1 Tennessee State University Social Work Program 3500 John A. Merritt Blvd. Jane Elliot Hall (Women s Building) Nashville, Tennessee 37209-1561 3 rd Floor, Room 310 SOWK 4401 Skills Solutions/Permanency/ Child Welfare II Prerequisite: Admissions to upper division And Child Welfare I Prof. Delores Butler Office Hours: As Posted Assistant Professor Office Location: WB 310- E dbutler@tnstate.edu Office Phone: 963-7666 TEXT: Crosson-Tower, C. (2007) 4th Edition. Exploring child welfare. Boston: Allyn & Bacon I. Course Description The purpose of this course is to provide general knowledge of the basic concepts and principles of casework theory and practice as a method of working with children and youth and the social problems that confront them. The course acquaints students with the Social agencies and the social welfare system and their roles in providing services to Children and youth. The tool that the village or society uses to care for the well-being of its children is epitomized in the services provided under the child welfare system. This course is offered as part of the TN Child Welfare Certification Program. This is the second of two courses designed to assist students in acquiring the practice skills to become culturally competent child welfare workers. This course will analyze the practices of various human/social service agencies that provide preventive, case management, out of home care, treatment, and rehabilitative services aimed at children youth and families. This course will involve students in eight elements of Case Planning which includes: Intensive family Involvement, Permanency Goals, Concurrent Planning, elements of the Permanency Plan, Case Review & Staffing, Independent Living Service. Adoption Issues and Discharge Planning and Services, CPS Specialty Week (course 8). II. Goals To introduce students to topics and strategies anticipating how they Organize, conduct and maintain their social work practice in the public welfare setting. To cover the following areas: (1) personal, professional and societal response to Children at-risk, (2) client issues and responses to child welfare intervention, (3)
2 Assessment of families with child welfare issues, (4) intervention employed in the child welfare system and (5) treatment strategies used with traumatized children. This is a three hour elective course offered to social work majors who have an interest in working with children and youth and for Certification in Child Welfare or student with an interest in the subject matter. III. Course Objectives/Learning Outcomes 1. Understand the federal and state policies defining scope of practice and roles Child Protective Services (CPS), foster care, adoption and juvenile justice Workers as part of a team of professionals who work with families communication and development. 2. Exhibit a basic understanding of child welfare and juvenile justice system in Tennessee and the United States. 3. Demonstrate as understanding and appreciation of the knowledge, skills, and Values necessary for culturally competent child welfare practice. 4. Explain the legal definitions and requirements, federal and state, for responding To the problem of abuse, neglect, and other types of violence, addresses the impact of child abuse and neglect in the child s development and identify resources and services to provide assistance to the child and family. 5. Use the principles of empowerment and the strengths perspective as well as the systems framework to understand how individuals in families communicates and develop. 6. Describe the child and family team meeting process. 7. Understanding the one child-one worker seamless delivery system as outlined for child welfare practice in Tennessee. 8. Explain the importance of evidence-based child welfare practice. 9. Identify contributing factors relating to fatigue and burn out with the ability To list measures to prevent these occurrences. 10. Demonstrate an understanding of critical thinking and creative problem solving As used in working with families and the child welfare systems.
3 *A RUBIC WILL BE USED TO EVALUATE PARTICIPATION AND ASSIGNMENTS. PROFESSIONAL EXPECTATIONS SYLLABUS VERSION w/ Student Expectations All students are expected to demonstrate the following: Expectation Definition 1. Identify as a professional social worker 2. Demonstrate a Proactive Commitment to Learning 3. Utilize Resources and Feedback with Efficacy 4. Communicate Effectively with respect and cultural competence 5. Apply Problem Solving and Critical Thinking Skills 6. Demonstrate Self- Awareness and Ethical Conduct 7. Manage a Healthy & Balanced Lifestyle effectively Managing Stress As students, you can expect to have your current knowledge, skills, and values challenged as you learn and wrestle with professional social work knowledge, skills, and values in the development of a professional social work identity. As a student, you are expected to take time to review the syllabus and workload of the course to make a self-assessment to your abilities to fulfill the course requirements. As needed, you should request additional information about assignments or grading procedures. Faculty may respond to your request individually or as a group, in class or out of class time. If you recognize a conflict between due dates in the course and your personal responsibilities, notify your professor immediately to problem-solve and negotiate a resolution. As a student, you are expected to identify and communicate concerns you have and to seek out help. Likewise, as a student, you need to be open to feedback by the faculty on your work and professional behaviors and be willing to effectively use and integrate that feedback into future work and your understanding of professional social work behaviors. If you are unable to contact a professor or other support resource, be sure to take note of the time, date, mode of contact to record a concrete timeline of events. This will help us improve the system of support so that it better responds to your needs. Students are expected to develop communication and language that does not attack individuals for beliefs, but engages in dialogue concerning substantive issues, demonstrates critical thinking, and is supported by a rationale and evidence. Students are expected to ask questions in a way that demonstrates your knowledge and your thought process. In asking questions, students may adopt the following manner: I understand that this is but I don t see how this relates to that? or May I have a point of clarity? Students are expected to embrace the idea that you represent the social work profession when you are in the community and working with our partner agencies. You are also expected to take time to become familiar with the NASW Code of Ethics. You will, also, need to set time aside to reflect on, to integrate, and to assess your learning about and understanding of ethical decision making. Students are expected to take advantage of the multitude of resources available during matriculation. If you feel overwhelmed, talk to someone and see out help. IV. Course Structure The course will be conducted in seminar form. Students are expected to read widely in order to familiarize themselves with child welfare issues and problems. The course is designed to help students appreciate the variety of settings in which social workers practice, understand issues Social work practitioners face in addressing special social problems including their impact on
4 children, and to explore the nature of career opportunities in child welfare services. In order to maximize mastery of course content, self directed learning will be used to enhance student learning & potential. The instructor will retain responsibility for the overall direction and focus of the course, for clarification of content expectation and ongoing supervision of assignments throughout the semester. However, in the main, this approach relies upon the initiative and resourcefulness of the student. Other methods will be utilized to enhance learning. These include the use of individual conferences with the instructor, small group discussion, case records, exploration of strategies for working with children, and student presentations. Note: Excessive absences will lower your grade in two ways: (1) loss of note-taking from class lecture and discussion: (2) loss of class participation opportunities. Class participation requires your presence. NOTE: Cell phones, Pagers, Palm Pilots, IPODS etc., are to be turned off in the classroom. No children are allowed in the classroom while class is in session. Collegiality: Students are expected to engage in classroom activities with energy, respect for other student s views, and honesty. There will be many opportunities to interact with other students, and these interactions are opportunities for you to learn to disagree, argue, and analyze problems in a civil and productive manner. Intolerance will not be tolerated in this course, regardless of its basis. Students will never be required to hold a specific view, but they will be required to consider the merits and the pitfalls of all views discussed in class. Realize that you should never try to criticize a view that you do not fully understand and cannot describe adequately. In this course, you will be required to know what you are arguing against, as well as what you are arguing for. V. Recommended Readings 1. Encyclopedia of social work (1995) (19 th Edition). Silver Spring, Maryland. National Association of Social Workers. 2. Journals Child Welfare Health and Social Work Social Service Review Journal Social Welfare Social Casework Smith College Studies in Social Work Social Work
5 VI. Written Assignments There will be three (3) major written assignments in the course. There will also be various classrooms assignment as related to the topics discussed. Each student will be responsible for developing one of the topics on the course outline. VII. Exams Required written assignments will be used to evaluate performance. The instructor may use other testing techniques (including unannounced quizzes). VIII. Grades Grades will be based on the quality of required documents. A = 90 100% (Demonstrates excellent quality) B = 80 89% (Good quality) C = 70 79% (Acceptable, substantive omission) D = 60 69% (Passing) F = 59% or less (Failing) NOTE: Students are expected to utilize and plan their time effectively. Consequently all late papers and assignments are subject to a reduction of one letter grade for work turned in past established deadlines. IX. Consultation Office hours are posted on the door of the instructor. Please feel free to make an appointment if you need to see me outside of class. Messages may be left in my box in the Department office area or e-mail dbutler@tnstate.edu (don t use MyTSU SOWK 440I Skills Solutions/Permanency/ Child Welfare II Assignment I. Develop an annotated bibliography on the area in which you will conduct library research. Each student will be required to do two readings including annotations per week. Use social work references. Annotations are to be submitted to the instructor for review and grading on a weekly basis throughout the semester. All annotations should be submitted in the APA writing style. Late annotations are subject to a reduction in grade. At the end of the semester the entire assignment must be compiled and submitted in the form of a final document. This is a major assignment that requires that students read extensively to familiarize themselves
6 with the literature on a research topic of interest to the student. The instructor will arrange to meet with students on a regular basis for supervising and guiding research activity. Students will be expected to present their research papers at the end of the semester. The final paper should be approximately 12 pages in length, typewritten, and double-spaced and include sub-headings, using the APA writing style. No late papers will be accepted. (See final exam paper for further directions). Assignment II Community Services Project Presentation to Children or Youth Students and instructor will work collaborate on identifying and arranging for site visits to selected local social agencies that deliver services to children. The purpose of the assignment is to research, select, rehearse, and present age appropriate life skill lessons. Assignment III Develop a photograph album that charts your individual development from infancy through adolescence. As you are able to do so, tell your story about the significance of each stage of development and how what was experienced, learned, and mastered influenced your attitude toward self and others, values, decisions, include your personal and professional journey. It should tell how you became who you are today. You will use Erickson s Developmental Stages. Note: Excessive absences will lower your grade other students, and these interactions are opportunities for you to learn to disagree, argue, and analyze problems in a civil and productive manner. Intolerance will not be tolerated in this course, regardless of its basis. Students will never be required to hold a specific view, but they will be required to consider the merits and the pitfalls of all views discussed in class. Realize that you should never try to criticize a view that you do not fully understand and cannot describe adequately. In this course, you will be required to know what you are arguing against, as well as what you are arguing for. Assignment IV 50% Final Paper Guidelines Final Paper: Submit a research paper on selected aspects of child welfare practice.
7 This paper draws from annotations of assignment 1, and references from the annotations will be used because it becomes your review of the literature for the paper. Format of research must conform to the following outline: I Introduction (This section answers who? What? Where? How and under what conditions? What is the cause of concern? Why is the investigation being done? A. Statement of the Problem B. Purpose of the research C. Review of Literature II Review of Literature (drawn from the annotations) A. What do we already know or do? (The purpose here is to support the legitimacy and importance of the question). III IV V VI Implications for social work practice (something not being done or not enough) Personal Reflections based on the research. Summary and Conclusions Appendices Bibliography General Policies for the Course PLEASE NOTE: Students are expected to be in class each time class meets. Each student must be in the classroom by the 5 minute grace period. After that time students will be admitted into the classroom only with consent of the instructor. Cell phones, beepers, palm pilots, IPODS etc. are to be turned off during class time. Computers are welcome if the class is involved with researching information. Children are not allowed during class time. Please remain in the class room once instruction begins (illness or emergency bathroom breaks will be excused). Students with disabilities who need course adaptations or accommodations should contact the University Disabled Student Services, Kean Hall room 117. Assignments must be submitted on the due date. Late work receives a lower letter grade unless previously excused by the instructor. The only exception to this policy is excused absences which have been approved by the instructor. These exceptions include/but not limited to: the illness of self or an immediate family member, death of a close family member or unforeseen accident. The
8 instructor should be notified of these cases prior to the beginning of the class period. Course Outline: 1. Children: Our Most Important Resource Advocacy in the Provision of Service for children Topic 1: Orientation to the Department of Children s Services 2. The Changing Family Responsibilities & Rights of the family: Profile Types Impact of culture on families: Families with Anglo-Euro Roots Families with Native American Roots Families with African American Roots Families with Hispanic Roots Families with Asian Roots Families with Middle Eastern Roots 3. Children and Poverty Topic 2: Formation of the Case Manager s Professional Development Team 4. Violence, Addiction, and Homelessness: Topic3: Developing a Working Agreement Current Societal Problems and their impact on children Topic 4: The Practice Model 5. Serving the Developing Child: Topic 5: Establishing the Professional Helping Relationship Day Care and School-Based Services Topic 6: Engagement Skills 6. Counseling for families and children Topic 7: Dynamics of Cultural Diversity 7. Protecting Children when families cannot: Topic 8: Challenges to Building Trusting Relationships 8. Child Abuse and Neglect Topic 9: Building the Family s Team
9 Topic 10: Child and Family Team Meetings 8. Family Preservation on Child Placement? Serving the Child s Best Interests 9. Count Services on Behalf of Children Topic 12: Involving the Family Team in Ensuring Safety 10. Teenage Pregnancy and Parenting Topic13: Tools for Gathering Information Topic 14: Assessing Child and Youth Well-Being 11. Children in Family Foster Care Topic 15: Assessing family Attachments and Functioning 12. The Adoption of Children Topic 16: Reaching a Mutual Understanding with the. 13. Children in residential Settings 14. Our Children s Future Topic 17: Family centered Planning Topic 18: Development of Plan with Family and Team Topic 19: Implementation with Family and Team Topic 20: Revising and Updating the Plan Topic 21: Case Transfer Topic 22: Case Closure 15. Child Welfare Courses Case Management Certification Participant Guides Presentations done by Certification students
10 Bibliography - SOWK 4401 Appleby, G. A., Colon, E. & Hamilton, J. (2001). Diversity, oppression, and social functioning: Person-in-environment assessment and intervention. Boston, MA: Pearson/Allyn & Bacon. Crosson-Tower, C. (2010). Understanding child abuse and neglect (8 th ed.). Boston, MA: Pearson/Allyn&Bacon. Downs, S. W., Moore, E., & McFadden, E. J. (2009). Child welfare and family services: Policies and practice 8 th ed.). Boston, MA: Pearson/Allyn & Bacon. Everett, J. E., Chipungu, S. P., & Leashore, B R. (2004). Child welfare revisited: An africentric perspective. New Brunswick, NJ: Rutgers University Press. Jeffrey, M. J., & Fraser, M. W. (2006). Social policy for children & families: A risk And resilience perspective. Thousand Oaks, CA: Sage Publication Revised 01/12