Ramapo College of New Jersey
School of Social Science and Human Services
Course Information
SWRK 325: Theory and Practice of Social Work I
8 Credits
Fall 2011
Monday and Thursday, 9:45 AM- 11:15 AM
Professor Eileen Klein: Room D 215; Assistant Professor John McLaughlin: RoomB 223
College Web Address: www.ramapo.edu
College Closings Phone Number: 201-236-2902
Instructor Information
Professor John McLaughlin, Section 03* / Professor Eileen Klein, Section 01*Office: G-224 (201) 684-7644
/ Office ASB-010 (201) 684-7165
Office Hours: MR 8:30-9:30, 2-3
(and by appointment) / Office Hours:
* (There is no Section 02 – it was cancelled.)
COURSE DESCRIPTION
This course is the first of a three-semester course sequence studying the theory and practice skills utilized in generalist, beginning level social work practice. Within a two-day-a-week field placement in a social service agency and two weekly class sessions, students will learn social work practice skills working with individuals, families. Focus will be on the beginning, assessing, planning, contracting and ending phases of the helping process with individuals and families. This course reinforces the foundation of the college’s General Education program and the core of the School of Social Science and Human Services.
EXPECTED EDUCATIONAL OUTCOMES for the class segment of the course By the end of the course students will:
1.Acquire the knowledge and skills to apply the principles of generalist social work practice with individuals and families. (EPAS 2.1.7 and 2.2.10)
2.Demonstrate knowledge of the NASW Code of Ethics and identify value and ethical dilemmas that arise in practice. (EPAS 2.1.2)
3.Demonstrate knowledge of the ways in which culture, diversity, socio economic status and oppression impact relationship building, assessment and interventions. (EPAS 2.1.4, 2.1.5, and 2.1.8).
4.Demonstrate awareness of how agency structure impacts practice. (EPAS 2.1.9)
5.Demonstrate an understanding of the variety of social services and community resources available, and how to help clients make use of them. (EPAS2.1.6 and 2.1.9)
6.Demonstrate awareness of the role of supervision and process recording in the development of practice knowledge and skills. (EPAS 2.1.1)
7.Demonstrate the ability to use a range of oral, written and technological skills effectively for professional communication, and for research of community resources. (EPAS 2.1.3)
8.Utilize social research evidence to inform assessment of client systems, practice decisions and practice evaluation. (EPAS 2.1.6)
9.Demonstrate awareness of the role of generalist social workers as case advocates for oppressed and vulnerable client systems. (EPAS 2.1.5 and 2.1.8)
10. Demonstrate knowledge of the phases (engagement, data gathering, assessment, development of a plan of action, intervention, end and evaluation) of the helping process with client systems. (EPAS 2.1.10)
11. Utilize individual, family, group and environmental theories to assess client situations. (EPAS 2.1.10)
12.Demonstrate knowledge of beginning communication skills to utilize in interviewing clients. (EPAS 2.1.3)
13.Explain practice theories and models used in generalist practice and demonstrate the ability to choose appropriate interventions. (EPAS 2.1.6)
14.Apply critical thinking and ethical thinking skills to inform assessment of client systems, practice decisions and practice evaluation. (EPAS 2.1.2 and 2.1.3)
15. Demonstrate an understanding of the importance of social justice as evidenced through participation in activities that promote social justice locally, nationally, or globally. This objective furthers the experiential pillar of Ramapo College’s mission. (EPAS 2.1.5)
16. See the Fieldwork Evaluation, Practice I and II for Field Outcomes
ELECTRONIC FORMS OF COMMUNICATION
In accordance with College policy we will use your Ramapo College email address to communicate with you about course-related matters. In addition you may receive email through Luminus and Moodle.
COURSE REQUIREMENTS, GRADING, & ATTENDANCE POLICY
The expected educational outcomes for this course will be measured through exams, class presentations and participation, and written assignments. Copies of each assignment are attached to this syllabus. Papers are to be written in APA style and in Times New Roman 12 font, double-spaced (300 to 400 words/page). Class participation will constitute 10% of your grade. Students are expected to come to class prepared to discuss the reading assignments. Students are expected to complete all class and fieldwork assignments in a timely manner. In no case will a student receive a passing grade if there are outstanding incomplete assignments. Late papers will be penalized by a an incremental drop in grade for each day the paper is late. Part of your grade will reflect how broadly you are reading and how well this reading is reflected in your written and classroom work.
Attendance Policy: More than three unexcused absences will result in a final grade reduction of one increment (e.g., from A to A-) for each extra unexcused absence. If you miss class, you are required to e-mail or leave a voice mail for the professor prior to the class, whenever possible, but not later than the same day. Punctuality is required. Lateness is a factor in your class participation grade. Absences will be excused at the discretion of the professor. Excused absences must be documented (e.g., with a note from a M.D.) and be reported before class or be a true emergency.
There is to be no text messaging or instant messaging in class. Phones should be off during the class. If an important call is expected during the class time, advise the professor before class begins and answer the call in the hallway. Laptops are for note taking only and must be approved by the professor prior to use.
Class Assignments / % of grade / Due DateClass participation/attendance / 10%
#1 Workbook / Handout Assignments / 30% / See Assignment sheet
#2 Interviewing Skills Exercise / 5% / Sept.27 and Oct 1
#3 Test / 10% / October 4
#4 Evidence-Based Practice Paper Presentation / 10% / December 6
#5 Case Study Paper (Signature Assignment)
/ 30% / Draft 1: Oct. 29
Draft 2: Nov. 19
Final Paper: Dec. 10
Curriculum Enhancement
Component (CEC) / 5% / November 26
FIELD GRADE – The primary grade for the course is based on the class assignments. Your work in field may have an impact on the class grade. The grades for field placement include High Pass, Pass and Fail. The field grade is determined by the classroom faculty members and the field liaison based on:
Field Assignments / 200 hours of placement hours per semesterLearning Contract / Completed Field Evaluation
Process Recordings (1 to professor) (2 times monthly to field instructor / Agency visit by Field Liaison
ACADEMIC INTEGRITY
“Students are expected to read and understand Ramapo College’s academic integrity policy, which can be found in the Ramapo College Catalog. Members of the Ramapo College community are expected to be honest and forthright in their academic endeavors. Students who violate this policy will be referred to the Office of Provost.”
Students are expected to maintain a high level of academic integrity. Cheating, plagiarism, or fabrication of research will yield a grade of “F” and disciplinary action as determined by the Office of Provost in consultation with the faculty.
STUDENTS WITH DISABILITIES
If any student needs course adaptation or accommodations because of a documented disability, please make an appointment with your instructors during his/her office hours.
Curriculum Enhancement Component (CEC): All students are responsible for completing a Curriculum Enhancement Component (CEC) Project related to "social justice". The Social Work Dictionary (Barker, R., 2003, 5th ed., NASW Press) defines social justice as "an ideal condition in which all members of a society have the same rights, protection, opportunities, obligations, and social benefits."
Students must spend at least five hours involved in an activity outside of the classroom related to social justice. The activity can be active (volunteer work, employment, campaign work for a candidate or ballot proposition, assisting a mentally ill relative, friend, or neighbor) or passive (attending a lecture, conference, documentary film, play, panel discussion, or museum exhibit). Internships/placements and CEC activities used for other classes cannot be utilized. However, students can "double-dip" on an activity if it is six hours or more, using five hours for the T&P I CEC and the balance of the hours for another class (or vice-versa).
Each student must submit a brief written proposal which describes the activity(s) totaling five hours by Oct. 11. Then each student must complete a written assignment; no references or in-text citations are required. It will consist of two parts:
I. Using critical thinking, students must produce a three page paper, typed and double-spaced in Times New Roman 12 font, that covers the following:
1) a description of the the activity(s), including who the target population and sponsoring agency were;
2) in what way did the activity relate to, educate about, or further social justice; and,
3) your reactions (thoughts and feelings) to the activity, both positive and negative.
II. List all CEC activities for all of your classes - this is to prevent "double-dipping".
The paper is due on November 26.
Ramapo College Social Work Program Commitment to Social Justice
As stated in the NASW Code of Ethics, social workers should pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. These activities should promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers should strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people.
COURSE DATES, TOPICS AND READINGS
Date / Topic / ReadingsClass1
Sept. 6 / JOINT CLASS: Introduction/overview (Gilman, Klein, and McLaughlin).
Class 2
Sept. 10 / Generalist Practice / KAH Chap. 1
Class 3
Sept. 13 / Values and ethics (part 1) / KAH Ch. 11 pp 393-413
Geri Letter
NASW Code of Ethics,
Cournoyer, Ch. 5 pp 125-150
Class 4
Sept. 17 / Recording / KAH Ch. 16, pp. 565-620
Kagle pp. 93-99
Class 5
Sept. 20 / Agency practice, supervision, and safety in work place / Horejsi and Garthwait Ch. 5 and 6
Johnson and Yanca Ch 7
KAH pp 183-189
Class 6
Sept. 24 / Interviewing skills / KAH Ch. 2, pp 50-59 63-85
Class 7
Sept. 27 / Interviewing In-class interviewing presentations / Cournoyer Ch. 6 pp 177-201
Class 8
Oct. 1 / Engagement context / Lukas Chs. 4 & 5
KAH Ch. 5 pp 157-164
Cournoyer, Ch. 6 pp. 223-245
Class 9
Oct. 4 / Test / all material through Sept 29
Class 10
Oct. 8 / Assessment;
Learning Contract Due / Cournoyer Ch9, 10
KAH Ch. 5 pp 162-183 187-202
Class 11
Oct. 11 / Assessment tools;
CEC proposal due. / KAH Ch. 5 pp 175-179
Corcoran and Fisher
Class 12
Oct. 15 / Cultural Competency / KAH Ch. 12 439-468
Class 13
Oct. 18 / Goal Setting / KAH Ch. 6 pp 203-214
Cournoyer Ch11 pp. 335-355
Class 14
Oct. 22 / JOINT CLASS : Evidence- Based Practice(McLaughlin);
Evaluating Practice. / KAH Ch. 1 11-18 and Ch. 8. 285-311
Kruger & Neuman pp. 416-420
Sheafor & Horejsi Ch 7
Class 15
Oct. 25 / JOINT CLASS : Systems Theory /Ecological Perspective (Klein). / Compton Ch. 2 AND 3
Sheafor & Horejsi Ch 6 or
Johnson and Yanca Ch. 16 pp 398-415
Podcast
Class 16
Oct. 29 / Developing a plan of action;
Draft of Case Study Paper, Part I, due. / Cournoyer pp 356-376
KAH Ch. 203-211
Class 17
Nov. 1 / Contracting / KAH Ch. 6 pp. 211-232
Cournoyer pp 373-375
Class 18
Nov. 5 / Strengths Perspective Empowerment / KAH Ch 1 22-24, Ch.2 59-60, and Ch. 10 363-365
Miley, O’Melia and Dubois Ch 4
Class 19
Nov. 8 / Resiliency/Motivating clients
/ KAH Ch 1. 22-25
Chang & Scott pp 128-134
Search Institute
Class 20
Nov. 12 / JOINT CLASS : Psychodynamic and Role Theories (Klein) / Walsh Ch. 3
Davis Ch. 20
Class 21
Nov. 15 / Information and referral;
Last date for Process Recording
/ KAH Ch. 15
Class 22
Nov. 19 / Values and Ethics - dilemmas in practice;
Draft of Case Study Paper, Part II, due.
(No class Nov. 22 – Thanksgiving Day) / KAH Ch 11. 413-438
Cournoyer Ch 5 pp 153-167
Class 23
Nov. 26 / JOINT CLASS: Learning, Cognitive, and Behavioral Theories (McLaughlin);
CEC paper due.
/ Walsh Ch. 6 & 7
Class 24
Nov. 29 / Gender issues in practice
EBP Paper due / KAH Ch. 13
Class 25
Dec. 3 / JOINT CLASS : Interventions with mental illness (Klein & McLaughlin or guest speaker)
/ Cournoyer pp 300-303
KAH Ch. 5 175-176
Class 26
Dec. 6 / Evidence- Based Practice presentations
Class 27
Dec. 10 / Crisis intervention and suicide;
Field Evaluation and Case Study Paper due / KAH Ch. 7 248-260
Walsh pp 272-278
Class 28
Dec. 13 / Endings / KAH Ch. 8 pp. 311-325
REQUIRED TEXTS
Kirst-Ashman, K. K., & Hull, Jr., G. H. (20012). Understanding generalist practice, 6th
edition, Belmont Ca.: Brooks/Cole. (KAH)
Cournoyer, B.(2011). The social work skills workbook. 6th ed.Belmont, CA: Brooks/Cole.
REQUIRED READINGS (Articles and book chapters not in the textbooks are online at Moodle)
Chang, V., Scott, S., & Decker, C. (2009). Developing helping skills: a step-by-step
approach. (chapter 10) Belmont Ca: Brooks/Cole
Compton, B., Galway, B., Cournoyer, B. (2005). Chapters 2 and 3. Social work processes,
7th edition. Belmont Ca:Brooks/Cole.
Corcoran, K. & Fischer, J. (2000). Measures for Clinical practice: A Sourcebook: Volumes I and II. 3rd edition. Simon & Schuster. In Ramapo College Library.
Davis, L. V. (1986). Role theory. In F. Turner (Ed.) Social work treatment: Interlocking
theoretical approaches (pp.541-563). New York: Free Press. Chapter 20
Horejsi, C. and Garthwaut, C. (2002) The social work practicum: A guide and workbook
for students 2nd ed. Boston: Allyn and Bacon. Chapters 5 & 6.
Johnson, L. and Yanca, S. (2007), Social work practice: A generalist approach 9th ed.
Chapters 7 and 16.
Kagle, J. D., & Kopels, S., (2008). Social work records. 3rd edition. Long Grove, Ill:
Waveland Press Inc.
Kruger, L. & Neuman, W.L. (2006). Social work Research. Boston: Allyn and Bacon.
Pp. 416-120.