Location of Curriculum Content Associated with CSWE EPAS (2008) Competency Practice Behaviors[1]

By EPAS Competencies

Designed to accompany Social Work and Social Welfare: An Invitation (2nd ed). by Marla Berg-Weger

Competency / List Practice Behavior
and Content / Course Objectives
(# in syllabus) / Course Units of content (if used) / Assignments
EP 2.1.1-Identify as a professional social worker and conduct oneself accordingly. /
  • Attend to professional roles and boundaries.
  • Demonstrate professional demeanor in behavior, appearance and communication
/ #1) Understand the qualifications necessary for the different levels of social work practice methods in working with individuals, families, groups and communities. / Unit 1:
Topics 1, 2 /
  • Berg-Weger, Readings and Exercises (including interactive case activities, assigned web readings and questions, and web link activities), Chapters 1,2
  • Earl, T.L. (2005). Response to Greene 2002, “Redefining social work for the new millennium”. Journal of Human Behavior in the Social Environment, 11(1), 55-61.
  • Greene, R. (2001). Redefining social work for the new millennium: Setting a context. Journal of Human Behavior in the Social Environment, 11 (1), 37-54.
  • Video: On Any Given Day, Social Workers Help
  • Agency Research Paper
  • Addams, J. (1994).First days at Hull-House. Twenty years at Hull-House, 5-7. New York: Buccaneer Books.
  • Reid, P.N. & Edwards, R.L. (2006). The purpose of a school of social work: An American perspective. Social Work Education, 25(5), 461-484.

EP 2.1.2-Apply social work ethical principles to guide professional practice. /
  • 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 and as applicable, of the IFSW/IASSW Ethical Statement of Principles.
  • Apply strategies of ethical reasoning to arrive at principled decisions.
/ #4) Identify the social work profession’s core values and ethical principles, and contrast with the individual student’s values and those values held in society. / Unit 1 Topic 6 /
  • Berg-Weger, Readings and Exercises (including interactive case activities, assigned web readings and questions, and web link activities), Chapter 6
  • Strom-Gottfried, K.J. (2004) Ethics in social work and social welfare: A primer. Boston: McGraw Hill.
  • NASW Code of Ethics (download from NASW website)
  • IFSW Ethical Document (download from IFSW website)

EP 2.1.4-Enhance diversity and difference in practice. /
  • Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power
  • Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups
/ #7) Recognize one’s own cultural norms and compare these with diverse communities locally, nationally, and internationally. / Unit 1 Topic 5 /
  • Berg-Weger, Chapter 5 Readings and Exercises (including interactive case activities, assigned web readings and questions, and web link activities)
  • Berg-Weger, M. (2010). Diversity in social work practice. Social Work and Social Welfare: An Invitation. (2nd ed.) 94-124. New York: Taylor & Francis.
  • Waites, C. (2008). African-American families across generations. In Social work with African Americans, 3-16. New York: Routledge.
  • Waites, C. (2008). Intergenerational perspective. In Social work with African Americans, 17-31. New York: Routledge.
  • Aponte, K. and Foote, C.E. (2009). Hispanic families in poverty: The hidden contribution of immigration. In Broussard, C.A. & Joseph, A.L. (ed.). Family poverty in diverse contexts, 78-92. New York: Routledge.
  • Mary, N.L. (2005). An approach to learning about social work with people with disabilities. Journal of Social Work in Disability & Rehabilitation 6, (1/2), 1-22.

EP 2.1.5-Advance human rights and social and economic justice. /
  • Understand the forms and mechanisms of oppression and discrimination
/ #5) Examine social and economic injustice issues addressed by the social work profession, especially those related to poverty, inequality, racism, sexism, homophobia, ageism, and other forms of oppression. / Unit 1 Topics 2, 3, 4, 5 /
  • Video & Quiz: Legacies of Social Change:
100 Years of Professional Social Work
in the US
  • Berg-Weger, Readings and Exercises (including assigned web readings, questions, and web link activities) Chapters 2, 3, 4, 5
  • Addams, J. (1994).First days at Hull-House. Twenty years at Hull-House, 5-7. New York: Buccaneer Books.
  • Reid, P.N. & Edwards, R.L. (2006). The purpose of a school of social work: An American perspective. Social Work Education, 25(5), 461-484.
  • Seccombe, K. (2009). Life after welfare reform. In Broussard, C.A. & Joseph, A.L. Family poverty in diverse contexts, 48-63. New York: Routledge.
  • Tyuse, S. W. (2003). Social justice and welfare reform: A shift in policy. Social Thought, 22 (2/3), 81-95.
  • Nelson, M.K. (2005). The social economy of single motherhood: Raising children in rural America,
17–26, 32–40, 51–53, 93–121. New York: Routledge.
  • Hartman, C. (2003). The race/poverty intersection: Will we ever achieve liberty and justice for
all? Social Thought, 22, (2/3), 2003, pp. 55-62. Binghamton, NY: Haworth Press.
  • Schlesinger, E.G. & Devore, W. (2007). Ethnic sensitive social work practice: Back to the future.
Journal of Ethnic & Cultural Diversity in Social Work, 16 (3/4), 3-29.
  • Waites, C. (2008). African-American families across generations. In Social work with African Americans, 3-16. New York: Routledge.
  • Waites, C. (2008). Intergenerational perspective. In Social work with African Americans, 17-31. New York: Routledge.
  • Aponte, K. and Foote, C.E. (2009). Hispanic families in poverty: The hidden contribution of immigration. In Broussard, C.A. & Joseph, A.L. (ed.). Family poverty in diverse contexts, 78-92. New York: Routledge.
  • Mary, N.L. (2005). An approach to learning about social work with people with disabilities. Journal of Social Work in Disability & Rehabilitation 6, (1/2), 1-22.
  • United Nations Millennium Development Goals
  • Interview with Older Adult Assignment
  • Campus/Community Activity
  • Movie Reaction Paper

EP 2.1.7-Apply knowledge of human behavior and the social environment. /
  • Understand conceptual frameworks that guide the process of assessment, intervention, and evaluation.
/ #3) Understand core theories and research that guide social work’s frameworks, perspectives, and generalist practice methods. / Unit 2 Topic 1
Unit 3 Topics 1, 2, 3 /
  • Berg-Weger, Readings and Exercises (including interactive case activities, assigned web readings and questions, and web link activities) , Chapters 4, 7, 9, 10, 11
  • Additional reasons as listed for Unit 2 Topic 1
Unit 3 Topics 1, 2, 3
  • Social Work Journal Assignment
  • Workshop Reaction Paper
  • “Finding the Strengths” Class Exercise

EP 2.1.8-Engage in policy practice to advance social and economic well-being and to deliver effective social work services. /
  • Recognize policies and actions that advance social well-being
/ #6) Identify and understand social service delivery systems and the many practice settings where social workers are employed. / Unit 2 Topic 2 /
  • Berg Weger, Readings and Exercises (including interactive case activities, assigned web readings and questions, and web link activities), Chapter 8
  • Clifford, M.W. (2009). Adolescents with co-occurring mental health and substance use problems. In Gitterman, A. & Salmon, R. Encyclopedia of social work with groups. 181-183.
  • Slovak, K. & Carlson, K. (2009). The dynamics of rural family poverty. . In Broussard, C.A. & Joseph, A.L. (ed.). Family poverty in diverse contexts, 64-77. New York: Routledge.
  • Smith, C.J. (2009). Foster care and families apart poverty, placement, and potential. In Broussard, C.A. & Joseph, A.L. (ed.). Family poverty in diverse contexts, 121-137. New York: Routledge.
  • Berkman, B., Gardiner, D., Zodikoff, B., & Harootyan, L. (2006). Social work and aging in the emerging health world. Journal of Gerontological Social Work, 48(1/2), 203-217.
  • Cnaan, R.A., Draine, J., Frazier, B. & Sinha, J.W. (2008). Ex-prisoners’ re-entry: An emerging
  • frontier and a social work challenge. Journal of Policy Practice, Vol. 7(2/3), 178-198.
  • Movie Reaction Paper
  • Community Services Inventory
  • Agency Research Paper Assignment

EP 2.1.9-Respond to contexts that shape practice. /
  • Understand organizational, community and societal context of social work practice.
/ #3) Understand core theories and research that guide social work’s frameworks, perspectives, and generalist practice methods. / Unit 1 Topic 4 /
  • Berg-Weger, Chapter 4 Readings and Exercises (including interactive case activities, assigned web readings and questions, and web link activities)
Berg-Weger, M. (2010). The social work environment. Social Work and Social Welfare: An Invitation. (2nd ed.) 75-93. New York: Taylor & Francis.
  • Hartman, C. (2003). The race/poverty intersection: Will we ever achieve liberty and justice for
all? Social Thought, 22, (2/3), 2003, pp. 55-62. Binghamton, NY: Haworth Press.
  • Schlesinger, E.G. & Devore, W. (2007). Ethnic sensitive social work practice: Back to the future.
Journal of Ethnic & Cultural Diversity in Social Work, 16 (3/4), 3-29.
EP 2.1.10 (a-d)- Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. /
  • Substantively and effectively 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
  • Collect, organize, and interpret client data
  • Assess client strengths and limitations
  • Develop mutually agreed-on intervention goals and objectives
  • Select appropriate intervention strategies
  • 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
/ #1) Understand the qualifications necessary for the different levels of social work practice methods in working with individuals, families, groups and communities. / Unit 3:
Topics 1, 2, 3 /
  • Berg-Weger, Readings and Exercises (including interactive case activities, assigned web readings and questions, and web link activities), Chapters 9, 10, 11
  • Perron, B.E. & Bender, K. (2009). Adults with co-occurring mental health and substance use problems. In Gitterman, A. & Salmon, R. Encyclopedia of social work with groups. 183-186.
  • Brodie, K. & Gadling-Cole, C. (2008). Family conferencing with African-American families. In Waites, C. In Social work with African Americans, 123-42. New York: Routledge.
  • Wilson, S.M. & Hennon, C.B. (2008). Emerging trends for family scholarship across societies. In Hennon, C.B. & Wilson, S.M. Families in a global context, 495-513. New York: Routledge.
  • Slaght, E.F. (2009). Support groups for
welfare moms. In Cohen, C.S., Phillips, M.H. & Hanson, M. (eds.). Strength and diversity in social work with groups: Think group, 93-102. New York: Routledge.
  • Steinberg, D.M. (2006). The art, science, heart, and ethics of social group work: Lessons from a great teacher. Social Work with Groups, 29 (2/3), 33-45.
  • Pyles, L. (2009). Introduction. In Progressive community organizing: The roots of social change. 1-15. New York: Routledge.

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[1] Adapted from Zastrow, C. (2009). Syllabus Evaluation Instrument. Unpublished material.