Beruflich Dokumente
Kultur Dokumente
)
University Center rm: 1-204
Wednesdays 12:00 2:45 p.m.
M-F
Consultation hours: before and
after class as arranged
Email: ad9202@wayne.edu
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
2.1.3 Apply Critical thinking to inform and communicate professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research based
knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and
evaluation; demonstrate effective oral and written communication in working with
individuals, families, groups, organizations, communities, and colleagues
(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 provided on Blackboard
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-
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
Session
1
1/14/2015
2
1/21/2015
3
1/28/2015
4
2/4/2015
Assignment
Assignment DUE:
Reflection #2 Complete Appendix 4 (in
text). Please come to class prepared to
discuss your findings.
5
2/11/2015
Faculty Lecture
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.
6
2/18/2015
Group I presentation
7
2/25/2015
9
3/11/2015
Assignment DUE:
Reflection #4 Complete a reflection on
the above reading, (3/4/15)
11
4/1/2015
12
4/8/2015
13
4/15/2015
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
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4/22/2015
Overflow/continuation of any
presentations or other final relevant
course instruction
Student Evaluation of Teaching
Any other survey
15
4/29/2015
Ending Phase
All students must attend this class.
Non-attendance will result in a 5
point deduction from overall
grade.
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.
Assignment:
Reflection #5 essay on the above readings
due
Note: Syllabus subject to change based on needs of the class and at the instructors discretion. All
eleven (11) competencies will be briefly reviewed throughout the semester.
COURSE ASSIGNMENTS
This capstone social work methods course has four principal assignments:
ASSIGNMENT 1
Integrative paper assignment: 35% of grade
Due Session 13 (4/15/2015)
Students write a 25-30 page paper based upon their own work with client systems.
This assignment meets the University writing intensive requirement. It is intended to provide the student
with an opportunity to demonstrate his or her knowledge and ability related to generalist practice utilizing
the eight components of social work education, as well as the competencies required of the General
Practitioner.
This paper is the culmination of the BSW academic experience.. It is intended to provide the student with
an opportunity to demonstrate his or her knowledge and ability related to generalist practice utilizing the
eight components of social work education, as well as the competencies required of the General
Practitioner.
Diversity
Populations at risk
Social and Economic Justice
Values and Ethics
Social work policy,
Social work practice,
Human behavior and the social environment,
Research methods
Students may prepare a draft for each section of the assignment to be submitted to instructor for feedback.(This is an optional assignment with no points attached!)
Please note: LATE drafts will NOT be accepted.
Draft 1
Due Session 6
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
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
Evaluation of practice:
ASSIGNMENT 2
Portfolio
30% of grade
Due Session 11
4/1/2015
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
25% of grade
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.
Group I: will present Session V (Practice) Assessment tools assessing Resource capabilities
Assessment requires social workers and clients to think about what they are doing in theoretical
and practical ways to organize their information into a usable format for planning. Clients
contribute to this process by offering their theories, interpretations, and feelings to the
assessment. Social workers contribute by integrating theoretical understanding, professional
supports and research information. Social Workers can enhance the assessment by keeping
records.
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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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.
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ASSIGNMENT 4
Reflection papers (Three (3) reflections and two (2) Appendices from Cournoyer, B. & Stanley M.
(2002). The social work portfolio: planning, assessing and documenting lifelong learning
in a dynamic profession. Pacific Grove CA: Brooks/Cole
A Reflective Paper is a piece of writing, in standard essay format, 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.
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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.
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, (a.k.a. 3 essays, 2 appendices from text)
Each paper will have a point value of (TBD).
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
RUBRIC
MAJOR PAPER
Student name: ___________________________________________
Basis for Grade
Organization of the paper
Is the paper or presentation organized and written in a logical manner?
Has the paper been proofread for spelling, punctuation and word choice?
Points
Available
6
Points
earned
4
5
5
5
5
16
Evaluation of Practice
Include empirical research to demonstrate effectiveness; discus dilemmas
related to service delivery.
Total
35
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
/35
Date_______
Group
Topic
Basis for Grade
Submitted bibliography 1 week
before presentation
Audible in all parts of the classroom
(good volume)
Presents information in a logical
manner (verbal organization)
Points
Available
Comments
5
1
1
Demonstrates
knowledge
and
understanding of the topic, accuracy,
thoroughness
Points
Earned
17
1
25
/25
Additional comments
Date_______
Group
Topic
Basis for Grade
Points
Points
Available earned/class
evaluation
Style
Faculty
Final
evaluation points
earned
words
Encourages class
participation
Provides handouts
Identify something new you
learned from the
information presented
total
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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
Licenses
Transcripts
Course syllabi
Overall structure
Points
available
Points
achieved
5
3
7
10
Spelling
grammar
Total
30
/30
Overall structure, grammatical and spelling errors will result in a 1 point deduction for each error .
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Bibliography
*Appleby, G.A., Colon, E. & Hamiliton, J. (2002). Diversity, oppression and social functioning: personin-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 Bacon.
*Bloom, M., Fischer, J., & Orme, J. (2003). Evaluating Practice: Guidelines for the accountable
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Brueggemann, W. (2002). The Practice of Macro Social Work Belmont CA: Brooks/Cole.
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Cournoyer, B. R. & Stanley, M. J. (2002). The social work portfolio: planning, assessing, and
documenting lifelong learning in a dynamic profession. Pacific Grove, CA: Brooks/Cole.
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DeBord, K., Canu, R.F., & Kerpelman, J. (2002). Understanding a work-family fit for single parents
moving from welfare to work. Social Work, 45, 313-324.
*Dolgoff, R. & Feldstein (2000). Understanding social welfare. (3rd ed.). Needham Heights, MA: Allyn
and Bacon.
Hepworth, D., Rooney R. & Larson, J. (2004) Direct Social Work Practice: Theory and Skills (6th
edition). Pacific Grove CA: Brooks/Cole.
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*Gilbert, N. & Terrell,P. (1998). Dimensions of social welfare policy. (4th ed.). Needham Heights, MA:
Allyn and Bacon.
Kilpatrick, A.C. & Holland, T.P. (1999). Working with families: an integrative model by level of need. (2nd
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Kirst-Ashman, K & Hull, G. (2004). Understanding Generalist Practice (3rd edition).
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Kirst-Ashman, K & Hull, G. (2004). Generalist Practice with Organizations and Communities. Chicago
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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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Miley, K.K., OMelia, M. & DuBois, B. (2002). Generalist social work practice: an empowering
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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:
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Allyn and Bacon.
Payne, Malcolm, (1997). Modern Social Work Theory: A critical introduction Chicago,IL: Lyceum
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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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Needham Heights, MA: Allyn and Bacon.
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.
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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
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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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