum of 12 pages (excluding the title page,
abstract and reference pages), formatted according to APA publication manual.
Additional details of the project will be discussed in class. The purpose of the
research project is to prepare the student to conduct research in the context of
social work practice.
3.
Writing article summaries:
a.
Article #1: (Single-Subject Design Research) (Due Date: January 27, 2009)
Cooper, M. (1990). Treatment of a client with obsessive-compulsive disorder.
Social Work Research and Abstracts, (June), 26-31.
SWK 3620
page 6
b.
Article #2: (Survey Research) (Due Date: April 7, 2009)
Kurtz, P.D., Jarvis, S.V., and Kurtz, G.L. (1991). Problems of homeless youths:
Empirical findings and human service issues. Social Work, 36(4), 309-314.
c.
Article #3: (Qualitative Research) (Due Date: April 23, 2009)
Sherr, M. E., Huff, G. E., & Curran, M. A. (2006). BSW student perceptions of
salient integration of faith and learning indicators. Social Work &
d.
Each summary must be, at a minimum, three full pages in length. The summary
should summarize the key information in the article, basic conclusions,
strengths and weaknesses of the research and how the article relates to the
chapter assigned in the text for the week that the summary is due. Each
summary should include a critical evaluation from a biblical perspective. Each
article must be written according to the APA publication manual.
SWK 3620
page 7
CLASS SCHEDULE
DATE
LATE OR
ABSENT
January
T/6
GENERAL TOPIC
Introduction to the course
and review of the course
syllabus
ASSIGNMENTS
Read course syllabus and prepare
course related questions to be
answered
Class Activities:
Introduction to the course and reviewing course syllabus
January
Your Research Project
R/8
Class Activities:
Lecture on the research project
Discussion of individual projects
APA Style Manual
Video: Social Work Research
January
T/13
Using the Library for
Your Research Project
Bring to class an idea for your
research project
Go to the Library Computer
Classroom
Class Activities:
Hands on activities including computer searches, new OHIO LINK services, journal retrieval and
RefWorks
January
R/15
Class Activities:
Quiz
Two Realities
Natural Human Inquiry
Errors in Personal Inquiry
January
T/20
Human Inquiry and
Science
Read Chapter 1: Rubin and Babbie
Philosophical Issues in
Science and Research
Class Activities:
Quiz
Social Work Practice Models
Paradigms
Theory in Research
Two Logical Systems
The Links Between Theory and Research
SWK 3620
page 8
DATE
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
January
Single-Case Evaluation
R/22
Designs
Class Activities:
Overview of the Logic of Single-Subject Designs
Measurement Issues
Data Gathering
Alternative Single-Subject Designs
Data Analysis
January
Single-Case Evaluation
T/27
Designs
Class Activities:
Quiz
Overview of the Logic of Single-Subject Designs
Measurement Issues
Data Gathering
Alternative Single-Subject Designs
Data Analysis
Critique of Article #1 is due
January
The Ethics and Politics of
R/29
Social Work Research
Class Activities:
Quiz
Ethical Issues in Social work Research
Weighing Benefits and Cost
Four Ethical Controversies
Institutional Review Boards
Bias and Insensitivity Regarding Gender
February
The Ethics and Politics of
T/2
Social Work Research
Class Activities:
Quiz
Ethical Issues in Social work Research
Weighing Benefits and Cost
Four Ethical Controversies
Institutional Review Boards
Bias and Insensitivity Regarding Gender
SWK 3620
page 9
DATE
LATE OR
ABSENT
February
R/6
Class Activities:
GENERAL TOPIC
ASSIGNMENTS
Problem Formulation and
Measurement
Problem Formulation and
Measurement
Conceptualization and
Operationalization
Conceptualization and
Operationalization
Quiz
Overview of the Research Process
The Research Proposal
Problem Identification
Purposes of Research
Time Dimension
Units of Analysis
February
T/10
Class Activities:
Quiz
Overview of the Research Process
The Research Proposal
Problem Identification
Purposes of Research
Time Dimension
Units of Analysis
February
R/12
Class Activities:
Quiz
Conceptual Explication
Operational Definitions
Measuring Anything That Exists
Definitions and Research Purposes
February
T/17
Class Activities:
Quiz
Conceptual Explication
Operational Definitions
Measuring Anything That Exists
Definitions and Research Purposes
SWK 3620
page 10
DATE
February
R/19
Class Activities:
LATE OR
ABSENT
GENERAL TOPIC
Measurement
ASSIGNMENTS
Quiz
Levels of Measurement
Single or Composite Indicators
Common Sources of Measurement Error
Reliability
Validity
Relationship between Reliability and Validity
February
T/24
Class Activities:
Measurement
Quiz
Levels of Measurement
Single or Composite Indicators
Common Sources of Measurement Error
Reliability
Validity
Relationship between Reliability and Validity
February
R/26
Class Activities:
Midterm Exam
Take Midterm Exam:
Chapters 1, 3-4,6-8 and 12
Overview of your research project is due today!
March
2-6
March
T/10
SPRING BREAK
Constructing
Measurement Instruments
Class Activities:
Quiz
Guidelines for Asking Questions
Questionnaire Construction
Constructing Composite Measures
Some Prominent Scaling Procedures
Constructing Culturally Sensitive Instruments
SWK 3620
page 11
DATE
March
R/12
LATE OR
ABSENT
GENERAL TOPIC
Constructing
ASSIGNMENTS
Class Activities:
Quiz
Constructi Some Prominent Scaling Procedures
Constructing Culturally Sensitive Instruments ng Composite Measures
March
T/17
Constructing
Class Activities:
Quiz
Constructi Some Prominent Scaling Procedures
Constructing Culturally Sensitive Instruments ng Composite Measures
March
R/19
Program Evaluation
Class Activities:
Quiz
Historical Overview
The Politics of Program Evaluation
Purposes of Program Evaluation
Three Models of Program Evaluation Practice
March
T/24
Class Activities:
Sampling
Quiz
The History of Sampling
The Logic of Probability Sampling
Sampling Concepts and Terminology
Probability Sampling Theory and Sampling Distribution
SWK 3620
page 12
DATE
March
H/26
LATE OR
ABSENT
GENERAL TOPIC
Sampling
ASSIGNMENTS
Class Activities:
Quiz
The History of Sampling
The Logic of Probability Sampling
Sampling Concepts and Terminology
Probability Sampling Theory and Sampling Distribution
March
T/31
Survey Research
Class Activities:
Quiz
Topics Appropriate to Survey Research
Self-Administered Questionnaires
Interview Surveys
Telephone Surveys
Comparison of the Three Methods
Strengths and Weaknesses of Survey Research
Secondary Analysis
April
R/2
Survey Research
Class Activities:
Interview Surveys
Telephone Surveys
Secondary Analysis
SWK 3620
page 13
DATE
April
T/7
LATE OR
ABSENT
GENERAL TOPIC
Survey Research
ASSIGNMENTS
Critique #2 Due
Class Activities:
Interview Surveys
Telephone Surveys
Secondary Analysis
April
R/9
Experimental Designs For Read Chapter 11: Rubin and Babbie
Evaluating Programs and
Practice
Class Activities:
Quiz
Criteria for Inferring Causality
Internal Validity
Experimental Design
Additional Threats to the Validity of Experimental Designs
External Validity
April
T/14
Experimental Designs
For Evaluating Programs
and Practice
Class Activities:
Quiz
Ways to Strengthen the Validity of Nonexperimental Designs
Quasi-Experimental Designs
Practical Pitfalls in Carrying Out Experiments and Quasi-Experiments In Social Work Agencies
Cross Sectional Studies
SWK 3620
page 14
DATE
April
R/16
LATE OR
ABSENT
GENERAL TOPIC
Qualitative Research:
General Principles
ASSIGNMENTS
Class Activities:
April
T/21
General Principles
Research Project Due
Class Activities:
April
R/23
Specific Methods
Critique #3 Due
Class Activities:
Quiz
Topics Appropriate to Field Research
Special Considerations in Qualitative Field Research
Naturalism
Grounded Theory
Participatory Action Research
Preparing for the Field
April
T/28
8:00 – 10:00
a.m.
Class Activities:
Chapters: 9,11,13-15,17-18
FINAL
EXAMINATION
Take Final Exam
SWK 3620
page 15
BIBLIOGRAPHY:
American Psychological Association. (2000). Handbook of Psychiatric Measures. Washington,
DC: Author.
Arnold, B., & Matus, Y. (2000). Test translation and cultural equivalence methodologies for use
with diverse populations, pp. 121-135. In Israel Cuellar & Freddy A. Paniagua (Eds.),
Handbook of Multicultural Mental Health: Assessment and Treatment of Diverse
Populations. San Diego, CA: Academic Press.
Biggerstaff, M. A., Morris, P.M., & Nichols-Casebolt, A. (2002). Living on the edge:
Examination of people attending food pantries and soup kitchens. Social Work, 47(3),
267-277.
Briggs, H. E., & Rzepnicki, T.L. (Eds.). (2004). Using evidence in social work practice:
Behavioral perspectives. Chicago: Lyceum Books.
Cartwright, W.S. (1998). Cost-benefit and cost-effectiveness analysis of drug abuse treatment
services. Evaluation Review, 22(5), 609-636.
Corcoran, J. (2000). Evidence-based social work practice with families: A lifespan approach.
New York: Springer.
Couper, M. P. (2001). Web surveys: A review of issues and approaches. Public Opinion
Quarterly, 64(4), 464-494.
Cournoyer, B., & Powers, G. T. (2002). Evidence-based social work: The quiet revolution
continues, pp. 798-807 in Albert R. Roberts and Gilbert J. Greene (Eds.), Social Workers
Desk Reference. New York: Oxford University Press.
Crowe, T. (2002). Translation of the Rosenberg self-esteem scale into American Sign Language:
A principal components analysis. Social Work Research, 26(1), 57-63.
Dana, R. (Ed). (2000). Handbook of Cross-Cultural Personality Assessment. Mahwah, NJ:
Lawrence Erlbaum Associates.
DePanfilis, D.,& Zuravin, S. (2002). The effect of services on the recurrence of child
maltreatment. Child Abuse & Neglect, 26, 187-205.
Epstein, W. M. (2004). Confirmational response bias and the quality of editorial processes
among American social work journals. Research on Social Work Practice, 14(6),
450-458.
Foa, E. B., T. M. Keane, and M. J. Friedman. (2000). Effective Treatments for PTSD. New York:
Gilford Press.
Fong, Rowena, and Sharlene Furuto (eds.). (2001). Culturally Competent Practice: Skills,
Interventions, and Evaluations. Boston: Allyn & Bacon.
Fraser, M., Lewis, R., & Norman, J. (1991). Research education in MSW programs: An
exploratory analysis. Journal of Teaching in Social Work, 4(2), 83-103.
Gabor, P.A., & Grinnell, R.M. (1994). Evaluation and Quality Improvement in the Human
Services. Needham Heights, MA: Allyn and Bacon.
Gil, E.F. & Bob, S. (1999). Culturally competent research: An ethical perspective. Clinical
Psychology Review, 19(1), 45-55.
Grinnell, R. (1993). Social Work Research and Evaluation (2nd ed.). Itasca, IL: F.E. Peacock.
Kettner, P.M., Moroney, R.M., & Martin, L.L. (1999). Designing and managing programs: An
effectiveness-based approach. Thousand Oaks, CA: Sage.
Kirk, S.A. (1990). Research utilization: The substruction of belief. In L. Videka-Sherman &
W.J. Reid (Eds.), Advances in Clinical Social Work Research. Silver Spring, MD:
National Association of Social Workers Press.
Kirk, S., & Fischer, J. (1976). Do social workers understand research? Journal of Education for
Social Work, 12, 63-70.
Knight, C. (1993). A comparison of advanced standing and regular masters students‟
performance in the second-year field practicum: Field instructors‟ assessments. Journal
of Social Work Education, 12, 63-70.
Kurtz, P.D., Jarvis, S.V., & Kurtz, G.L. (1991). Problems of homeless youths: Empirical findings
and human service issues. Social Work, 36 (4), 309-314.
Leedy, P.D. (1989). Practical Research: Planning and Design. New York: Macmillan.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage.
Marlow, C. (1993). Research Methods for Generalist Social Work Practice. Pacific Grove, CA:
Wadsworth.
Mendolsohn, H. (1997). An author‘s guide to social work journals. Silver Spring, MD: National
Monette, D. R., Sullivan, T. J., & Dejong, C. R. (1994). Applied Social Research (3rd ed.). Fort
Worth, TX: Harcourt Brace.
National Association of Social Workers. (1999). Code of Ethics. Washington, DC: Author.
Nurius, P., & Hudson, W. (1993). Human services practice, evaluation, and computers. Pacific
Proctor, E.K. (1998). Social work research and the quest for effective practice. Social Work
Research, 23, 4-14.
Report on the NIMH Task Force on Social Work Research. (1991, November).
Riessman, C. K. (1993). Qualitiative Studies in Social Work Research. Newbury Park, CA:
Sage.
Rossi, P.H., Freeman, H.E., & Lipsey, M.W. (1999). Evaluation: A systematic approach.
Thousand Oaks, CA: Sage.
Royse, D. (1995). Research Methods in Social Work (2nd ed.). Chicago, IL: Nelson-Hall.
Shin, H., & Abell, N. (1999). Homesickness and contentment scale: Developing a culturally
sensitive measure of adjustment for Asians. Research on Social Work Practice, 9(1), 4560.
Siegel, D. H. (1993). Open adoption of infants: Adoptive parents: perceptions of advantages and
disadvantages. Social Work, 38(1), 15-33.
Strom, K., & Gingerich, W. (1993). Educating students for the new market realities. Journal of
Social Work Education, 29(1), 78-87.
Thyer, B. (1994). Successful publishing in scholarly journals. Thousand Oaks, CA:Sage
Weiss, B., Catron, T., Harris, V., & Phung, T.M. (1999). The effectiveness of tradtional child
psychotherapy. Journal of Consulting and Clinical Psychology, 67, 82-94.
Wilkinson, W. K., & McNeil, K. (1996). Research for the Helping Professions. Pacific Grove,
CA: Brooks-Cole.
Williams, M., & Tutty, L. M. (1995). Research in Social Work: An Introduction (2nd ed.).
Itasca, IL: F. E. Peacock.
Yegidis, B. L., & Weinbach, R. W. (1991). Research Methods for Social Workers. White
Plains, NY: Longman.
SWK 4210
Social Work
Practice with
Special
Populations
SOCIAL WORK PRACTICE
WITH SPECIAL POPULATIONS
SWK – 4210
Professor Christine Fulmer, MSW, LISW-S
Fall Semester, 2009
[email protected]
Undergraduate
COURSE DESCRIPTION:
This course is the second part of a three-course sequence in acquiring values, skills, and
knowledge of generalist social work practice. Intervention strategies for practice with a wide
variety of populations will be presented including: Women; Lesbian, Gay, and Bi-sexual People;
Older Americans; People with disabilities; Rural Americans; Domestic and International
Terrorist Gangs; Asian Americans; American Indians; Alaskan Natives; Mexican Americans;
African Americans; Muslims; Puerto Ricans, and Children and Youth.
I.
1.
2.
4.
5.
6.
relationship.
7.
thinking).
9.
SWK 4210 page 1
II.
III.
1.
practice (EP 3.0.1) (PG 2,6,7)
2.
ethics as set forth in the code of ethics (EP 3.0.2, EP 3.0.3, EP 3.2, EP 4.0, EP
4.1) (PG 2,5,6,7,9)
3.
orientation (PG 4,9)
4.
social and economic justice nationally and globally (EP 3.0.2, EP 3.0.3, EP 3.0.4,
EP 4.0, EP 4.1, EP 4.2,) (PG 2, 5)
7.
systems of all sizes and in the context of the church (EP 3.0.2, EP 3.0.3, EP
3.0.B6, EP 4.0, EP 4.1, EP 4.5) (PG1, 2,5,6)
8.
Apply knowledge of bio-psycho-social-spiritual and use theoretical frameworks
supported by empirical evidence to interpret individual development and behavior
across the life span and the interaction among individuals and between individuals
and families, groups, organizations, and communities (EP 3.0.7, EP 4.3) (PG
5,6,7)
10.
communities (EP 3.0.10) (PG 2, 5,6,7)
COURSE OUTCOMES
As a result of having taken this course in Special Populations, students shall demonstrate
the ability to:
1.
Build on previous course knowledge in preparing the student for competence as a
generalist in Social Work practice (EP 3.0.B6, EP 4.5) (PG 1, 4, 5, 6, 7, 9) (PO 6,
7) [Final Grade]
2.
Recognize the major issues and problems caused by discrimination against
women, persons of color, elderly, lesbians and gay men and others (EP 3.0.5, EP
4.4) (PG 2, 5) (PO 2, 4) [case study response, global issues paper, field
observation, oral presentation]
SWK 4210 page 2
3.
Learn methods of service delivery to persons described in number two (EP 4.0)
(PG 2, 5, 6) (PO 2, 4) [Final Grade]
4.
practice (EP 3.0.1) (PG 2, 6, 7) (PO 1) case study response, global issues paper,
oral presentation]
5.
understanding of and respect for the positive value of diversity (EP 3.0.2, EP
3.0.3, EP 4.0, EP 4.1) (PG 2,5,6,9) (PO 2) [Final Grade]
6.
strategies of change that advance social and economic justice (EP 3.0.4, EP 4.1,
EP 4.0) (PG 5) (PO 4) [Final Grade]
7.
Apply the knowledge, values, and skills of the profession to Social Work practice
within the context of the local church (EP 4.0) (PG 2,5,6) (PO 6) [Oral
Presentation]
8.
Analyze and apply the knowledge, values, and skills of Social Work practice from
a Biblical world and life view. (EP 3.0.B6, EP 4.5) (PG 2, 5, 6, 7, 9) (PO 2) [Final
Grade]
9.
Demonstrate an understanding, sensitivity, and commitment to Social Work
issues from a global/multicultural perspective (EP 3.0.2, EP 3.0.3, EP 4.0, EP
4.1) (PG 2, 5) (PO 14, 10) [global issues paper]
This course will be taught in a lecture/discussion style. It is expected that students will
complete the assigned readings prior to class. It is further expected that students will come
to class prepared to participate in discussion.
In class methods include: Discussion, group work, media, guest lecturers and lecture.
V.
MATERIALS
A.
Textbooks:
Morales, A. T., Sheafor, B.W., & Scott, M. S. (2010) Social Work: A Profession of
Many Faces, 12th ed. Boston: Allyn and Bacon.
SWK 4210 page 3
Corey G., Corey M. S., & Callanan P. (2007). Issues and ethics in the helping
professions, 7th ed. Belmont, CA: Brooks/Cole.
B.
VI.
Computer
EVALUATION
A.
Grading
Quizzes……………………………………………. 15%
Student Oral Presentation……………………..…... 25%
Global Issues Paper. ……………………………... 15%
Field Observation…………………………………. 10%
Case Study Response ……………………………. 10%
Popular Media Response…………………………….5%
Final Examination…………………………………. 15%
Class Participation………………………………….. 5%
100-94
=
93-91
=
90-88
=
87-85
=
84-82
=
81-78
=
A
AB+
B
BC+
77-75
74-72
71-69
68-66
65-63
63-Below
=
=
=
=
=
=
C
CD+
D
DF
B.
Attendance
contact me before class. If I cannot be reached, leave a message on my voice mail
(766-3623). Two (2) emergency absences will be allowed. Unexcused absences will
be reflected in your grade, dropping the final grade two (2) points for each unexcused
absence. Three (3) tardies to class will count as one (1) unexcused absence.
C.
Late Assignments
SWK 4210 page 4
D.
Students will come to class on time, not leave mid-class (unless previously arranged),
not talk when others are talking, show respect to peers and professor,
adhered to students will first be given a verbal warning, second will be asked to leave
the classroom and have it count as an unexcused absence (-2 points from overall
grade) and third be referred to the Program Director for disciplinary action.
VII.
contact Marilyn Meyer, Coordinator of Disability Services, by phone at 3843 or email at
[email protected]. Office located in CAL 164. Examples of disability categories
are AD/HD, Specific Learning Disabilities, Hearing, Vision, Health Impairment,
Psychological, Orthopedic, and Traumatic Brain Injury. Faculty rely on Disability
Services to verify the need for accommodation and to assist in developing reasonable and
VIII. REQUIREMENTS
A.
Complete all assigned readings.
B.
Take quizzes on line prior to Tuesday classes on chapter readings.
C.
Take final examination on classroom material.
D.
Complete a minimum of 16 hours per week in the assigned Field Experience.
E.
Participate in classroom discussions.
F.
Complete all assignments listed in section IX.
G. Attendance at Career Links Day.
H. Attendance at other announced events
SWK 4210 page 5
IX. ASSIGNMENT GUIDELINES
A.
Student Oral Presentation (25%) Due: Determined in class
In groups, students will present on a specified date a special population group and
report their findings on the culture to the class per the outline prescribed.* This is to
be a twenty five minute presentation with a fact sheet and bibliography for students
and the professor in attendance. The bibliography is to include at least three journal
articles as well as other sources of information. The student is to include the first page
of each journal article cited in a folder for the professor. The day of the presentation,
the student is to hand the professor a manila folder with the fact sheet, bibliography,
and pages of journal articles. The student will provide each other member of the class
the fact sheet and bibliography in a labeled manila folder.
The student presenting should have at least three (3) questions for the class to discuss
after this presentation in reference to the special population researched. The
questions are to be pertinent to today‟s culture as portrayed in the media or other
news source. Students in attendance are required to participate in this question and
answer period of time.
*The outline is noted on the “ S” drive. Choose Start Menu; CedarNet; Network
Utilities: Map Department (S): Word, DEPT\SW-CJ-SOC\SWK\Prof. Fulmer\
SWK 4210 Special Populations, Oral Presentation Outline. The Rubric for the
grading of the presentations is also on the S drive.
B.
Global Issues Paper (15%)
Due: September 24, 2009
Students are to watch the movie Osama prior to writing this paper.
Students will consider the movie Osama, Morales chapters 11 (Social Work
throughout the World) & 15 (Social Work Practice with Women), at least two other
professional resources and the Bible when responding to the following questions (10
points). One of the other resources must be a professional journal article. The
remaining one may be a different textbook or another article. The first page of the
journal article is to be stapled to the back of the paper (6 points).
Identify one social problem in the movie (10 points)
Address the bio-psycho-social –spiritual aspects of this problem as
related to one of the characters (16 points)
Discuss the hindrances involved in solving this social problem (6 points)
Discuss the problem (6 points) and propose possible solutions on all 3
levels – micro, mezzo and macro (6 points).
Discuss how the Morales textbook and 2 other professional resources
address this social problem (6 points)
Does the Bible address this problem? If yes, how? (10 points)
Discuss how social workers can possibly become involved in
Afghanistan (10 points)
SWK 4210 page 6
Refer to the International Federation of Social Workers website.
Discuss issues from the movie and ways in which social workers are
involved and in what countries. (6 points)
Cite your sources. (10 points)
The 4-6 page paper is to be written in APA format. Points will be
deducted for poor spelling, grammar, and improper APA format.
C. .
Case Study Response (10%)
Due: October 1, 2009
Students will be assigned a case study and asked to make a written 2 – 3 page
response to it. The response is to include the following:
What are your initial feelings? 10 points
What are your personal biases? 20 points
As a social worker, how do the Social Work Values and the Code of
Ethics impact your response? Use examples. 20 points
As a Christian social worker, how does the Bible impact your response?
Cite scriptural references and Biblical passages. 20 points
Bring the above information together with reading you have done on this population
(10 points) and describe a plan of action (20 points).
D.
Field Observation (10%)
Due: September 10, 2009
Sometime during the beginning of the semester, students must expand their
boundaries by putting themselves in a setting where they are the racial minority in a
situation in which they are unfamiliar (20 points).
Students must attend by themselves (10 points), observing their feelings, reactions,
and experiences (30 points). Identify stereotypes (10 points), prejudices (10 points),
and differences in communication styles (10 points) and cultures (10 points) that you
experience. These identifications are to be written in outline format, brought to class,
and turned into the professor.
Come prepared to discuss your observations with the class.
E.
Popular Media Response Outline (5%)
Due: November 24, 2009
Students will prepare a written outline of their observation of current media
depictions of a certain special population. Discuss stereotyping and / or bias.
Discuss discrimination as it relates to the depiction of the population. Comment on
the major issues and problems caused by discrimination for this people group. Was
the media depiction of this population congruent with the information you learned in
class.
SWK 4210 page 7
Students are responsible to bring an outline to class on the assigned date. The student
will participate in class discussion utilizing their outline.
F.
Quizzes on line (15 %)
G.
Final Paper (20%)
Due: December 3, 2009
H.
Attendance at ONASW Conference
Friday, October 30, 2009
I.
Career Links Day
Friday, November 6, 2009
J.
Attendance at other announced events
X. WRITING ASSIGNMENTS ASSISTANCE
ten minutes, do some outlining or revising, and even consult a manual. It's good to keep in mind
that because of the writing center's mission, your tutor will never proofread or edit your writing
for you. It's also good to keep in mind that all writers from all levels of proficiency benefit from
the writing center's services, so even if you feel like you're a "good" writer, you'll still improve
your skills by working with the tutors. To learn how to make an appointment at the writing
center, go to http://www.cedarville.edu/departments/writingcenter/editanappointment.cfm.
for a session, go to such
SWK 4210 page 8
XI.
DATE
Schedule
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Course Overview
Bring Syllabus to Class
August
Syllabus Development
H/20
Class Activities:
Library Research
Be prepared to choose special
August
population for research
T/25
Class Activities: Meet in Library Computer Classroom
Bias and Self Awareness
Review Corey, Corey, and
August
Callanan Chapter 4
Multiculturalism
H/27
Class Activities: Self assessment / self awareness
National Association of Social Workers – Ethics
Discussion re: What does it mean to celebrate diversity?
Social Work Practice – Globally
Morales Chapter 15 (Quiz taken
September
before class on line)
T/1
Class Activities:
International Federation of Social Workers – Definition of Social Work / Values
U.S. Causalities of the Middle East
September
Wars
on line before class)
H/3
Class Activities: Guest Speaker
Muslim Population
September
on line before class))
T/8
Class Activities: Interactive presentation
Muslim Population
September
Field Observation Due
H/10
Class Activities: Lecture & discussion of Field Observation
Women
September
T/15
Class Activities: Lecture & Video : OSAMA
September
H/17
Women
Class Activities: Video: OSAMA
September
T/22
Lesbian, Gay, and Bisexual People
Class Activities: Guest Speaker
SWK 4210 page 9
DATE
September
H/24
Class Activities:
September
T/29
Class Activities:
October
H/1
Class Activities:
October
T/6
Class Activities:
October
H/8
LATE OR
ABSENT
GENERAL TOPIC
Lesbian, Gay, and Bisexual People
ASSIGNMENTS
Global Issues Paper Due
Guest Speaker
Children & Youth
Lecture and class activities
Children & Youth
Case study response due
Lecture and role plays
Older Americans
Older Americans
Class Activities: Lecture and/or guest speaker
October
T/13
Class Activities:
Rural Americans
Lecture, class discussion, video clip
October
H/15
FALL BREAK
No Class
October
T/20
Class Activities:
People with Disabilities
October
H/22
Class Activities:
October
T/27
Student Oral Presentation
People with Disabilities
Lecture &/or Guest Speaker
African Americans
Class Activities: Lecture & Video: Legacy
SWK 4210 page 10
DATE
October
H/29
Class Activities:
October
F/30
November
T/3
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
African Americans
Video: Legacy
Ohio Chapter of the National
Association of Social Workers
Conference
Mexican Americans
Dress Professionally
Class Activities:
November
H/5
Mexican Americans
Popular Media Response
Outline due
Reminder: November 6th is
Career Links Day. Bring copies
of your resume to Career Links.
Class Activities: Lecture & class activities
November
F/6
Career Links Day
Professional Attire is required
Class Activities: Participate in Career Links Day and associated workshops. Attendance will be taken.
November
T/10
Class Activities:
November
H/12
Indigenous Peoples & Tribal
Communities
Quiz taken on line before class)
Chapter 23 Morales
Indigenous Peoples & Tribal
Communities
Class Activities: Lecture & Class activities
November
T/17
Puerto Ricans
Morales Chapter 26 ( Quiz taken
Class Activities: Student Oral Presentation
SWK 4210 page 11
DATE
LATE OR
ABSENT
November
H/19
GENERAL TOPIC
ASSIGNMENTS
Puerto Ricans
Class Activities: Lecture & Class Activities
November
T/24
Media Portrayal of Special
Populations
Popular Media Response Due
Class Activities: Class discussion
Final Paper Assigned
November
H/26
December
T/1
No Class
Asian Americans
Morales Chapter 26 ( Quiz taken
Class Activities: Lecture and case discussion
December
H/3
Class Review
Final Paper Due
Class Activities: Lecture
December
9-12
No Final Exam
SWK 4210 page 12
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SWK 4210
Social Work
Practice with
Special
Populations
Online
SOCIAL WORK PRACTICE
WITH SPECIAL POPULATIONS
SWK – 4210 Online Version
Professor Christine Fulmer, MSW, LISW- S
Summer On Line
[email protected]
Undergraduate
COURSE DESCRIPTION:
This course is the second part of a four-course sequence in acquiring values, skills, and
knowledge of generalist social work practice. Intervention strategies for practice with a wide
variety of populations will be presented including: Women; Lesbian, Gay, and Bi-sexual People;
Older Americans; People with disabilities; Puerto Ricans; Rural Americans; Domestic and
International Terrorist Gangs; Asian Americans; American Indians; Alaskan Natives; Mexican
Americans; African Americans; Muslims and Children and Youth.
I.
1.
2.
4.
5.
6.
relationship.
7.
thinking).
9.
II.
III.
1.
practice (EP 3.0.1) (PG 2,6,7)
2.
ethics as set forth in the code of ethics (EP 3.0.2, EP 3.0.3, EP 3.2, EP 4.0, EP
4.1) (PG 2,5,6,7,9)
3.
orientation (PG 4,9)
4.
social and economic justice nationally and globally (EP 3.0.2, EP 3.0.3, EP 3.0.4,
EP 4.0, EP 4.1, EP 4.2,) (PG 2, 5)
9.
systems of all sizes and in the context of the church (EP 3.0.2, EP 3.0.3, EP
3.0.B6, EP 4.0, EP 4.1, EP 4.5) (PG1, 2,5,6)
10.
Apply knowledge of bio-psycho-social-spiritual and use theoretical frameworks
supported by empirical evidence to interpret individual development and behavior
across the life span and the interaction among individuals and between individuals
and families, groups, organizations, and communities. (EP 3.0.7, EP 4.3) (PG
5,6,7)
11.
communities (EP 3.0.10) (PG 2, 5,6,7)
COURSE OUTCOMES
As a result of having taken this course in Special Populations, students shall demonstrate
the ability to:
1.
Build on previous course knowledge in preparing the student for competence as a
generalist in Social Work practice (EPAS 3.0.B6, EPAS 4.5) (PG 1, 4, 5, 6, 7, 9)
(PO 6, 7) [Final Grade]
2.
Recognize the major issues and problems caused by discrimination against
women, persons of color, elderly, lesbians and gay men and others. (EPAS 3.0.5,
EPAS 4.4) (PG 2, 3, 5) (PO 2, 4, 16) [case study response, global issues paper,
field observation, oral presentation]
3.
Learn methods of service delivery to persons described in number three (EPAS
4.0) (PG 2, 5,6) (PO 2,4) [Final Grade]
4.
practice (EPAS 3.0.1) (PG 2,6,7) (PO 1) [case study response, global issues
paper, oral presentation]
5.
understanding of and respect for the positive value of diversity (EPAS 3.0.2,
EPAS 3.0.3, EPAS 4.0, EPAS 4.1) (PG 2,3,5,6,9) (PO 2) [Final Grade]
6.
4.1, EPAS 4.0) (PG 5) (PO 4) [Final Grade]
7.
Apply the knowledge, values, and skills of the profession to Social Work practice
within the context of the local church (EPAS 4.0) ( PG 2,5,6) (PO 13) [Oral
Presentation]
8.
Analyze and apply the knowledge, values, and skills of Social Work practice from
a Biblical world and life view (EPAS 3.0.B6, EPAS 4.5) (PG 2, 5, 6, 7, 9) (PO
14) [Final Grade]
9.
Demonstrate an understanding, sensitivity, and commitment to Social Work
issues from a global/multicultural perspective (EPAS 3.0.2, EPAS 3.0.3, EPAS
4.0, EPAS 4.1) (B6.3.5) (PG 2, 3, 5) (PO 16, 10) [global issues paper]
This course will be taught using readings, podcasts, and on line discussion. It is expected
that students will complete the assigned readings by Tuesday of each week. It is further
expected that students will be prepared to participate in on line discussions. Students will
complete assignments individually and in groups.
V.
MATERIALS
A.
Textbooks:
Morales, A. T., Sheafor, B.W., & Scott, M. S. (2010) Social Work: A Profession of
Many Faces, 12th ed. Boston: Allyn and Bacon.
Corey G., Corey M. S., & Callanan P. (2007). Issues and ethics in the helping
professions, 7th ed. Belmont, CA: Brooks/Cole.
B.
VI.
Computer
EVALUATION
A.
Grading
Quizzes……………………………………………. 15%
Student Oral Presentation……………………..…... 20%
Global Issues Paper. ……………………………... 15%
Field Observation…………………………………. 10%
Case Study Response ……………………………. 10%
On line discussion…………………………………..10%
Final Examination…………………………………. 20%
100-94
93-91
90-88
87-85
84-82
81-78
=
=
=
=
=
=
A
AB+
B
BC+
77-75
74-72
71-69
68-66
65-63
Below 63
=
=
=
=
=
=
C
CD+
D
DF
B.
Late Assignments
must be discussed with professor by the day following the assignment due date. Each
successive day drops the grade of an assignment another letter grade until an “F” is
received. On the next day, the “F” is recorded as a “0” from the scale of grades.
C.
Attendance, Participation, and Protocol
participant is involved to the extent that he/she actively reads, reacts to information,
posts pertinent questions, shows signs of understanding, shares relevant insights, and
contributes to the general on line discussion. A failure to participate in on line
discussions or other student responsibilities without prior discussion with the
professor (which resulted in an excused absence), will result in an unexcused absence,
which constitutes 2 points off the student‟s final grade.
person by treating peers and professor with dignity and respect interacting in a
is expected in Field. Violations of this protocol will be directed to the Social Work
Program Director.
VII.
contact Marilyn Meyer, Coordinator of Disability Services, by phone at 3843 or email
at [email protected]. Office located in CAL 164. Examples of disability
categories are AD/HD, Specific Learning Disabilities, Hearing, Vision, Health
Impairment, Psychological, Orthopedic, and Traumatic Brain Injury. Faculty rely on
Disability Services to verify the need for accommodation and to assist in developing
reasonable and appropriate accommodation strategies. View website at
VIII. REQUIREMENTS
A.
Complete all assigned readings.
B.
Take quizzes on chapter readings, podcasts and power points.
C.
Participate in on line discussions contributing to group essay response.
D.
Complete final examination.
E.
Post group essays.
I.
Complete all assignments listed in section IX.
IX.
A.
Group Oral Presentations (20%)
In two groups, students will give two oral presentations on a specified special
population group. Each presentation must have sound, picture, and a computer
presentation. This is to be a 20 minute presentation with a fact sheet and bibliography
posted on line. The bibliography is to include at least three professional journal
articles as well as other sources of information.
The students should identify as many aspects of culture with regards to this special
population group by giving examples of some of the following: history (as it pertains
to current issues), social status, group interaction patterns, values, communication
(verbal and nonverbal), family dynamics, religion, art, music, literature, diet/foods,
recreation and clothing etc.
Each presentation is required to include the following…
How has discrimination affected this population group?
What biblical principles pertain to working with this population group?
What are some dos and don‟ts when engaging in social work practice with this
population?
The students presenting should post a discussion question for the class after this
presentation in reference to the special population researched. The questions are to be
pertinent to today‟s culture as portrayed in the media or other news source. Students
are required to respond to this on line discussion question.
On the day of the presentation, the other students in the class will be on line
synchronously watching the presentation in adobe connect. They will evaluate your
group‟s presentation using the student version of the rubric to evaluate the speakers
on the above mentioned areas except for areas 5 and 9. The results of these
evaluations will be shared with the presenters anonymously in the form of an overall
tally. The other students‟ comments and/or assessment will not be a factor in the
grade of the presenter.
Topics for Group 1: Puerto Ricans and Native Americans
Topics for Group 2: Gangs and Alaskan Natives
B.
Global Issues Paper (15%)
Students are to watch the movie Osama prior to writing this paper.
Students will consider the movie Osama, Morales chapters 15 (Social Work Practice
with Women), at least two other professional resources and the Bible when
responding to the following questions (10 points). One of the other resources must be
a professional journal article. The remaining one may be a different textbook or
another article. Identify one social problem in the movie (10 points)
Address the bio-psycho-social –spiritual aspects of this problem as
related to one of the characters (16 points)
Discuss the hindrances involved in solving this social problem (6 points)
Discuss the problem (6 points) and propose possible solutions on all 3
levels – micro, mezzo and macro (9 points).
Discuss how the Morales textbook and 2 other professional resources
address this social problem (6 points)
Does the Bible address this problem? If yes, how? (10 points)
Discuss how social workers can possibly become involved in
Afghanistan (10 points)
Refer to the International Federation of Social Workers website.
Discuss issues from the movie and ways in which social workers are
involved and in what countries. (8 points)
Cite your sources. (10 points)
The 4-6 page paper is to be written in APA format. Points will be
deducted for poor spelling, grammar, and APA format.
C.
Case Study Response (10%)
Students will be assigned a case study and asked to make a written 2 – 3 page
response to it. The response is to include the following:
What are your initial feelings? 10 points
What are your personal biases? 20 points
As a social worker, how do the Social Work Values and the Code of
Ethics impact your response? Use examples. 20 points
As a Christian social worker, how does the Bible impact your response?
Cite scriptural references and Biblical passages. 20 points
Bring the above information together with reading you have done on this population
(10 points) and describe a plan of action (20 points).
D.
Field Observation (10%)
Sometime during the beginning of the semester, students must expand their
boundaries by putting themselves in a setting where they are the racial minority in a
situation in which they are unfamiliar (20 points).
Students must attend by themselves (10 points), observing their feelings, reactions,
and experiences (30 points). Identify stereotypes (10 points), prejudices (10 points),
and differences in communication styles (10 points) and cultures (10 points) that you
experience. These identifications are to be written in APA format and sent to the
professor. Points will be deducted for poor spelling and grammar. An on line
discussion and/or chat will take place involving student experiences to enhance the
opportunity for further education on the topic.
E.
Essays (10 %) will be written by a rotating scribe from each group. The essays will
summarize your group‟s discussion of the posted question(s) for each population
studied. The essays will be posted by 4pm on Friday of every week. Each student
will earn an individual grade. This grade will be determined by the professor‟s
evaluation of the essays as well as the group‟s assessment of the student‟s
contribution to the discussions. Discussion topics are posted on each special
population studied. Responses from a Biblical Worldview are encouraged.
F.
Final Paper (20%)
G.
Quizzes
X.
(15 %)
SCHEDULE
Week 1
Topics:
Course Overview, Self Awareness, Multiculturalism
Content Expectations:
Read and review syllabus
Watch introductory video
Listen to podcast on Self Awareness
Listen to podcast on Multiculturalism
Watch and read Power Points (Bias and Self Awareness,
Multiculturalism)
Quiz on podcast and Power Point
Discuss questions with peers
Post 200 word essays as a group response to discussion
question
M - Post any questions regarding assignments, syllabus, expectations, etc.
T - Listen to podcasts
Read and review Power Points on self awareness and multiculturalism
W– Discuss posted question with group
T – Formulate group response
F – Scribes post 200 word essays in response to discussion questions by 4pm
Start to consider possible field observation site
Start working on group oral presentation
Week 2
Topics:
African Americans, Poverty
Read Morales chapter 24
Listen to podcasts
Watch video of Mike Yankoski
Quiz on Morales chapter 24
Participate in on line discussions re: content
M – Read Morales chapter 24
T– Listen to podcast and watch the video of Mike Yankoski
W – Take on line quiz on Morales chapter 24 by 10pm
TH– Discuss posted question with group
F- Scribes post 200 word essays in response to discussion questions by 4pm
Visit field observation site
Continue working on group oral presentations
Week 3
Topics:
Older Americans & Women
Read Morales chapters 18 & 15
Listen to podcasts
Read and review Power Points
Watch the movie OSAMA
Review the NASW code of ethics
Review the core social work values
Review the International Federation of
Social Workers Website
Quiz on Morales chapters 15
Quiz on Morales 18
M – Read Morales chapters 18 & 15
Read and review Power Points
T– Watch the movie OSAMA and begin working on your global issues paper
W– Take the on line quizzes on Morales chapters 18 & 13 by 10pm
TH– Discuss posted questions with group
F – Scribes post 200 word essays in response to discussion questions by 4pm
Start to consider possible field observation site
Start working on group oral presentations
Continue working on oral presentations
Don‟t forget your field observation
Week 4
Topic:
Rural Americans
Review Power Point on Appalachia
Listen to podcasts
Watch video clip
Participate in on line discussion
Global Issues Paper
M– Read Morales chapter 12
T – Read and review Power Point
Watch video clip of Dana
W– Take on line quiz on chapter 12 by 10pm
TH– Participate in on line discussion
Global Issues Paper due by 4pm
Begin writing Field observation paper
Week 5
Topics:
People with Disabilities & Muslims
Quizzes on Morales chapters 19 & 20
Listen to podcasts
Review Power Points
M – Read Morales chapters 19 & 20
T– Listen to podcasts
Review Power Points
W- Take on line quizzes on chapters 19 & 20 by 10pm
Week 6
Topic:
Children & Youth and Mexican Americans
Watch and read Power Points
Listen to Podcasts
Field Observation due
M– Read Morales chapters 17 & 23
T – Listen to Podcasts and review Power Points
W- Take on line quizzes on Morales chapters 17 & 23 by 10pm
TH – Participate in on line discussion
Field Observation Due by 4pm
Week 7
Topic:
Gay, Lesbian, & Bisexual People
Read and review Power Point
Listen to podcast
Watch Video clips
M – Read Morales chapter 16
T - Read and review Power Point
W – Take on line quiz re: Morales chapter 16 by 10pm
TH- Participate in on line discussion
Start working on case study
Continue working on oral presentations and case studies
Week 8
Topic:
Asian Americans
Read and Review Power Point
Listen to podcast
Watch video clips
Case study due
M- Read chapter 21 of Morales
T- Read and review Power Point
W– Take quiz on chapter 21 of Morales by 10pm
Case study due by 4pm
Week 9
Topics:
Puerto Ricans and Domestic & International Gang Terrorism
Watch peer presentations
Group Presentations
Evaluate peer presentation
M– Read Morales chapters 13 & 25
T– Prepare for presentations
W– Watch peer presentation
Group Oral Presentation
Take on line quizzes on Morales chapters 13 & 25 by 10pm
TH– Participate in on line discussion as addressed in IX. E. above by 4pm
F – Prepare for next week’s presentation.
Week 10
Topics:
Alaskan Natives & Native Americans
Read Morales chapters 22
Quizzes on chapter 22
Watch peer presentations
Group Presentations
Evaluate peer presentation
Final Paper
M– Read Morales chapter 22
T– Prepare for presentations
W- Take on line quiz on Morales chapter 22 by 10pm
Watch student presentations
Group oral presentation
TH- Participate in on line discussion by 4pm
F– Final Paper is due by midnight on Sunday.
X.
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SWK 4220
Social Work
with
Communities
and
Organizations
COMMUNITIES AND ORGANIZATIONS
SWK-4220
APP 111, Ext 7415
Undergraduate
COURSE DESCRIPTION
This course is a four (4) hour course taken in conjunction with Senior Field Experience I or II and Senior
Seminar I or II. It is designed to complete the undergraduate program and thus equip the student for
beginning professional Social Work practice. Focus is on competency in Social Work practice in multiple
macro settings as a generalist in problem-solving and social change. This syllabus provides a general plan
for the course. Deviations may be necessary.
The mission of the Cedarville University Social Work Program is to prepare students to lead in serving
those in need as professional generalist social workers by empowering them with the knowledge, values,
and skills of the profession from a biblical worldview.
I.
CEDARVILLE UNIVERSITY SOCIAL WORK PROGRAM GOALS (PG) RELATED TO
THE COURSE
1.
Providing content about Social Work Practice, from a generalist perspective with client
2
Preparing students with the skills, values, and knowledge to practice with diverse populations
at risk.
3.
Providing content about social contexts, the changing nature of those contexts, the behavior
of organizations, and the dynamics of change.
4.
5.
6.
Integrating Biblical principles throughout the curriculum so that students can appropriately
integrate their faith and that of their clients into the helping relationship.
7.
Laying a foundation, of course skills essential to a high caliber of Social Work practice (i.e.,
problem solving, listening, verbal and written communication, critical thinking).
SWK 4220
page 1
II.
8.
Creating an appreciation for the profession as well as an understanding of the history,
personalities, and issues and events, which helped shape it.
9.
Infusing throughout the curriculum the values and ethics that guide professional social
1.
Apply critical thinking skills within the context of professional Social Work practice (EPAS
3.0.1) (PG 7) [Community Organization Project]
2.
Integrate Christian beliefs and values with professional social work values and ethics as set
forth in the code of ethics (EPAS 3.2; 4.0) (PG 6, 9) [Oral Presentation, Committee Task]
3.
Practice without discrimination and with respect, knowledge, and skills related to client‟s age,
class, color, culture, political ideology, disability, ethnicity, family structure, gender, marital
status, national origin, race, religion, political and sexual orientation (PG 5, 7, 9)
[Community Organization Project]
4.
Identify the issues underlying the conditions of poverty, oppression, and discrimination and
apply strategies of advocacy and social change that advance social and economic justice
nationally and globally (EPAS 3.0.4) (PG 2, 5) [Oral Presentation]
5.
Comprehend and interpret the history of social work practice and its contemporary
structures and issues (EPAS 3.0.5) (PG 8) [Quiz 1]
6.
Apply the knowledge and skills of generalist Social Work to practice with systems of all sizes
and in the context of the church (EPAS 3.0.6) (PG 1, 6) [Community Organization Project;
Book Report]
7.
Apply knowledge of bio-psycho-social-spiritual variables and use theoretical frameworks
supported by empirical evidence to interpret individual development and behavior across the
life span and the interaction among individuals and between individuals and families, groups,
organizations, and communities (EPAS 3.0.7; 4.3) (PG 1,2) [Final Course Grade]
9.
Utilize supervision and consultation appropriate to generalist practice across client
populations, colleagues, and communities (EPAS 3.0.10) (PG 7) [Community Organization
Project]
10.
Use supervision appropriate to generalist practice (EPAS 3.0.11) (PG 1,4) [Community
Organization Project]
11.
Function within the structure of organizations and service delivery systems and under
supervision, seek necessary organizational change (EPAS 3.0.12) (PG 3) [Community
Organization Project]
SWK 4220
page 2
III.
COURSE OUTCOMES
As a result of having taken this course in Social Work Practice with Communities and
Organizations, students shall demonstrate the ability to:
1.
Identify his/her skills, values and knowledge to practice Social Work at a beginning
professional level (EPAS 3.0.2; 3.0.3; 4.0; 4.1; 4.5) (PG 1, 2, 9) (PO 2, 6, 7) [Oral
Presentation, Community Organization Project, Final Grade]
2.
Utilize Social Work practice skills and theories in community development, community
organization, social planning, social action, and Christian community development (EPAS
3.0.4, 4.2) (PG 1, 6, 7) (PO 6, 10) [Community Organization Project, Committee Task]
3.
Integrate macro practice with other aspects of generalist Social Work practice (EPAS 3.0.B6;
4.5) (PG 1, 4, 7) (PO 1, 3, 7) [Community Organization Project, Oral Presentation, Class
Participation, Final Grade]
4.
Examine the role of racial reconciliation in community practice (EPAS 4.2) (PG 1, 2, 5, 7)
(PO 4) [Oral Presentation, Book Report]
5.
Focus on a plan for future professional, community practice including areas of Christian
service (EPAS 4.0) (PG 6) (PO 6) [Book Report]
6.
Address issues pertaining to poverty and social justice (EPAS 4.2; 4.0; 3.0.4) (PG 5)
(PO 4) [Community Organization Project]
IV.
7.
Understand the forms and mechanisms of oppression and discrimination and the strategies of
change that advance social and economic justice (EPAS 3.0.4; 4.2) (PG 5, 8) (PO 4, 5) [Oral
Presentation, Quiz 1]
8.
Use communication skills differentially with a variety of client populations, colleagues, and
members of the community (EPAS 3.0.10) (PG 3) (PO 12) [Community Organization
Project]
9.
Use supervision appropriate to generalist practice (EPAS 3.0.11) (PG 1, 4) (PO 11)
[Community Organization Project]
10.
Apply the knowledge, values and skills of the profession to Social Work practice within the
context of the local church and mission organizations (EPAS 4.0) (PG 6) (PO 6) [Book
Report, Committee Task]
11.
Analyze and apply the knowledge, values and skills of Social Work practice from a Biblical
world and life view (EPAS 3.2) (PG 6) (PO 2) [Book Report]
Class methods will include: group discussions/exercises, quizzes, written paper, oral presentation,
special project.
SWK 4220
page 3
V.
MATERIALS
A.
Textbook:
Kirst-Ashman, K.K. and Hull, G.H. (2006) Generalist practice with organizations and
communities. (3rd ed.). Belmont, CA: Wadsworth Publishers.
Perkins, J.M. (1995). Restoring at-risk communities. Grand Rapids, MI: Baker Books.
B.
Articles:
Dessel, A., Rogge, M. E., & Garlington, S. B. (2006). Using intergroup dialogue to promote
social justice and change. Social Work 51(4), 303-315.
Edwards, R, Benefield, E (1998). Building A Strong Foundation, Fundraising for Nonprofits.
Washington DC, NASW Press.
Harrison, H. D, Wubbenhorst, W. H., Waits, M., & Hurt, A. (2006). The role of the black
church in community and economic development efforts: A workforce development
case study. Social Work and Christianity 33(3), 288-305.
C.
Recommended:
Shulman, L. (2006). The skills of helping individuals, families, groups, and communities. (5th
ed.). Belmont, CA: Thomson Brooks/Cole.
Chapters 15 - 17
Corey, G., Corey, M. S., & Callanan, P. (2007). Issues and ethics in the helping
professions(7th ed.). Belmont, CA: Thomson Brooks/Cole.
Chapter 13
VI.
EVALUATION
A.
Grading
Quizzes ........................................................................................................................... 10%
Book Report .................................................................................................................... 10%
Organization Committee Assignment………………………………………………….10%
Group Oral Presentation on a Global Social Work Issue ................................................ 30%
Community Organization Project .................................................................................... 35%
Class Participation………………………………………………………………………..5%
SWK 4220
page 4
100 93 90 87 84 81 -
94=
91 =
88 =
85 =
82 =
78 =
A
AB+
B
BC+
77 74 71 68 65 Below
75 =
72 =
69 =
66 =
63 =
63 =
C
CD+
D
DF
Academic dishonesty in any assignment will result in an F for the assignment. Cheating on
any quiz or exam will result in an F for the course.
B.
Attendance
Students are expected to attend all classes, because each student's presence and participation
are part of the learning process. If an absence is unavoidable, you should contact me before
class. If I cannot be reached, leave a message on my answering machine (766-7795). Two
excused absences will be allowed. Unexcused absences will be reflected in your grade,
dropping the final grade two points for each unexcused absence. Three tardies to class will
count as one unexcused absence.
C.
Late Assignments
D.
Students are expected to be active participants in the learning process. An active participant
is involved in the class to the extent that he/she actively listens, reacts to information, asks
pertinent questions, shows signs of understanding, shares relevant insights, and contributes to
the general learning of the class. Class time will be given to students to work on project.
Student will come to class on time, not leave mid class (unless previously arranged), not talk
when others are talking, show respect to peers and professor, interact/question in a courteous
manner and in general demonstrate the same professional demeanor that is being
demonstrated in Field. If this protocol is not adhered to students will first be given a verbal
warning, second will be asked to leave the classroom and have it count as an unexcused
absence (-2 points from overall grade) and third be referred to the Program Director for
disciplinary action.
E. Americans with Disabilities Act
Marilyn Meyer, Coordinator of Disability Services, by phone at 3843 or email at
[email protected]. Examples of disability categories are AD/HD, Specific Learning
SWK 4220
page 4
5
Disabilities, Hearing, Vision, Health Impairment, Psychological, Orthopedic, and Traumatic
Brain Injury. Faculty rely on Disability Services to verify the need for accommodation and to
assist in developing reasonable and appropriate accommodation strategies. View website at
VII. REQUIREMENTS
1.
Complete a field experience concurrently with classroom instruction-organizational
committees.
2.
Complete all reading assignments.
3.
Complete book report.
4.
Group Oral Presentation of Global Social Work Issue. Dress rehearsal on March 17March 19, 2009 (dates correspond with groups- see schedule below). Dress
rehearsals are to be done in a professional manner. An outside evaluator will be
present to give you constructive feedback.
Due January 29, 2009
Graded presentation for:
China’s One Child Policy- Monday March 23, 2009 – 11:00 am – BTS 203
Iraqi Refugees- Monday March 23, 2009 - 12:00 pm –BTS 102
Fair Trade – Tuesday, March 24, 2009 – 8:30 am – TLY- 207
Gypsies – Tuesday, March 24, 2009 – 12:30 pm –MIL 132
Sex Trafficking – Wednesday, March 25, 2009 – 2:00 pm- CAL 203
Advance notice will be given in the case of a change.
5.
Community Organization Project
Written proposal Due: January 15, 2009
Pert Chart Due: February 5, 2009
Project Due: TBA
6.
Quizzes as noted on syllabus
7.
Committee Assignment
8.
Reading
9.
Legislative Day – Columbus – March 26th.
10.
Attendance at additional announced activities/events may be required.
NOTE:
All written work must reflect knowledge of community organizing values, theories,
methods, and skills.
A. Quizzes: Take all assigned quizzes. Quizzes not taken because of unexcused absences will
not be made up and a grade of zero will be recorded. Quizzes not taken because of excused
absences will be rescheduled.
SWK 4220
page 6
B. Book Report on Restoring At-Risk Communities: Detailed instructions will be handed out at a
later date. Due January 29, 2009
C. Group Oral Presentation of Global Social Work Issue – presented once in class on March 17 –
19, 2009 and once out of class on either March 23-25, 2009.
China’s One Child Policy- Monday March 23, 2009 – 11:00 am – BTS 203
Iraqi Refugees- Monday March 23, 2009 - 12:00 pm –BTS 102
Fair Trade – Tuesday, March 24, 2009 – 8:30 am – TLY- 207
Gypsies – Tuesday, March 24, 2009 – 12:30 pm –MIL 132
Sex Trafficking – Wednesday, March 25, 2009 – 2:00 pm- CAL 203
An outline of the subject matter with a bibliography is to be presented to the professor.
The students must demonstrate an understanding of the forms and mechanisms of
oppression and discrimination that influence this issue. Students are to include possible
or existing strategies of change that can advance social and economic justice in regards
to the issue chosen. Students are to dress in a professional manner and be prepared to
answer questions from the professor and audience. Oral presentation skills such as eye
contact and clarity of speech will be graded as well as content. Creativity is
encouraged. The professor will invite other professionals to give feedback to the
presenters. Further information will be provided.
D.
Community Organization Project –
Written proposal Due: January 15, 2009 (5 points)
Pert Chart Due: February 5, 2009
(5 points)
Project Due: TBA
(90 points)
This project is to address a need in Greene County, the nation, or the global community. This
project can be done as a group or by an individual. Ideas for this project include developing
an organization (if there is not one in existence) to meet a need, aiding an agency/individual
in receiving funding for projects by fundraising or grant writing, providing an educational
forum of outside speaker(s) to promote awareness of a social problem , advocating for social
change, organizing a community to meet a need, etc. Periodic updates of students‟ progress
on this project are expected by the professor. Students must meet with course instructor as
needed for supervision.
Please note if the student(s) choose to develop an organization, there needs to be a
plan for continuation of the organization.
E.
Attendance at other announced activities/events.
F.
Organizational CommitteeStudents will be placed on an “organizational committee” where they will work together to
accomplish the assigned task. Some class time will be used for Committee Board Meetings.
Committee Board meetings will take place throughout the course. A list of expectations will
be handed out for each committee. These committees will provide excellent preparation for
the Community Night Project. Further instructions will be distributed.
SWK 4220
page 7
IX.
CLASS SCHEDULE
DATE
January
T/6
LATE OR
ABSENT
GENERAL TOPIC
Introduction To The Course
Class Activities: Review of Course Syllabus
Global Social Work with
January
Organizations and Communities
R/8
ASSIGNMENTS
Print the syllabus from the S
drive and bring to class
Review International Federation
of Social Workers website
Class Activities: Lecture and discussion- Strategic Planning
January
T/13
Introduction To Generalist Practice
with Organizations and
Communities
Read Chapter 1 of Kirst Ashman
text
Read Chapters 1, 2 of Edwards,
Benefield text (QUIZ)
Lecture and Discussion-Fundraising
January
R/15
Project Development and
Fundraising
Written Proposal for
Community Organization
Projects Due
Read chapters 3, 5 of Edwards,
Benefield text (QUIZ)
Class Activities:
Lecture and Discussion- possible speaker- Blair Young NAMI National
January
T/20
Project Implementation and
Program Development
Lecture and Discussion-Outreach
Project Implementation and
January
Program Development
R/22
Read Chapter 7 of the Kirst
Ashman text (QUIZ)
Evaluation of strengths
Class Activities: Pert Chart Preparation and delegation of responsibilities
January
T/27
Using Micro Skills In The Macro
Environment
Ashman text (QUIZ)
Lecture and Discussion – Grant Writing
SWK 4220
page 8
DATE
January
R/29
LATE OR
ABSENT
GENERAL TOPIC
Community Development
ASSIGNMENTS
BOOK REPORT DUE
Harrison article
Class Activities:
February
T/3
Using Mezzo Skills In The Macro
Environment
Speaker Committee Board Meeting
Working class
February
Understanding Organizations
R/5
Understanding Organizations
February
Fundraising Committee Board
T/10
Meeting
Class Activities:
PREPARE – Decision Making For
February
Organizational
R/12
Outreach/Advertising Committee
Ashman Text (QUIZ)
Ashman Text
(QUIZ)
Pert Chart Due
Bring examples from your field
placement related to topic
Ashman Text (QUIZ)
Board Meeting
PREPARE – Decision Making For
February
Organizational Change
T/17
Follow-Up Committee Board
Meeting
Bring completed research for
Global Social Work Presentation
to class
Class Activities: Lecture, discussion, and preparation for Global presentations
REMINDER: GRADED PRESENTATIONS WILL BE ON MARCH 23rd – 25th as announced.
IMAGINE – How To Implement
February
Macro Intervention: Changing
Ashman Text (QUIZ)
R/19
Agency Policy
February
Grant Writing Committee Board
T/24
Meeting
Bring planning materials to class
Class Activities: Planning for Community Organization Project
SWK 4220
page 9
DATE
LATE OR
ABSENT
February
R/26
GENERAL TOPIC
Understanding Neighborhoods And
Communities
ASSIGNMENTS
Ashman Text (QUIZ)
Bring examples from your
community of origin
March
2-6
Spring Break
Global Social Work
Macro Practice in Communities
March
T/10
Ashman Text (QUIZ)
Lecture/Discussion
Global Social Work
Evaluating Macro Practice
March
R/12
Ashman Text (QUIZ)
Lecture/Discussion
One Child Policy
Sex Trafficking
March
T/17
Class Activities:
March
R/19
Dress Rehearsal
Presentations – Dress Rehearsal
Fair Trade
Gypsies
Iraqi Refugees
Dress Rehearsal
Class Activities: Presentations – Dress Rehearsal
March
T/24
Evaluating Macro Practice
March
Advocacy And Social Action With
R/26
Populations-At-Risk
Bring points of evaluation
pertaining to Community
Organization event
Ashman Text (QUIZ)
SWK 4220
page 10
DATE
March
R/26
LATE OR
ABSENT
GENERAL TOPIC
ONASW 2009 Legislative Day –
Statehouse in Columbus
Class Activities:
ONASW 2009 Legislative Day – Statehouse in Columbus
10:00am- 4pm – excused from classes.
Ethics And Ethical Dilemmas In
March
Macro Practice
T/31
Ethics And Ethical Dilemmas In
April
Macro Practice
R/2
ASSIGNMENTS
ONASW 2009 Legislative Day –
Statehouse in Columbus
Ashman Text (QUIZ)
Review Corey, Corey, and
Callanan chapter 13
Working with the Courts
April
T/7
Read Chapter 13 Kirst Ashman
(QUIZ)
Evaluation of Project
April
R/9
Project – Tentative
Class Activities: Evaluation and Discussion
April
Developing and Managing Agency
Resources
T/14
April
Prepare for OCASWE conference
R/16
Read Chapter 14 Kirst Ashman
(Quiz)
Class Activities: Discussion and Review
April
T/21
TBA-OCASWE conference
Class Activities:
April
R/23
Class Activities:
April
28-30
Course Review
NO Final Exam
SWK 4220
page 11
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Weil, M., & Gamble, D. N. (1995). Community practice models. In R. L. Edwards (Ed.-in-chief),
Encyclopedia of Social Work (19th ed.), Vol. 1, pp. 577-594. Washington, DC: NASW Press.
Wilder Research Center, Amherst H. Wilder Foundation. (1992). Collaboration: What makes it work —
A review of research literature on factors influencing successful collaboration. St. Paul, MN:
Author.
Wolfer, T., & del Pilar, K. (2008). Ten thousand villages. Partnering with artisans to overcome poverty.
Social Work and Christianity-An International Journal, 35(4), 449-473. NACSW Press.
World Vision. (1992). Rebuilding our communities: How churches can provide, support, and finance
quality housing for low-income families. California: World Vision, Inc.
Zalent, K. (1988). Economic home cookin‘: An action guide for congregations on community economic
development (2nd Ed.). Chicago: Community Workshop on Economic Development.
SWK 4510
Senior Seminar I
SWK 4560
Senior Field
Experience I
SENIOR SEMINAR I SWK-4510
SENIOR FIELD EXPERIENCE I SWK-4560
Prof. George E. Huff, MSSA, LISW-S
[email protected]
Fall Semester, 2009
Seven (7) credit hours
Undergraduate
Prof. Julie Furj, MSW
[email protected]
______________________________________________________________________________
COURSE DESCRIPTION
This course offers the student the opportunity to practice social work sixteen (16) hours weekly
under professional supervision and is coordinated with SWK-4210 Social Work Practice with
Special Populations. A seminar is held two (2) hours weekly in which students submit their own
practice record for critical study and offer criticism to their peers. Emphasis is placed on the
integration of students' social work theoretical knowledge and skills as they enter the profession.
A student must complete a minimum of 225 hours in the field. This syllabus provides a general
plan for the course. Deviations may be necessary.
MISSION
I.
4. Preparing graduates who are aware of their responsibility to continue their
7. Laying a foundation, of core skills essential to a high caliber of social work practice
SWK 4510/4560
page 1
II.
As a result of having taken this course in Senior Seminar I and Senior Field Experience I,
1.
practice (EPAS 3.0.1) (PG 2, 6, 7)
2.
ethics as set forth in the code of ethics (EPAS 3.0.2) (PG 2, 4, 5, 6, 9)
3.
structure, gender, marital status, national origin, race, religion, political, and sexual
orientation (EPAS 3.0.3) (PG 2, 5, 9)
4.
social and economic justice nationally and globally (EPAS 3.0.4) (PG 2,5)
6.
Apply the knowledge and skills of generalist social work to practice with systems of
all sizes and in the context of the church (EPAS 3.0.6) (PG 1, 6)
7.
individuals and families, groups, organizations, and communities (EP 3.0.7) (PG
1,6)
8.
Analyze, formulate, and influence social policies (EP 3.0.8) (PG 1,3)
9.
Evaluate research studies, apply research findings to practice under supervision and
evaluate their own practice interventions (EPAS 3.0.9) (PG 7)
10.
Use communication skills differentially across client populations, colleagues and
communities (EPAS 3.0.10) (PG 2, 3, 5, 7)
11.
Utilize supervision and consultation appropriate to generalist practice (EPAS
3.0.11) (PG 4, 7, 9)
12.
under supervision, seek necessary organizational change (EP 3.0.12) (PG 3)
SWK 4510/4560
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III.
COURSE OUTCOMES
1.
situations through class discussion (EPAS 3.0.2) (PG 2, 4, 5, 6, 9) (PO 2, 3)
[Journals, Class Participation, Field Process Oral Presentations]
2.
in class (EPAS 3.0.3) (PG 2,5,9) (PO 3) [Field Process Oral Presentation]
3.
Share in class his/her own learning in social work theory, skills, and techniques as
these are applied in social work practice (EPAS 3.0.6, EPAS 3.0.7) (PG 1,6) (PO
7) [Class Participation]
4.
Constructively critique the work of his/her peers in class. (EPAS 3.0.1, EPAS 3.0.3) (PG
2, 5, 6, 7, 9) (PO 1, 3) [Grading Checklist for Field Process Oral Presentation]
5.
Identify self with the profession as the student takes his/her place as an entry level
professional social worker through class participation. (EPAS 3.0.1, 3.0.2, 3.0.3)
(PG 2, 4, 5, 6, 7, 9) (PO 1) [Class participation]
6.
Discuss in class critical thinking skills within the context of professional Social
Work practice (EPAS 3.0.1) (PG 2, 6, 7) (PO 1) [Class Participation]
7.
Share in class the values and ethics of the Social Work profession with an
understanding of and respect for the positive value of diversity (EPAS 3.0.2) (PG
2, 4, 5, 6, 9) (PO 2) [Class participation, Enrichment Assignment #4]
8.
worker practicing with systems of all sizes (EPAS 3.0.7) (PG 1, 6) (PO 6, 7) [Class
participation, Enrichment Assignment #2]
9.
presenting information in class. (EPAS 3.0.1, EPAS 3.0.8) (PG 1, 2, 3, 6, 7) (PO
1, 8) [Enrichment Assignment #1, Journal]
10. Complete Enrichment Assignments that evaluate a research study and apply
findings to practice interventions and those of other relevant systems (EPAS 3.0.7,
3.0.9) (PG 1, 6, 7) (PO 7, 9) [Enrichment Assignment #3]
11. For students to show in class that they are using communication skills
differentially with a variety of client populations, colleagues, and members of the
community (EPAS 3.0.3, 3.0.10) (PG 2,3,5,7,9) (PO 3,10) [Field Process Oral
Presentation]
SWK 4510/4560
page 3
12. Complete the weekly Supervisory Agendas to elicit appropriate supervision to the
generalist practice (EPAS 3.0.11, 3.0.12) (PG 3, 4, 7, 9) (PO 11, 12) [Field
Instructor Evaluation (Appendix M-I) questions 26 and 27] [Field Experience
Supervisory Agendas, Appendix I]
13. Share with the class the knowledge, values, and skills of the profession to Social
Work practice within the context of the local church (EPAS 3.0.2, EPAS 3.06) (PG
1, 2, 4, 5, 6, 9) (PO 2, 6) [Journals]
14. Discuss in class the knowledge, values, and skills of Social Work practice from a
Biblical world view (EPAS 3.0.2) (PG 2, 4, 5, 6) (PO 2) [Journals]
15. Complete time sheets indicating that he/she is practicing social work sixteen (16)
hours weekly under professional supervision in a field experience in order to meet
the minimum of 225 hours in the field (EPAS 3.0.11, EPAS 3.0.12) (PG 3,4,7,9)
(PO 11,12) [Field Experience Time Sheets, Appendix O]
weaknesses in practice skills (EPAS 3.0.1, EPAS 3.0.7) (PG 1, 2, 6, 7) (PO 1, 7)
[Journals]
17. Present to class his/her participation in advocacy and action for improvement and
establishment of social services which are needed and the elimination or
modification of social systems which are unjust (EPAS 3.0.4, EPAS 3.0.6, EPAS
3.0.12) (PG 2,3,5) (PO 4,6,12) [Enrichment Assignment #6]
18.
IV.
Understand what might impact a client from a national/global/multicultural
perspective (EPAS 3.0.4) (PG 2,5) (PO 4) [Enrichment #7]
In-class methods will include: discussion, panel, group work, role play, media, student
presentations, guest lectures, or lecture.
V.
MATERIALS
A. Books and periodicals related to the student's field experience recommended by the
field instructor or professor.
B. Field Guide and Field Directory: Choose Start Menu; CedarNet; Network Utilities:
Map Department (S): My Computer, S:\DEPT\SW-CJ-SOC\SWK\Field Experience
(Field Experience and Field Directory).
SWK 4510/4560
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C. Textbooks
Ressler, L.E. (Ed.) (1994). Hearts strangely warmed – reflections on biblical
passages relevant to social work. St. Davids, PA: NACSW.
D. Reserved/Required Reading -none
VI.
EVALUATION
In-class methods will include: seminar discussion of written reports; student oral presentation;
field instructor analysis of student practice as part of class learning; and discussion of the
relationship of classroom learning with field experience.
A.
Grading
The grade for Senior Seminar I will be determined by the quality of the written material in
the Journals, Enrichment Assignments, and professional documents, and the participation
of the student in the class process as follows:
Journals..................................................................................................................25%
Enrichment Assignments.......................................................................................25%
Field Process Oral Presentation ............................................................................ 15%
Participation/Instructor‟s Evaluation.............................. ...................................... 35%
The field instructor will complete a Field Experience Evaluation Form, including a
experience.
The grade for Senior Field Experience I will be determined by field instructor
Field Experience ................................................................................................... 70%
Paperwork ............................................................................................................. 30%
100
93
90
87
84
81
-
94
91
88
85
82
78
=
=
=
=
=
=
A
AB+
B
BC+
77 – 75 =
74 - 72 =
71 – 69 =
68 – 66 =
65 – 63 =
Below 63 =
C
CD+
D
DF
SWK 4510/4560
page 5
B.
Attendance
Students are expected to attend all classes because the student's presence and
contact me before class. If I cannot be reached, leave a message on my answering
machine (766-7748). Two (2) emergency absences will be allowed. Unexcused
each unexcused absence. Three (3) tardies to class will count as one (1) unexcused
absence.
C. Late Assignments
the next class, the “F” is recorded as a “0” from the scale for grades.
Any paperwork not turned in by the end of the semester will result in the student not
being allowed in Field Experience II or Seminar II for the next semester. This will
mean lost field hours and unexcused absences from class.
No final grade will be given until all field experience paperwork are completed and
submitted as outlined in the Field Guide.
SWK 4510/4560
page 6
VII. REQUIREMENTS
Locate Field Guide and Field Directory. Choose Start Menu; CedarNet; Network Utilities: Map
Department (S): My Computer, S:\DEPT\SW-CJ-SOC\SWK\Field Experience.
1. Attend field experience sixteen (16) hours weekly. Complete a minimum of 225 hours.
Turn in Weekly Time Sheet (Appendix O) by 5:00 p.m. on Tuesday of each following
week at the social work office.
2. Submit Supervisory Agenda Form (Appendix I) on Tuesdays by 5:00 p.m. at social work
office. Minimum of 12 agendas due. These are to be submitted no later than class time on
3. Keep six (6) Journals (Appendix J) that detail work activities and student impressions.
4. Complete all seven (7) Enrichment Assignments as scheduled. These are to be submitted
no later than class time on the day the assignment is due.
5. Meet with professor and field instructor to establish Learning Contract (Appendices G,
H).
6. Email professor before each class a question or learning experience that you plan to
discuss in class.
7. Read for class Hearts Strangely Warmed.
8. Read as extensively as possible materials which are recommended by the field instructor
or professor which are related to the student‟s field experience.
9. Locate Oral Presentation Form on the S drive. Choose Start Menu; CedarNet; Network
Utilities: Map Department (S). Word, S:\DEPT\SW-CJ-SOC\SWK\Field Experience \Oral
Presentation Form.
10. Offer constructive criticism to his/her peers weekly as their case presentations are made.
11. Intern Observation to be conducted by professor.
12. Meet with professor for debriefing after Observation.
13. Complete a self-evaluation (Appendix K-II) and discuss it with the field instructor.
14. Present an Agency Assessment during the semester in which the student demonstrates
his/her understanding of the agency in which they have been placed as a beginning social
worker.
15. Attend all social work program meetings.
VIII.
SWK 4510/4560
page 7
A.
Field Process Oral Presentation
Each student will make a 10-15 minute oral presentation in class. Professional attire
is expected. The oral presentation will use the following format:
I.
Case Background
A.
B.
C.
D.
E.
II.
III.
Social History
Presenting Problem
Assessment
Goals and Objectives
Intervention Strategy
Process
A. Detailed presentation of a piece of practice
Evaluation
A. The student‟s impression of the interview process
B. The student‟s feelings of accomplishment
C. The student‟s question(s) or issues for class discussion.
B.
Enrichment Assignments are to be a minimum of two (2) pages typed (12 point font)
and will be submitted no later than class time on the date the assignment is due.
C.
Write a Journal which details work activities and student impressions. This is to be
submitted via email no later than class time on the day the assignment is due (see
Appendix J in Field Guide).
D. Each Journal and Enrichment Assignment will be assigned a letter grade based on the
grading scale. All grades will be averaged over the course of the term.
E.
IX.
All weekly supervisory agendas (Appendix I) and time sheets (Appendix O) are due
by 5:00 p.m. on Tuesdays at the social work office.
psychological, orthopedic, and traumatic brain injury. Faculty rely on Disability
Services to verify the need for accommodation and to assist in the development of
reasonable and appropriate accommodation strategies. If you have not previously
contacted the Coordinator of Disability Services, I encourage you to do so.
SWK 4510/4560
page 8
consultant read the paper together, the tutor will suggest ways to build upon your
strengths and improve your weaknesses. Expect to be actively involved in the
conference. You might freewrite for five or ten minutes, do some outlining or revising,
and even consult a manual. It's good to keep in mind that because of the writing center's
mission, your tutor will never proofread or edit your writing for you. It's also good to
keep in mind that all writers from all levels of proficiency benefit from the writing
center's services, so even if you feel like you're a "good" writer, you'll still improve your
skills by working with the tutors. To learn how to make an appointment at the writing
center, go to
SWK 4510/4560
page 9
XI.
CLASS SCHEDULE
DATE
LATE OR
ABSENT
AUGUST
W/19
Class Activities:
AUGUST
H/20
Class Activities:
AUGUST
T/25
GENERAL TOPIC
Field Instructor
Orientation
ASSIGNMENTS
Students are to arrive at 1:30 and remain till
3:00 p.m.
Getting Started/Learning
Contracts
Natalie Wilkins, Guest
Speaker
Ideas for enriching your Field Experience
Review of NASW and
NACSW Code of
Ethics
Hearts Strangely Warmed
Timesheet Due to social work office
by 5:00 p.m.
Class Activities:
Review of Practice Skills, Values, and Ethics
Enrichment Assignment #1- Find out
about different social policies and the
impact they are having on the clients
served at your agency.
Schedule a Learning Contract
conference with Field Instructor and
Field Director.
Submit to Field Director a copy of your
proof of car insurance and a copy of
your driver license.
Sign and turn in a Release of
Information Form (Appendices V & W).
AUGUST
H/27
Class Activities:
Agency Policies
Review Assignment
SEPTEMBER
T/1
Social Policies
by 5:00 p.m.
Class Activities:
SWK 4510/4560
page 10
DATE
LATE OR
ABSENT
SEPTEMBER
H/3
GENERAL TOPIC
Practice Evaluation
ASSIGNMENTS
Journal #1 Due
Journal Discussion
Class Activities:
SEPTEMBER
T/8
Practice Evaluation
Journal Discussion
by 5:00 p.m.
Class Activities:
SEPTEMBER
H/10
Systems
Enrichment Assignment #2- Evaluate the
different types of systems that your agency
uses for its clients.
Attend Social Work Majors Meeting 4:30 –
6:00 p.m. Attendance required.
Class Activities:
Review of Practice Skills with Systems of all Sizes
Review Assignment
SEPTEMBER
T/15
Practice Evaluation
Journal Discussion
by 5:00 p.m.
Class Activities:
SWK 4510/4560
page 11
DATE
SEPTEMBER
H/17
LATE OR
ABSENT
GENERAL TOPIC
Practice Evaluation
ASSIGNMENTS
Journal #2 Due
Submit to the Field Director the final
Field Experience Learning Contract
(typed, triplicate- 1 copy for Field
Director, 1 copy for Field Instructor, 1
copy for student), including essential
signatures (Appendix G).
Class Activities:
SEPTEMBER
T/22
Practice Evaluation
Journal Discussion
by 5:00 p.m.
Class Activities:
SEPTEMBER
H/24
Research Study
Enrichment Assignment #3- Evaluate
a research study done by the agency and
comment on the findings applying it to
the client the agency serves. Review
your findings with your Field Instructor.
Class Activities:
Review of Research Study Relevant to Social Service Agency
Review Assignment
SEPTEMBER
T/29
Journal Discussion
by 5:00 p.m.
Class Activities:
Discussion
SWK 4510/4560
page 12
DATE
OCT
H/1
LATE OR
ABSENT
GENERAL TOPIC
Practice Evaluation
ASSIGNMENTS
Journal #3 Due
Journal Discussion
Class Activities:
OCTOBER
T/6
Practice Evaluation
Schedule an observation visit with Field
Director.
by 5:00 p.m.
Class Activities:
OCTOBER
H/8
Practice Evaluation
Enrichment Assignment #4- Ask if a
Program Evaluation has been conducted
in any area of the agency. Ask to read it.
Identify weaknesses and strengths of the
evaluation tool itself. Comment on the
value of diversity.
Class Activities:
Program Evaluations
OCTOBER
T/13
Program Evaluation
Journal Discussion
by 5:00 p.m.
Class Activities:
Review of Practice Skills as with a Program Evaluation
Review Assignment
OCTOBER
H/15
FALL BREAK
No Class
SWK 4510/4560
page 13
DATE
OCTOBER
T/20
LATE OR
ABSENT
GENERAL TOPIC
Practice Evaluation
ASSIGNMENTS
Journal Discussion
by 5:00 p.m.
Class Activities:
OCTOBER
H/22
Practice Evaluation
Journal #4 Due
Field Director will have completed the
first semester Field observation visits
and if needed a Field Instructor meeting.
Class Activities:
OCTOBER
T/27
Practice Evaluation
Journal Discussion
by 5:00 p.m.
Class Activities:
Practice Evaluation
OCTOBER
H/29
Enrichment Assignment #5 – Meet
with one (1) volunteer in your agency.
What contribution does he/she make to
the agency? How could a volunteer be
used if your agency doesn‟t have one?
Class Activities:
OCTOBER
F/30
ONASW
Ohio Chapter
State Conference
All day field trip to conference
Class Activities:
Volunteer for ½ day; attend workshops for other ½.
SWK 4510/4560
page 14
DATE
NOVEMBER
T/3
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Student Presentations
Practice Evaluation
Journal Discussion
by 5:00 p.m.
Class Activities:
Student Presentations of Training Materials
NOVEMBER
H/5
Journal #5 Due
Practice Evaluation
Journal Discussion
Class Activities:
NOVEMBER
F/7
CAREER LINK DAY
Prepare copies of your resume to give to
agency representatives.
Class Activities:
Attend Career Link Day. Professional attire required. Talk to agency representatives. Learn how
social workers contribute to fulfilling their agencies‟ mission. Share your resume and seek
information about possible employment, if interested. Practice your interviewing skills.
Remember- while you are interviewing them, they are assessing you as well, so put your best foot
forward. Attend professional development workshops. Attendance will be taken.
NOVEMBER
T/10
Practice Evaluation
Journal Discussion
by 5:00 p.m.
Class Activities:
NOVEMBER
H/12
Practice Evaluation
Enrichment Assignment #6 – What areas
of advocacy could serve your clients?
Class Activities:
SWK 4510/4560
page 15
DATE
NOVEMBER
T/17
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Journal #6 Due
Practice Evaluation
Journal Discussion
by 5:00 p.m.
Class Activities:
NOVEMBER
Student
H/19
Presentations
Journal Discussion
Practice Evaluation
Class Activities:
NOVEMBER
T/24
Student
Presentations
Journal Discussion
Practice Evaluation
by 5:00 p.m.
Class Activities:
NOVEMBER
H/26
DECEMBER
T/1
HAPPY THANKSGIVING
Student
Presentations
Practice Evaluation
Enrichment Assignment #7- What are
some social changes that you can think of
that would advance social and economic
justice nationally and globally?
by 5:00 p.m.
Class Activities:
DECEMBER
H/3
Self-Reflection
Journal Discussion
Class Activities:
SWK 4510/4560
page 16
DATE
DECEMBER
T/9
Class Activities:
LATE OR
ABSENT
GENERAL TOPIC
Practice Evaluation
ASSIGNMENTS
Hand in two (2) completed and signed
First Semester Field Experience
Evaluation of Student forms, one done
by the student (Appendix K-II), and the
other by the Field Instructor (Appendix
K-I), final Field Experience Time Sheet
and final Supervisory Agenda by 5:00
p.m. to the social work office.
SWK 4510/4560
page 17
XII.
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SWK 4520
Senior Seminar II
SWK 4570
Senior Field
Experience II
SENIOR SEMINAR II SWK-4520
SENIOR FIELD EXPERIENCE II SWK-4570
Prof. George E. Huff, MSSA, LISW-S
[email protected]
Seven (7) credit hours
Undergraduate
Prof. Julie Furj, MSW
[email protected]
______________________________________________________________________________
COURSE DESCRIPTION
This course offers the student the opportunity to practice social work sixteen (16) hours weekly
under professional supervision and is coordinated with SWK-4220 Social Work Practice with
Communities and Organizations. A seminar is held two (2) hours weekly in which students
submit their own practice record for critical study and offer criticism to their peers. Emphasis is
placed on the integration of students' social work theoretical knowledge and skills as they enter
the profession. A student must complete a minimum of 225 hours in the field. This syllabus
MISSION
I.
4. Preparing graduates who are aware of their responsibility to continue their
7. Laying a foundation, of core skills essential to a high caliber of social work practice
SWK 4520/4570
page 1
II.
As a result of having taken this course in Senior Seminar II and Senior Field Experience
II, students shall demonstrate the ability to:
1.
practice (EPAS 3.0.1) (PG 2, 6, 7)
2.
ethics as set forth in the code of ethics (EPAS 3.0.2) (PG 2, 4,5,6, 9)
3.
structure, gender, marital status, national origin, race, religion, political, and sexual
orientation (EPAS 3.0.3) (PG 2, 5, 9)
4.
social and economic justice nationally and globally (EPAS 3.0.4) (PG 2,5)
6.
Apply the knowledge and skills of generalist social work to practice with systems of
all sizes and in the context of the church (EPAS 3.0.6) (PG 1, 6)
7.
individuals and families, groups, organizations, and communities (EP 3.0.7) (PG
1,6)
8.
Analyze, formulate, and influence social policies (EP 3.0.8) (PG 1,3)
9.
Evaluate research studies, apply research findings to practice under supervision and
evaluate their own practice interventions (EPAS 3.0.9) (PG 7)
10.
Use communication skills differentially across client populations, colleagues and
communities (EPAS 3.0.10) (PG 2,3,5,7)
11.
Utilize supervision and consultation appropriate to generalist practice (EPAS
3.0.11) (PG 4, 7, 9)
12.
under supervision, seek necessary organizational change (EP 3.0.12) (PG 3)
SWK 4520/4570
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III.
COURSE OUTCOMES
1.
situations through class discussion (EPAS 3.0.2) (PG 2,4,5,6,9) (PO 2,3) [Journals,
Process Recording]
2.
in class (EPAS 3.0.3) (PG 2,5,9) (PO 3) [Enrichment Assignment #1, Process
Recording]
3.
Share in class his/her own learning in social work theory, skills, and techniques as
these are applied in social work practice (EPAS 3.0.6, EPAS 3.0.7) (PG 1,6) (PO
7) [Journals, Process Recording]
4.
Constructively critique the work of his/her peers in class. (EPAS 3.0.1, EPAS
3.0.3) (PG 2,5,6,7,9) (PO 1,3) [Class Participation]
5.
Identify self with the profession as the student takes his/her place as an entry level
professional social worker through class participation. (EPAS 3.0.1, 3.0.2, 3.0.3)
(PG 2,4,5,6,7,9) (PO 1) [Class participation, Process Recording]
6.
Discuss in class critical thinking skills within the context of professional Social
Work practice (EPAS 3.0.1) (PG 2,6,7) (PO 1) [Journals]
7.
Share in class the values and ethics of the Social Work profession with an
understanding of and respect for the positive value of diversity (EPAS 3.0.2) (PG
2, 4,5,6, 9) (PO 2) [Enrichment Assignment #2]
8.
worker practicing with systems of all sizes (EPAS 3.0.7) (PG 1,6) (PO 6,7)
[Enrichment Assignment #3 and #6]
9.
presenting information in class (EPAS 3.0.1, EPAS 3.0.8) (PG 1,2,3,6,7) (PO 1,8)
[Enrichment Assignment #4, Journal]
10. Complete Enrichment Assignments that evaluate a research study and apply
findings to practice interventions and those of other relevant systems (EPAS 3.0.7,
3.0.9) (PG 1,6,7) (PO 7, 9) [Enrichment Assignment #5] [Field Instructor
Evaluation (Appendix M-I) questions 50,51,52,57]
11. For students to show in class that they are using communication skills
differentially with a variety of client populations, colleagues, and members of the
community (EPAS 3.0.3, 3.0.10) (PG 2,3,5,7,9) (PO 3,10) [Journals, Process
Recording] [Field Instructor Evaluation (Appendix M-I) questions 50,51,52,57]
SWK 4520/4570
page 3
12. Complete the weekly Supervisory Agendas to elicit appropriate supervision to the
generalist practice (EPAS 3.0.11, 3.0.12) (PG 3,4,7,9) (PO 11, 12) [Field
Instructor Evaluation (Appendix M-I) questions 26 and 27] [Field Experience
Supervisory Agendas, Appendix I]
13. Share with the class the knowledge, values, and skills of the profession to Social
Work practice within the context of the local church (EPAS 3.0.2, EPAS 3.06) (PG
1,2,4,5,6,9) (PO 2,6) [Journals] [Enrichment Assignment #7]
14. Discuss in class the knowledge, values, and skills of Social Work practice from a
Biblical world view (EPAS 3.0.2) (PG 2,4,5,6) (PO 2) [Enrichment Assignment
#7] [Process Recording]
15. Complete time sheets indicating that he/she is practicing social work sixteen (16)
hours weekly under professional supervision in a field experience in order to meet
the minimum of 225 hours in the field (EPAS 3.0.11, EPAS 3.0.12) (PG 3,4,7,9)
(PO 11,12) [Field Experience Time Sheets, Appendix O]
weaknesses in practice skills (EPAS 3.0.1, EPAS 3.0.7) (PG 1,2,6,7) (PO 1,7)
[Journals]
17. Present to class his/her participation in advocacy and action for improvement and
establishment of social services which are needed and the elimination or
modification of social systems which are unjust (EPAS 3.0.4, EPAS 3.0.6, EPAS
3.0.12) (PG 2,3,5) (PO 4,6,12) [Enrichment Assignment #2, Journals]
19.
IV.
Understand what might impact a client from a national/global/multicultural
perspective (EPAS 3.0.4) (PG 2,5) (PO 4) [Enrichment #1]
In-class methods will include: discussion, panel, group work, role play, media, student
presentations, guest lectures, or lecture.
V.
MATERIALS
A. Textbooks
Ressler, L.E. (Ed.). (1994). Hearts strangely warmed – reflections on biblical
passages relevant to social work. St. Davids, PA: NACSW.
SWK 4520/4570
page 4
B. Reserved/Required Reading
Wilson, S.J. (1980). Recording guidelines for social workers. New York, NY: The
Free Press.
C. Other
Books and periodicals related to the student's field experience recommended by the
field instructor or professor
D. Field Guide and Field Directory: Choose Start Menu; CedarNet; Network Utilities:
Map Department (S): My Computer, S:\DEPT\SW-CJ-SOC\SWK\Field Experience
(Field Experience and Field Directory).
E. Process Recording Form: Choose Start Menu; CedarNet; Network Utilities: Map
Department (S): My Computer, S:\DEPT\SW-CJ-SOC\SWK\ (Process Recording
Form).
VI.
EVALUATION
In-class methods will include: seminar discussion of written reports; student oral presentation;
field instructor analysis of student practice as part of class learning; and discussion of the
relationship of classroom learning with field experience.
A.
Grading
The grade for Senior Seminar II will be determined by the quality of the written
material in the Journals, Enrichment Assignments, and professional documents, and
the participation of the student in the class process as follows:
Journals..................................................................................................................25%
Enrichment Assignments.......................................................................................25%
Process Recording ................................................................................................. 15%
Participation/Instructor‟s Evaluation.............................. ...................................... 35%
The field instructor will complete a Field Experience Evaluation Form, including a
experience.
The grade for Senior Field Experience II will be determined by field instructor
Field Experience ................................................................................................... 70%
Paperwork ............................................................................................................. 30%
SWK 4520/4570
page 5
100
93
90
87
84
81
-
94
91
88
85
82
78
=
=
=
=
=
=
A
AB+
B
BC+
77 - 75
74 - 72
71 - 69
68 - 66
65 - 63
Below 63
=
=
=
=
=
=
C
CD+
D
DF
B.
Attendance
Students are expected to attend all classes because the student's presence and
contact me before class. If I cannot be reached, leave a message on my answering
machine (766-7748). Two (2) emergency absences will be allowed. Unexcused
each unexcused absence. Three (3) tardies to class will count as one (1) unexcused
absence.
C. Late Assignments
the next class, the “F” is recorded as a “0” from the scale for grades.
Any paperwork not turned in by the end of the semester will result in the student
receiving an incomplete and may jeopardize their graduation.
No final grade will be given until all field experience paperwork are completed and
submitted as outlined in the Field Guide.
SWK 4520/4570
page 6
VII.
REQUIREMENTS
Locate Field Guide and Field Directory. Choose Start Menu; CedarNet; Network
Experience.
A.
Attend field experience sixteen (16) hours weekly. Complete a minimum of 225
hours. Turn in Weekly Time Sheet (Appendix O) by 5:00 p.m. on Tuesday of each
following week at the social work office.
B.
Submit Supervisory Agenda Form (Appendix I) on Tuesdays by 5:00 p.m. at social
work office. Minimum of 12 agendas due. These are to be submitted no later than
class time on the day the assignment is due.
C.
Keep six (6) Journals (Appendix J) that detail work activities and student
impressions.
D.
Complete all seven (7) Enrichment Assignments as scheduled. These are to be
E.
Meet with professor and field instructor to establish Learning Contract (Appendices
G, H).
F.
Email professor before each class a question or learning experience that you plan to
discuss in class.
G.
Read for class Hearts Strangely Warmed.
H.
Read as extensively as possible materials which are recommended by the field
instructor or professor which are related to the student‟s field experience.
I.
Locate Process Recording Form on the S drive. Choose Start Menu; CedarNet;
Network Utilities: Map Department (S). Word, S:\DEPT\SW-CJ-SOC\SWK\Field
Experience \ Process Recording Form.
SWK 4520/4570
page 7
Present a Process Recording during the semester, in which the student demonstrates
his/her competency as a beginning social worker. The student is expected to
demonstrate the application of his/her theoretical base and skills through these
activities.
J.
Offer constructive feedback to his/her peers weekly as their case presentations are
made.
K.
Intern Observation to be conducted by professor.
L.
Meet with professor for debriefing after Observation.
M.
Email professor before each class a question or learning experience that you plan to
discuss in class.
N.
VIII.
A.
All weekly Supervisory Agendas (Appendix I) and Time Sheets (Appendix O) are
due by 5:00 p.m. Tuesdays at the social work office.
B.
Enrichment Assignments are to be a minimum of two (2) pages typed (12 point font)
and will be submitted no later than class time on the date the assignment is due.
C.
Write a Journal which details work activities and student impressions. This is to be
submitted via email no later than class time on the day the assignment is due.(see
Appendix J in Field Guide).
D.
Each Journal and Enrichment Assignment will be assigned a letter grade based on
the grading scale. All grades will be averaged over the course of the term.
E.
Process Recording
The Process Recording should be on discrimination/oppression or an issue which
specifically affects the given population at your agency. The Process Recording
form to be used for this assignment may be found on the “S” drive. There are four
columns noted on this form: Field Instructor‟s Comments, Content/Dialogue ( word
by word accounting of your interview), Gut level Feelings ( what were you feeling
during the interview), Analysis ( what were your impressions of what was being
said). Many copies of this form will need to be made in order to fulfill this
assignment.
SWK 4520/4570
page 8
IX.
psychological, orthopedic, and traumatic brain injury. Faculty rely on Disability
Services to verify the need for accommodation and to assist in the development of
reasonable and appropriate accommodation strategies. If you have not previously
contacted the Coordinator of Disability Services, I encourage you to do so.
X.
consultant read the paper together, the tutor will suggest ways to build upon your
strengths and improve your weaknesses. Expect to be actively involved in the
conference. You might freewrite for five or ten minutes, do some outlining or revising,
and even consult a manual. It's good to keep in mind that because of the writing center's
mission, your tutor will never proofread or edit your writing for you. It's also good to
keep in mind that all writers from all levels of proficiency benefit from the writing
center's services, so even if you feel like you're a "good" writer, you'll still improve your
skills by working with the tutors. To learn how to make an appointment at the writing
center, go to
SWK 4520/4570
page 9
XI.
CLASS SCHEDULE
DATE
LATE OR
ABSENT
GENERAL TOPIC
Overview of class
JANUARY
T/5
Class Activities:
Review of NASW and
JANUARY
NACSW Code of Ethics
H/7
ASSIGNMENTS
Student is to schedule a meeting with Field
Instructor and Professor for Learning
Contract Conference.
Supervisory Agenda and Time Sheet Due
Class Activities:
Practice Evaluation
JANUARY
T/12
Class Activities:
Minority Perspective with
JANUARY
global/multicultural focus.
H/14
Enrichment Assignment #1- Interview a
minority person from your agency. What
special issues do they face? What are the
global/multicultural issues facing this
person? What did you learn?
Class Activities:
Minority interview with a global/multicultural focus.
Review Assignment
JANUARY
T/19
Practice Evaluation
Class Activities:
JANUARY
H/21
Practice Evaluation
Journal #1 Due
Journal Discussion
Class Activities:
JANUARY
T/26
Practice Evaluation
Class Activities:
SWK 4520/4570 page 10
DATE
JANUARY
H/28
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Value of Diversity
Enrichment Assignment #2- Identify the
conditions of poverty, oppression and
discrimination with your clientele and
Social Work Majors Meeting suggest a strategy(s) of advocacy.
Spring semester Field Experience Learning
Attendance Required
Contract (Appendix G) completed and
4:30 – 6:00 p.m.
handed in to the Field Director and Field
Instructor
Class Activities:
Diversity with social service agencies.
Review Assignment
Practice Evaluation
FEBRUARY
T/2
Class Activities:
Practice Evaluation
FEBRUARY
H/4
Journal #2 Due
Journal Discussion
Class Activities:
Practice Evaluation
FEBRUARY
T/9
Class Activities:
FEBRUARY
H/11
Practicing within Systems
Enrichment Assignment #3 – Select a
system within your agency as it pertains to
practicing social work and identify its
strengths and weaknesses.
Student will schedule with Field Director
final observation visit and, if needed, Field
Instructor meeting
Class Activities:
System analysis with a social service setting
Review Assignment
FEBRUARY
T/16
Practice Evaluation
State of Ohio Counselor and Social Work
Board Guest Speaker
Class Activities:
Review Assignment
SWK 4520/4570
page 11
DATE
FEBRUARY
H/18
LATE OR
ABSENT
GENERAL TOPIC
Practice Evaluation
ASSIGNMENTS
Journal #3 Due
Journal Discussion
Class Activities:
FEBRUARY
T/23
Practice Evaluation
Process Recording Due
Class Activities:
Enrichment Assignment #4-Interview a
staff member from an outside agency and
report on the social policies that are
affecting their agency, workers and clients.
FEBRUARY
H/25
Social Policy
Journal Discussion
Class Activities:
Social policies and the affect they have on social service settings.
Review Assignment
MARCH
NO CLASS SPRING BREAK
T/2- H/4
MARCH
T/9
Practice Evaluation
Class Activities:
Field Instructor Appreciation
MARCH
Luncheon
W/10
MARCH
Practice Evaluation
H/11
Class Activities:
Practice Evaluation
MARCH
T/16
Prepare a few remarks to introduce your
field instructor.
Class Activities:
SWK 4520/4570
page 12
DATE
LATE OR
ABSENT
MARCH
H/18
GENERAL TOPIC
Practice Evaluation
Class Activities:
Practice Evaluation
MARCH
T/23
ASSIGNMENTS
Journal #4 Due
Journal Discussion
Student will make sure professor has
completed their observation visit and a field
instructor meeting if needed.
Class Activities:
MARCH
H/25
Research Study
Enrichment Assignment #5 – Reseearch
an article referenced to a scope of practice.
Show how it applies to your agency and
discuss it with your Field Instructor.
Class Activities:
Research studies done in a social service setting.
Review Assignment
MARCH
Research Study
T/30
Class Activities:
APRIL
Practice Evaluation
H/1
Class Activities:
APRIL
Case Study Review
T/6
Journal #5 Due
Journal Discussion
Class Activities:
Reviewing a case plan with a Field Instructor.
Review Assignment
APRIL
Practice Evaluation
H/9
Enrichment Assignment #6- Review a case
plan with your supervisor. What were its
weaknesses/strengths?
Class Activities:
SWK 4520/4570 page 13
DATE
LATE OR
ABSENT
APRIL
T/13
GENERAL TOPIC
Practice Evaluation
ASSIGNMENTS
Class Activities:
APRIL
Practice Evaluation
H/15
Journal #6 Due
Journal Discussion
Class Activities:
APRIL
F/16
APRIL
OCASWE Conference at CU
Practice Evaluation
T/20
Journal Discussion
Complete Questionnaire on Senior level
Field Experience placement for notebook in
office.
Class Activities:
Doing an interview with a Biblical worldview in mind.
Review Assignment
APRIL
Practice from a Biblical
H/22
World and Life View
Majors Meeting/Honor
Society Induction
Attendance Required
3:00 – 5:00 p.m.
Enrichment Assignment #7Part I - Evaluate an interview that you
conducted from a Biblical world view
supporting it with scripture. Part II – In
what ways have you used social work skills
and values in your Christian ministry while a
student at CU?
BEAP Exit Survey
Class Activities:
APRIL
Practice Evaluation
T/27
Field Instructor‟s and Student‟s Final
Evaluation of Student-Senior Field
Experience (Appendix M-I and M-II),
Student Evaluation of Field Experience
(Appendix N with attachments), final Field
Experience Time Sheet (Appendix O), and
Field Instructor‟s Program Evaluation
(Appendix P in a sealed envelope) due.
Class Activities: Review of Practice Skills, Values, and Ethics
Review Assignment
SWK 4520/4570
page 14
DATE
APRIL
H/29
LATE OR
ABSENT
GENERAL TOPIC
ASSIGNMENTS
Sr. Exit Interview
12:00 – 2:00 p.m.
Attendance Required
Class Activities: Seniors meet as a group with a member of the Social Work Advisory Council to discuss
their social work educational experience and to offer their suggestions for strengthening the program.
APRIL
F/30
Social Work Convocation
3:00 – 5:00 p.m.
Attendance Required
Class Activities: A formal recognition of your achievements for family and friends.
SWK 4520/4570
page 15
XII.
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