University of Arkansas at Monticello Department of Social Work. Introduction to Social Work SWK 2123

Transcription

1 Page 1 of 16 Course Dates, Time, and Location University of Arkansas at Monticello Department of Social Work Introduction to Social Work SWK 2123 Instructor Contact Information Office Hours: Course Description 3 Credit Hours: An introduction to the profession of social work. Social work's mission, values, and ethics are a focus in this course. An introduction to professional roles, fields of practice, and generalist practice methods with diverse populations are covered. Course Prerequisites: None Course Introduction This course provides students with an introduction to the profession of social work. Social work is a broad and dynamic profession that draws from many scientific disciplines including, but not limited to biology, psychology, and sociology. However, social work is a distinct profession from other professions such as counseling, criminal justice, education, law, nursing, and psychiatry; but often practices collaboratively with other professions. Social work is also distinct from other academic disciplines such as psychology, sociology, economics, political science, and so forth; but may employ knowledge from such areas in its practice. Social work has its own accreditation standards, professional associations, ethics, values, mission, practice skills, and body of knowledge, all of which are introduced in this course. Additionally, students are introduced to professional writing in the social work profession (the most current edition of APA Style). Moreover, this course is designed to expose students to various career paths and practice venues that the profession of social work offers. Specific client populations and contexts of generalist social work practice are covered such as children and families, the elderly, people with disabilities, social work practice in health care settings, social work practice in mental health settings, social work practice in criminal/juvenile justice settings, and so forth. Regardless of the topic being discussed in this course, there is a heavy focus on critical thinking skills, the evaluation of one s own values in light of the social work profession s values, and the expression of one s own ideas and thoughts in a non-prejudicial manner.

2 Page 2 of 16 Educational Objectives (Knowledge, skills and values student should acquire in this course). Via readings, lectures, class discussions and exercises, debates, student presentations, written assignments, role plays, and exams upon completion of this course, students should be able to do the following: 1. Define: social work, the generalist practice approach to social work, the strengths based and ecosystems approach to social work practice, and the micro, mezzo, and macro levels of social work practice. 2. Demonstrate knowledge of the different settings within which social workers practice 3. Define social welfare policy, social welfare, and demonstrate an understanding of social welfare and social work in the United States. 4. Define the core values of social work and demonstrate an understanding of social work values and ethics, including social and economic justice, and ethical behavior. 5. Demonstrate an understanding of professional standards as they relate to social work practice. 6. Demonstrate a multicultural understanding of the history of the social work profession in the United States. 7. Define and demonstrate an understanding of discrimination, oppression, and the mechanisms of oppression as well as discrimination, both in the United States. 8. Demonstrate an understanding of the interface between policy, practice, research, and skills in social work practice. 9. Demonstrate the beginning ability to utilize critical thinking skills in the analysis of forms of oppression and discrimination on the micro, mezzo, and macro levels. 10. Demonstrate an understanding of the concept of spirituality and its application to social work practice.

3 Page 3 of 16 Course Materials Required Texts: Kirst-Ashman, K. K. (2010). Introduction to social work and social welfare: Critical thinking perspectives (4 th ed.). Belmont, CA: Brooks/Cole. ISBN: Ritter, J. A., Vakalahi, H. F. O., & Kiernan-Stern, M. (2009). 101 careers in social work. New York, NY: Springer Publishing Company. ISBN: American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. ISBN: NOTE: All assignments submitted in this course are to be written in strict accordance with the Publication Manual of the American Psychological Association (6 th ed.). Grading Information/Assignments Grading Scale: = A = B = C = D 59 or Below = F Point Values and Description for Assignments and Examinations: Professional Performance 10% This is relevant to attendance as well as the frequency and quality of the student s engagement during class. This includes the student s participation in classroom discussions or other activities which might take place during class as part of the learning experience. In addition, this pertains to any required activities outside the class room including, but not limited to discussion posts or other public conversations via black board as well as any individual , phone and/or face to face communication the student has with the instructor. Students are graded based on the instructor s observations of the student regarding the aforementioned activities. This assignment reflects the following practice behaviors: Demonstrate professional demeanor in behavior, appearance, and communication; Recognize and manage personal values in a way that allows professional values to guide practice; Tolerate ambiguity in resolving ethical conflicts;

4 Page 4 of Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups; Recognize and communicate their understanding of the importance of difference in shaping life experiences; and View themselves as learners and engage those with whom they work as informants. Social/Human Service Experience 20% Students will engage in at least 20 hours (more is encouraged) of service in a local social/human service agency of their choice. Approval of the agency selection must be granted by the course instructor. Documentation of successful completion for this experience is required; this is done by your supervisor completing a timesheet (which will be provided to you by the course instructor on Blackboard) documenting your service; additionally, the student will be formally rated on a rating scale as to the quality of their service by their supervisor. This assignment reflects the following practice behaviors: 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 Use supervision and consultation Recognize and manage personal values in a way that allows professional values to guide practice Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power View themselves as learners and engage those with whom they work as informants a.2 Use empathy and other interpersonal skills. Resume and Personal Narrative 20% Each student will write a resume in this course; students are encouraged to seek assistance from the Counseling and Testing Center (Harris 201/224) on campus in completing this assignment. Additionally, each student will complete a personal narrative, at least eight pages in length (the paper can be longer if necessary) including cover sheet and references (references are expected) covering the following sections

5 Page 5 of 16 conforming to the standards of the Publication Manual of the American Psychological Association, 6 th Edition (2010). Please note that an APA Style template is provided for you on Blackboard: a. Your understanding of the social work profession, including its historical development, the NASW Code of Ethics and its purpose, the profession s mission and values, and how the profession differs from sociology, psychology, psychiatry and counseling. b. How do you personally feel about the core values listed in the NASW Code of Ethics? Is there any value with which you have any particular difficulty? What influence, if any, has the Code of Ethics had on your decision-making process since beginning this course? Give at least one example of this. How do think you can apply the Code of Ethics in your decision-making process in the future? c. Discuss what the ecological paradigm (person-in-environment perspective and biopsychosocial approach to clients) means to you. What is your understanding of generalist social work practice? d. Discuss three of your personal strengths and three of your weaknesses. How will your strengths help you become a professional social worker? How do you plan to overcome your weaknesses to become a social worker? (If you do not plan to become a social worker, then relate your strengths/weaknesses to your future profession.) e. Discuss your future goals as a professional (for example, graduate school or employment). How do you see your career path unfolding, and what is your lifelong learning plan? This assignment will reflect the following practice behaviors: Practice personal reflection and self-correction to assure continual professional development Engage in career-long learning Use supervision and consultation 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 apply international standards of ethics Apply strategies of ethical reasoning to arrive at principled decisions Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge and practice wisdom Analyze models of assessment, prevention, intervention, and evaluation Recognize and communicate their understanding of the importance of differences and similarities in shaping life experiences Critiques and applies knowledge to understand person and environment

6 Page 6 of b.2 Assess client strengths and limitations. Group Presentations 10% Each student will read the Ritter, Vakalahi, and Kiernan-Stern (2009) text, in conjunction with the main social work text for the course, as assigned. Students will sign-up to present on a particular practice setting in social work during the semester. The topics include Social Work and Children/Families; Social Work and Aging; Social Work and People with Disabilities; Social Work and Health Care; Social Work and Mental Health; Social Work and Substance Abuse; Social Work and Criminal Justice; and Social Work in Schools. The group presentation should provide a comprehensive exploration of the chosen practice area including but not limited to the following: 1. The nature of the particular area of social work practice. 2. The role and function of social workers in that particular area of social work practice on the micro, mezzo, and macro levels of practice. 3. Related professional organizations (required and/or recommended); degree level, licensure, and/or certification required for practice in the particular area; and salary. Other topics that should be considered for inclusion are particular strengths or challenges, any specific structure and/or value issues, and/or the amount of available local, state or federal resources available to this practice area or target population. Guest speakers are not permitted. Each student group will have 50 minutes to present. PowerPoint slides are required. Students will be awarded a group grade based on the quality of presentation and PowerPoint Slides. Students will be required to be dressed professionally during the presentation and class exam items may be created from the presented material. This assignment will reflect the following practice behaviors: Attend to professional roles and boundaries Demonstrate professional demeanor in behavior, appearance, and communication Engage in career-long learning Use supervision and consultation as needed Distinguish, appraise and integrate multiple sources of knowledge, including research based knowledge and practice wisdom Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or enhance privilege and power Gain sufficient self-awareness to minimize the influence of personal biases and values in working with diverse groups.

7 Page 7 of Use practice experience to inform scientific inquiry Use research evidence to inform practice Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services a.1 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities a.3 Develop a mutually agreed-on focus of work and desired outcomes b.1 Collect, organize, and interpret client data. Examinations 40% There will be four (4) examinations in this course, including the final. The exam format will vary but may include a combination of multiple choice, short answer, True / False, and essay questions. Short vignettes may also be used. Each of these examinations is worth a possible 100 points and 10% of your total course grade. Course Policies Please do ask questions that are relevant to the course and feel free to utilize my office hours. I am here to help you and I want you to succeed. If you cannot meet with me during my official office hours I will be happy to set up an appointment that is more conducive to your class schedule. All students are expected to follow the National Association of Social Workers Code of Ethics. Make-up examinations will be considered on a case by case basis and will only be allowed for emergencies and instructor approved absences. Late assignments are not accepted for any reason unless the reason is approved by the course instructor. There is a Black Board component to this class. This means that periodically throughout the semester some assignments and/or activities will be conducted and/or submitted through the Black Board system. Students will be required to create a Black Board account and add this class to that account. In addition, students will be required and expected to check both Black Board and UAM on a daily basis. Electronic devices, including cell phones, Blackberries, laptops, and so forth, are not to be used in class. Cell phones should be on silent/vibrate or turned off during class. If you must answer your phone due to an emergency please quietly leave the classroom before answering your phone. If a student repeatedly disrupts class because of cell phone and/or other electronic devices the particular student using the device will be asked to leave the class for that day. If this happens this will be the equivalent of an unexcused absence. If a student is observed using any electronic device during the taking of an

8 Page 8 of 16 exam, quiz and/or similar assignment, the student will automatically receive a zero for the assignment and will not be allowed to make-up the failed grade. Classroom attendance and participation is necessary and expected. Students are responsible for understanding the University of Arkansas at Monticello s Class Attendance Regulations, which is available on page 55 of the UAM Catalog. Students must notify the course instructor of any anticipated absence, or the absence will be considered unexcused and make-up work may not be allowed. In cases of emergencies where prior notice cannot be given, students must notify the course instructor as soon as possible after the absence. It will be at the discretion of the professor to review absences on a case by case basis to determine if they are excused. If a student arrives late it is the student s responsibility to make sure they sign the attendance sheet or they may be counted absent for that class. Three late arrivals will be counted as an absence unless otherwise specified by the course instructor. As this class meets twice a week students are allowed TWO unexcused absence. Students who violate the attendance requirements listed above will have their final class grade lowered by one letter grade. For Example, if you earned a B in this class, but had more than the allowed number of unexcused absences the course instructor will lower your final grade from a B to a C. Technical Support Information: Issues with Blackboard: Contact Office of Academic Computing; phone Open Monday-Friday, 8 a.m.-4:30 p.m. Help Desk at fendley@uamont.edu or phone The computer section in the Library is open during regular Library hours. Click here to see when the Taylor Library is open: Issues with Contact the Office of Information Technology; phone ; open Monday-Friday, 8 a.m. 4:30 p.m. The Student Handbook for Distance Education is available at the following link: MINIMUM TECHNOLOGY REQUIREMENTS: For minimum technology requirements, visit:

9 Page 9 of 16 Students with Disabilities It is the policy of the University of Arkansas at Monticello to accommodate individuals with disabilities pursuant to federal law and the University s commitment to equal educational opportunities. It is the responsibility of the student to inform the instructor of any necessary accommodations at the beginning of the course. Any student requiring accommodations should contact the Office of Special Student Services located in Harris Hall, Room 121; Telephone: ; TDD: ; Fax: ; whitingm@uamont.edu. For assistance on a College of Technology campus contact: McGehee: Office of Special Student Services representative on campus; Telephone: ; Fax Crossett: Office of Special Student Services representative on campus; Telephone: ; Fax Student Conduct Statement Students at the University of Arkansas at Monticello are expected to conduct themselves appropriately, keeping in mind that they are subject to the laws of the community and standards of society. The student must not conduct him/herself in a manner that disrupts the academic community or breaches the freedom of other students to progress academically. Academic dishonesty may include: Cheating: Students shall not give, receive, offer, or solicit information on examinations, quizzes, etc. This includes but is not limited to the following classes of dishonesty: a) copying from another student s paper; b) use during the examination of prepared materials, notes, or texts other than those specifically permitted by the instructor; c) collaboration with another student during the examination; d) buying, selling, stealing, soliciting, or transmitting an examination or any material purported to be the unreleased contents of coming examinations or the use of any such material; and e) substituting for another person during an examination or allowing such substitutions for oneself. Collusion: Collusion is defined as obtaining from another party, without specific approval in advance by the instructor, assistance in the production of work offered for credit to the extent that the work reflects the ideas of the party consulted rather than those of the person whose name in on the work submitted. Duplicity: Duplicity is defined as offering for credit identical or substantially unchanged work in two or more courses, without specific advanced approval of the instructors involved.

10 Page 10 of 16 Plagiarism: Plagiarism is defined as adopting and reproducing as one s own, to appropriate to one s use, and to incorporate in one s own work without acknowledgement the ideas or passages from the writings or works of others. For any instance of academic dishonesty that is discovered by the instructor, whether the dishonesty is found to be cheating, collusion, duplicity, or plagiarism, the result for the student(s) involved may include the student not receiving credit for her/his term paper, failure in the course, or termination from the social work program. In our mission to educate students, the UAM Social Work Department proudly adheres to the values of our profession. Chief among these is a respect for and an appreciation of diversity and support for all persons regardless of nationality, immigration status, socioeconomic status, race/ethnicity, sexual orientation, religion, age, or gender. We adhere to the values of social justice and nondiscrimination, which are at the core of the social work profession.

11 Page 11 of 16 Course Schedule Week/Dates Lecture Topics/Readings/Assignments Week 1 Lecture/Discussion Topic: Introduction to the Social Work Profession; What it is and isn t. Reading and other assignments: Chapter 1 (Kirst-Ashman) & Chapters 1 (Ritter, Vakalahi, & Kiernan-Stern) Class Activity Assignment: Systems Theory Week Practice personal reflection and self-correction to assure continual professional development Attend to professional roles and boundaries Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. Lecture/Discussion Topic: The Challenges of Social Work - Is the profession for You? is Labor Day Holiday Reading and other assignments: Chapter 2 (Kirst-Ashman) & Chapter 2 (Ritter, Vakalahi, & Kiernan-Stern) & Chapter 3 (Ritter, Vakalahi, & Kiernan-Stern) Class Activity Assignment: Values/Ethics Essay Recognize and manage personal values in a way that allows professional values to guide practice Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups Tolerate ambiguity in resolving ethical conflicts. Group Preferences Submitted Lecture/Discussion Topic: Human Diversity, Oppression, Empowerment, Populations-at-Risk, and Social Justice Week 3 Reading and other assignments: Chapter 3 (Kirst-Ashman) and Chapter 12 (Ritter, Vakalahi, & Kiernan-Stern) Class Activity Assignment: I AM Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Recognize and communicate their understanding of the Understand the forms and mechanisms of oppression and discrimination.

12 Page 12 of 16 Week 4 Lecture/Discussion Topic: Generalist Social Work Practice and the General Intervention Model (GIM) Reading and other assignments: Chapter 4 (Kirst-Ashman) Class Activity Assignment: The Perfect Social Worker Use supervision and consultation Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom A.1 Substantively and affectively prepare for action with individuals, Week 5 Examination #1 (Chapters 1,2,3 & 4) due Group Assignments Finalized Lecture/Discussion Topic: Where do Social Workers Practice - Micro, Mezzo, and Macro Practice Reading and other assignments: Chapter 5 (Kirst-Ashman) Class Activity Assignment: Rural vs. Urban Practice Apply strategies of ethical reasoning to arrive at principled decisions Critique and apply knowledge to understand person and environment Continuously discover, appraise, and attend to changing locales, trends to provide relevant services Week 6 Service Agency Contact person/information due Lecture/Discussion Topic: Social Work: where did it come from and where is it going? Reading and other assignments: Chapter 6 (Kirst-Ashman) Class Activity Assignment: Movie Analysis Utilizes conceptual frameworks to guide the process of assessment, intervention, and evaluation Critiques and applies knowledge to understand person and environment b.4 Selects appropriate intervention strategies.

13 Page 13 of 16 Week 7 Lecture/Discussion Topic: The process of creating, analyzing and effectively practicing Social Welfare Policy. Reading and other assignments: Chapter 7 (Kirst-Ashman) Class Activity Assignment: Poverty Documentary Week Distinguishes, appraises, and integrates multiple sources of knowledge, including research-based knowledge, and practice wisdom Recognizes the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power Understands the forms and mechanisms of oppression and discrimination Lecture/Discussion Topic: Social Welfare Policy: what does it truly mean for our profession and our clients? Reading and other assignments: Chapter 8 (Kirst-Ashman) PB Advocate for human rights and social and economic justice. PB Use research evidence to inform practice. PB Analyze, formulate, and advocate for policies that advance social well-being. Week 9 Examination #2 on Chapters 5,6,7 &8 due Lecture/Discussion Topic: Generalist Social Work Practice and Children/Families Reading and other assignments: Chapter 9 (Kirst-Ashman) and Chapters 4 and 5 (Ritter, Vakalahi, & Kiernan-Stern) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Continuously discover, appraise, and attend to changing locales, trends to provide relevant services a.1 Substantively and affectively prepare for action with individuals, Group Presentation (Social Work and Children/Families) due

14 Page 14 of 16 Week 10 Lecture/Discussion Topic: Generalist Social Work Practice and Services for Older Adults Reading and other assignments: Chapter 10 (Kirst-Ashman) and Chapter 6 (Ritter, Vakalahi, & Kiernan-Stern) Continuously discover, appraise, and attend to changing locales, trends to provide relevant services a.1 Substantively and affectively prepare for action with individuals, b.1 Collect, organize, and interpret client data. Week 11 Group Presentation (Social Work and Older Adults) due Lecture/Discussion Topic: Generalist Social Work Practice and People with Disabilities Reading and other assignments: Chapter 11 (Kirst-Ashman) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Continuously discover, appraise, and attend to changing locales, trends to provide relevant services a.1 Substantively and affectively prepare for action with individuals, Week 12 Group Presentation (Social Work and Older Adults) due Lecture/Discussion Topic: Generalist Social Work Practice and Health Care Reading and other assignments: Chapter 12 (Kirst-Ashman) and Chapter 7 (Ritter, Vakalahi, & Kiernan-Stern) PB Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. PB Continuously discover, appraise, and attend to changing locales, trends to provide relevant services. PB a.1 Substantively and affectively prepare for action with individuals, Group Presentation (Social Work and Health Care) due

15 Page 15 of 16 Week 12 Continued Week 13 Examination #3(Chapters 9,10,11 &12) due Lecture/Discussion Topic: Generalist Social Work Practice and Mental Health Care Reading and other assignments: Chapter 13 (Kirst-Ashman) and Chapter 8 (Ritter, Vakalahi, & Kiernan-Stern) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Continuously discover, appraise, and attend to changing locales, trends to provide relevant services a.1 Substantively and affectively prepare for action with individuals, Week 14 Group Presentation (Social Work and Mental Health Care) due Lecture/Discussion Topic: Generalist Social Work Practice and Substance Abuse Reading and other assignments: Chapter 14 (Kirst-Ashman) and Chapter 9 (Ritter, Vakalahi, & Kiernan-Stern) PB Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. PB Continuously discover, appraise, and attend to changing locales, trends to provide relevant services. PB a.1 Substantively and affectively prepare for action with individuals, Week 15 is Thanksgiving Week 15 Group Presentation (Social Work and Substance Abuse) due Personal Narrative due Lecture/Discussion Topic: Generalist Social Work Practice and the Schools Reading and other assignments: Chapter 15 (Kirst-Ashman) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Continuously discover, appraise, and attend to changing locales,

16 Page 16 of 16 Continued Week 16 trends to provide relevant services a.1 Substantively and affectively prepare for action with individuals, Group Presentation (Social work and Schools) due Social Service Experience Timesheets/Evaluations due Lecture/Discussion Topic: Generalist Social Work Practice and Criminal Justice Reading and other assignments: Chapter 16 (Kirst-Ashman) and Chapters 10 and 11 (Ritter, Vakalahi, & Kiernan-Stern) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation Continuously discover, appraise, and attend to changing locales, trends to provide relevant services a.1 Substantively and affectively prepare for action with individuals, Finals Week Group Presentation (Social Work and Criminal Justice) due on Examination: Final will be held on Important Dates: