Revised SW 4997
Revised SW 4997
COURSE DESCRIPTION
This course provides the integration of classroom learning and field experience to promote
students understanding of social work knowledge, skills and values. Assessment of knowledge
and the experiential bases for generalist social work practice occurs in this class. This course
satisfies General Education Writing Intensive requirement
COURSE COMPETENCIES AND PRACTICE BEHAVIORS
2.1.1 Identify as a professional social worker and conduct oneself accordingly
Practice Behaviors:
Advocate for the client access to the services of social work; practice Personal reflection and
self-correction to assure continual professional development; attend to professional roles and
boundaries; demonstrate professional demeanor in behavior, appearance and communication;
engage in Career long learning; use supervision and consultation
2.1.2 Apply social work ethical principles to guide professional practice
Practice Behaviors:
Recognize and manage personal values in a way that allows professional values to guide
practice
make ethical decisions by applying standards of the NASW Code of Ethics; tolerate
ambiguity in resolving conflicts; apply concepts of ethical reasoning to arrive at principled
decisions
Substantively and affectively prepare for action with individuals, families, groups,
organizations and communities; use empathy and other interpersonal skills; Develop a
mutually agreed-on focus of work and desired outcomes
(b) Assessment
Collect, organize, and interpret client data; assess client strengths and limitation
develop mutually agreed-on intervention goals and objectives ; select appropriate
intervention strategies
( c ) Intervention
Initiate actions to achieve organizational goals; implement prevention interventions that
enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate
for clients; facilitate transitions and endings
(d) Evaluation
Critically analyze, monitor, and evaluate interventions
11 Analyze the impact of the urban context on a range of client systems, including practice
implications
Practice Behaviors:
Examine the distinct characteristics of the urban context and apply the analysis to social work
practice
TEXT
Cournoyer, B. & Stanley M. (2002). The social work portfolio: planning, assessing and
documenting lifelong learning in a dynamic profession. Pacific Grove CA:
Brooks/Cole
Course pack of assigned readings
PERFORMANCE CRITERIA
GRADING AND ASSIGNMENTS
Assignment
Points
Final Paper:
35
Portfolio;
30
Presentation
25
Reflections :
10
Total
100
percent
35
30
25
10
100
Competency
2.2.1-2.2.10
2.2.3
2.1.1
2.2.1
BENCHMARK ASSIGNMENTS
Final Paper
Portfolio
GRADING POLICY
Students may pass the course with a grade of D but must maintain a C average during the junior
and senior year. (See Undergraduate Bulletin, Wayne State University)
http://www.bulletins.wayne.edu/ubk-output/index.htm
Grade distribution:
100-95 A
94.9-90 A79.9-77 C+
76.9-73 C
89.9-87 B+
72.9-70 C-
86.9-83 B
69.9-67 D+
82.9-80 B66.9-63 D
79.9-77 C+
62.9-60 D-
3. Written assignments are graded on both content and writing skills. Problems with sentence
structure, spelling, grammar, punctuation and other writing mechanics will result in a lower grade
for the assignment. The APA format is to be used as appropriate.
4. Class participation includes raising questions from the readings, making relevant comments
drawn from personal experience, reacting to opinions expressed by the instructor or other
students, asking for clarification, being actively engaged in class exercises or bringing up issues
of interest to the class.
5. Cell phones are to be placed on vibrate or turned off. Computers may only be used in the
classroom to retrieve information for relevant classroom discussion.
PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to the other person.
When you use someone elses words, you must put quotation marks around them and give the
writer or speaker credit by revealing the source in a citation. Even if you revise or paraphrase
the words of someone else or just use their ideas, you still must give the author credit in a note.
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
(William Harris, Anti-Plagiarism Strategies for Research Papers,
http://virtualsalt.com/antiplag.htm, March 7, 2002)
You must cite sources from the Internet or any other form of electronic media used in
your work. Any paper suspected of plagiarism will be reviewed at Turnitin.com to verify
that it is your work and properly cited.
Any paper that is plagiarized will result in an F for the class and a referral to the
University for further Disciplinary Action.
APA FORMAT
All papers written in the School of Social Work require APA format. You may purchase the
Publication Manual of the American Psychological Association (6th edition), or you may visit the
website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people from all around
the world. The site is a wiki, which means that anyone can edit entries simply by clicking on
the edit this page link. Because Wikipedia is an ongoing work to which anybody can
contribute, it differs from a paper-based reference source in some important ways. In
particular, mature articles tend to be more comprehensive and balanced, while other (often
fledgling) articles may still contain significant misinformation, un-encyclopedic content or
vandalism. Users need to be aware of this in order to obtain valid information and avoid
misinformation which has been recently added and not yet removed.
Units
1
1/13/16
2
1/20/16
3
1/27/16
2/3/16
Session
Assignment
Guest Speaker
Tales From the Field
Discussion will focus on various
intelligences, including emotional
intelligence, psychological type, and
preferred learning styles and
preferences.
The overall goal of this session is to
help students become active, selfdirected and collaborative learners.
Assignment:
Complete Appendix 4, Please come to
class prepared to discuss your findings
Faculty Lecture
2/10/16
For Session 5
Readings:
Case Study 8-6 Empowering Adolescent
Girls in Foster Care: A Short-Term Group
The Case of Trent, pp 3-5 and Personal
Growth and Self-Esteem through Cultural
Spiritualism: A Native American
Experience, pp. 73-79
Web site: NASW Page on Diversity and
Equity at
http://www.socialworkers.org/diversity.asp
Case Study 1-2 Using the ecological
model in Generalist Practice: Life
transitions in late adulthood, pp.10-14.
Prepare a reflection paper on the above
readings. Due session 2/17/16
Group I presentation
2/17/16
7
2/24/16
8
3/2/16
3/9/16
10
3/23/16
3/30/16
12
4/6/16
13
4/13/16
14
4/20/16
Group IV Presentation
Social Welfare Policy and Services
In this unit the focus is on how you
conceptualize your role in carrying
out policy, related functions,
including promoting social and
economic justice, as you pursue a
career in social work.
Faculty Lecture
Social Work Practice and
Research: Consolidating Gains
from the field experience
It is time to assess, sort out, pull
together clarify/formulate your own
practice framework as you
apply/applied it in your field
experience. It is also time to assess
how you utilize research knowledge
in your practice. You will need to
reflect on your field experiences,
readings, and case studies involving
micro, mezzo and macro practice as
well as research.
Group V Presents on social work
research Wrap-up: student discuss
seminar experience and readiness
for generalist practice
Reading:
Evaluating practice: guidelines for the
accountable professional. Prologue
Case 11 In the Best Interest of the child
Case 15 Sallys Saga
Case 18 No mad dog looks: Group work
and mediating differences
Case 2 The Case of Trent Revisited: A
single subject research design.
Prepare a reflection paper on the above
readings .due 4/13/16
Due Session 6
2/17/16
Populations at Risk
The student selects a case (individual, family, group community) from his or her field placement. The
case must come from an at-risk population with whom social workers are involved (women, ethnic
minorities of color, physically and/or mentally challenged, gay men and lesbian women, aged, etc.). This
section of the paper must:
provide documented information from a refereed journal or text identifying this client as a
member of an at- risk- population
provide analysis of effects of membership in the oppressed population group.
discuss any ethical dilemmas presented during the interaction with the client system including
solutions to the (those)dilemmas
Draft 2
Due Session 8 3/2/16 Evaluation of client situation
This section of the paper must include a bio-psycho-social
Including how the client views his or her problem areas and what if anything they wish to do to abate the
problem.
In this section you must also discuss
Description of interventions
Report on empirical basis of interventions
Value and ethical dilemmas related to service delivery
You must refer to and document journal articles related to evidence based practice related
to the intervention being used
Draft 3
Due Session 10
3/23/16
Evaluation of practice:
Case outcome
Does the Agency have a feed-back loop?
Program evaluation- formal or informal
Methodology appropriate to case
Values and ethics regarding evaluation
Agency Policies nothing there is fluidity.
ASSIGNMENT 2
Portfolio
30% of grade
The portfolio is a well-organized and carefully prepared collection of documents related to ones
readiness for professional social work practice. It reflects evidence of an active, self-directed
approach to learning and ongoing growth as a social work student or practitioner (Cournoyer and
Stanley, 2000).
This assignment is designed to have the student summarize their academic and professional
career by compiling
goals for future development.
10
Presentation:
25% of grade
Due as assigned
students are assigned randomly to work together to present material to the class on one of the
foundation areas (policy, practice, human behavior, research).
Each group will be assigned an area of study found within the BSW Curriculum.
In this assignment you are to survey the bodies of literature relevant to your assigned topic.
An annotated bibliography lists sources in correct bibliographic form (APA) and includes a short
well written summary for each entry.
Each member of the group must have at least 5 bibliographic entries
Each of the entries should be combined into one Reference submission (provided to each member
of the class and the Professor with the total entries.
Prior to each group presentation I will deliver a lecture on the subject to be presented the
following week.
Assessment processes infuse professional theory and expertise into the work of social workers
and clients. Such processes are empowering to the extent that they contextualize the issues clients
face and locate resources to achieve goals. In contrast assessment processes that elevate the social
workers expertise or reduce client situations to stigmatizing labels undermine a clients progress.
The organized description of client needs and resources that comes from assessment begins to
frame the options that the partners have for development and change. Framing solutions takes
planning further. To Frame solutions, the partners articulate goals, focus on change, consider
multiple levels of intervention, and concentrate their energies toward the outcomes they seek
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Social work programs integrate content that promotes understanding, affirmation and respect for
people from diverse backgrounds. The content emphasizes the interlocking and complex nature
of culture and personal identity. It ensures that social services meet the needs of groups served
and are culturally relevant. Social work education programs integrate content about values and
principles of ethical decision making as presented in the NASW Code of Ethics
The educational experience provides students with the opportunity to be aware of personal
values, develop, demonstrate, and promote the values of the profession; and analyze ethical
dilemmas and the ways in which these affect practice, services, and clients
This presentation is to :
educate students to recognize diversity within and between groups that may influence
assessment, intervention, and research.
define, design, and implement strategies for effective practice with persons from diverse
backgrounds
Group 3: will present Session 8 Human Behavior and the Social Environment
Because of the multisystem and interdisciplinary nature of social work, practitioners draw from
many diverse theoretical perspectives. These perspectives help practitioners understand the
dynamics of human behavior and the impact of the sociopolitical, economic, and physical
environments. Evidence-based practice models direct processes toward expected client outcomes.
This presentation is to:
To address the perceptions of clients situation, elements use by workers to determine and
apply theories, perspectives and models and orientations.
provide content on the reciprocal relationships between human behavior and social
environments.
include empirically base theories and knowledge that focus on the interactions between
and among individuals, groups, societies, and economic systems.
Include theories and knowledge of biological , sociological, cultural psychological, and
spiritual development across the life span;
Address the range of social systems in which people live individual, family, group,
organizational, and community and the ways social systems promote or deter people in
maintaining or achieving health and well-being.
Group 4: will present Session 10 on Social Work Policy and Services
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Programs provide content about the history of social work, the history and current structures of
social welfare services, and the role of policy in service delivery, social work practice, and
attainment of individuals and social well-being. Course content provides students with
knowledge and skills to understand major polices that form the foundation of social welfare;
analyze organizational, local , state, national, and international issues in social welfare policy and
social service delivery; analyze and apply the results of policy research relevant to social service
delivery; and understand and demonstrate policy practice skills in regard to economic, politically,
and organizational systems, and use them to influence, formulate, and advocate for policy
consistent with social work values; and identify financial organizational administrative, and
planning processes required to deliver social services
ASSIGNMENT 4
Reflection papers Due as indicated in the course outline =10 points:
A Reflective Paper is a piece of writing that involves your knowledge about a particular subject. The
goal is to not only discuss what you learned from a reading but to convey the personal experiences you
have had related to what you know and what you need to know or what is missing from the information
you have read. The significance of writing a reflective paper is that you have a chance to reveal and talk
about your personal insight on a topic. A reflective essay is used as a self-assessment measure of sorts; it
allows you to address what you have gained from your academic experience as a BSW student.
A reflective essay concentrates on your ideas and reflections about a topic; however, you want to show
why the points you are making are valid. To do so, any information that led to your conclusions should
be included in the paper as a reference.
A good reflective essay includes an insightful interpretation of the matter at hand. The feelings and
experiences that you write about in the essay should be based on your own perception and demonstrate
why your thinking might be significant on a larger scale. The essay should communicate both the
importance of the topic as well as your consideration of it.
There is no definite structural design or certain format and/or guidelines to which you should adhere. In
general, the opening paragraph should be engaging and leave the reader eager to study the rest. The body
should reveal your ideas about and experiences with the subject. In the conclusion, discuss the impact on
you as well as the probable impact that it may have on others. The conclusion sums up what you gained
from the experience. You might consider including what your conclusions are in relation to your
expectations of the subject matter before you read or viewed something about the subject.
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As in any other paper or essay, strive for cohesiveness; for example, refer to the specific passage or quote
the material that drew this feeling, reflection or analysis from you and why. Do not simply summarize
what you have read or viewed; a reflection is not a summary. It is also recommended to not use a
reflection paper as a free flow of ideas and thoughts. Again, the idea of a reflective paper is to write a
description of your reaction and analysis. Comment on the relevance of what you have read or viewed
and its application to practice. It is more formal than a journal entryso steer clear of informal language
and form.
There are 5 reflection papers due in this course.
Each paper will have a point value of 2.
You will write a 1-2 page paper in which you discuss the major ideas of the reading and
your assessment of the information and come prepared to discuss your assessment in class.
Your reflection must include all of the articles assigned for the designated sessions.
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COURSE RUBRICS
15
16
RUBRIC
MAJOR PAPER
Rubric: Final Paper = 35 Points
Attribute/
Excellent = 35
Criteria
Student has demonstrated the ability to
Organization
integrate all levels of practice and
curricula areas into the paper
8
Research
Organization/
Clarity
Competent = 25
Developing = 15
17
Points
Available
6
Points
earned
Total
4
5
5
5
5
5
35
/35
18
NOTE: Structure of the paper, spelling, and grammar will be taken into account.
Structure 5; spelling -1 for each misspelled word; grammar -1 for each error
Date_______
Group
Topic
Basis for Grade
Submitted bibliography 1 week
before presentation
Audible in all parts of the classroom
(good volume)
Points
Available
Points
Earned
Comments
5
1
19
1
25
/25
Additional comments
20
Date_______
Group
Topic
Basis for Grade
Points
Points
Available earned/class
evaluation
Style
Faculty
Final
evaluation points
earned
21
Encourages class
participation
Provides handouts
Identify something new you
learned from the
information presented
total
20
Portfolio Rubric
Student
Assessment
Picture on cover
Cover Page
Submission letter
Table of contents
Introduction
Resume
Personal statement
Learning products/ assessments
related to competencies
Appendixes
Letters of references (3)
Personal Learning over
next 5 years
Points
available
Points
achieved
5
3
7
10
22
Licenses
Transcripts
Course syllabi
Overall structure
Spelling
grammar
Total
30
/30
Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error .
Bibliography
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*Appleby, G.A., Colon, E. & Hamiliton, J. (2002). Diversity, oppression and social functioning: person-in-environment assessment and
intervention. Needham Heights, MA: Allyn and Bacon.
Ashford, J., Lecroy, C., & Lortie, K. (2001). Human behavior in the social environment: A multidimentsional perspective. (2nd edition). Belmont
CA: Brooks /Cole.
Barret, B. & Logan, C. (2002). Counseling gay men and lesbians. Pacific Groves, CA: Brooks /Cole
*Bloom, M., & Klein, W.C. eds. (1997). Controversial Issues in human behavior and the social environment. Needham Heights, MA: Allyn and
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*Bloom, M., Fischer, J., & Orme, J. (2003). Evaluating Practice: Guidelines for the accountable professional. Boston, MA: Allyn and Bacon.
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*Dolgoff, R. & Feldstein (2000). Understanding social welfare. (3rd ed.). Needham Heights, MA: Allyn and Bacon.
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*Gilbert, N. & Terrell,P. (1998). Dimensions of social welfare policy. (4th ed.). Needham Heights, MA: Allyn and Bacon.
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*Lecroy, C.W. (1999). Case studies in social work practice. (2nd ed.). Pacific Grove, CA: Brooks/Cole.
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Allyn and Bacon.
National Assosciation of Social Workers. (2002). Social work speaks: NASW policy statements (5 th ed.). Washington, DC: NASW Press.
Netting, F., Kettner, P., & McMurtry S. (2004). Social Work Macro Practice (3rd edition). Boston MA: Allyn and Bacon.
Patterson, D.A. (2002). Personal computer applications in the social services. Needham Heights, MA: Allyn and Bacon.
Payne, Malcolm, (1997). Modern Social Work Theory: A critical introduction Chicago,IL: Lyceum Books, Inc.
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*Rivas, R.F. & Hull, G.H. (2002). Case studies in generalist practice. (2 nd ed.). Belmont, CA: Wadsworth.
Royce, D. (1999). Research Methods in Social Work (3rd edition). United States, Wadsworth .
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Toseland, R.W., & Rivas, R.F. (1998). An introduction to group work practice. (3rd ed.). Needham Heights, MA: Allyn and Bacon.
Tripodi, T. (1994). A primer on Single-Subject Design for clinical social workers. Washington D.C. NASW Press.
Unrau, Y., Krysik, J., & Grinnell, R. (2001). Social Work Research and Evaluation: Quantitative and Qualitative approaches. (6th edition). United
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Web Sites
Code of Ethics of the National Association for Social Workers (approved by the 1996 NASW Delegate Assembly and revised by the 1999 NASW
Delegate Assembly) http://www.naswdc.ort/pubs/code/asp
Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs at http://www.cswe.org
Social Work Caf at http://www.geocities.com/Heartland/4862
The New Social Workers online Career Center at http://www.socialworker.com
* Coursepak Readings.
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