Boise State University
School of Social Work
SOCWRK 201 Robin W. Allen
Spring 2008 Phone: 426-1568
Day/Time – T/Th. 9:15-10:30 Office: 716 Education Building
Education- ITLC-ILC-304 Hours: By appointment
Email:
Foundations of Social Work Practice
I. COURSE DESCRIPTION
Introduction to knowledge, values, and skills of strengths-based generalist social work practice. Skill development in interviewing and generalist process of data collection, assessment, planning, implementation, evaluation and termination. Survey of social work history and practice in contemporary social service delivery systems. Service learning component of 45 clock hours in approved social service organization. PREREQ or COREQ SOCWRK 101
This is the first course in the generalist practice series; this course seeks to lay a foundation to the values, knowledge, skills, and professional development for generalist social work practice. This course provides a backdrop to build upon and integrate with coursework in research, policy, human behavior in the social environment, and future social work practice courses (SOCWRK 333, SOCWRK 444, & SOCWRK455).
Liberal arts perspective is incorporated through the use of critical and reflective thinking and the integration of a broad range of theoretical approaches drawn from the content of a variety of required and elective courses in English, the humanities, social sciences, natural sciences and mathematics. Liberal arts courses incorporated in this course include but are not limited to: General Psychology (PSY 101), Introduction to Sociology (SOC 101), Introduction to Multiethnic Studies (SOC 230), or issues of Cultural Diversity (ANTH 209), Principles of Microeconomics (ECON 201), Principles of Macroeconomics (ECON 202), Fundamentals of Speech Communication (Comm 101), American National Government (POL 101), or State and Local Government (POL 102), and Concepts of Biology (BIO 100).
II. EDUCATIONAL OBJECTIVES
This class prepares students for beginning level generalist social work practice through the following four Educational Objectives and corresponding Educational Outcomes that indicate attainment of the goals
VALUES – develop a strong commitment to social work values and to ethical practice that includes services to the poor and oppressed that promote equality and social justice:
· Demonstrate respect for the dignity and worth of all client systems
· Demonstrate respect for the self-determination of all client systems and the commitment to assist clients obtaining needed resources.
· Demonstrate sensitivity to diversity through individualization, respect, and appreciation for differences.
· Promote the effective and humane operation of systems that provide people with services, resources, and opportunities.
· Identify the core values of social work and practice within the ethical code of the profession.
Knowledge - gain knowledge in dynamic interaction between individual adjustment and the environment, and the complexities and richness of human diversity, the social and institutional factors that contribute to oppression and theories of change.
· Understand the history of social work and the policies, structures and programs of social welfare as a contemporary social institution.
· Demonstrate a knowledge of the planned change process.
Professional Skills – utilize a planned change approach and interventions at a range of systems levels through critical thinking skills and within a collaborative helping relationship: and
· Demonstrate skills for implementing a planned change approach interventions across and between varying sizes of systems.
· Demonstrate ability to manage and enhance the collaborative helping relationship.
· Demonstrate the use of critical thinking skills through purposeful reasoning for the benefit of the client system.
· Demonstrate the ability to identify and evaluate multiple perspectives and develop plans for building strengths and achieving the aspirations of diverse people.
· Demonstrate ability to use critical thinking.
Development of Professional Self – integrate values, knowledge, and professional skills required for the professional use of self.
· Demonstrate the motivation for continued growth and expanding knowledge.
III. COURSE REQUIREMENTS
· As part of this course, students are required to learn and observe social work values and ethical standards of social work practice. Case content and practice material that concerns clients, colleagues, and host settings are to be held in confidence.
· The interactive learning process of social work practice requires students to prepare for class, attend and participate. Preparation, attendance and participation are mandatory. Readings are scheduled by the week and it is expected that readings are completed prior to class. Missed classes will cause your grade to go down. It is wise to save your absences from class for events such as illness, car trouble, emergencies at work, jury duty, or absence on official University business. If something like this happens, call me at 426-1586 or email at: Legitimate reasons do NOT extend to studying for exams, making up work for other classes. When you miss class, you are not doing the same work as other students. This course requires student participation; many class meetings will require the participation of every member of the class. It is expected that students will make a substantial contribution to all class activities.
· Students are expected to respect the opinions and feelings of other students, faculty members, and guest speakers even though they may differ from their own. This respect will be demonstrated through tone of voice, content, non-verbal expression, and in the spirit of the learning community.
· In accordance with the School of Social Work academic policy, students must earn at least a grade of “B” to continue in the BSW program.
· Students should complete assignments in a timely manner – all assignments are due at the beginning of the class period of the day that the assignment is due. Late assignments will automatically be reduced by at least one letter grade. Assignments not completed or turned in will be entered as an “F”. Incompletes will be given for this course only under conditions that meet Boise State University Policy for Incomplete Grades.
· All written work must be word-processed, free of error, in APA style. The APA manual is available in libraries and bookstores. Staple the pages of each assignment in the upper left-hand corner. Do not use paper clips and do not submit your work in plastic notebook covers, folders, or binders. Use bond paper. Do not use onion skin or erasable paper.
· Academic dishonesty, including cheating on exams or plagiarizing, is not consistent with ethical conduct in social work practice or classes. In cases of academic dishonesty, university guidelines will be followed which could result in the student failing the course. Failure of a required social work course will result in automatic dismissal from the program. To avoid plagiarism (offering the words or works of someone else as one’s own), use the APA style of citation. The source should be credited by sentence or paragraph. Simply including a literature citation in your list of references is insufficient. Refer to the Publication of the American Psychological Association (APA) for accurate citation format.
· Students who require special arrangements for assignments and/or examinations due to a handicap or disability are responsible for making these arrangements with the Instructor. These arrangements must be made prior to and well in advance of the assignment/exam due date. Students who require special arrangements should alert the Instructor to their need by the end of week two of the semester.
· All electronic devices are to be turned off and put away during class.
IV. COURSE ASSIGNMENTS
- Journal Writings. Each journal is worth 10 points for a total of 50 points. The instructor will specify the content for the journaling entry. In addition to addressing the topic specified by instructor, journals MUST include reference to assigned readings (e.g., cite as a supporting reference, agree/disagree, etc.). Journals must be approximately two pages in length and no longer than three pages and are to be submitted at the beginning of class or e-mailed prior to class. Journal grades will reflect quality of expression, not stated views or values. Points will be deducted if you do not reference assigned readings.
- Quizzes and In-class Writing Assignments. These will vary in point amount and date and will be worth a total of 30 points.
- Integrative Paper. Detailed instructions for this assignment will be handed out in class. The paper will be due May 1st and is worth 50 points.
- Service Learning. All students are expected to meet a 45-hour community service commitment that reflects the mission of the social work profession. The serving-learning experience will be completed at a social service agency or organization for a minimum of 45 hours. The site must be pre-approved by the instructor and selected from the list provided by the instructor. Students must register with their chosen agency on-line (http://servicelearning.boisestate.edu) by the third week of class. The Agency Confirmation Agreement is worth 2 points. All students are required to maintain a time sheet (included with syllabus). The form should indicate the number of hours the student volunteered and the service-learning activity. The time sheet is due on May 8th and is worth 3 points. Students must complete the 45 hours of service learning to be considered for earning a grade of “B” or higher in this course.
- Grading Criteria for Papers. Effective practice for generalist social work requires good writing skills to communicate information accurately and concisely to others. For this reason, formal writing assignments in social work courses will be evaluated both for the content and ideas presented, as well as the writing criteria.
I. Presentation and Appearance
A. Neatness
B. Correct grammar (noun-verb agreement, sentence structure, proper and consistent verb tense)
C. Use of non-sexist language
D. Spelling
E. Punctuation
F. Correct usage of APA style
II. Organization
A. Structure and format of the paper
B. Logical sequencing and continuity of ideas
C. Clarity of expression
D. Conciseness
III. Content as indicated by specific paper assignment
All formal papers will be typed, double-spaced, and paginated. APA citation style is to be used, including in-text referencing and a bibliography. Students experiencing writing difficulties are encouraged to seek assistance with the University’s writing center.
- Summary of Course Requirements:
Requirement / Due Date / Points possible
Journal / Varies / 50
Quizzes/In-Class Writing / Varies / 35
Integrative Paper / May 1 / 50
Service Learning Agency Confirmation Agreement / February 7 / 2
Service Learning Signed by Supervisor Time Sheet / May 8 / 3
Total points / 140
- Grading Scale:
Final Grade / Points / Percentage / Grade Description
A+ / 136-140 / 97 – 100 / Distinguished work
A / 129-135 / 92 - 96
A- / 126-128 / 90 – 91
B+ / 122-125 / 87 – 89 / Superior work
B / 116-121 / 83 – 86
B- / 112-115 / 80 – 82
C+ / 108-111 / 77- 79 / Average work*
C / 102-107 / 73- 76
C- / 98-101 / 70 – 72
D+ / 94-97 / 67 – 69 / Below average work
D / 88-93 / 63 – 66
D- / 84-87 / 60 – 62
F / 0 – 83 / 0 – 59 / Failure
* A grade of “C+” is the highest grade that can be earned if the 45 hours of service-learning work is not completed.
V. REQUIRED TEXTBOOK AND READINGS
1. Berg-Weger, M. (2005) Social Work and Social Welfare: An Invitation. Boston, MA: McGraw-Hill Publishing.
2. Grobman, L. M. (Ed.) (2005). Days in the lives of social workers: 54 professionals tell “real life” stories from social work practice (3rd ed). Harrisburg, PA: White Hat Communications.
3. Practicing Social Work CD-Rom
4. Textbook website: http://www.mhhe.com/berg1
5. Kottler, J. (2008). A brief primer of helping skills. Los Angeles: Sage Publications.
6. Blackboard course site: http://blackboard.boisestate.edu
7. Idaho Statesman: www.idahostatesman.com
8. NASW website: www.socialworkers.org
9. State NASW website: http://www.naswidaho.org
10. Strom-Gottrfried, K. (2005) Ethics in Introductory Social Work and Social Welfare: A Primer to accompany. New York, NY: McGraw-Hill Publishing.
VI. OUTLINE OF CONTENT AND READINGS
Students are expected to be prepared for class by familiarizing themselves with all assigned readings, completing assignments, and being ready to participate in the topics and activities for each class.
WEEK 1 - January 22 & 24
TOPICS:
Introduction to course and service learning component. A brief overview of NASW Code of Ethics
READINGS:
1. NASW Code of Ethics
2. Strom-Gottfried Chapter 1, “Values and Ethics”
3. Read one chapter from Days in the Lives of Social Workers – your choice
WEEK 2 - January 29 & 31
TOPICS:
A Glimpse into the World of Social Work: What is Social Work? What Do Social Workers Do? Whom Do Social Workers Serve and Where Do Social Workers Work?
READINGS:
1. Berg Chapter 1, “A Glimpse into the World of Social Work”
Greenwood, E. (1957). Attributes of a profession. Social work, 2(3), 45-55.
2. Tillich, P. (March, 1962). The philosophy of social work. Social service review, 36, 13-16.
3. Read one chapter from Days in the Lives of Social Workers – your choice
Week 3 and Week 4 - February 5 & 7 and February 12 & 14
TOPICS:
Historical Roots of Social Work and Social Welfare
Century by Century: 16th-21st
Poverty in the US: History, Approaches, Barriers, and Programs
What is it Like to be “Poor?”
Attend: Idaho NASW Advocacy Day – details will be provided
Due: Service Learning Contracts
READINGS:
1. Berg, Chapter 2, “The History of Social Work and Social Welfare”
2. Flexner, A. (1925). Is social work a profession? Proceedings of the National Conference of Charities and Correction, 42nd annual session, Baltimore, MD: May 12-19, 1915.
3. Berg, Chapter 3, “US Poverty and the Implications for Social Work”
4. Abramovitz, M. (2001). Everyone is still on welfare: the role of redistribution in social policy. Social work, 46(4), 297-308.
5. Addams, J. (1912). “Chapter V: First Days at Hull House” in Twenty years at Hull House. NY: McMillan and Co. (online, with autobiographical notes, at: http://digital.library.upenn.edu/women/addams/hullhouse/hullhous-05.html
WEEK 5 – February 19 & 21
TOPICS:
The Social Work Environment: People, Challenges, and Opportunities
Introduction to Helping Skills and Theories of Helping
READINGS:
1. Berg, Chapter 4, “The Social Work Environment”