Introduction to Social Work and Social Welfare (SOWO 101) Spring Office hours: Sunday & Tuesday, 1-1:50 p.m. and by appointment

Transcription

1 Introduction to Social Work and Social Welfare (SOWO 101) Spring 2010 Professor: Dr. Lacey Sloan Meets: Sunday & Tuesday, 2-3:15 p.m. Office hours: Sunday & Tuesday, 1-1:50 p.m. and by appointment Office: Old Women s Building rm 134 Office phone: Mobile: I. Course Description This course examines the history and philosophy of social welfare, with an emphasis on the social work profession: its mission, philosophy, ethics, values, and diverse fields of intervention with various client populations served in a range of social welfare settings. II. Course Objectives and Student Learning Outcomes Course Objectives By the end of the course, the student will: Know the history of the social work profession Understand social work perspectives and the social service delivery system Understand of the values and ethics of the social work profession. Understand the important ideologies, values and ethical decision making process in the NASW Code of Ethics Student Learning Outcomes By the end of the semester the student will be able to: Outline the history of the social work profession Apply social work perspectives in the helping situations Apply the values and ethics of social work Analyze ethical dilemmas in social work practice Evaluation of student learning Mid-term & final exam History homework Mid-term & final exam, inclass exercises, volunteer Mid-term & final exam, class discussion, Ethics homework, volunteer Mid-term & Final exam, class discussion, Ethics homework, volunteer

2 Course Objectives Understand the roles and functions that social workers perform, such as advocacy. Understand how diversity variables, such as race and ethnicity, gender, age and sexual orientation affect the helping relationship, especially with populations at risk. Be aware of career opportunities in the profession at the BSW and MSW levels. Student Learning Outcomes Describe the roles and functions that social workers perform Practice critical multicultural social work with diverse populations. Describe and understand the various career professional opportunities at the BSW and MSW levels Evaluation of student learning Final exam, in-class exercise, volunteer Final exam, class discussion, in-class exercises, Diversity homework, volunteer Final exam, volunteer III. Teaching Methods This course will use a variety of teaching methods including lecture; group and class discussion; experiential exercises in and out of the classroom; assigned readings; individual research; internet and communication; and, audio-visual materials. The textbook for this course is: DuBois, B. & Miley, K.K. (2008). Social Work: An Empowering Profession. Boston: Allyn & Bacon. IV. Assessment Tools Each student brings different interests and strengths to the classroom. Therefore, a variety of assessment methods will be used in this course: exams, quizzes, in-class exercises and participation and an organizational review assignment. Each method is further described below. Homework (3 5 points each=15 points total): Each student will complete homework assignments on the following topics: social work history, social work ethics, and diversity. See Appendix for further and information.

3 Mid-term exam (15 points) and Final Exam (30 points): The exams will be cumulative and will cover all material from the readings, class discussion and lectures, and individual student research. Volunteer Work (30 points): All students will volunteer with a governmental or NGO social service organization for 15 hours during the semester. Volunteer Work Paper (10 points): Each student will submit a paper describing the agency at which they volunteered, and their experience at the agency. See appendix for further details. V. Assessment Policy/Grading Criteria: Each class requirement has been assigned points. Half-points may be given (e.g., 49.5). To receive an A in this course you must have excellent attendance, participation, and you must produce work that is of superior quality. A grade sheet for each assignment will be handed out in advance so that students will have a clear understanding of what they will be graded on and how much weight will be given for each specified evaluative criterion. Grades will be assigned as follows: Homework assignments Mid-term exam Volunteer Experience Volunteer Work paper Final Exam TOTAL 15 points 15 points 30 points 10 points 30 points 100 points Grading at Qatar University follows a University-wide system. That grading scale is as follows: Letter Grade Description Percentage Grade Points A Excellent

4 B+ Very Good B Very Good C+ Good C Good D+ Pass D Pass F Fail Less than Participation and Attendance VI. Course Regulations Students are expected to attend class sessions regularly and to participate in an interactive framework between collegiate students and professor. Students are expected to complete the readings PRIOR to class and should be well prepared to participate in discussions and experiential learning assignments. Failure to regularly attend the class and demonstrate through discussions that one has comprehended the readings is part of the final grade. Role will be taken each class period. Any student missing more than seven classes (excused or unexcused) will not be able to sit for the final exam. In extenuating circumstances of absence, students are to notify the professor. 2. Material Missed from Absences Students are responsible for any material missed due to absences. Homework assignments based on discussion and films shown in the class are due on the assignments dates and will be counted towards participation grades. 3. Late Assignments Except in the case of extreme emergencies, and then only with the permission of the professor, late assignments WILL NOT be accepted without penalty. Students are expected to turn in all required assignments on the agreed upon due date at the beginning of class. Assignments not turned in class on the day it is due will be considered late. If accepted, late assignments will be assessed point penalties at the rate

5 of three (3) points each day late. If the due date is a problem, then the student should see the professor and negotiate another due date well in advance. 4. Performance Feedback If students are concerned about their class performance, the professor is more than willing to work with students to help them improve their course grades prior to the end of the semester. 5. Professional Conduct in Class The professor expects students to act like professionals in class. This means students should arrive on time for class, be prepared to participate in the class discussion, and show respect for one another s opinions. We will not, nor should we, always agree with one another. In this environment we should be exposed to diverse ideas and opinions, and sometime we will not agree with the ideas expressed by others. However, the professor does require that students engage one another with respect and professionalism. 6. Assignment Changes The instructor reserves the prerogative to change class assignments as needed to meet the course objectives. The changes will be discussed with the students in class or by before implementation. 7. Policy on Scholastic Dishonesty Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. 8. Use of for Official Correspondence to Students is recognized as an official mode of university correspondence; therefore, students are responsible for reading their for university and course-related information and announcements. Students are responsible to keep the university informed about changes to their address. Students should check their regularly and frequently daily, but at minimum twice a week to stay current with university-related communications, some of which may be time-sensitive.

6 9. Safety As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student's responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should notify the professor regarding any safety concerns. VII. Course Schedule Date Assignments/Reading/Quizzes Topic Week 1 Chapter 1 Social Work: A Helping Profession Feb Week 2 Chapter 1 Social Work: A Helping Profession 28 Feb-2 Mar Week Mar Chapter 2 History of Social Work Week Mar Chapter 5 History Homework due Values and Ethics in Social Work Week Mar Chapter 5, NASW Code of Ethics Values and Ethics in Social Work Week 6 Chapter 6 & Ethics Diversity and Social Work Mar Homework Due Week Apr Chapter 3 & 9 Diversity Homework Due Social Systems & Social Work Functions and Roles Apr Chapter 8 Mid-Term exam Listening skills & Assessment Week 8 Spring Break Apr Week 9 Chapter 8 Problem-solving model Apr Week 10 Chapter 10 Social Work and Social Policy 2-4 May Week 11 Human Rights 9-11 May Week 12 Chapter 14 Violence Against Women May Week 13 Chapter 13 Child Abuse May Week 14 Chapter 11 Global Inequality & Poverty

7 30 May-1 Jun T.B.A. Final Exam Final Exam VIII. Reference List/Additional Resources Appleby, G. A., Colon, E., & Hamilton, J. (2001). Diversity, oppression and social functioning: Person in environment assessment and intervention. Boston: Allyn & Bacon. Bettcher, T. M. (2007). Evil deceivers and make-believers: On transphobic violence and the politics of Illusion. Hypatia: A Journal of Feminist Philosophy, 22(3), Daniel, R. G. (2002). More than black: Multiracial identity and the new racial order. Philadelphia, PA: Temple University Press. Freire, P. (1993). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum. Healey, J. F. (2003). Race, ethnicity, gender, and class: The sociology of group conflict and change (3rd ed.). Thousand Oaks, CA: Pine Forge Press. Lie, G.-Y., & Lowery, C. T. (2003). Cultural competence with women of color. In D. Lum (Ed.), Culturally competent practice: A framework for understanding diverse groups and justice issues (2nd ed., pp ). Pacific Grove, CA: Brooks/Cole. Liu, W. M., Soleck, G., Hopps, J., Dunston, K., & Pickett, T., Jr. (2004). A new framework to understand social class in counseling: The social class worldview model and modern classism theory. Journal of Multicultural Counseling and Development, 32(2), Lum, D. (Ed.). (2003). Culturally competent practice: A framework for understanding diverse groups and justice issues (2nd ed.). Pacific Grove, CA: Brooks/Cole. Marsh, J. C. (2004). Social work in a multicultural society. Social Work, 49(1), 5 6. Mullaly, B. (2002). Challenging oppression: A critical social work approach. Toronto, ON: Oxford University Press. Parks, C. A., Hughes, T. L., & Matthews, A. K. (2004). Race/ethnicity and sexual orientation: Intersecting identities. Cultural Diversity and Ethnic Minority Psychology, 10(3), Potok, A. (2002). A matter of dignity: Changing the world of the disabled. New York: Bantam.

8 Priestly, M. (2001). Introduction: The global context of disability. In M. Priestly (Ed.), Disability and the life course: Global perspectives (pp. 3 15). New York: Cambridge University Press. Rothman, J. C. (2003). Social work practice: Across disability. Boston: Allyn & Bacon. Saulnier, C. F. (2000). Incorporating feminist theory into social work practice: Group work examples. Social Work with Groups, 23(1), Schmitz, C. L., Stakeman, C., & Sisneros, J. (2001). Educating professionals for practice in a multicultural society: Understanding oppression and valuing diversity. Families in Society, 82(6), Schmitz, C. L., Vazquez Jacobus, M., Stakeman, C., Valenzuela, G., & Sprankel, J. (2003). Immigrant and refugee communities: Resiliency, trauma, and social work practice. Social Thought, 22(2/3), Stroman, D. F. (2003). The disability rights movement: From deinstitutionalization to selfdetermination. New York: University Press of America. Van Wormer, K. (1994). A society without poverty: The Norwegian experience. Social Work, 39,

9 Homework Assignments Each student is required to complete a homework assignment on each of the following three topics: history of social work, social work values and ethics, and diversity. Each assignment is described below. History of Social Work: Select a social worker from history and write a 2-3 page biography on that person. Please answer the following questions in your paper: a. Name of the social worker, date of birth, date of death, place of birth. b. What was the social problem this social worker sought to address? c. What challenges did this social worker experience in his/her life? d. What were the successes the social workers achieved?. TOPIC A. Social worker basics Clear Somewhat clear B. Social problem Clear Somewhat clear C. challenges Clear Somewhat clear D. successes Clear Somewhat clear Paper Organization Excellent organization Somewhat organized Poorly organized Social Work Values and Ethics: Using the case example provided by the professor, answer the following questions in your paper: a. What is the primary ethical dilemma in this case? b. What should the social worker do in this case? c. Why should the social worker take this action? TOPIC A. Ethical dilemma Clear Somewhat clear B. Social worker s response Clear Somewhat clear C. Defense of position Clear Somewhat clear

10 Paper Organization Excellent organization Somewhat organized Poorly organized Diversity: Identify a group considered by the United Nations to be a vulnerable population. Answer the following questions about this population: a. Identify the group considered to be vulnerable, and provide demographic data on this group (i.e., size of the group, location of the group, etc.) b. Why are they considered a vulnerable population? c. What makes this population different and the same from other population groups? d. What can social workers do to advocate for or support this group? TOPIC A. Population Clear Somewhat clear B. Why vulnerable Clear Somewhat clear C. Similarities/differences Clear Somewhat clear D. Social Worker response Paper Organization Clear Somewhat clear Excellent Somewhat Poorly organized organization organized

11 Social Work Volunteer Experience Each student is required to complete 15 hours of volunteer work with a social services agency (governmental or non-governmental). Students must provide documentation of all hours, signed by a supervisor at the agency. It is the student s responsibility to locate and make arrangements for the volunteer placement. Students will receive 2 points for each hour they volunteer, up to 30 points maximum. Volunteer Experience Paper Each student is required to write a paper (submitted electronically), or provide a presentation to the class, on the agency at which they volunteered and their experience. Please answer the following questions in your paper or presentation: a. Describe your agency (include title of the agency, location, and contact information). b. What is the problem this agency seeks to address? c. What type of population/clients does the agency serve? d. What are the services offered by the agency? e. Are there any difficulties/obstacles faced by this agency (funding, conflict, volunteers, awareness) f. Describe your role (i.e., what duties you performed) at this agency. TOPIC A. Describe your agency Clear Somewhat clear B. Problem this agency seeks to address Clear Somewhat clear C. population/clients served Clear Somewhat clear D. services offered Clear Somewhat clear E. difficulties/obstacles Clear Somewhat clear F. your role Clear Somewhat clear Paper Organization Excellent organization Somewhat organized Poorly organized