This is a sample outline. Actual course outline may vary... readings, texts and assignments.

Transcription

This is a sample outline. Actual course outline may vary in structure, required
readings, texts and assignments.
SCHOOL OF SOCIAL WORK – UNIVERSITY OF VICTORIA
SOCIAL WORK 391
INDIGENOUS APPROACHES TO HEALING AND HELPING
ON CAMPUS COURSE OUTLINE
Course Description:
See UVic calendar.
Date: This is a sample outline from 2009. Your course outline may vary in structure, required readings,
texts and assignments.
Course Objectives:
At the conclusion of this course, you will be able to:
identify traditional and contemporary ways of healing and helping
identify Indigenous healers and helpers in the community
understand and demonstrate the local protocols that are necessary to interact on Indigenous
lands in a respectful and honorable way
examine and articulate your own values and beliefs about healing and helping
explore similarities and differences in various Indigenous cultures.
Technology Required for Course:
There is a limited technological requirement for this course. On-campus students will be expected to
access the 391 Distance Education Blackboard site. In order to access this site, students are required to
have email and web access. Please see the instructor if this is a problem.
Method of Delivery:
This course is delivered through on-campus and distance format as a joint course. Both the on-campus
student group and the distance education student group for SW391 this year will be considered as one
class though each are participating in a different way. The on-campus students will have access to the
SW391 Blackboard site. The Distance students are welcome to join the on-campus class if they are
able (but are not required to attend). We will attempt to set up one conference call during the year to
connect both groups for a brief introduction and discussion.
Structure and Format of the Course (including course materials):
Because SW391 is jointly delivered in both a distance education and on-campus format, the entire class
(on-campus and distance) will be assigned the same readings and course material. Please see the
course schedule for the weekly topics, readings and course materials. SW391 is a full year course and
will be delivered on a weekly basis for two terms.
Sample outline Social Work 391 on campus
1
For information that you share on the SW391 Blackboard site, please be mindful of the following
standard guidelines when sharing information. This standard statement can also be found on the
SW391 website under Confidentiality Statement:
•
Confidentiality Statement
It is crucial that you familiarize yourself with the confidentiality parameters that are described
under this section of the Blackboard site. Learning in the Blackboard environment requires that
you know the extent to which your confidentiality is respected. It also requires that you respect
the confidentiality of others.
•
Your confidentiality: Please be aware that while the course Blackboard site is password protected,
administrative staff and other UVic faculty have access to the site. You should not post anything on
this site you are not comfortable sharing with others or having archived as a permanent record. All
UVic Blackboard courses are automatically archived on a UVic server before the courses are
offered again.
•
Others’ confidentiality: Through course contact and assignments you will learn other students’
names and their views. All such information should be treated as confidential, just as you would in
a regular classroom. Course communication and materials should not be forwarded to people not
registered in the course. People not registered for the course cannot be invited to join discussion
groups.
•
Community, agency, and client information: Community, agency, and client information should
be treated respectfully. Be sure to remove all client identifying information in your postings to
discussion groups. Please note that in some highly visible situations, it may be necessary to modify
certain biographical details to mask the identity of the persons, agencies, or communities involved.
All discussions that occur as part of this course are to be kept confidential and not used outside of
the course context.
Potential Audience:
Students taking this course will be enrolled in the Indigenous Specialization or Indigenous Child
Welfare Specialization of the B.S.W program.
Prerequisites:
There are no prerequisite courses for SW391.
Class Climate
The School of Social Work, and the University of Victoria in general, has made a conscientious effort
to ensure that the diverse experiences and locations of the students, staff and faulty are respected. To
ensure that all students feel welcome in participating in classroom (both virtual and on-campus), it is
expected that the instructor and students engage in respectful dialogue in both large and small group
discussions.
Students with Disabilities
The following statement is taken from the School of Social Work Policy and Procedure Manual:
2
“The School of Social Work, in its commitments to feminist, Indigenous, and anti-oppressive practice
should endeavor to take a pro-active role in providing an inclusive environment for all students,
including students with disabilities. The School will continue raising awareness of ableism among its
faculty, staff and the larger community
If you have a disability or specific learning need as a result of a disability please contact me. I am more
than happy to ensure that you experience success in this course. Please be advised, as well, that there
are support resources available to you through the university, and I encourage you to contact the
Resource Centre for Students with a Disability (http://rcsd.uvic.ca/).
Course Readings and Materials
This course integrates several mediums to distribute information, as you can see the course includes:
course manual, a textbook, access to Blackboard site with resources including audio files of the
Thomas King’s lectures. The reasons for including these diverse informational mediums are to ensure
that you have access to oral transmission of knowledge – which is central to an Indigenous way of
knowing.
• SW391 Course Reading Package
• Text
Hart, M. (2002). Seeking Mino-Pimatisiwin: An Aboriginal approach to helping. Halifax: Fernwood
Publishing.
• Audio File (found on SW391 Blackboard site)
King, T. (2003). The truth about stories: A Native narrative. CBC Massey Lecture Series. Toronto:
Dead Dog Cafe Productions Inc. & CBC Corporation.
Course Schedule and Readings
Date
Course Material and Readings
Sept 4th No Class: Orientation Week
Topic: Indigenous Traditional Values and Social Work Practice
Sept 11
Assignments
(Reading Package)
Morrisseau, C. (1998). Into the daylight: A holistic approach to
healing. Toronto: University of Toronto Press, pp. 61–84.
Mussell, B., Cardiff, K., & White, J. (2004). The mental health and
well-being of Aboriginal children and youth: Guidance for new
approaches and services. Chilliwack, BC: Sal'i'shan Institute,
pp. 6–14.
(Video)
Jacks, T. (2000). The warmth of love: The four seasons of Sophie
Thomas
Sept 18th Topic: Foundations of an Indigenous Approach to Healing and Helping
(Text)
Hart, M. (2002). Seeking Mino-Pimatisiwin: An Aboriginal approach to
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helping. Halifax: Fernwood Publishing, pp. 39–59.
Sept 25th
(Reading Package)
☺Lynn, R., Thorpe, R., Miles, D., Cutts, C., Butcher, A., & Ford, L.
(1998). Murri Way! Aborigines and Torres Strait Islanders
reconstruct social welfare practice. Townsville, Australia:
Centre for Social Research, pp. 63–73.
Topic: Traditional Ways of Helping: Sharing Circles, Listening, and
the Wheel
(Text)
(Reading Package)
☺Bopp, J., Bopp, M., Brown, L., & Lane, P. (1984). The sacred tree:
Reflections on Native American spirituality. Twin Lakes, WI:
Lotus Light, pp. 72–73.
Oct 2nd
(WebCT Electronic File: BCASW Perspectives)
Green, J. (2003). As our journey in perspectives comes to a close.
Perspectives - Newsletter of the B.C Association of Social
Workers, 25(2) pp. 19.
Topic: What is Indigenous Community? What is the Impact of
Colonization?
(Reading Package)
Hill, B. (1995). Shaking the rattle: Healing the trauma of colonization.
Penticton, BC: Theytus Books, pp. 8–15.
☺ Kelm, M. (1998). “My people are sick. My young men are
angry”: The impact of colonization on Aboriginal diet and
nutrition. In M. Kelm (Ed.), Colonizing bodies. Vancouver:
UBC Press. Pp. 19–37.
Oct 9th
Maracle, L. (2001). Black robes. In R. Benson (Ed.), Children of the
dragonfly: Native American voices on child custody and
education Tucson: University of Arizona Press. Pp. 71–77.
Topic: The Link Between Healing, Helping, and Decolonization
☺ Hart, M. (2002). Seeking Mino-Pimatisiwin: An Aboriginal
approach to helping. Halifax: Fernwood Publishing, Pp. 23–
37.
(Reading Package)
Milner, J., & O’Bryne, P. (1998). Assessment in social work.
4
Basingstoke, England: MacMillian Press Ltd., pp. 60–78.
(WebCT Audio File)
King, T. (2003). You are not the Indian I had in mind (Lecture 2, St.
John’s). In The truth about stories: A Native narrative. CBC
Massey Lecture Series. Toronto: Dead Dog Café Productions &
CBC.
Oct 16th
Topic: Indigenous Values and Social Work Code of Ethics
(Reading Package)
Bop, J., Bopp, M., Brown, L., & Lane, P. (1984). The sacred tree:
Reflections on Native American spirituality. Twin Lakes, WI:
Lotus Light, pp. 74–82.
Brant, C. (1990). Native ethics and rules of behaviour. Canadian
Journal of Psychiatry, 35(6), 534–538.
☺ Jones, K. (1999). Ethical issues. In F. Turner (Ed.), Social work
practice - A Canadian perspective. Scarborough, ON:
Prentice-Hall. Pp. 306–316
Vedan, Richard. (2003). The challenge of supporting community
standards, Perspectives - Newsletter of the B.C Association of
Social Workers, 25(2). Pp. 24.
Oct 23rd
Topic: The Significance of Cultural Protocols and Relationship
(Reading Package)
Lynn, R., Thorpe, R., Miles, D., Cutts, C., Butcher, A., & Ford, L.
(1998). Murri Way! Aborigines and Torres Strait Islanders
reconstruct social welfare practice. Townsville, Australia:
Centre for Social Research, pp. 21–25.
☺ Voss, R., Douville, V., Little Soldier, A., & Twiss, G. (1999).
Tribal and shamanic-based social work practice: A Lakota
perspective. Social Work, 44(3), 228–241.
Ermine, W. (1998). Pedagogy from the ethos: An interview with Elder
Ermine on language. In L. Stiffarm (Ed.), As we see ...
Aboriginal pedagogy . Saskatoon: University of Saskatchewan
Extension Press. Pp. 9–28
Kovach, M. (2003). It’s all about building relationships – You can’t
5
Oct. 30th
work in an Aboriginal community without them. Perspectives Newsletter of the B.C. Association of Social Workers, 25 (2) Pp.
14–15.
Topic: Indigenous Peoples and Social Work – Cris--crossing Cultures
(WebCT Audio)
King, T. (2003). What is it about us that you don’t like? (Lecture 5,
Toronto). In The truth about stories: A Native narrative. CBC
Massey Lecture Series. Toronto: Dead Dog Café Productions
Inc. & CBC.
Assignment
due:
Reflection
Paper (Part
A)
(Reading Package)
Bennett, B., & Zubrzycki, J. (2003). Hearing the stories of Australian
Aboriginal and Torres Strait Islander social workers:
Challenging and educating the system. Australian Social Work,
56(1), 61–70.
☺ Weaver, H. N. (1999). Indigenous people and the social work
profession: Defining culturally competent services. Social
Work, 44(3), 217–225.
Nov 6th
Cross, T. (1988). Cultural competence continuum. Focal Point Bulletin of The Research and Training Center on Family
Support and Children’s Mental Health (Fall), pp. 1–3.
Topic: Working with Children and Youth within Indigenous Social
Work
(Text)
(Course Readings)
Brendtro, L., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming
youth at risk: Our hope for the future. Bloomington, IN:
National Educational Service, pp. 43–68.
Bellefeuille, G., Garrioch, S., & Ricks, F. (1996). Breaking the rules:
Transforming governance in social services. Thompson, MN:
Awasis Agency of Northern Manitoba, pp. 85–107.
Simon, B. (2003). We can stop an epidemic of child protection that has
devastated Aboriginal communities. Perspectives - Newsletter of
the B.C. Association of Social Workers, 25, pp. 12–13.
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Nov 13th
Topic: Working with Family within Indigenous Social Work
(Course Readings)
First Nations Family and Child Care Society. (1992). Indian Child &
Family Service Standards Project - Final report. North
Vancouver: First Nations Congress, pp. 34–38.
Anderson, K. (2000). A Recognition of being: Reconstructing Native
womanhood. Toronto: Second Story Press, pp. 205–212.
☺ LaRocque, E. (1993). Aboriginal violence. In Royal
Commission on Aboriginal Peoples (Ed.), The path to healing.
Ottawa: Canada Communications Group. Pp. 72–89
Nov 20th
Thomas, R. (2003). Putting residential schools behind us: Recovering
from the sorrow of a tragic history. Perspectives - Newsletter of
the B.C. Association of Social Workers, 25, pp. 1–2.
Topic: A Community Perspective on Indigenous Healing and Helping
(Course Readings)
First Nations Family and Child Care Society. (1992). Indian Child &
Family Service Standards Project - Final report. North
Vancouver: First Nations Congress, pp. 17–22.
Warry, W. (1998). The challenge of community healing. In W. Warry
(Ed.), Unfinished dreams: Community healing and the reality of
Aboriginal self-government. Toronto: University of Toronto
Press. Pp. 63-92
☺ Van Uchelen, C., Davidson, S., Quressette, S., Brasfield, C., &
Demerais, L. (1997). What makes us strong: Urban Aboriginal
perspectives on wellness and strength. Canadian Journal of
Community Mental Health, 16(2), 37–50.
Nov.27th
Anderson, K. (2000). A Recognition of being: Reconstructing Native
womanhood. Toronto: Second Story Press, pp. 213–225.
Topic: The Role of Stories in Indigenous Healing and Helping
(WebCT Audio File)
King, T. (2003). A million porcupines crying in the dark (Lecture 4,
Calgary). In The truth about stories: A Native narrative. CBC
Massey Lecture Series. Toronto: Dead Dog Café Productions
AssignmentD
ue:
Reflection
Paper (Part
B)
7
Inc. & CBC.
Jan 8th
Christmas Break
Topic: Culture: Revisiting the Link between Culture and Practice
(Course Readings)
Cross, T. (2003). Culture as a resource for mental health. Cultural
diversity and ethnic minority psychology, 9(4), 354-359.
☺Poonwassie, A., & Charter, A. (2001). An Aboriginal Worldview of
Helping: Empowering Approaches. Canadian Journal of
Counselling, 35(1), 63-73.
Jan 15th
Topic: The Impact of Colonization on Indigenous Identity
(Course Readings)
☺Restoule, J.-P. (2000). Aboriginal Identity: The need for historical
and contextual perspectives. Canadian Journal of Native
Education, 24(2), 102-112.
Jan 22
Hart, M. (2003). Am I a modern day missionary? Reflections of a Cree
social worker. Native Social Work Journal, 5(November), 298308.
Topic: Personal, Family, and Community Identity: Where Do I fit?
(Course Readings)
Garroutte, E. M. (2003). Real Indians : identity and the survival of
Native America. Berkeley ; Los Angeles ; London: University of
California Press. Pp. 61-81.
☺Lawrence, B. (2004). "Real" Indians and Others: Mixed-Blood
Urban Native peoples and Indigneous Nationhood. Lincoln and
London: University of Nebraska Press. Pp135-151
Womack, C. (1997). Howling at the Moon: The Queer but true story
of my life as a Hank Williams song. In W. S. Penn (Ed.), As We
Are Now: Mixblood Essays on Race and Identity. University of
California Press. Pp. 28-49
Jan 29
Topic: Colonization, Internalized Oppression, and Healing and
Helping in Indigenous Communities
(Course Readings)
☺Weaver, H., N. (2001). Indigenous Identity - What is it, and Who
really has it? American Indian Quarterly, 25(2), 240-254.
Mullaly, B. (2002). Challenging Oppression: A Critical Social Work
Approach. Don Mills, Ontario: Oxford University Press. Pp. 56-70.
Feb. 5th
Topic: What is Self Care? Why Is It Important for the Indigenous
Assignment
8
Social Worker?
(Course Readings)
Stevens, N., & St.Germaine, J. (19972003). Using the Gifts of the
Trickster: Balancing Self in the Helping Field. Native social work
journal = Nishnaabe kinoomaadwin naadmaadwin, 5(November),
155-171.
Due: SelfCare Plan
☺Anderson, K. (2000). A Recognition of Being: Reconstructing
Native Womanhood. Toronto: Second Story Press. Pp. 230-233
Feb 12th
Topic: Developing a Holistic Self Care Plan
(Course Readings)
Monk, L. (2002). Resiliency Among Child Welfare Workers: An
Organizational Health Perspective? Canada's Children(Summer),
25-27.
Walters, K. L., & Simoni, J. M. (2002). Reconceptualizing Native
Women's Health: An "Indigenist" Stress-Coping Model. American
Journal of Public Health, 92(4), 520-524.
Feb 19th
Feb. 26
NO Class- Reading Break (February 16th-20th)
Topic: Identifying Personal and Professional Ethical Dilemmas
(Boundary Issues)
(Course Readings)
Lynn, R. (2001) Learning from a “Murri Way’.The British Journal of
Social Work, 31(16). 903-916
Mar. 5th
☺Reamer, F.G. (2003). Boundary issues in social work: managing dual
relationships. Social Work, 48 (1), 121-133.
Topic: Indigenous Community Social Work – The Outsider/Insider
Experience
(Course Readings)
Delaney, R., Brownlee, K., Sellick, M., & Tranter, D. (1997). Ethical
problems facing northern social workers. The Social Worker,
65(3), 55-65.
☺Kanuha, V. K. (2000). "Being" native versus "going native":
conducting social work research as an insider. Social Work, 45(5),
439-447.
Mar 12th
Topic: Indigenous Healing and Helping: Places for Helping and
Assignment
9
Practice Roles
(Course Readings)
Weaver, H. (2000). Activism and American Indian issues:
opportunities and roles for social workers. Journal of Progressive
Human Services, 11(1), 3-22
Due:
Personal
Learning
Plan
☺Sun, A.-P. (2004). Principles for Practice with Substance-Abusing
Pregnant Women: A Framework Based on the Five Social Work
Intervention Roles. Social Work. 49(3), 383-394.
Mar 19
Topic: The Link between an Indigenous Approach to Social Work and
Anti-Oppressive Practice Framework
(Course Readings)
☺Zapf, M. (1999). Location and Knowledge-building: Exploring the
fit of western social work with traditional knowledge. Native
Social Work Journal = Nishnaabe kinoomaadwin naadmaadwin,
2(1), 138-152.
Campbell, C. (2002). Developing Strategies for Anti-Oppressive
Social Work Pedagogy. Canadian social work review, 19(1), 2540.
Mar 26
Topic: The Indigenous Social Worker: What are our stories?
(Course Readings)
Anderson, K. (2000). A Recognition of Being: Reconstructing Native
Womanhood. Toronto: Second Story Press. Pp. 21-33.
April 2
Topic: Closing Circle
Class
Presentations
Class
Presentations
No new readings
Academic Standards - Policy on Late Assignments
The school of social work has a policy on late assignment which will apply to this class. Unless
negotiated prior to the due date a late penalty of 1 grade per week of lateness will be deducted from
the late assignment. After two weeks, the instructor does not have to accept the assignment. Please
see the School of Social Work policy on late penalties for assignments on the school of social work
website under policy/submission of assignments: http://web.uvic.ca/socw/policies.htm
The School of Social Grading Scale - Appendix to SWPOLICY-11
U.Vic Letter
9
A+
%
MidPoint
90 100
95
Evaluation Criteria
Represents work of exceptional quality. Content, organization and
style all at a high level. Student demonstrates excellent
10
8
7
A
A-
87
85 89
82
comprehension of the subject and makes use of existing knowledge,
literature and research. Writer uses sound critical thinking, a high
level of personal engagement with the topic, and is able to apply
knowledge to practice.
80 84
6
B+
5
B
4
B-
7579
77
72
7074
67
Represents work of good quality with no major weaknesses.
Writing is clear and explicit and topic coverage and comprehension
is more than adequate. Good use of existing knowledge on the
subject. Shows some degree of critical thinking, personal
investment and application to practice.
6569
3
C+
2
C
6064
62
57
5559
Represents work of fair but not good quality. Shows some
comprehension of the subject, but has weaknesses in content and/or
organization of the paper. Minimal levels of critical awareness,
personal involvement or application of ideas to practice.
1
D
5054
52
Represents minimally adequate work, barely a passing level.
Serious flaws in content and/or style. Poor comprehension of the
subject, and/or little involvement in the paper. Poor use of existing
knowledge.
0
E
4049
44.5
Represents failing work. Inadequate for successful completion of
the course, or submitted beyond final date of acceptance for paper.
0
F
0-39
0
N
N/A
N/A
Did not complete course requirements by the end of the term of
session. This grade can be changed upon successful completion of
the course requirements.
N/A
INP
N/A
N/A
Used only to designate a practicum that is in progress.
Statement on Plagiarism
Taken from the 391 WebCT Start-up Kit located at http://web.uvic.ca/socw/deresourcekit/.
“A student commits plagiarism when he or she: submits the work of another person as original work
gives inadequate attribution to an author or creator whose work is incorporated into the student's work,
including failing to indicate clearly (through accepted practices within the discipline such as footnotes,
internal references, and the crediting of all verbatim passages through indentations of longer passages
or the use of quotation marks) the inclusion of another individual's work paraphrases material from a
source without sufficient acknowledgement as described above Students who are in doubt as to what
constitutes plagiarism in a particular instance should consult their course instructor.”
11
Assignments and Grading Criteria
General Grading Criteria
Class attendance:
• Regular attendance is expected (please see the School of Social Work policy on attendance and
participation at: http://web.uvic.ca/socw/policies.htm)
• Please contact me if you are unable to attend class
The basic criteria for all written assignments are as follows:
• Use size 12 font (1.5- to 2-line spacing) for all assignments (do not single space).
• Keep a copy of each assignment that you hand in.
• Include a cover page with your student identification number, the course name, the instructor’s
name, and the date.
• Paginate and staple all of your papers.
• Use APA style for all references.
• Do not go over the maximum number of pages/words identified for assignments.
• Follow assignment Instructions and Grading Criteria.
• Respect deadline due dates.
Assignment Value & Due Dates:
Assignments
Weight
Assignment 1: Participation (online activity and in-class article 30%
review)
Assignment 2: Reflection Paper (Part A)
10%
Reflection Paper (Part B)
20%
Assignment 3: Self-Care Plan
10%
Assignment 4: Personal Learning Plan
10%
Assignment 5: Oral Presentations
20%
Assignment #1:
Required Participation Activities (10 in total)
Grade:
30% of total grade
5 postings (2% each for 10%) from required online activities
Facilitation of 2 in-class article reviews (20%), 1 each term 10% each
Article Review:
The purpose of this assignment is to:
Ability to summarize and identify key themes of a readings
Ability to present to class on the key reading and how it applies to Indigenous social work
practice
Ability to engage the class in an interactive discussion around the article summary
Ability to write-up a 1 page briefing note of key themes of article and how you think it relates to
Indigenous social work.
**☺ - This symbol situated beside a reading means that it is one that can be selected for this
assignment
12
Web Postings:
reflect on a weekly key themes relating to Indigenous social work and share with group members
through posting
share your understandings of unique issues that impact social work practice in an Indigenous
community as an Indigenous social worker in response to the study question
identify assumptions about Indigenous social work practice
explore ways in which your classmates perceive their understanding of key themes in the weekly
unit where you post
connect your own lived experience (self) with course material
demonstrate your ability to present your thoughts concisely within the 250-word limitation per
entry for web postings..
Grading Criteria
A grade will be assigned based on the extent to which you have met the following criteria:
thoughtfulness in engaging with article (for review) and study question (for online activity)
ability to link your own reflections with idea(s) flowing from the course material or from other
students in the course
ability to engage other (article review) and ability to respond in a respectful way (both article and
online activity)
ability to express ideas in a clear, well-thought-out way that links ideas specifically to social work
practice or helping and healing work.
a well-written response that has been proofread for spelling, grammar, and technical aspects of
writing
ability to respond concisely to the web posting study question within the 250- word limitation (it
is recommended that students draft responses off-line, where they can be revised and saved, and
then post them online).
Assignment #2:
Reflection Paper (Conversation/interview with an Indigenous helper):
Outline & Written Paper
Grade:
30% of total grade
Outline – 10%
Paper – 20%
Length:
Outline – 4 to 5 pages (1000–1250 words)
Paper – 10 to 12 pages (2500–3000)
Purpose
have a conversation with an Indigenous human service helper (social worker, Elder, leader, etc.)
about Indigenous healing and helping work
gain insight into the type of helping work the helper does on behalf of her/his community or
communities
identify some of the key challenges (including structural barriers) that the helper faces in her work
analyze how a decolonization approach fits with the helper’s work
13
analyze how the helper’s work fits within an AOP social work framework
discuss some of the ways in which the helper includes cultural knowledge and ways in her work
describe the type of healing and helping work the helper does on a day-to-day basis
discuss how the helper incorporates self care into her work.
This assignment has two parts – Part A: Outline; Part B: Written Paper.
Part A: Outline
Identify a key theme you want to focus on (the conversation may go in another direction, but you
can address this when you write your paper). Explain why you are interested in this theme.
Identify an Indigenous human service helper (as defined above) to interview. Explain why you are
interested in contacting this person.
Craft the types of questions you would like to ask this Indigenous helper.
Of the key area you would like to discuss with an Indigenous helper, provide four to six
references in relation to this topic. Include these in your outline.
Indicate when you will contact the Indigenous community helper.
Grading Criteria
ability to summarize the key theme(s) in the form of a central research question that you would
like to explore during a conversation with an Indigenous helper and why
ability to summarize the helping work done by the person you would like to contact and why
ability to provide several key interview questions
inclusion of four to six references (e.g., if the person you interview is an Alcohol and Drug
Counselor, review literature on A&D in Indigenous communities)
ability to present information in a clear, concise, and organized manner.
Part B: Reflection Paper
Format
Part B of Assignment #2 is a written reflection paper, based on your conversation with an Indigenous
community helper.
Your paper should be approximately 10 to 12 pages long. Please be respectful of the word
limitation.
Please follow general assignment criteria for formatting written assignments (see beginning of
Assignment section in course outline).
Your paper should include:
descriptive information about your conversation and how you sought permission for this
interview. You may want to incorporate a shortened/revised version of the summaries from your
outline for this section.
an analysis of how you see this particular type of community work aligning with a decolonization
approach to social work practice as it relates to AOP social work
commentary on your discussion about Indigenous culture and its role in practice from your
conversation
self-reflection; identify the key teachings you received from your conversation
14
6 to 10 references from research sources on your topic
an indication of how you gained consent to use teachings from this conversation in your written
assignment
the instructor’s feedback and suggestions from your outline.
Grading Criteria
descriptive information to set context, including attention to cultural protocols and pertinent
information such as how you sought and gained permission to use the conversation in your
assignment. Ensure you do not use names of your community helper unless you receive
permission to do so.
an analytical critique reflecting an understanding of community healing and helping practice and
how it links to a decolonization approach to practice; ability to critically examine how this
connects to AOP framework
self reflection, including a commentary on what you were seeking to learn and the teachings you
received (they may be different; if so, explain how)
external references to indicate you have done external research to support some of the ideas in
your written paper
ability to present information in a clear and organized manner.
Assignment #3:
Grade:
Length:
Self Care Plan
10% of total grade
6 pages (1500 words)
Purpose
explore why self care is important to Indigenous social workers
assess your own self-care practices in terms of the wellness wheel
consider different types of self-care options, both Indigenous and contemporary
develop your own self-care plan based on an Indigenous holistic approach.
Grading Criteria
analytical commentary on why self care is important to social workers within Indigenous
communities
ability to explain the theoretical principle behind a holistic model of self care
self reflection and ability to assess your own self-care needs
inclusion of a self-care plan
external references from Course Readings to indicate you have done external research to support
some of the ideas in your written paper
ability to present information in a clear and organized manner.
Assignment #4:
Grade:
Length:
Personal Learning Plan
10% of total grade
6 pages (1500 words)
15
Purpose
This assignment is linked to Assignment #5, “Oral Presentation: Personal Expression of Culture and
Tradition.” Please start by reading the criteria for both assignments.
Assignment #4, Personal Learning Plan, should include what you want to explore as a practising
social worker and how this fits into your emerging practice framework (which will be a focus of
SW491).
The purpose of Assignment #4 is to:
develop a plan that will address your learning objectives
show how your learning objectives link with your emerging practice framework
build on your own understanding of your personal/professional identity
integrate questions, concerns, and learnings that have been identified in the first half of the course
formulate questions that you wish answered in preparation for your oral presentation.
Grading Criteria
•
•
•
•
•
Your description of who you are: your cultural background, what informs your identity, your
cultural learning experiences
An analysis or how Indigenous ways of healing and helping have informed your learning plan
Who are your cultural contacts/teachers?
What are your understandings of protocols in connecting with cultural teachers?
How does this link to social work practice?
Assignment #5:
Grade:
Length:
Oral Presentation: Personal Expression of Culture &
Tradition
20% of total grade
Class Presentation; Reflective Paper – 2 pages (500 words)
Purpose
This assignment is linked to Assignment #4, “Personal Learning Plan.”
The purpose of Assignment #5 is to:
share a personal expression of culture and tradition through an individual oral presentation
identify how you look at your own culture and tradition
discuss ways in which culture and tradition can inform your social work practice
prepare a two-page reflective paper to accompany your oral presentation.
Your presentation should be accompanied by a two-page critique of your learning experience in this
course. The critique should include:
a summary of the key themes that you cover in your oral presentation and how your presentation
links with your learning goals
a reflection on any shifts in location as a result of your learning experiences from the beginning of
the course
any final key thoughts about your learning that you wish to share.
16
Grading Criteria
evidence of planning and organization of your oral presentation
ability to communicate the key points of your presentation effectively
ability to communicate in an engaging manner (e.g., incorporating visual instructional aids –
posters, pictures, etc. – in your presentation)
ability to respond to questions identified in instructions
self reflection and identification of personal learning
a written critique that includes a summary of the key themes you presented in your oral
presentation, a reflective analysis of any shifts in location, and any final key learning you gained or
want to pursue further.
17

This is a sample outline. Actual course outline may vary... readings, texts and assignments.

Transcription

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