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Whittier College Department of Social Work
SOWK 412/L Social Work Practicum and Seminar I
Sections 1 & 2
Fall Semester 2015
Instructors: Paula M. Sheridan (Section 1) & Lisa Ibanez (Section 2)
Class Location: Sheridan, Platner 203; Ibanez, Platner 202
Day/Time: Friday 10:00am-11:50am
Office Hours: Sheridan: Monday & Wednesday, 2:00 – 3:00; Friday, 1:00 – 2:00 pm
Ibanez: Monday-Friday 1pm-2:00pm
Office: Sheridan Platner 109
Ibanez Platner 213
Mail Box: In Reception Area, Platner Hall
Telephone: Voice Mail:
(562) 907-4290 leave message with Olivia Solis
Email: ;
****This Syllabus is a process and we will be adjusted according to our learning needs and program outcomes.***
Whittier College Department of Social Work Mission Statement
The Whittier College undergraduate Department of Social Workseeks to prepare diverse students to become self-reflective, compassionate, ethical, knowledgeable, and skilled generalist social workers who are committed to career-long learning. We prepare students to aid in the empowerment of marginalized groups, particularly vulnerable and oppressed communities. In all this, we collectively work for the advancement of human rights in local, national and global environments.
Affirming the historical roots and mission of Whittier College, the Department of Social Work provides learning experiences that inspire students to become advocates for peace and social and economic justice. Student learning is a combination of "knowing" and "doing," grounded in the liberal arts foundation of interdisciplinary, research-based knowledge, and problem-solving methodology. We value generalist skill development that prepares reflective social work practitioners committed to promoting human well-being. Our program is designed to equip the body of professionals who will nurture the profession for the twenty-first century.
A Brief Overview of this Course
The practicum and required seminar (2-2.5 hours per week) is designed to help students apply and integrate knowledge, values and skills necessary for beginning professional practice and evaluate their own practice and professional development. Senior standing. Only for Social Work majors. Permission.
Understanding Generalist Social Work Practice
Generalist social work practitioners promote human well-being for both diverse and oppressed groups in individual, family, group, organizational, community, and global settings. They utilize self-reflection, critical thinking, evidence-based knowledge, professional values, and a wide range of skills to collaborate with others to create “personal and social transformation”. Generalist social work practitioners, under supervision, engage in socially just practice through an interactive process of change which includes:
1. engagement – collaborating with clients/partners to promote helping relationships;
2. teaching & learning – a mutual process of discovering client/partner strengths and challenges and planning for strategic change;
3. action and accompaniment – working together with clients/partners to create meaningful change;
4. evaluation & critical reflection – assessing the process with clients/partners and reflecting on one’s personal and professional experience; and
5. celebration and new engagements – affirming success and planning with clients/partners for sustained growth and change.
Reference: Finn, J.L. & Jacobson, M. (2008). Just practice: A social justice approach to social work. 2nd Edition. Peosta, Iowa. eddie bowers publishing co, inc.
Department of Social Work Learning Culture
Our social work classes and field placements reflect a professional culture of “best practices” that call out the highest standards of social work values and ethics. We behave this way now, not just in the future. We learn more than information. We also learn to behave in ways that promote growth for ourselves and for our community.
The social work value of “competence” shapes our own Department of Social Work (NASW Code of Ethics, (2008). When we are competent, we honor both our abilities and limitations. We show up. We do our best. We are prepared to participate in class and in field. We contribute by completing assignments in a timely and thoughtful manner. We are actively engaged in discussions that benefit our learning as well as our colleagues. We respect confidentiality and the limits of confidentiality as guided by our instructors. We ask for support when we need it. We invest in others when we are able. We are engaged in our community partnerships and field placements, honoring the guidelines of the agency, our field educators, our faculty, and our own professional wisdom. Our clothing and behavior reflect respect for our community partners and the work we value. We listen, reflect, and learn - about ourselves, our colleagues, our discipline, and our world. And we have fun in the process!
Social Work students adapt these standards as cited in the 2008 Educational Policy and Accreditation Standards:
Identify as a professional social worker and conduct oneself accordingly.
Social workers serve as representatives of the profession, its mission, and its values. They know the profession’s history. Social workers commit themselves to the profession’s enhancement and to their own professional conduct and growth. Social workers
_advocate for 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; and
_use supervision and consultation.
Statement of Need
Students desiring accommodations on the basis of physical, learning, or psychological disability for this class are to contact Disability Services. Disability Services is located on the ground floor of the Library building and can be reached by calling extension 4825.
Your Responsibilities as a Member of a Learning Community
In the Classroom. By your enrollment in this course, you agree to be a member of a learning community. This membership includes rights (to be respected, to be challenged to grow, to help make decisions relevant to our class) and responsibilities (such as regular/punctual attendance, engaged participation, and a willingness to explore new ways of thinking).
Our class is designed to promote learning and growth through thinking, doing, enacting our ideas, reflecting on our experiences, and applying our knowledge to our academic and career goals. We will analyze different forms of knowledge (practice wisdom, theories, research findings, and your interpretation of your own life experiences), develop skills in working with people and communities, and learn from practitioners and clients in the community (field visits, interactions with guest speakers, interactions with clients at Whittier Area First Day Coalition, your own community research).
This is a process-oriented course that includes your input at many levels (syllabus construction, developing exams, developing our classroom culture, etc). Therefore, we will use a syllabus as a guide and make changes as we see fit. The instructor reserves the right to reschedule events (delay or delete content/activities, or exchange for more relevant activities) to insure the best learning outcomes for all.
As you come to class, bring in your questions, your assumptions, and ideas that will stimulate our thinking. Your own life experiences and wisdom can be used productively to enrich us all.
Course Prerequisite:
Senior standing (90 credits) in the Social Work Major, a minimum overall GPA of 2.35, a minimum Social Work GPA of 2.35, and successful completion of Introduction to Social Work (SOWK 240 or 241)with a C+ or better, Social Work Practice I (SOWK 340) or Social Work Practice II (SOWK 343).
Course Co-requisite:
The Seminar class is held in conjunction with the students’ Practicum in a social service agency. Your social work field internship is a planned effort between the college and the agencies to enable students to consciously draw on their knowledge, skills, values, and life experiences to understand societal problems and human behavior in the context of the socio-political environment, and to intervene in ways that bring about change that is life-enhancing and in keeping with the promotion of social justice.
Practicum Requirements:
A minimum of 425 hours of field work (16-18 hours of field work per week) are required over the school year. Students must meet with their agency field instructors weekly and must participate in all work experiences assigned by the field instructor.
2015-2016 Field Practicum Calendar:
Fall Seminar I
(SOWK 412) Friday, September 11- Friday, December 11, 2015
Fall Fieldwork start date (SOWK 412L) Monday, September 14, 2015
Mid-Semester Break Friday, October 16, 2015 (No Class)
Thanksgiving Break Break to be negotiated with agency Thursday, November 26 and 27
Fall Fieldwork Evaluation due date: Friday, December 11, 2015
December 21– January 4, 2015 Break Break to be negotiated with agency (some client coverage may be required at some agencies)
January Interim Seminar II (SOWK 413) Monday, January 4 - Thursday, January 25, 2016
January Interim Fieldwork start date (413L) Monday, January 4 (or earlier if required by agency) through Monday, January 25
Spring Seminar III (SOWK 414) Friday, January 29, 2016 - Friday, April 29, 2016
Spring Fieldwork start date (SOWK 412L) Monday, February 1, 2016
Spring Fieldwork end date: Wednesday, April 27, 2016
Spring Fieldwork Evaluation due date: Friday, April 29, 2016
Spring Break March 14 – March 18 Break to be negotiated with agency (some client coverage may be required at some agencies)
In the process of moving from being a student to a practitioner, you need to develop a sense of professional identity, responsibility, competence, and commitment. By working closely with field educators, you will gain an understanding of the scope and limits of generalist social work practice and the profession’s expectations for responsible, culturally sensitive, just, and ethical conduct.
Please note: There is no academic course credit given for life experience or any prior work experience.
Course INSTRUCTOR’S Goals
The course instructor seeks to:
1. Develop and support students in their roles as learner-teacher so they can make best use of the multiple teaching-learning situations available in their field placement settings.
2. Enhance the beginning level of knowledge and understanding of social welfare policy, legislative history, and social and political factors that influence client systems, agency programs and policies, and social work roles.
3. Provide assignments that promote the integration and application of course content, knowledge, skills and values, in various areas, including: a) diversity and social justice and the effects of discrimination, poverty, and oppression; b) beginning social work practice with individuals, families, and small groups; c) beginning social work practice with organizations and communities; and d) beginning level research and evaluation of one’s own practice.
4. Promote new learning relevant to each student’s placement setting.
COURSE OBJECTIVES FOR THE SOCIAL WORK PRACTICUM AND SEMINAR: 2015-2016
Students who successfully complete the field practicum and seminar courses will be able to:
1. Describe, analyze and evaluate the field placement agency policies, service delivery system and organizational structure (Department of Social Work Objectives: #1, #7, and #9; CSWE Competencies: 2.1.1, 2.1.9).
2. Identify, locate and utilize the network of social welfare agencies, programs, and organizations within the field placement's community (Department of Social Work Objective #9; CSWE Competencies: 2.1.1, 2.1.9).
3. Recognize and assess own personal and professional growth (Department of Social Work Objective #4; CSWE Competence: 2.1.1).
4. Recognize, explain and demonstrate use of social work values and the NASW Code of Ethics (Department of Social Work Objective #2; CSWE Competence: 2.1.2).
5. Recognize and respect human diversity and apply differential assessment and intervention skills in working with diverse and vulnerable populations (Department of Social Work Objective #5; CSWE Competence: 2.1.4).
6. Utilize supervision and consultation value and participate in multidisciplinary teamwork (Department of Social Work Objective #10; CSWE Competence: 2.1.1).
7. Apply research and evaluative methodology within the field placement setting (Department of Social Work Objective #8; CSWE Competence: 2.1.6).
8 Implement the just practice process of change (see Generalist Practice, above) (Department of Social Work Objective #9; CSWE Competence: 2.1.10a - d).
9. Apply knowledge of behavioral and practice theories when working with client systems (Department of Social Work Objective #3 and #9; CSWE Competence: 2.1.7).
10. Clearly and accurately communicate in written and oral formats in a professional manner (Department of Social Work Objective #11; CSWE Competence: 2.1.3).
11. Use appropriate and effective interpersonal skills when engaging clients in the helping relationship (Department of Social Work Objective #11; CSWE Competencies: 2.1.3, 2.1.10a - d).
12. Discuss, describe, analyze, and critique social welfare policy and its influences on agencies, the human service delivery system, and clients (Department of Social Work Objective #1 and #7; CSWE Competence: 2.1.8).
13. Integrate knowledge and comprehension of social and economic justice within a global context in the assessment and analysis of issues experienced by individuals, groups and communities (Department of Social Work Objective #6; CSWE Competencies: 2.1.5, 2.1.9).
SEMINAR COURSE FORMAT:
This course is taught in a seminar format that includes discussions of the reading material, educational films, experiential group and individual activities, and case presentations. Students are expected and encouraged to bring questions and ideas that will stimulate thinking and discussion in the various areas covered in this course. Each student brings his or her own life experience and wisdom, and by contributing to the class can enrich the total learning experience. Students are also strongly encouraged to meet with the instructor during office hours and/or by appointment to discuss or clarify course material, written assignments or share any comments or ideas on class format and content.
COURSE REQUIREMENTS:
Attendance and Participation: As much of students’ learning will come from participating in class
discussions and activities, attendance and participation in all class sessions is required, and, out of
courtesy to other class members, students are expected to be on time. It is also expected that students
participate in all class learning activities and discussions. (As we only meet once a week, 20 points will
be deducted for each absence)
Attendance and participation in all class sessions is required. If you arrive late to class or leave early, use your cell phone during class, sleep during class or arrive for class unprepared, you may be marked absent for the day.
If you have a severe personal difficulty that may affect your ability to attend/participate in class sessions, please set up a time to meet with me individually to discuss your difficulty.
Reading Assignments and Discussion Leaders: Each student is expected to complete all reading assignments and assigned exercises from your readings prior to the day of class. Class discussions will be based on these readings and exercises. Each week assigned students will serve as “discussion leaders” and briefly present key points from the readings and pose several questions for class discussion. A sign-up sheet will be circulated in class.