Angelo State University Department of Psychology, Sociology, and Social Work SWK 3313: Social Work Practice II (Macro Social Work)

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1 Page 1 of 14 Angelo State University Department of Psychology, Sociology, and Social Work SWK 3313: Social Work Practice II (Macro Social Work) Course Dates, Time, and Location Spring Semester, 2016: January 19, May 13, 2016 Monday, Wednesday, Friday: 13:00-13:50 Academic Building, Room 113 Instructor Contact Information Kevin Wade, M.S.W., LCSW, ACSW Clinical Instructor of Social Work Academic Building, office 104c Office Phone: Skype: kevin.wade.104c Office Hours: M 10:00 noon 14:00 16:00 T 11:00 noon 13:00 14:00 W 14:00 16:00 Th 11:00 noon 13:00 14:00 Other office & Skype hours by appointment Recycling and sustainability: Please consider if it is necessary to print the syllabus. If so, please help our fragile environment by recycling this paper when finished. Thank you! Course Description The introduction to social work practice with large groups, organizations, and communities, including the use of communication skills, supervision, and consultation. Focuses on

2 Page 2 of 14 engagement, assessment and evaluation, planning for service delivery, implementing empirically based interventions, and evaluating outcomes. Prerequisite: SWK 3309 and SWK 3307 Course Introduction This course is the second in a series of three social work practice courses and continues to lay the foundation for generalist social work practice building on SWK 3309 Social Work Practice I; each social work practice course builds on the other in succession. In accordance with the Educational Policy promulgated by the Council on Social Work Education, the purpose of this course is to provide a foundation for generalist social work practice on the macro (large groups, communities, and organizations) level. Generalist social work practice is anchored in and applies social work values, ethics, knowledge, and adheres to the mission of the profession focusing on the strengths, capacities, and resources of client systems in relation to the broader social environment (i.e., human behavior in the social environment content). Generalist social work practice uses a general intervention model (i.e., the helping process), based on the knowledge, skills, and values of the social work profession; and includes client engagement; assessment, planning, intervention, evaluation, termination, and follow-up. Students will learn to base evidenced supported interventions on client strengths, capacities, and resources that are designed to help clients overcome personal challenges and resolve personal deficits based on the helping process. Each of the steps in the general intervention model, and their associated activities and processes, are covered in detail in this course as they apply to large groups, organizations, and communities (i.e., direct practice on the exo and macro level). It is important for students to realize that exo and macro practice skills are built upon the micro and mezzo level skills learned in SWK 3309 Social Work Practice I; moreover, this course in combination with SWK 3309 Social Work Practice I form the foundation for SWK 4373 Social Work Practice III. Student Learning Outcomes/Course Competencies: Social Work Knowledge, Values, and Skills EP Identify as a professional social worker and conduct oneself accordingly. Students will continue to develop their knowledge of professional social work and what it means to be a professional social worker in relationship to social work roles, functions, ethical standards, professional demeanor, the importance of life-long learning, the use of supervision and consultation, self-correction, and professional development. Students will gain knowledge of the professional values of the social work profession and gain skill using social work values and ethics to guide professional activities. Students will build upon their existing skills necessary to identify as professional social workers and conduct themselves accordingly in their behavior, appearance, and communication (written and oral). EP Apply social work ethical principles to guide professional practice. Students will build upon their existing knowledge of the NASW Code of Ethics (and other appropriate social work codes of ethics) and their importance in social work practice. Students

3 Page 3 of 14 will recognize and manage personal values in a way that allows professional values to guide practice. Students will begin to learn the skills of applying their professional values to generalist social work practice. EP Apply critical thinking to inform and communicate professional judgments. Students will gain knowledge of what critical thinking is and how it can be applied. Students will learn the value of critical thinking as it relates to scientific inquiry, reasoned discernment, and its importance to competent social work practice. Students will practice their critical thinking skills in written class assignments and discussion. EP Engage diversity and difference in practice. Students will gain knowledge of how culture, social organization, and personal values may oppress, marginalize, alienate, or unjustly create power or privilege for certain groups. Students will recognize their own personal values and biases when working with diverse groups in efforts to respect the dignity and worth of every person and promote social justice in practice. Students will gain skills in recognizing and communicating differences between people. They will begin to gain skills in recognizing clients as informants regarding various areas of diversity. EP Advance human rights and social and economic justice. Students will build knowledge of the forms and mechanisms of oppression and discrimination. Students will apply social work values to advocacy in efforts to promote social and economic justice. Students will learn skills to engage in generalist social work practice that advances social and economic justice. EP Engage in research-informed practice and practice-informed research. Students will gain knowledge of the social work literature (i.e., research) that can be used to inform generalist social work practice. Students will learn skills to apply practice experience in scientific inquiry. Students will incorporate social work values and ethics in their discussion of research informed practice and practice informed research. EP Apply knowledge of human behavior and the social environment. Students will gain the knowledge necessary to incorporate human behavior in the social environment across the lifespan to generalist social work practice. Student will learn the skills necessary to apply biological, psychological, and social theories to generalist social work practice. Students will learn the importance of employing social work ethics and the profession s core values to guide their application of human behavior in the social environment to generalist social work practice.

4 Page 4 of 14 EP Respond to contexts that shape practice. Students will gain knowledge of the dynamic nature of social work practice including the evolving organizational, community, and social context. EP Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Students will gain the knowledge necessary to engage, assess, intervene, and evaluate with large groups, organizations, and communities. Students will apply professional values to generalist practice activities (i.e., engagement, assessment, intervention with, and evaluation of large groups, organizations, and communities). Students will discuss and learn skills necessary to engage, assess, intervene, and evaluate large groups, organizations, and communities. Course Materials Required Texts: American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author ISBN: Barker, R. L. (2013). The social work dictionary (6th ed.). Washington, DC: NASW Press ISBN: Karsh & Fox. (2014). The Only Grant-Writing Book You ll Ever Need (4 th ed.). New York, NY: Basic ISBN: Kirst-Ashman, & Hull. (2015). Generalist Practice with Organizations and Communities (6 th ed.). Stamford, CT: Cengage 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 Grading Scale: = A = B = C = D 59 or Below = F Point Values and Description for Assignments and Examinations: Professional Performance 10% Exercises 20%

5 Page 5 of 14 Meetings 10% Examinations 30% Grant Proposal 30% Total 100% Professional Performance 10% This is relevant to attendance; engaging in class activities, including frequency and quality; professional presentation; and any factors that would normally be evaluated in a professional social work setting. Essentially, ask yourself if what you are doing would be perceived as professional in an employment setting among social workers. Please note that I view absences from class in the same way as an employer and coworkers might see absences from work. An absence may be excused for academic purposes (medical issues, deaths, school sports, etc) as it might at work, but in a professional setting, to miss work, you must take PTO, and once you run out of PTO/sick leave, if you miss work, you do not get paid. Missing a certain number of days often results in a write-up. Also, missing work often requires other staff to pick up the excess work, clients go without assistance, etc. Therefore, any absence will result in point deductions in professional performance. PB1 PB2 PB3 PB4 PB7 Advocate for client access to the services of social work. Practice personal reflection and self-correction to assure continual professional development. Attend to professional roles and boundaries. Demonstrate professional demeanor in behavior, appearance, and communication. Recognize and manage personal values in a way that allows professional values to guide practice. PB10 Apply strategies of ethical reasoning to arrive at principled decisions. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. In-class exercises 20% Students will engage in frequent in-class exercises, presentations, inquiry, debate, and discussions. Some will be in-individual and some will be group exercises (in class). These assignments are designed to assess students critical thinking skills and ability to apply learning to realistic scenarios. Students will be randomly assigned to a group by the instructor. Each group will be required to develop a contract for group membership. The contract will, at a minimum, provide expectations for group members, grievance procedures, and criteria for dismissal from the group. Group members will provide feedback into other members participation in group exercises and this will be used, in part, to determine the grade for that individual s grade for that exercise. Absence from class during any group exercise will result in a zero for that exercise.

6 Page 6 of 14 PB1 PB2 PB3 PB4 PB7 Advocate for client access to the services of social work. Practice personal reflection and self-correction to assure continual professional development. Attend to professional roles and boundaries. Demonstrate professional demeanor in behavior, appearance, and communication. Recognize and manage personal values in a way that allows professional values to guide practice. PB10 Apply strategies of ethical reasoning to arrive at principled decisions. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB14 Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. PB15 Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. PB16 Recognize and communicate their understanding of the importance of difference in shaping life experiences. PB18 Understand the forms and mechanisms of oppression and discrimination. PB19 Advocate for human rights and social and economic justice. PB25 Analyze, formulate, and advocate for policies that advance social well-being. PB26 Collaborate with colleagues and clients for effective policy action. PB27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. PB28 Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. Meetings 10% Students will attend 2 organizational meetings. The same meeting cannot count twice. Students can select any of the following meetings (meeting must be a minimum of 45 minutes long): City Council meetings County Commissioners meetings AA or NA meetings Any governmental committee meeting Town hall meetings Non-profit agency board of directors meetings Non-profit agencies coalition meetings Support group meetings Public Trainings Other meetings may be accepted with prior approval of the instructor Students will provide verification of their attendance of the meeting as well as a summary of the activities of the meeting and the student s reaction to the meeting.

7 Page 7 of 14 It is the student s responsibility to ensure that their attendance at the meetings is in no way disruptive to the meeting and that students do not misrepresent their motivations for being in the meeting (ex: students should not act as if they have a drinking problem in an AA meeting if the student doesn t actually have a substance use issue). Examinations 30% There will be three examinations in this course. Each of these examinations is worth 10% of your total course grade. Each examination will cover a portion of assigned readings, classroom lectures, classroom activities, grants, the NASW Code of Ethics, the Texas Board of Social Work Examiners (TBSWE) Code of Conduct, and the TBSWE Scope of Practice. Exams will take a variety of forms, and may include multiple choice, true/false, fill in the blank, short answer, matching, essay, and other possible forms. Since the nature of social work is one that is often unpredictable, students are expected to be prepared for any manner of assessment on the examinations without prior notice of the structure of the exam. PB5 Engage in career-long learning. PB6 Use supervision and consultation. PB8 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. PB9 Tolerate ambiguity in resolving ethical conflicts. PB10 Apply strategies of ethical reasoning to arrive at principled decisions. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB12 Analyze models of assessment, prevention, intervention, and evaluation. PB18 Understand the forms and mechanisms of oppression and discrimination. PB20 Engage in practices that advance social and economic justice. PB22 Use research evidence to inform practice. PB23 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. PB24 Critique and apply knowledge to understand person and environment. PB29 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. PB30 Use empathy and other interpersonal skills. PB31 Develop a mutually agreed-on focus of work and desired outcomes. PB32 Collect, organize, and interpret client data. PB33 Assess client strengths and limitations. PB34 Develop mutually agreed-on intervention goals and objectives. PB35 Select appropriate intervention strategies. PB36 Initiate actions to achieve organizational goals. PB37 Implement prevention interventions that enhance client capacities.

8 Page 8 of 14 PB38 Help clients resolve problems. PB39 Negotiate, mediate, and advocate for clients. PB40 Facilitate transitions and endings. PB41 Critically analyze, monitor, and evaluate interventions. Grant Proposal 30% Each student will develop a grant proposal for a local non-profit social service organization. Students will use the Meadow s Foundation grant application for this assignment- mfi.org/display.asp?link=ysbe5g. You can pick any organization of your choice, as long as it is a non-profit agency, and it hosts social services. Students will obtain the most recent available IRS form 990 and audit for the agency they select. Students are required to locate and use scholarly resources (e.g., peer reviewed journal articles, books, government studies, Census information, statistical research, think tank research, credible internet sources, and so forth). A minimum of 5 peer-reviewed Social Work journal articles will be used. The course text is not to be used as a source. More details on format and content will be provided in class. At a minimum, the grant proposal will include the minimum information required by the Meadow s Foundation: Organization Information - A brief history of the organization, its current focus, and recent accomplishments: o A copy of the latest verification of tax-exempt status from the IRS o Certified audits for previous three years (if a young agency, send last fiscal year's financial statements and the most recently-filed IRS Form 990) o The organization's current operating budget and year-to-date financial statements Market and Customers - Current population served including socioeconomic status, ethnicity, gender, age, and geographic location. Project Description - A statement of need for the proposed project and a description of how it will address that need Targets and Outcomes - Who will be served and what specific results are expected from the proposed activities and within what stated time period? Key Individuals - List of directors and corporate officers including profession, ethnicity, and gender, and names and qualifications of key staff involved with the proposed project Financial Projections - A project line item budget including income and expenses o The specific dollar amount requested from the Foundation and date payment is needed o A list of all entities asked to give financial support to the proposed project (include their responses to date and dollar amount committed) o Financial support for the project after the grant period Verification and Learning - Plans to measure progress against expected outcomes o Include current or baseline levels, if available

9 Page 9 of 14 o Describe program data to be collected and how it will be used to improve the program This paper will conform to the standards of the Publication Manual of the American Psychological Association, 6 th Edition (2010). The grant will be no more than 12 pages in length (not including cover page, glossary and references). There will be a review process prior to submission of the final paper, in the following order: 1. Students will have another student in the class read the paper (the selected student cannot be writing their paper on a similar agency). 2. Make necessary revisions 3. Students will have the social work graduate assistant review their paper for APA formatting 4. Make necessary revisions 5. Students will submit their paper to the writing center for review and assistance. 6. Make necessary revisions 7. Students will have a 2 nd student read their paper. 8. Make necessary revisions 9. It is the student s responsibility to provide verification of this. 10. Papers that have not been previously reviewed according to these instructions will be deducted 10 points, in addition to any other deductions. 1 point will be deducted for each spelling, grammatical, and punctuation errors, for a maximum of 10 points. 1 point will be deducted for each APA error, for a maximum of 10 points. Plagiarism is the presentation of someone else's information as though it were your own. If you use the words or ideas of another person; or if you use material from any source-- whether a book, journal, magazine, newspaper, business publication, broadcast, speech, electronic media, peer, or any other source--you must acknowledge that source. Plagiarism on the grant proposal will result in the student not receiving credit for their submission. PB7 Recognize and manage personal values in a way that allows professional values to guide practice. PB8 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. PB9 Tolerate ambiguity in resolving ethical conflicts. PB10 Apply strategies of ethical reasoning to arrive at principled decisions. PB11 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom. PB12 Analyze models of assessment, prevention, intervention, and evaluation. PB13 Demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues.

10 Page 10 of 14 PB14 Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. PB20 Engage in practices that advance social and economic justice. PB23 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. PB27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. PB28 Provide leadership in promoting sustainable changes in service delivery and practice to improve the quality of social services. PB29 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. PB35 Select appropriate intervention strategies. PB36 Initiate actions to achieve organizational goals. PB41 Critically analyze, monitor, and evaluate interventions. Course Policies Please 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. Attendance Policy: An expectation of a professional social worker is that they are present in their practice setting. The expectation for students in a social work program is that they are motivated to learn and have evidenced dedication to their studies. Thus, my expectation of you is that you will be fully present in class- physically and mentally. Class begins and ends at the scheduled time. I ask that you be present for the duration of class. I expect that all other demands of your time- work, family, appointments, other courses, etc. will be negotiated with this in mind. There is no grade penalty for the first 3 absences (this is not an invite to miss class). any additional absence will result in a loss of 10 points off of your total grade. please refer to ASU policy regarding class attendance. being more than 5 minutes late for class will count as an absence. Late assignments are generally not accepted and are only accepted if the reason is preapproved by the course instructor. Any late assignment that the instructor agrees to accept will lose points at 10% per day that it is late. Any assignment submitted any time after the deadline is late. Any in-class exercise missed due to an absence will result in a zero for that exercise. Make-up examinations will be considered on a case by case basis and will only be allowed for university approved absences. All students are expected to follow the National Association of Social Workers Code of Ethics.

11 Page 11 of 14 Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits. Students are responsible for understanding the Academic Honor Code, which is available on the web at: Electronic Device Expectations: I recognize that you have other responsibilities & priorities. I do not have a problem with your electronic devices remaining powered on in class, given the following conditions: 1. the sound is turned off 2. it is not a distraction to me or other students 3. you take responsibility for your own distraction and the consequence on your professional performance grade 4. your use of your device is limited to absolutely necessary communication- no more than 3 texts throughout the duration of a class 5. under no circumstances will you access social networking sites or sites not relevant to the content of the course 6. if the use of electronic devices becomes a distraction, a problem, a nuisance, or in any way detracts from the educational environment, this policy will be modified and devices may be prohibited It is your responsibility to check your ASU and Blackboard at least once daily. Assignments, clarifications, announcements, and quizzes will be communicated through and blackboard. I encourage you to set up your mobile devices with the Blackboard app and to receive push alerts from your ASU . Persons with Disabilities Persons with disabilities which may warrant academic accommodations must contact the Student Life Office, Room 112 University Center, in order to request such accommodations prior to their being implemented. You are encouraged to make this request early in the semester so that appropriate arrangements can be made. Additional information can be found at:

12 Course Schedule Page 12 of 14 Week/Dates Lecture/Discussion topic Assignment due Reading Week 1 Course Introduction Syllabus, course Expectations, Blackboard, NASW Code of Ethics, TBSWE Scope of Practice & Code of Conduct 1/19-1/22 Introduction to Macro Practice Kirst-Ashman & Hull- ch 1 Introduction to social work practice with Week 2 Syllabus quiz Kirst-Ashman & Hull- ch 1 communities and organizations 1/25-1/29 Grant- Lesson 1 Using micro skills with organizations and Week 3 Kirst-Ashman & Hull- ch 2 communities 2/1-2/5 Grant- Lesson 2 Group skills for organizational and community Week 4 Kirst-Ashman & Hull- ch 3 change 2/8-2/12 Grant- Lesson 3 Week 5 Understanding Organizations Exam 1 Kirst-Ashman & Hull- ch 4 2/15-2/19 Grant- Lesson 4 Week 6 Decision making for organizational change Kirst-Ashman & Hull- ch 5 2/22-2/26 Grant- Lesson 5 Implementing macro intervention: agency policy, Week 7 Kirst-Ashman & Hull- ch 6 projects, and programs 2/29-3/4 Grant- Lesson 6

13 Week 8 Understanding neighborhoods and communities Kirst-Ashman & Hull- ch 7 3/7-3/11 Grant- Lesson 7 & 8 Page 13 of 14 3/14-3/18 SPRING BREAK Week 9 Macro practice in communities Kirst-Ashman & Hull- ch 8 3/21-3/25 Grant- Lesson 9 & 10 Week 10 Evaluating macro practice Exam 2 Kirst-Ashman & Hull- ch 9 3/28-4/1 Grant- Lesson 11 & 12 Week 11 Advocacy and social action with populations-at-risk Meetings Complete Kirst-Ashman & Hull- ch 10 4/4-4/8 Grant- Lesson 13 & 14 Ethics and ethical dilemmas in practice with Week 12 Kirst-Ashman & Hull- ch 11 organizations and communities 4/11-4/15 Grant- Lesson 15 Week 13 Using supervision Grant Proposals Due Kirst-Ashman & Hull- ch 12 4/18-4/22 Week 14 4/25-4/29 Developing and managing agency resources Kirst-Ashman & Hull- ch 13

14 Week 15 Stress and time management Kirst-Ashman & Hull- ch 14 5/2-5/6 Dead Week Page 14 of 14 Week 16 5/9-5/13 Finals Week Comprehensive Final Exam- Thursday, May 11-1p-3p

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