|
|
DEPARTMENT OF SOCIAL WORK
COLLEGE OF SOCIAL SCIENCES -ST. CLOUD STATE UNIVERSITY
SW 340: Introduction to Social Work Practice - 3 Credits
Fall Semester 2004
Stewart Hall 228, Monday/Wednesday/Friday,
Section 1 :00-2:00 p.m
Section 2 2:00-3:00pm.
Prerequisites: Pre-professional Core and SW 195
Professor: MARGE TWINAME-DUNGAN, MSW, LICSW
Office: Stewart Hall 235
Phone: 320-308-2127 E-mail: matwiname@stcloudstate.edu
Office Hours: M and W., 3:00-5:00 p.m.; F, 9:00-10:00 am.
& by appointment
SW Department Phone: 320-308-3139; SW Department FAX: 320-308-3285
Department Mission
The mission of the Social Work Department at St. Cloud State
University is
to engage students in an educational process
that prepares them to think critically,
and work effectively and collaboratively as generalist social
workers.
Department Goals
The goals of the Social Work Department at St. Cloud State University
are to :
1. Educate social workers who are grounded in the liberal arts
and
understand the responsibilities of citizenship.
2. Develop students’ identity as social workers who understand
the
connections between individual well-being and the creation of
a
just society.
3. Educate students who recognize cultural and global diversity
and are
committed to the development of social policies and service
delivery
systems that embrace this diversity.
4. Prepare generalist social work practitioners who are able
to integrate
professional knowledge, skills, values, and ethics necessary
for beginning
level practice.
I. Introduction to Course:
This course has three purposes within the Social work major
sequence. 1) The Generalist method of social work, anchored
in the purposes of the social work profession, is presented.
2) Students have the opportunity to engage in sixty hours of
volunteer work in a social service agency and to integrate their
volunteer work with the knowledge they are acquiring in class
about the generalist method. Through lecture, class discussions
and writing papers focused on each stage, students are able
to connect the academic with practice and to receive feedback
from the instructor, peers and their volunteer supervisor. 3)
In SW 340 students also prepare for admission to the Social
Work major. Each step in the process is discussed in class and
students are assisted in preparing their materials.
II. Relationship to Sequence:
Students need to complete all Pre-professional Core courses
before registering for this course. SW 340-Introduction to Generalist
Practice is taken concurrently with
SW 330-Human Interaction in Social Systems, and SW 345-Marginalized
Populations. It is strongly suggested that SW 216-Introduction
to Social Work be completed prior to SW 340.
III. Program Objectives as Addressed in this Course:
Curriculum in the Department of Social Work is built around
the nine Program Objectives below; SW 340 contributes to students’
professional development by engaging them in learning activities
and assignments related to each objective. Student achievement
regarding each objective is shown by various formal and informal
means of evaluation.
Upon graduation social work majors will be able to:
Objective 1: Implement the values and ethics of the social work
profession.
A. SW 340 faculty will draw on earlier learning about ethics
and values in:
1). PHIL 194-analysis and evaluation of arguments based on analogies
2). SW 195-comparison of alternative political philosophies
influencing
social policy
B. SW 340 content includes these concepts, ideas, information,
theories, and knowledge to further develop students’ knowledge,
skills and values related to values and ethics:
1). The application of NASW Code of Ethics to practice situations
2). Values and ethics related to volunteer practice in area
agencies
3). Ethical decision-making in practice
4). Values underlying commitment to global justice
C. SW 340 students will have the opportunity to:
1). Utilize the NASW Code of Ethics as a guide to compose a
letter of
application to the SW Major
2). Assess Social Work values exhibited in their volunteer setting
3). Consider own values in preparation for SW major admissions
interviews
4). Identify appropriate client worker relationships
D. SW 340 individual student learning will be evaluated formally
and informally
through:
1). Reflecting Social Work values and ethics in letter of application
to SW Major
2). Exploring their personal comfort with Social Work values
and ethics in class
3). Discussing values and ethics in their own admissions interview
4). Considering classroom participation through Department Professional
Behavior Standards Scale
Objective 2: Practice generalist social work effectively at
all levels, incorporating systems theory and integrating a strengths
perspective..
A. SW 340 faculty will draw on earlier learning about generalist
practice in:
1). SOC 160- introduction of dominant sociological frameworks
2). BIOL 103- introduction to physiological systems functioning
3). PSY 240 or CEEP 262-understanding bio-social, cognitive
and psychosocial
domains of human development across the life span
4). SW 216- introduction to generalist method of social work
practice
B. SW 340 curriculum includes these concepts, ideas, information,
theories and
knowledge to further develop student’s knowledge, skills
and values related to generalist practice:
1). Ecological Systems theory information
2). Strengths perspectives principles versus a problem centered
perspective
3). Definition of generalist social work model
4). Careful selection of theories and interventions
5). Role of the helping relationship in Social Work practice
6). Application of generalist model to micro, mezzo and macro
systems levels
7). Examples of social work practice in other parts of the world
8). Examples of promotion of social and economic justice at
micro, mezzo and
macro levels
C. SW 340 students will have the opportunity to:
1). Develop an understanding of systems theory
2). Begin to practice generalist social work under supervision
in a volunteer
setting
3). Apply a strengths perspective to case examples from text
and from volunteer
experience
4). Assess own volunteer experience as an opportunity to see
the six steps
underway in agency practice
5). Apply termination skills in ending their volunteer experience
6). Apply empirical knowledge and technological advances to
a specific social
service setting in which they are volunteering
D. SW 340 individual student learning will be evaluated formally
and informally
through :
1). Midterm & final evaluation of 60 hours of volunteer
work by agency
supervisor
2). Instructor’s observation of participation in small
groups discussions
3). Completion of six papers addressing the stages of the generalist
model of
social work practice
4). Completion of ten take-home worksheets requiring comprehension
of reading
material
Objective 3: Practice without discrimination, and with respect,
knowledge, and skills, related to clients’ age, class,
color, culture, disability, ethnicity, family structure, gender,
marital status, national origin, race, religion, sex, and sexual
orientation.
A. SW 340 faculty will draw on earlier learning about diversity
in:
1). HURL 201 and 206- constructive ways of dealing with conflict
and
channeling personal power toward societal change
2). SOC 160- raised consciousness re people & experiences
different from own
3). COM ST 192- impact of cultural variables in differing communication
contexts
4). STATS 193- process of making inferences about a population
5). PHIL194- roles of background beliefs
6). BIOL 103- impact of aging and diseases on behavior
7). PSY240 or CEEP 262 - life span development
8). SW 195- impact of diversity on the receipt of benefits and
services
B. SW 340 content includes these concepts, ideas, information,
theories and knowledge to further develop students’ knowledge,
skills
1). Ethics and values related to perceiving and understanding
diversity:
2). Appreciation of person in environment
3). Recognition of human diversity in each stage of the generalist
model
4). Impact of diversity on communication in practice settings
5). Focus on disability as a diversity issue with repercussions
for practice
C. SW 340 students will have the opportunity to :
1). Discuss, in small groups, human diversity as a practice
issue in their volunteer
placements
2). Review text examples applying diversity to each stage of
generalist practice
3). Design and present a project on social work practice with
people with
disabilities to the class as a whole
D. SW 340 individual students learning will be evaluated formally
and informally:
1). Instructor’s observation of participation in small
group discussion
2). Application of human diversity perspective in each of six
papers integrating
one stage of social work practice experienced or observed in
volunteer
experience
3). Presentation of an individualized project on disability
to the class and
inclusion into the Diversity Portfolio ;evaluation of it using
department
Portfolio scale
Objective 4: Understand the forms and means of oppression and
discrimination, and advocate for social, economic, and political
justice.
A. SW 340 faculty will draw on earlier learning about oppression
and advocacy in:
1). HURl 201 and 206- individual and institutional racism
2). SOC 160- elements of inequality
3). SW 195- examples of discrimination and inequality in contemporary
media
B. SW 340 content includes these concepts, ideas, information,
theories and knowledge to further develop students’ knowledge,
skills and values related to oppression and advocacy :
1). Exploration of direct and indirect intervention in social
work practice
2). Definition of advocacy in various settings
3). Advocacy as mandated by NASW Code of Ethics
C. SW 340 students will have the opportunity to:
1). Observe practice in social service agencies
2). Learn about practice from other students’ experiences
in different settings
3). Describe their own involvement in advocacy and the political
arena in their
volunteer work
4). Discuss their agency’s involvement in advocacy
5). Become aware of clients experience with oppression
6). Compare own agency with that of class mates
D. SW 340 individual students learning will be evaluated formally
and informally:
1). Including information on advocacy and political justice
in their paper on the
intervention stage
2). Instructor’s observation of Participation in small
group discussions
3), Midterm and Final evaluation by their agency supervisor
Objective 5: Use supervision, consultation, and collaboration
to enhance social work practice within organizational structures
and service delivery systems, as well as to seek necessary organizational
change.
A. SW 340 faculty will draw on earlier learning about program
effectiveness and organizational development in:
1). SOC 160 -connections between individuals in a society
2). ENG 191- the collaborative and social aspects of the writing
process
3). SW 195- leadership and collaboration in small group discussion
B. SW 340 content includes these concepts, ideas, information,
theories, and knowledge
to further develop students’ knowledge, skills and values
related to program effectiveness and organizational development:
1). Exploration of the evaluation stage of the generalist model
2). Information regarding supervision models and issues
3). Information regarding consultation as basic in social work
practice
4). Exploration of students’ obligation to shape their
volunteer experience to
conform to NASW Code of Ethics
C. SW 340 students will have the opportunity to :
1). Observe collaboration in their volunteer agencies
2). Practice using supervision in their volunteer work
3). Participate in small groups to discuss program agency effectiveness
and
development
4). Use communication skills in raising questions in class
5). Raise questions with supervisor at volunteer site regarding
their observations
6). Compare their own experience with supervision to textbook
models
7). Provide leadership for the focus of small group discussions
8). Participate in a collaborative process with supervisor re:
evaluation of
volunteer experience
D. SW 340 individual student learning will be evaluated formally
and informally:
1). Instructor’s Observation of leadership in small groups
2). Inclusion of a description of supervision as social work
practice in a paper on
the intervention stage
3). Final evaluation from volunteer supervisor
Objective 6: Analyze and formulate policy alternatives and understand
how to influence social policies on all levels.
A. SW 340 faculty will draw on earlier learning about analyzing
and influencing policy
in:
1). SW 195- strategies for influencing social policy
2). STATS 193- information on how to analyze charts and graphs
B. SW 340 content includes these concepts, ideas, information,
theories and knowledge
to further develop students’ knowledge, skills and values
related to analyzing and influencing policy:
1). Description of how policy impacts peoples experience in
mezzo and macro
practice
2). Discussion of how social policies affect social agencies
where students are
volunteering
C. SW 340 students will have the opportunity to:
1). Discuss social policies issues in class and with agency
colleagues
2). Assess social policies applications to their volunteer work
D. SW 340 individual student learning will be evaluated formally
and informally:
1). Instructors observation of participation in small groups
Objective 7: Apply research findings to practice and evaluate
one’s own practice interventions.
A. SW 340 faculty will draw on earlier learning about the application
of research and
evaluation of practice in:
1). STATS 193- proper interpretation of information
2). PSY 240 or CEEP 262- methodological issues; ways to critique
information
B. SW 340 content includes these concepts, ideas, information,
theories and knowledge
to further develop students’ knowledge, skills and values
related to the application of research and evaluation of practice:
1). Exploration of the evaluation stage of generalist practice
C. SW 340 students will have the opportunity to:
1). Apply the evaluation stage to their placement
2). Review their evaluation with their agency supervisor
3). Practice skills needed in receiving supervision
D. SW 340 individual students learning will be evaluated formally
and informally:
1). Utilize writing and critical thinking skills in completing
a paper integrating
the evaluation stage with their volunteer work
2). Midterm and final evaluation forms completed by agency supervisor
3). Opportunity to review the evaluation forms with the instructor
Objective 8: Know the history of the social work profession
and understand its relationship to contemporary issues.
A. SW 340 faculty will draw on earlier learning about social
work history and its
relationship to contemporary issue in:
1). SW 195- impact of social work pioneers on policy formation
B. SW 340 content includes these concepts, ideas, information,
theories and knowledge
to further develop students’ knowledge, skills and values
related to social work history and its relationship to contemporary
issues:
1). Social work history integrated with history of volunteer
agency
2). Contemporary Social Work issues in media
3). Experience of students in other settings
C. SW 340 students will have the opportunity to:
1). Collect information on contemporary practice issues from
local media
2). Connect with information from SW 195 on Progressive Era
D. SW 340 individual student learning will be evaluated formally
and informally
1). Instructor’s observation of participation in small
groups and class discussions
and use of Department’s Professional Behavior Standard
Scale
Objective 9: Use all modes of communication skillfully and demonstrate
critical thinking skills in all professional encounters.
A. SW 340 faculty will draw on earlier learning about communication
and critical thinking:
1). COM ST 192-effective listening in various settings; role
of public speaking in
a democracy
2). ENG 191-appropriately writing styles for different kinds
of rhetorical
situations
3). PHIL 194-common informal errors in reasoning
B. SW 340 content includes these concepts, ideas, information,
theories and knowledge
to further develop students’ knowledge, skills and values
related to communication and critical thinking:
1). Writing focused on appropriate communication
2). Critical thinking as it applies to social work practice
assessment & evaluation
3). Public speaking in small groups and/ or to the whole class;
practice for
advocacy as social work skill
4). Rationale for SW Department admissions process
C. SW 340 students will have the opportunity to:
1). Practice writing and critical thinking skills in completing
papers integrating
concepts of generalist practice and volunteer practice
2). Integrate theoretical information with their views in a
letter of application for
admission to the Social Work Department
3). Participate in an admissions interview with a SW faculty
member
4). Prepare a major/minor form with a Peer Advisor
5). Practice oral communication in presenting a disability project
to the class
D. SW 340 individual students learning will be evaluated formally
and informally:
1). Format, grammar, spelling and development of all assignments
2). Use of department Writing scale
IV. Course Texts and Supplemental Readings:
Timberlake, E. M., Farber, M.Z. & Sabatino,C.A. (2002).
The general method of social work practice. Boston: Allyn and
Bacon.
Available in campus bookstores.
This text is the continuation of the work of Social Work pioneer
Maria O’Neil McMahon who wrote previous editions. It delineates
the context and stages of the generalist model of social work
practice and contains case examples of micro, mezzo and macro
practice. These examples are applicable to each stage and illustrate
practice with diverse populations.
V. Semester Course Outline: SW 340
This is the intended class schedule; it is very possible, however,
that unexpected opportunities will occur and some issues may
need more attention than planned for here. Therefore, the calendar
may change at the professor’s discretion.
DATE TOPICS READINGS ASSIGNMENTS
& ACTIVITIES
Week 1
9/8-9/10
Introduction to Class/Volunteer Work/ Admissions Process
Guidelines for Volunteer Placement Pursue Volunteer placement
Week 2
9/13-9/17
Foundations of Social Work Practice-Holism, Foundation, Code
of Ethics Text, Chapter 1 Begin volunteer work or keep working
on securing a site
Complete Volunteer Placement Form
Week 3
9/20-9/24
Generalist Perspective-
Ecological-Systems Theory
Strengths/Needs Orientation
Multi level Approach
Careful Selection of Theories and Interventions
Problem Solving Process Text, Chapter 1 and 2 Take Home Worksheet
#1
Due 9/24
Work on Reference Forms for Admission
Review admissions packet
Week 4
9/27-10/1
Diversity/Social Justice/Social Work Values-Holistic Framework
Exploration of diversity related to: age, class, color, culture,
disability, ethnicity, family structure, gender, marital status,
national origin, race, religion, sex and sexual orientation
Application for the Major Text, Chapter 3 Discuss letter of
application
Secure transcript
Check on references
Deadline for Volunteer Placement Form
Worksheet #2 due 10/1
Week 5
10/4-10/8
Generalist Method Stage 1: Engagement
Micro, mezzo and Macro focus
Application to Major Text, Chapter 4 Work on letter of application
for the major
Continue volunteering
Week 6
10/11-10/15
Engagement-Problems,
Feelings,Goals
Preparation for Admissions mtg. Text, Chapter 4
Worksheet #3 due 210/15
Week 7
10/18-10/22
Stage 2-Data Collection - Fact vs. Assumptions
Identifying issues, needs,resources and assets
Micro, mezzo and macro levels
Text, Chapter 5
Worksheet #4 due 10/22
Week 8
10/25-10/29
Data Collection- Environment, Recording,
Confidentiality
Volunteer Work Updates Text, Chapter 5 Engagement paper 10/29
Interviews for the Major?
Week 9
11/1-11/5
Stage 3-Assessment –Prioritization,Contracting,Self Determination,
Individualization,sytems levels
Midterm Evaluation in Placement
Admissions Letters sent Text, Chapter 6
Data Collection paper due 11/3
Midterm Eval target date-11/5
Week 10
11/8-11/12 Review of first half of semester
Assessment Stage
Stage 4 -Intervention –Change and Power
Direct intervention
Indirect intervention- social development
Text, Chapter 6 and 7
Worksheet #5 Due 11/12
Think about and plan disability portfolio assignment
Complete major/minor application form. If admitted meet with
new advisor
Week 11
11/15-11/19
Intervention Stage
Supervision
Consultation
Collaboration
Information and Referral
Case Management Text, Chapter 7
“Giving and Receiving Supervision”, handout Assessment
Paper Due 11/17
Worksheet #6
Due 11/19
Week 12
11/22-11/24 Stage 5 Evaluation Stage-Why Evaluate?
Types of Evaluation
Text, Chapter 8 Worksheet #7due 11/24
Week 13
11/30-12/3
Evaluation Stage
Stage 6 Termination –
Loss Issues
Farewell Party Syndrome
Closure
Planning Text, Chapter 9 Worksheet #8 due 12/1
Week 14
12/7-12/10
Termination Stage
Terminating Volunteer Work
Integration of General Method Stages
Connection to Future Classes Text, Chapter 10 Worksheet #9 due
12/7
Evaluation Paper Due 12/10
Week 15
12/13
Final Evaluation in Placement
Disability Assignment Worksheet #10 Due 12/14
Termination Paper due 12/16- in instructor”s mailbox
Disability Assignment presented at Final Exam time
Final Evaluation form due at Exam time
12/16-12/22 FINAL
Section 1 12/17 1:00-3:30pm
Section 2 12/22 1:00-3:30pm EXAM WEEK
VI. Means for Evaluating Student Learning:
Students will have the opportunity to learn through many different
means; likewise, evaluation of your learning will happen in
many ways.
A. Learning that is INFORMALLY Evaluated-
Academic and Professional Responsibilities:
You are expected to learn, practice, and model the sills inherent
in professional behavior. However, critical thinking and clear,
respectful communication also are basic to success in your academic
education overall and to participation as a citizen in this
democracy. You will assess yourself and be assessed by your
professor.
Prepare before class so as to think critically & speak clearly
about assignments.
Participate verbally so others can learn from your insights.
Ask questions for clarification.
Show respect for peers, guests, and professors by responding
to their ideas.
Participate non-verbally by practicing professional listening
skills.
Carry yourself as a professional.
Learn from, rather than resent, feedback.
Collaborate fairly by sharing responsibility in team projects.
Offer input and leadership in small and large group exercises
and discussions.
Identify your own strengths and use them.
Identify areas needing to be strengthened and work on them.
Identify how the NASW Code of Ethics applies to your behavior
as a student.
B. Learning that is FORMALLY Evaluated-
1. Diversity and Social /Political / Economic Justice Portfolio
Assignment:
Independent Learning About People with Disabilities/Disability
Issues
In SW 340 students are given the opportunity to learn how social
work practice relates to work with the disabled. Each student
is required to design their own assignment and present their
work to the class at the time scheduled for the final exam.
Previous examples of disability assignments in SW 340 have included
shadowing a social worker who works with people with disabilities
for a day, shadowing a person with a disability as they proceed
through their day, developing a brochure identifying resources
related to a particular disability, viewing a video focused
on disability and writing a reaction paper, assessing a particular
location for handicapped accessibility. In this assignment students
are asked to use their creativity and to focus on what they
need to learn to become an effective social worker with people
with disabilities. Each student will present their project goals
and achievement to classmates.
This assignment will become part of your Diversity and Justice
Portfolio. After completing it as described above, reflect on
your work and respond to the following questions on a separate
sheet of paper.
a. Describe the activity including date, time, place and type
of activity.
b. Reflect critically on the new information that this activity
provided you about diversity. Include analysis of the bias and
stereotypes that you might have had about the issues or activity
prior to completing this assignment.
c. In what ways will this assignment contribute to your social
work knowledge and skills toward the goal of becoming a diversity
sensitive and justice committed social worker?
2. Writing Assignment:
Papers on Six Stages of Generalist Practice – The Data
Collection paper will act as the course writing assignment.
Students will receive feedback on their Engagement paper and
be able to demonstrate improvement on their Data Collection
paper.
Six graded writing assignments in SW 340 designed to allow students
to demonstrate their knowledge of the six stages of the generalist
method of social Work and to integrate their theoretical knowledge
with their practice experiences. A separate handout will be
distributed to describe how these papers will be organized and
presented.
3. Other:
Students will complete ten take-home worksheets that measure
comprehension of social work practice issues in the text-book.
The supervisor at each student’s volunteer placement will
complete a midterm and a final evaluation form that is discussed
with the student and signed by both the student and supervisor.
This form correlates with the department’s nine program
objectives.
VII. Grading Standards and Procedures:
A. Overall grading Criterion:
“A” reflects excellent work-
It incorporates and evaluates original sources/ideas/examples
beyond those available from the text or class; it analyzes issues
beyond merely summarizing them or reporting. These expectations
are in addition to those outlined at the “B” level.
Such work cannot be achieved by waiting until the night before
an assignment is due.
“B” reflects very good work-
It includes full and creative development of each aspect of
an assignment. It demonstrates an investment of time and original
thinking. Writing is clearly organized with examples to clarify
central ideas. These expectations are in addition to those outlined
at the “C” level.
“C” reflects average work-
It covers all aspects of the assignment and reflects an understanding
of social work values and ethics. All writing is proofread to
remove grammatical and spelling errors, to avoid slang, clichés
and colloquialisms, is turned in at the assigned time and looks
professional.
“D” represents passing work but D is not acceptable
as a final grade in a social work course.
If you receive a D you must retake the course.
SW faculty may apply a plus or minus to the final letter grade
if that best represents the student’s level of work.
B. Standards for Preparing All Written Work:
Type or word process all written work, double space, use 12-point
type, and staple the pages together. Spell check and proofread
to remove spelling and grammatical errors.
Include a cover sheet stating your name, course name, date,
and assignment title.
Use inclusive language regarding gender; don’t write “he”
if you mean “he and she.”
C. Resources for Strengthening Written Work:
The Write Place in Riverview 118, 308-2031, is open daily to
help you improve your writing skills. Grammatical advice and
the APA citation style can also be found on their website http://leo.stcloudstate.edu/#commas.
As an ongoing reference for your writing use Szuchman, L. T.
& Thomlison, B. (eds). (2004). Writing with style: APA style
for social work (2nd edit). Belmont, CA: Brooks-Cole/ Thomson.
D. Department Scale for Evaluating Your Professional Behavior:
Your efforts to demonstrate professional behavior in this class
will be evaluated according to the scale shown below. You will
be asked to evaluate yourself and the professor will also evaluate
you; your behavior will be reflected in your final grade for
the course.
Student’s Demonstration of Professional Behavior
Always Usually Rarely Never
1.Preparation
Comes prepared to think critically and __________________________________
speak clearly about the assignment
Appears to have completed
the background reading or work __________________________________
2.Verbal participation
Shares ideas with class ______________________________
Asks questions for clarification __________________________________
Responds to the ideas of peers __________________________________
Responds to the ideas of guest speakers ______________________________
3.Non-verbal participation
Practices active listening skills __________________________________
Welcomes feedback to strengthen learning __________________________________
and clarify thinking
Carries self as a professional __________________________________
4. Collaborative participation
Is an active team member ___________________________________
Shares the responsibility of leadership ___________________________________
Shares responsibility in allocation of
completing the work ___________________________________
5. Ethical Participation
Demonstrates knowledge of NASW ___________________________________
Code of Ethics
Demonstrates commitment to incorporating
NASW Code of Ethics in own behavior ___________________________________
E. Department Scale for Evaluating Designated Writing Assignment:
Data Collection Paper. The Professional Writing Assignment will
be graded according to this scale.
Criteria:
1. Writing demonstrates clear organization to achieve the defined
purpose;
its content flows logically to provide the necessary information
for the task.
2. Writing assumes an appropriate professional tone;
its tone is formal or informal according to the defined relationship
with the reader.
3. Writing documents the original sources of information and
ideas;
it is clear in acknowledging which ideas belong to you and which
you have adopted and adapted from elsewhere.
4. Writing follows the professionally accepted structure and
format for this kind of document.
5. Grammar and spelling are accurate;
editing has removed identifiable errors before the assignment
is turned in.
6. Citations follow the APA format.
Student’s Level of Writing Skill
Superior Strong Acceptable Unacceptable
Clear organization ___________________________________
Appropriate professional tone ___________________________________
Appropriate documentation ___________________________________
Accepted format ___________________________________
Grammar and spelling ___________________________________
APA citations if used ___________________________________
Total Points ___________________________________
F. Determination of Final Course Grade:
6 Papers (one on each stage of the generalist model) 90 points
10 Take-Home Worksheets 50 points
Volunteer Work Assessment 50 points
Disability Project 20 points
Participation/Professional Behavior 10 points
Total 220points
220-200points ----A
199-180 points ----B
179-160 points ----C
159-140 points ----D
Below 140 points ----F
VIII. Additional Resources:
Anderson, J. & Carter, R.W. (2003). Diversity perspectives
for social work practice. Boston: Allyn and Bacon.
Anderson, M. and Collins, P. (2001).Race, class and gender.Belmont,
Ca.:Wadsworth
Biestek, F. (1957). The casework relationship.Chicago: Loyala
University Press.
Cohen, R. (2004). Clinical supervision. Belmont,CA: Brooks/Cole.
Compton, B. & Galaway, B. (1999). Social work processes.
Pacific Grove, CA: Brooks/Cole.
Engel, D. & Munger,F. (2003). Rights of Inclusion:Law and
identity in the life stories of
americans with disabilities. Chicago: University of Chicago
Press.
Fauri, D., Wernet, S. & Netting,F. (2002). Cases in macro
social work practice. Boston:Allyn
and Bacon.
Gibbs, L. & Gambrill,E.(1999). Critical thinking for social
workers. Thousand Oaks, CA:Pine
Forge Press.
Helton, L. & Jackson, M.(1997). Social work with families.
Boston;Allyn and Bacon.
Hoffman, K. & Sallee, A. (1994). Social work practice. Boston:Allyn
and Bacon.
Hollis, F. Casework:a psychosocial theory. NY:Random House.
Kirst-Ashman, K. & Hull, G. (2002). Understanding generalist
practice. Pacific Grove, CA: Brooks/Cole.Mackelprang,R. and
Salsgiver,R. (1999). Disability: a diversity model approach
in human service practice. Pacific Grove, CA: Brooks/Cole.
Meenaghan, T & Gibbons, W.(2000). Generalist practice in
larger settings. Chicago: Lyceum Books.
Miley, K. K. (1998). Generalist social work practice. Boston:
Allyn and Bacon.
Netting, F. & Oconnor, M. (2003). Oranization practice:a
social worker’s guide to
understanding human services. Boston: Allyn and Bacon.
Rieman, D. (1992). Strategies in social work consultation. NY:
Longman.
Rivas, R. & Hull,G. (2004). Case studies in generalist practice.
Belmont, CA: Brooks/Cole.
Saleeby, D. (2002). The strengths perspective in social work
practice. Boston: Allyn and Bacon
Sheafor, B. & Horejsi, C. (2003). Techniques and guidelines
for social work practice. Boston: Allyn and Bacon.
Szuchman, L. & Thomlison, B. (2002) Writing with style:
APA style for social work. Belmont, CA: Wadsworth.
Trattner, W.I. (1998)From poor law to welfare state.(6th edition).NY:
Free Press.
Visit websites:
http://www.unitedway helps.org
Lists volunteer opportunities across Central Minnesota
http://www.scsu_peeradvisors@yahoo.com
SW Peer Advisors can assist applicants during admission process
to Social Work Major
http://w.w.w.nyu.edu/socialwork/wwwrsw/
Offers over 50,000 links of interest to social workers
IX. Policies for All Department of Social Work Courses:
1. As a student in any SW course you have a right to be treated
with dignity and respect by the professor and by the other students
in the room.
2. As a student in any social work course you have the right
and responsibility to grow as a critical thinker. That is, to
apply the critical reasoning skills developed in CORE 194 to
all of your thinking, to reflect on possible bias and conflicts
with social work ethics and values in your thinking, to critically
evaluate the sources of information that you make use of, and
to value feedback from others to enhance your critical thinking
skills.
3. As a student in any SW course you have the right to have
your academic efforts supported by other students and your professor
and have a responsibility to support the academic effort of
others. At times, support will mean being challenged.
4. As a student with a disability you have the right to accommodation
to enable you to satisfy course objectives in this class. Express
your needs privately to the faculty person and / or to the campus
office of Student Disability Services in Atwood Center, Room
B111.
5. As a student in any course you must abide by the University’s
Code of Conduct. This is available in the University Student
Handbook and on line at http://www.stcloudstate.edu/studenthandbook/code/conduct.asp.
6. As a student in any course you must not intentionally or
knowingly participate in
academic dishonesty in the form of cheating, plagiarism or fabrication
of work.
This is described more fully as the first example of Prohibited
Conduct in the University Student Handbook. Engaging in academic
dishonesty will have negative consequences for your grade.
7. If you need to communicate with the professor , try all of
these alternatives: visit the
professor during office hours; e-mail a message to the address
on page one of the
syllabus; phone or FAX the professor at the numbers listed on
page one of this syllabus.
8. If you are dissatisfied with your final grade in this class,
consult the University Student
Handbook for the Grade Appeals Process.
9. If you have other concerns about this class, please communicate
them to the professor in
person. You also should consult the University Student handbook
for the Student
Complaint Process. The Department Office has forms on which
you can document a
concern to begin a resolution process.
10. Social Work professors expect assignments to be completed
on time; this is consistent
with professional responsibility. Your assignments will be graded
down for lateness.
11. Social Work professors expect you to be pro-active in informing
them beforehand if
some unusual circumstance will cause you to be absent, miss
an exam, or delay turning in
an assignment. Any changes must be negotiated with the professor.
Failure to do so will
likely prevent you from being able to make up the work.
|
|
