Angelo State University Department of Psychology, Sociology, and Social Work SWK Seminar in Gender Issues

Size: px
Start display at page:

Download "Angelo State University Department of Psychology, Sociology, and Social Work SWK 6310- Seminar in Gender Issues"

Transcription

1 Page 1 of 18 Angelo State University Department of Psychology, Sociology, and Social Work SWK Seminar in Gender Issues Course Dates, Time, and Location Fall Semester, 2014: August 27, 2015 December 18, 2015 Tuesday: 6:00 pm 8:50 pm Academic Building, Room 201A 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: T W Th Course Description 10:00 am noon 10:00 am noon 1:00 pm 4:00 pm 10:00 am noon 5:00 pm 6:00 pm Other office & Skype hours by appointment Explores women's issues in human behavior theory, practice theory, and policy. The historical, political, and socioeconomic forces that maintain sexism are discussed. Environmental influences are examined in relation to social justice, social work values, knowledge, and skills. Prerequisite: Admission to UTA MSW program, ASU cohort- 2 nd year. Course Introduction This course is a second-year elective in the HBSE sequence. As such, this course focuses on women s issues from the perspective of human behavior theory, practice theory (as it relates to human behavior), and policy. Additionally, students must understand the historical, political,

2 Page 2 of 18 and socioeconomic forces that maintain sexism in society and in the practice of social work. The implications of environmental influences will be examined in terms of social justice, social work values, knowledge, and skills, as well as in terms of the structural and systematic arrangement and delivery of social welfare services at the micro, mezzo, and macro levels. Student Learning Outcomes/Course Competencies: Social Work Knowledge, Values, and Skills Student Learning Outcomes: 1. To understand the historical context of women and feminism in American society. 2. To understand the socializations process and its impact on girls and women. 3. To understand social, emotional, and physical development in women. 4. To learn to evaluate theories of development and progress among oppressed groups in order to make application to client situations, including clinical, community, and social welfare policy and services. 5. To identify and understand institutions of social control and their impact on women. 6. To analyze the politics of female form, beauty, and reproduction. 7. To analyze the matrix of women s relationships in families. 8. To analyze the unique stresses for working women, both at work and at home. 9. To understand the implications in all the above areas for women of diverse ethnicities. 10. To understand the implications of the above for lesbians. 11. To understand the implications of the above for women with disabilities. 12. To understand the interrelatedness of biological, cognitive, psychological, social, cultural, and environmental factors for women. 13. To review ways in which optimal health and wellbeing are different and may be blocked for women. 14. To understand the importance of promoting social and economic justice for women of all backgrounds, ethnicities, sexual orientation, and ableness. 15. To analyze and critically review the values and ethics regarding biopsychosocial theories related to women. Students should be prepared to look at these issues objectively and subjectively to know their own conflicting values. 16. To adhere to the NASW Code of Ethics in practice and to specifically identify value and ethical issues that might emerge in work with women. 17. To understand that knowledge development about these groups is ongoing and that students and practitioners are responsible for continually updating their knowledge. This course meets the follow education policy, practice behaviors and accreditation policies of the Council on Social Work Accreditation: Educational Policy Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social workers: (a) Recognize and manage personal values in a way that allows professional values to guide practice.

3 Page 3 of 18 (b) Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics2 and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social Work Ethics in Social Work, Statement of Principles. (c) Tolerate ambiguity in resolving ethical conflicts; and (d) Apply strategies of ethical reasoning to arrive at principled decisions. Educational Policy Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Social workers appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. Social workers: (a) Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. (b) Gain sufficient self-awareness to eliminate the influence of personal biases and values in working with diverse groups. (c) Recognize and communicate their understanding of the importance of difference in shaping life experiences. Educational Policy Engage in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice, and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge. Social workers: (a) Use research evidence to inform practice. Educational Policy Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. Social workers: (a) Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. (b) Critique and apply knowledge to understand person and environment. Educational Policy Respond to contexts that shape practice. Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers

4 Page 4 of 18 recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively. Social workers: (a) Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. Course Materials Required Texts: Knudson-Martin, C. & Mahoney, A. R. (2009). Couples, Gender and POWER: Creating Change in Intimate Relationship. New York: Springer Publishing Co. ISBN: American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. ISBN: Selected Articles and Book Chapters. 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 Content Mastery The mastery threshold for this course is set at 80%. Any assignment not receiving a score of 80% or better will indicate a need for further engagement with the material. Students will be required to provide additional evidence of mastery of the material. The final examination, class exercises, group exercises, professional performance, and any assignment due after week 14 are ineligible for this requirement. Opportunities to provide additional evidence of mastery will vary by assignment. Rationale: Students in are expected to demonstrate mastery of the concepts, skills, ethics, values, and knowledge required of a bachelor level social worker in a practice setting. If a student has not done so, moving on to new material will likely be unhelpful. This provides that each student is given the appropriate opportunity to demonstrate an understanding of the material by engaging in self-directed activities. This also attempts to resemble the types of feedback and correction process experienced in a multitude of social work settings for new social workers or social workers orienting to a new practice setting.

5 Page 5 of 18 Point Values, Description of Assignments and Examinations, and Associated Practice Behaviors: Professional Performance 10% Facilitation of class discussion 20% Reading Quizzes 5% Reaction Papers 30% Critical assessment & reflection papers 35% 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. Weekly: Students will select 1 article for each topic and make that article available for the other students at least 3 days prior to class. Students will briefly present their article and discuss in class. 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. 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. Facilitation of class discussion 20% Each class member will facilitate 3 class discussions on assigned readings. Students are responsible for preparing questions and planning a class discussion that must be reviewed with the instructor. The student will facilitate the class discussion. The student facilitation will begin the third class session and counts for 20% of the course grade for each student. Points are based on preparation, integration of major concepts, and creative skills in facilitating the group. This is not a presentation of the material covered. Everyone is expected to have read the material and be familiar with the readings. 1. Prepared appropriate questions for class discussion (10 points). 2. Well versed on the class readings (20 points)

6 Page 6 of Integration of concepts from throughout the course into discussion (20 points). a. Relate to social work values and NASW Code of Ethics b. Relate concepts to working with diverse populations 4. Creative facilitation of class discussion (10 points). PB5 Engage in career-long learning. 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. PB14 Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. 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. PB25 Analyze, formulate, and advocate for policies that advance social well-being. PB27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. PB29 Substantively and affectively prepare for action with individuals, families, groups, organizations, and communities. Reading Quizzes 5% Students will be given a short online quiz for each section of the reading. The purpose of these quizzes is to ensure that students are keeping current with the reading and that they are sufficiently engaging with the material to have comprehension of the main points. These quizzes will be due prior to the Tuesday class (5:30 pm) of the week in which the readings are assigned (see schedule). Quizzes may vary in length and will be time limited. Students will be informed of the number of questions and time allowed prior to beginning the quizzes. Quizzes cannot be completed late without penalty, but can be completed early, as soon as they are available on blackboard. PB1 PB7 Advocate for client access to the services of social work. Recognize and manage personal values in a way that allows professional values to guide practice. 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. PB18 Understand the forms and mechanisms of oppression and discrimination. PB21 Use practice experience to inform scientific inquiry. PB24 Critique and apply knowledge to understand person and environment.

7 Page 7 of 18 PB27 Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. Reaction Papers 30% Students will be required to submit daily papers on the readings or in-class content. Reactions and critical thinking about content are required. Students will be given a question to address about the readings or course content. It is expected that all papers will be clearly written using correct spelling and grammar. Papers should be one page. Only reaction papers submitted at the beginning of class on the topic for the day will be accepted. You must complete 9 papers. You may complete all 10 papers and I will drop the paper with lowest grade. Each reaction paper is worth 5 points 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. 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. PB17 View themselves as learners and engage those with whom they work as informants. 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. PB25 Analyze, formulate, and advocate for policies that advance social well-being. 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. PB30 Use empathy and other interpersonal skills.

8 Page 8 of 18 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. PB38 Help clients resolve problems. PB39 Negotiate, mediate, and advocate for clients. PB40 Facilitate transitions and endings. PB41 Critically analyze, monitor, and evaluate interventions. Critical assessment & reflection papers 35% Students will be required to complete two papers on the readings, in-class discussion, additional readings and personal reflections. Students will select two topics from the course syllabus to study further, critically assess the readings and reflect upon. It is expected that all papers will be clearly written using correct spelling and grammar in APA style of referencing. Papers should be about 5 pages in length. Students will critically assess the readings for the two topic areas, engage in further study on the topic and reflect upon all the readings and class discussion on the topic. It is expected that all papers will include material from at least two additional academic journal articles and be clearly written using correct spelling and grammar in APA style of referencing. Papers should be about 5 pages in length. Select one topic from the syllabus for each paper. Reflect on the readings. Critically assess the readings. Select at least two additional readings on the topic. 1. How do the readings you selected compare and contrast from the required readings on the topic? 2. What did you learn that was new? What had you never considered before? How might the issues you studied on women relate to other oppressed populations? 3. How much evidence was provided to support material presented? 4. What did you read about that you do not agree with? What is your disagreement based on? (your values, opinions, statistics) 5. How might you integrate what you learned into your view of human behavior and the social environment? How might you use what you learned about to promote social and economic justice in the social work profession? 6. How compatible were the values presented with the values of the social work profession? Paper 1- due September 30 (15%) Paper 2- due November 11 (20%) 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.

9 Page 9 of 18 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. Make-up examinations will be considered on a case by case basis and will only be allowed for university approved absences. Late assignments are not accepted for any reason unless the reason is approved by the course instructor. A deduction of 10% per day will be applied to any late assignment the instructor chooses to accept. All students are expected to follow the National Association of Social Workers Code of Ethics. 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 another student 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.

10 Page 10 of 18 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: UTA Librarian: John Dillard in Social Work Electronic Library, room A-111

11 Page 11 of 18 Course Schedule (Note ** denote that readings are on blackboard) Week/Dates Lecture/Discussion topic Reading Week 1 9/1 Course orientation: syllabus, assignments, introduction, & expectations Week 2 History of women s movement; Kimmel: preface-ch 5 9/8 Social constructionism of gender; Gilligan: intro Gender discrimination; Socialization Student identified articles Week 3 Women and Feminism Kimmel: ch Landrine, H. & Klonoff, E. (1997). Appraisal versus Frequency of Sexist Discrimination in Women s Symptoms in Discrimination Against Women: Prevalence, Consequences, Remedies.** 9/15 Saulnier, C. F. (1996). Conclusions (pp ) in Feminist Theories and Social Work.** Robbins, S., Chatterjee, P., Canda, E.R. (2008). Feminist Theory.** Zucker, A. N. & Stewart, a. J. (2007). Growing up and growing older: Feminism as a context for women s lives. Psychology of Women Quarterly, 31(2), Week 4 Theories of Women s Development Woman s Place in Man s Life Cycle (pp. 5-23) in C. Gilligan, In a Different Voice, ** 9/22 Images of Relationship, (pp ) in C. Gilligan, In a Different Voice** Kimmel: ch 7 Weisz, A. & Black, B. (2002). Gender and moral reasoning: African American youth respond to dating dilemmas. Journal of Human Behavior in the Social Environment, 5(1), Gergen, M. (1990). Finished at 40: Women s development within the patriarchy. Psychology of Women Quarterly, 14(4),

12 Page 12 of 18 Week 5 Women and Workplace Kimmel: ch 9 Gibelman, M. (2003). So how far have we come? Pestilent and persistent gender gap in pay. Social Work, 48(1), /29 Cunningham, M. (2008). Influences of gender ideology and housework allocation on women s employment over the life course. Social Science Research, 37(1), Judge, T. A., & Livingston, B. A. (2008). Is the gap more than gender? A longitudinal analysis of gender, gender role orientation, and earnings. Journal of Applied Psychology, 93(5), Fram, M. S., Miller-Cribbs, J., Farber, N. (2006). Chicks aren t chickens: Women, poverty, and marriage in an orthodoxy of conservatism. Affilia, 21(3), Week 6 Women in Relationships Gender Equality in Intimate Relationship (ch 1: pp. 3-16) in Knudson-Martin & Mahoney. 10/6 The Social Context of Gendered Power (ch 2: pp ) in Knudson-Martin & Mahoney Capturing the Lived Experience of Couples: Our Research Process (ch 3: pp ) in Knudson-Martin & Mahoney Kimmel: ch 12 Critical assessment & reflection paper #1 due Gilligan: ch 3 Week 7 The Myth of Equality (ch 4: pp ) in Knudson-Martin & Mahoney Intimacy, Gender and Power 10/13 Beyond Gender: The Process of Relationship Equality (ch 5: pp ) in Knudson-Martin & Mahoney Carrying Equal Weight: Relational Responsibility and Attunement Among Same-Sex Couples (ch 6: pp ) in Knudson-Martin & Mahoney Gilligan ch 4

13 Page 13 of 18 Week 8 Gendered Power and Parenting Mothering: Innate Talent or Conscious Collaboration? (ch 8: pp ) in Knudson-Martin & Mahoney 10/20 Fathering: Disengaged or Responsive? (ch 9: pp ) in Knudson-Martin & Mahoney Suffering in Silence: Idealized Motherhood and Postpartum Depression (ch 10: pp ) in Knudson-Martin & Mahoney. Kimmel: ch 6 Lamb, M. E., & Bougher, L. D. (2009). How does migration affect mothers' and fathers' roles within their families? Reflections on some recent research. Sex Roles, 60(7/8), White, A. M. (2006). African American feminist fathers narratives of parenting. Journal of Black Psychology, 32(1), Week 9 10/27 Gendered Relationships in Cultural Contexts Pulling Together: How African American Couple Manage Social Inequalities (ch 12: pp ) in Knudson-Martin & Mahoney Pushing the Gender Line: How Immigrant Couples Reconstruct Power (ch 13: pp ) in Knudson- Martin & Mahoney Keeping the Peace: Couple Relationships in Iran (ch 14: pp ) in Knudson-Martin & Mahoney Gender Discourse in Relationship Stories of Young American Couples (ch 15: pp ) in Knudson- Martin & Mahoney Gilligan ch 5 Week 10 Violence Against Women Kimmel: ch 14 Frieze, I. H. (2005). Reexamining Intimate Partner Violence (pp ), in Hurting the One You Love.** 11/3 Kumar, D. (2004). War propaganda and the ab(uses) of women. Media constructions of the Jessica Lynch story. Feminist Media Studies, 4(3), Damant, D., Lapierre, S., Kouraga, A., Fortin, A., Hamelin-Brabant, L., Lavergne, C., & Lessard, G.(2008). Taking child abuse and mothering into account: Intersectional feminism as an alternative for the study of domestic violence. Affilia, 23(2), Luke, K. P. (2008). Are girls really becoming more violent? A critical analysis. Affilia, 23(1), Swan, S. C. & Snow, D. L. (2006). The development of a theory of women s use of violence in intimate relationships, Violence Against Women, 12(11),

14 Page 14 of 18 Week 11 Women and Their Bodies Kimmel: ch 13 11/10 Hess-Biber, S. N. (2007). How Young Women Experience Being a Body in Their Families, Peer Groups, and School Environment (pp ) in The Cult of Thinness.** Peterson, R. D., Tantleff-Dunn, S. & Bedwell, J. S. (2006). The effects of exposure to feminist ideology on women's body image. Body Image, 3(3), ** Week 12 Gender and Mental Health additional readings to be assigned 11/17 Critical assessment & reflection paper #2 due Gilligan ch 6 Week 13 Gender and Spirituality Kimmel: ch 8 11/24 additional readings to be assigned Peterson, R. D., Grippo, K. P.& Tantleff-Dunn, S. (2008). Empowerment and powerlessness: A closer look at the relationship between feminism, body image and eating disturbance, Sex Roles, 58(11/12), ** Week 14 Gender informed intervention Martin & Mahoney: ch /1 additional readings to be assigned Kimmel: epilogue Week 15 Gender informed intervention 12/8 additional readings to be assigned last class Instructor can add additional readings with 48 hours notice. Important dates: Sep 7 University Holiday: Labor day Nov 2 Last day to drop a class or withdraw Nov University Holiday: Thanksgiving Nov 30 Dec 4 Dead Week

15 Page 15 of 18 Dec 18 Dec 12 Jan 19 Last day of semester Graduation 1 st day of spring classes

16 Page 16 of 18 Bibliography Not required reading for the course but useful material to select from for life long learning. In addition, you can explore the library s search engines. Google, and other web search engines for the most recent materials related to the topics of this course. Adriaanse, J. A., &. Crosswhite, J. (1991). David or Mia? The influence of gender on adolescent girls' choice of sport role models. Women's Studies International Forum, 31(5), Anderson, S. G., & Eamon, M. K. (2004). Health coverage instability for mothers in working families. Social Work, 49(3), Baechtold, M., & De Sawal, D. M. (2009). Meeting the needs of women veterans. New Directions for Student Services, 126, Barry, D. T., & Bettel, M. (2006). Sex role ideology among East Asian immigrants in the United States. American Journal of Orthopsychiatry, 76(4), Boneham, M. A., & Sixsmith, J. A. (2006). The voices of older women in a disadvantaged community: Issues of health and social capital. Social Science & Medicine, 62(2), Butler, S. (2009). Women still taking care: The experiences of older home care workers. Journal of Gerontological Social Work, 52(3), Gilligan, C. (1982). In a Different Voice, Cambridge, MA: Harvard University Press. Chuang, S. S., & Tamis, L. C. (2009). Gender roles in immigrant families: parenting views, practices, and child development. Sex Roles, 60 (7/8), Collins, P. Y., von Unger, H., & Armbrister, A. (2008). Church ladies, good girls, and locals: Stigma and the intersection of gender, ethnicity, mental illness, and sexuality in relation to HIV risk. Social Science & Medicine, 67(3), Cunningham, M. (2008). Influences of gender ideology and housework allocation on women s employment over the life course. Social Science Research, 37(1), Damant, D., Lapierre, S., Kouraga, A., Fortin, A., Hamelin-Brabant, L., Lavergne, C., & Lessard, G. (2008). Taking child abuse and mothering into account: Intersectional feminism as an alternative for the study of domestic violence. Affilia, 23(2), Evan, K. (2005). A guide to feminist advocacy. Gender and Development, 13(3), Fram, M. S., Miller-Cribbs, J., Farber, N. (2006). Chicks aren t chickens: Women, poverty, and marriage in an orthodoxy of conservatism. Affilia, 21(3), Frieze, I. H. (2005). Hurting the One You Love: Violence in Relationships. Pacific Grove, CA: Wadsworth/Thompson Learning Gergen, M. (1990). Finished at 40: Women s development within the patriarchy. Psychology of Women Quarterly, 14(4), Gibelman, M. (2003). So how far have we come? Pestilent and persistent gender gap in pay. Social Work, 48(1), Herbst, C. (2005). Virtual females and the sexing of war. Feminist Media Studies, 5(3), Jones, A. (2000).Battering: Who s going to Stop It? (pp ) In Plott, M. & Umansky, L., Making Sense of Women s Lives. An Introduction to Women s Studies. Rownman and Littlefield Publishers Inc. San Diego Press: Collegiate Press. Judge, T. A., & Livingston, B. A. (2008). Is the gap more than gender? A longitudinal analysis of gender, gender role orientation, and earnings. Journal of Applied Psychology, 93(5),

17 Page 17 of 18 Kumar, D. (2004). War propaganda and the ab(uses) of women. Media constructions of the Jessica Lynch story. Feminist Media Studies, 4(3), Lamb, M. E., & Bougher, L. D. (2009). How does migration affect mothers' and fathers' roles within their families? Reflections on some recent research. Sex Roles, 60 (7/8), Landrine, H. & Klonoff, E. (1997). Appraisal versus frequency of sexist discrimination in women s symptoms in discrimination against women: Prevalence, consequences, remedies. Thousand Oaks, CA: Sage Publications Inc. Lichtenwalter, S. (2005). Gender poverty disparity in US Cities: Evidence Exonerating Female- Headed Families. Journal of Sociology and Social Welfare, 32(2), Hyde, C. A., & Deal, K. H. (2003). Does gender matter? Male and female participation in social work classrooms. Affilia, 18, Livingston, B. A., &. Judge, T. A. (2008). Emotional responses to work family conflict: An examination of gender role orientation among working men and women Journal of Applied Psychology, 93(1), Luke, K. P. (2008). Are girls really becoming more violent? A critical analysis. Affilia, 23(1), Moss, N. E. (2002). Gender equity and socioeconomic inequality: a framework for the patterning of women's health. Social Science & Medicine, 54(5), Peterson, R. D., Tantleff-Dunn, S. & Bedwell, J. S. (2006). The effects of exposure to feminist ideology on women's body image. Body Image, 3(3), Peterson, R. D., Grippo, K. P. & Tantleff-Dunn, S. (2008). Empowerment and powerlessness: A closer look at the relationship between feminism, body image and eating disturbance, Sex Roles, 58(11/12), Reidy, D. E., Sloan, C. A., & Zeichner, A. (2009). Gender role conformity and aggression: Influence of perpetrator and victim conformity on direct physical aggression in women Personality and Individual Differences, 46(2), Remmenick, L. (2007). Being a woman is different here : Changing perceptions of femininity and gender relations among former Soviet women living in Greater Boston Women's Studies International Forum, 30(4), Robbins, S., Chatterjee, P., Canda, E.R. (2008). Contemporary human behavior theory: A critical perspective for social work. Needhamn Heights, MA: Allyn & Bacon. Ross-Sheriff, F. (2009). Women and political leadership: The U.S. and global contexts. Affilia, 24(1), 3-4. Saulnier, C. F. (1996). Feminist theories and social work: Approaches and applications. NY: The Hawworth Press. Schuiling, G. A. (2005). On sexual behavior and sex-role reversal. Journal of Psychosomatic Obstetrics & Gynecology, 26(3), Swan, S. C. & Snow, D. L. (2006). The development of a theory of women s use of violence in intimate relationships, Violence Against Women, 12(11), Ross-Sheriff, F. (2008). Aging and gender, feminist theory, and social work practice concerns. Affilia, 23(4), Samuels, G. M., & Ross-Sheriff, F. (2008). Identity, oppression, and power: Feminisms and intersectionality theory. Affilia, 23, 5-9. Weisz, A. N., & Black, B. M. (2002). Gender and moral reasoning: African American youth respond to dating dilemmas. Journal of Human Behavior in the Social Environment, 5(1),

18 Page 18 of 18 White, A. M. (2006). African American feminist fathers narratives of parenting. Journal of Black Psychology, 32(1), Zucker, A. N. & Stewart, a. J. (2007). Growing up and growing older: Feminism as a context for women s lives. Psychology of Women Quarterly, 31(2),

Angelo State University Department of Psychology, Sociology, and Social Work SWK 2317-010: Social Welfare Policy and Practice I

Angelo State University Department of Psychology, Sociology, and Social Work SWK 2317-010: Social Welfare Policy and Practice I Page 1 of 14 Angelo State University Department of Psychology, Sociology, and Social Work SWK 2317-010: Social Welfare Policy and Practice I Course Dates, Time, and Location Fall Semester, 2015: August

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 3315: Social Welfare Policy and Practice II

Angelo State University Department of Psychology, Sociology, and Social Work SWK 3315: Social Welfare Policy and Practice II Page 1 of 14 Angelo State University Department of Psychology, Sociology, and Social Work SWK 3315: Social Welfare Policy and Practice II Course Dates, Time, and Location Spring Semester, 2016: January

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4325: Social Work and Criminal Justice

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4325: Social Work and Criminal Justice Page 1 of 10 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4325: Social Work and Criminal Justice Course Dates, Time, and Location Spring Semester, 2012: January 17,

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4317: Social Work and Case Management

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4317: Social Work and Case Management Page 1 of 9 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4317: Social Work and Case Management Course Dates, Time, and Location Fall Semester, 2011: August 22, 2011

More information

Social Work Field Education Core Competencies and Practice Behaviors

Social Work Field Education Core Competencies and Practice Behaviors Social Work Field Education Core Competencies and Practice Behaviors The School of Social Work Field Education Program addresses each of the Council on Social Work Education (CSWE) Core Competencies and

More information

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

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

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4371-020: Social Work Field Education I

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4371-020: Social Work Field Education I Page 1 of 22 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4371-020: Social Work Field Education I Course Dates, Time, and Location Fall Semester, 2015: August 24, 2015

More information

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) :

Bloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) : Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student : Field Instructor : Task Supervisor (if appropriate) : _ Agency : University Faculty

More information

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable):

Department of Social Work Florida Gulf Coast University. Generalist Practice Field Placement Learning Plan. Task Supervisor (if applicable): Department of Social Work Florida Gulf Coast University Generalist Practice Field Placement Learning Plan Student: Student Email: Agency: Agency Phone: Field Instructor: Faculty Liaison: Task Supervisor

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4373: Social Work Practice III

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4373: Social Work Practice III Page 1 of 10 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4373: Social Work Practice III Course Dates, Time, and Location Spring Semester, 2016: January 19, 2016 to

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 6451: Applied Social Work Practice I, Advanced Field: Mental Health

Angelo State University Department of Psychology, Sociology, and Social Work SWK 6451: Applied Social Work Practice I, Advanced Field: Mental Health Page 1 of 15 Angelo State University Department of Psychology, Sociology, and Social Work SWK 6451: Applied Social Work Practice I, Advanced Field: Mental Health Course Dates, Time, and Location Spring

More information

STUDENT LEARNING PLAN Social Work Practice in SW 400/401

STUDENT LEARNING PLAN Social Work Practice in SW 400/401 Semester/year: STUDENT LEARNING PLAN Social Work Practice in SW 400/401 STUDENT: Phone Number: Placement Phone Number: UW Email Address: Field Hour Schedule: SUPERVISOR: Phone Number: Agency Name/Address:

More information

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS)

Commission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS) (CTC) and Educational Policy Standards and Accreditation Standards (CSWE-) Standards Crosswalk June 2013 An institution that is offering a nationally accredited Pupil Personnel Services: School Social

More information

New York University Silver School of Social Work Field Learning and Community Partnerships

New York University Silver School of Social Work Field Learning and Community Partnerships New York University Silver School of Social Work Field Learning and ommunity Partnerships Field Learning Evaluation: Professional Foundation (First Year) MID-YEAR EVALUATION FINAL EVALUATION Student Name:

More information

School of Social Work

School of Social Work MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

Program Assessment Summary Table 16: Masters in Social Work (MSW)

Program Assessment Summary Table 16: Masters in Social Work (MSW) Program Assessment Summary Table 16: Masters in Social Work (MSW) Term 2005-2007 Learning Outcomes Assessment Outcome/Goal Assessed Annual review of all outcomes both foundational year and concentration

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4372-020: Social Work Field Education II (Social Work Internship II)

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4372-020: Social Work Field Education II (Social Work Internship II) Page 1 of 24 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4372-020: Social Work Field Education II (Social Work Internship II) Course Dates, Time, and Location Spring

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4372-020: Social Work Field Education II (Social Work Internship II)

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4372-020: Social Work Field Education II (Social Work Internship II) Page 1 of 21 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4372-020: Social Work Field Education II (Social Work Internship II) Course Dates, Time, and Location Spring

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 2307: Introduction to Social Work

Angelo State University Department of Psychology, Sociology, and Social Work SWK 2307: Introduction to Social Work Page 1 of 8 Angelo State University Department of Psychology, Sociology, and Social Work SWK 2307: Introduction to Social Work Course Dates, Time, and Location Summer Session I, 2016: June 6, 2016 to July

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4327: Social Work and Human Sexuality

Angelo State University Department of Psychology, Sociology, and Social Work SWK 4327: Social Work and Human Sexuality Page 1 of 7 Angelo State University Department of Psychology, Sociology, and Social Work SWK 4327: Social Work and Human Sexuality Course Dates, Time, and Location Summer II Semester, 2011: July 6, 2011

More information

Elizabethtown College Social Work Department 470 Student Evaluation Fall Semester

Elizabethtown College Social Work Department 470 Student Evaluation Fall Semester Elizabethtown College Social Work Department 470 Student Evaluation Fall Semester Name of Student: Agency: Field Instructor: Year Semester This form is divided into categories which reflect the competencies,

More information

2013 Program Assessment Report

2013 Program Assessment Report SOCIAL WORK PROGRAM (Accredited by the Council on Social Work Education (CSWE)) 2013 Program Assessment Report Charles L. Vanderwell, MSW, LMSW, ACSW Professor Program Director 231 Valade Hall (517) 264-3962

More information

Student Learning Outcomes

Student Learning Outcomes Student Learning Outcomes The Student Learning Outcomes below are for the following programs: Bachelor of Social Work (BSW)/ Certificate in Case Management/Certificate in Family Life Education Bachelor

More information

Metropolitan State University of Denver Master of Social Work Program Field Evaluation

Metropolitan State University of Denver Master of Social Work Program Field Evaluation Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive

More information

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors

Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors Council on Social Work Education Educational Policies and Standards (EPAS) Competencies, Practice Behaviors and Advanced Practice Behaviors 2.1.1 Core Competency: Identify with social work profession a.

More information

Students will achieve a rating of 3 or above on Field Evaluations by Field Instructors

Students will achieve a rating of 3 or above on Field Evaluations by Field Instructors 2012/2013 UNIT / DEPARTMENT / MAJOR: Social Work STATEMENT OF MISSION: The social work program mission is to prepare competent entry-level professional generalist social workers committed to promoting

More information

University of Cincinnati School of Social Work Master of Social Work Program

University of Cincinnati School of Social Work Master of Social Work Program University of Cincinnati School of Social Work Master of Social Work Program Assessment of Student Learning Outcomes Academic Year 2014-15 July 31, 2015 1 Results for Assessment of Student Learning Outcomes

More information

I. Prerequisites: AHS 300 or concurrent registration; SOWK 330; SOWK 341; SOWK 342; SOWK 410 or concurrent registration.

I. Prerequisites: AHS 300 or concurrent registration; SOWK 330; SOWK 341; SOWK 342; SOWK 410 or concurrent registration. School of Social Work Fort Collins, Colorado 80523-1586 (970) 491-6612 FAX: (970) 491-7280 Competencies: 2.1.1 Identify as a professional social worker and conduct oneself accordingly. 2.1.2 Apply social

More information

School of Social Work Assessment Plan. BSW and MSW Programs

School of Social Work Assessment Plan. BSW and MSW Programs School of Social Work Assessment Plan BSW and MSW Programs The Illinois State University School of Social Work began re-developing the assessment plan for the BSW and MSW programs in 2009 as a team approach.

More information

FERRIS STATE UNIVERSITY SOCIAL WORK PROGRAM SOCIAL WORK MISSION, GOALS AND PRACTICE COMPETENCIES. Bachelor of Social Work.

FERRIS STATE UNIVERSITY SOCIAL WORK PROGRAM SOCIAL WORK MISSION, GOALS AND PRACTICE COMPETENCIES. Bachelor of Social Work. FERRIS STATE UNIVERSITY SOCIAL WORK PROGRAM SOCIAL WORK MISSION, GOALS AND PRACTICE COMPETENCIES Bachelor of Social Work Program Mission The mission of the Ferris State University Social Work Program is

More information

Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce

Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce Field Education in the 2008 EPAS: Implications for the Field Director s Role Dean Pierce 2008 EPAS Curriculum Features The 2008 EPAS consists of four curriculum features: 1) program mission and goals;

More information

Department of Clinical Health Sciences Social Work Program SCWK 3329 Social Welfare: Policy and Advocacy I

Department of Clinical Health Sciences Social Work Program SCWK 3329 Social Welfare: Policy and Advocacy I Page 1 of 9 Department of Clinical Health Sciences Social Work Program SCWK 3329 Social Welfare: Policy and Advocacy I Course Dates, Time, and Location Fall Semester, 2015: August 24, 2015 to December

More information

ASSESSMENT OF STUDENT LEARNING OUTCOMES EASTERN WASHINGTON UNIVERSITY MASTERS OF SOCIAL WORK PROGRAM ACADEMIC YEAR 2013-2014

ASSESSMENT OF STUDENT LEARNING OUTCOMES EASTERN WASHINGTON UNIVERSITY MASTERS OF SOCIAL WORK PROGRAM ACADEMIC YEAR 2013-2014 ASSESSMENT OF STUDENT LEARNING OUTCOMES EASTERN WASHINGTON UNIVERSITY MASTERS OF SOCIAL WORK PROGRAM ACADEMIC YEAR 2013-2014 This form is used to assist the Commission On Accreditation (COA) in the evaluation

More information

UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M)

UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M) UNION UNIVERSITY MASTER SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON SPRING 2014 Form AS4 (M) Accreditation Standard 4.0.2 The program provides summary data and outcomes

More information

Practice Behaviors Educational Outcomes Method of Assessment Competencies 2.1.3 Analytical Reasoning

Practice Behaviors Educational Outcomes Method of Assessment Competencies 2.1.3 Analytical Reasoning Writing for : 205 Core Behaviors Educational Outcomes Method of Assessment Competencies 2.1.3 Analytical Reasoning Demonstrate ability to assess analytically and for clarity in communication work products

More information

SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA)

SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA) SAMPLE 1 ST YEAR LEARNING ACTIVITIES California State University, Los Angeles (CSULA) This document contains sample learning activities, designed to provide ideas for students as they complete their own

More information

Competencies & Practice Behaviors 1 University of Michigan School of Social Work

Competencies & Practice Behaviors 1 University of Michigan School of Social Work The Council on Social Work Education (CSWE) has established core competencies for social work education that span the classroom and field in the 2008 Educational Policy and Accreditation Standards (EPAS).

More information

WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation. MSW Concentration-Interpersonal Practice (IP)

WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation. MSW Concentration-Interpersonal Practice (IP) WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation Revised 10/04/2014 Pg. 1 MSW Concentration-Interpersonal Practice (IP) Student s Name: Jane Smith Phone

More information

Syracuse University. Office of Field Instruction. School of Social Work. Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks

Syracuse University. Office of Field Instruction. School of Social Work. Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Syracuse University School of Social Work Office of Field Instruction Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Program Competency Resulting Practice Behavior Example

More information

Educational Policy and Accreditation Standards. Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards. Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards The purpose of the social work profession is to promote human

More information

Educational Policy and Accreditation Standards. Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards. Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards The purpose of the social work profession is to promote human

More information

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval:

Unit Plan for Assessing and Improving Student Learning in Degree Programs. Unit: Social Work Date: May 15, 2008 Unit Head Approval: Unit Plan for Assessing and Improving Student Learning in Degree Programs Unit: Social Work Date: May 15, 2008 Unit Head Approval: Section 1: Past Assessment Results MSW Program The School of Social Work

More information

SOW 6531 and SOW 6536 Full-Time MSW Clinical Field Education and Seminar I and II

SOW 6531 and SOW 6536 Full-Time MSW Clinical Field Education and Seminar I and II University of Central Florida School of Social Work SOW 6531 and SOW 6536 Full-Time MSW Clinical Field Education and Seminar I and II Instructor: Shelley Hall Term: Spring 2014 Office: HPA 1, room 229

More information

Advanced Placement Test (APT) and Generalist Practice Test (GPT)

Advanced Placement Test (APT) and Generalist Practice Test (GPT) SOCIAL WORK PROGRAM BSW ASSESSMENT 2013-14 Social Work Program Assessment Plan The Social Work Program is accredited by the Council on Social Work Education (CSWE) and adheres to its accreditation standards

More information

SAMPLE BSW Learning Agreement

SAMPLE BSW Learning Agreement Boise State University Social Work Program SAMPLE BSW Learning Agreement Student: Semester: Faculty Field Liaison: Agency: Agency Field Instructor: Agency Task Supervisor: (if applicable) Year: NOTE: This

More information

Social Work Program BSW Assessment 2013-15

Social Work Program BSW Assessment 2013-15 Social Work Program BSW Assessment 2013-15 Social Work Program Assessment Plan The Social Work Program is accredited by the Council on Social Work Education (CSWE) and adheres to its accreditation standards

More information

Part I Program SLO Assessment Report for Academic Year 2013-2014

Part I Program SLO Assessment Report for Academic Year 2013-2014 Degree/Certificate: Master of Social Work (MSW) Submitted by: Blake Beecher Date: 1-2-2015 Part I Program SLO Assessment Report for Academic Year 2013-2014 The EWU Masters of Social Work program is accredited

More information

MASTER SYLLABUS FIELD WORK FOR SOCIAL WORKERS I FOUNDATION YEAR SOCIAL WORK 7998 SW 7998 (.5 credit hours)

MASTER SYLLABUS FIELD WORK FOR SOCIAL WORKERS I FOUNDATION YEAR SOCIAL WORK 7998 SW 7998 (.5 credit hours) Professor First Last Name Office Hours Office #, Building Email address Phone number MASTER SYLLABUS FIELD WORK FOR SOCIAL WORKERS I FOUNDATION YEAR SOCIAL WORK 7998 SW 7998 (.5 credit hours) COURSE DESCRIPTION

More information

FOUNDATION YEAR Student Evaluation

FOUNDATION YEAR Student Evaluation FOUNDATION YEAR Student Evaluation I. Cover Sheet Student Name Home Phone Work Phone Cell Phone Email (Please Check) Full-time Part-time Field Instructor Work Phone Email Agency Cell Phone Site Address

More information

Master of Social Work Program

Master of Social Work Program Revised January 2014 School of Social Work Master of Social Work Program FIELD PRACTICUM HANDBOOK UMSL School of Social Work, Master of Social Work Program 121 Bellerive Hall One University Boulevard St

More information

Western Kentucky University Master of Social Work Program Information

Western Kentucky University Master of Social Work Program Information Western Kentucky University Master of Social Work Program Information Dear Prospective Student, I am so pleased that you are considering pursuing the Master of Social Work degree at Western Kentucky University!

More information

Advanced Generalist Concentration Handbook

Advanced Generalist Concentration Handbook SCHOOL OF SOCIAL WORK University of Wisconsin- Madison Advanced Generalist Concentration Handbook 2015-2016 Requirements School of Social Work Building 1350 University Avenue Madison, Wisconsin 53706 Table

More information

Annual Goals for Social Work

Annual Goals for Social Work Annual Goals for Social Work 2010-2011 Description: Re-affirmation of Accreditation by the Council on Social Work Education i. Faculty will complete the self-study process in preparation for Reaffirmation

More information

Social Work Program Outcomes

Social Work Program Outcomes 1 Social Work Program Outcomes 2009 2010 2 The 2008 Educational Policy and Accreditation Standards (EPAS) identified by the Council on Social Work Education (CSWE) include a provision for assessment of

More information

Bloomsburg University Social Work Program BSW Field Education Learning Agreement (All information needs to be completed)

Bloomsburg University Social Work Program BSW Field Education Learning Agreement (All information needs to be completed) Bloomsburg University Social Work Program BSW Field Education Learning Agreement (All information needs to be completed) Student Name Address Agency Name Agency Address Agency Field Supervisor (FI) or

More information

The University of Tennessee College of Social Work Ph.D. Program Fall 2015. Social Work 675 Teaching Methods in Social Work (2 credits)

The University of Tennessee College of Social Work Ph.D. Program Fall 2015. Social Work 675 Teaching Methods in Social Work (2 credits) SWK 675 Fall 2015 The University of Tennessee College of Social Work Ph.D. Program Fall 2015 Social Work 675 Teaching Methods in Social Work (2 credits) Instructor: Matthew T. Theriot, Ph.D. Time: M 1:25-3:20pm

More information

Student Learning Contract [SAMPLE] 1. University of Wisconsin Oshkosh: Social Work Department

Student Learning Contract [SAMPLE] 1. University of Wisconsin Oshkosh: Social Work Department Student Learning Contract [SAMPLE] 1 University of Wisconsin Oshkosh: Social Work Department STUDENT LEARNING CONTRACT Applied Generalist Practice I and II Semester Academic Year Student Name: SAMPLE Address:

More information

BSW LEARNING PLAN Western Illinois University

BSW LEARNING PLAN Western Illinois University Instructions: BSW LEARNING PLAN Western Illinois University The student and the field instructor discuss and enter agency activities (under the activity heading) the student will complete during the semester

More information

Page 1 of 17. Course Dates, Time, and Location

Page 1 of 17. Course Dates, Time, and Location Page 1 of 17 Angelo State University Department of Psychology, Sociology, and Social Work SWK 6336: Direct Practice in Mental Health (Part of the Collaborative MSW with UTA) Course Dates, Time, and Location

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

Department of Social Work. MSW MCMP Student Learning Agenda and Assessment

Department of Social Work. MSW MCMP Student Learning Agenda and Assessment Department of Social Work MSW MCMP Student Learning Agenda and Assessment Agency Field Instructor Name Licensure Task Supervisor (if applicable) Student Field Faculty Field Placement Duration Typical Weekly

More information

Commission on Accreditation Commission on Educational Policy for Baccalaureate and Master s Social Work Programs

Commission on Accreditation Commission on Educational Policy for Baccalaureate and Master s Social Work Programs XX Commission on Accreditation Commission on Educational Policy 2015 Educational Policy and Accreditation Standards for Baccalaureate and Master s Social Work Programs 1 2015 Educational Policy and Accreditation

More information

MACRO CONCENTRATION Student Integrative Learning Contract

MACRO CONCENTRATION Student Integrative Learning Contract MACRO CONCENTRATION Student Integrative Learning Contract Student Name Home Phone Work Phone Cell Phone Email (Please Check) Full-time Part-time Field Instructor Work Phone Cell Phone Email Agency Site

More information

Learning Contract and Evaluation Supplement

Learning Contract and Evaluation Supplement Learning Contract and Evaluation Supplement The Council on Social Work Education created the ten Core Competencies for all social work students in accredited programs. As described in the 2008 Educational

More information

MASTER IN SOCIAL WORK PROGRAM (M.S.W.) FIELD MANUAL

MASTER IN SOCIAL WORK PROGRAM (M.S.W.) FIELD MANUAL THE RICHARD STOCKTON COLLEGE OF NEW JERSEY MASTER IN SOCIAL WORK PROGRAM (M.S.W.) FIELD MANUAL FALL 2014 SPRING 2015 Revised 06-09-14 Page 1 Contents INTRODUCTION... 4 NOMENCLATURE... 5 THE RICHARD STOCKTON

More information

MSW Program Social Work Competencies

MSW Program Social Work Competencies MSW Program Social Work Competencies Reaffirmation Process in Accord with the New CSWE EPAS The Council on Social Work Education (CSWE) requires that MSW students meet various competencies and their related

More information

FIELD EDUCATION MANUAL

FIELD EDUCATION MANUAL Graduate Social Work FIELD EDUCATION MANUAL The University of Toledo College of Health and Human Services Department of Criminal Justice and Social Work Health and Human Services Bldg. MS # 119 Toledo,

More information

The University of Tennessee College of Social Work Ph.D. Program Fall 2015. Social Work 676 SOCIAL WORK PEDAGOGY IN ONLINE ENVIRONMENTS (1 credits)

The University of Tennessee College of Social Work Ph.D. Program Fall 2015. Social Work 676 SOCIAL WORK PEDAGOGY IN ONLINE ENVIRONMENTS (1 credits) SWK 676 Fall 2015 The University of Tennessee College of Social Work Ph.D. Program Fall 2015 Social Work 676 SOCIAL WORK PEDAGOGY IN ONLINE ENVIRONMENTS (1 credits) Instructor: Kate M. Chaffin, LAPSW Time:

More information

DEPARTMENT OF SOCIAL WORK

DEPARTMENT OF SOCIAL WORK DEPARTMENT OF SOCIAL WORK Dear Social Work Field Student and Agency Supervisor: We are pleased to make available to you a copy of the UNA Field Instruction Manual for the Bachelor of Social Work degree.

More information

MASTER OF SOCIAL WORK Director: Sherry Edwards

MASTER OF SOCIAL WORK Director: Sherry Edwards 486 MASTER OF SOCIAL WORK Director: Sherry Edwards Program Description The mission of the Social Work Program at The University of North Carolina at Pembroke seeks to prepare students to become leaders

More information

Asbury University Bachelor of Social Work Program End of Semester Field Evaluation Form

Asbury University Bachelor of Social Work Program End of Semester Field Evaluation Form Asbury University Bachelor of Social Work Program End of Semester Field Evaluation Form GENERAL INFORMATION Student Agency Faculty Field Professor Agency Field Supervisor Field Experience Beginning Date

More information

University of Arkansas School of Social Work Baccalaureate Field Handbook

University of Arkansas School of Social Work Baccalaureate Field Handbook University of Arkansas School of Social Work Baccalaureate Field Handbook School of Social Work University of Arkansas SCSW 106 Fayetteville, Arkansas 72701 (479) 575-5039 COMMITMENT TO EQUAL EDUCATIONAL

More information

SWSS 173/174: UNDERGRADUATE FIELD EXPERIENCE

SWSS 173/174: UNDERGRADUATE FIELD EXPERIENCE University of Vermont College of Education and Social Services Department of Social Work SWSS 173/174: UNDERGRADUATE FIELD EXPERIENCE 6 credits per semester for a total of 12 credits across the academic

More information

FIELD EDUCATION MANUAL

FIELD EDUCATION MANUAL FIELD EDUCATION MANUAL For SOW4510: Social Work Field Instruction SOW5532: Foundation Field I SOW6535: Advanced Field I SOW6536: Advanced Field II 1100 University Parkway Building 85, Room 137 Pensacola,

More information

SW 504: Social Justice and Diversity in Social Work Tuesdays 6-9:00pm SSW B770

SW 504: Social Justice and Diversity in Social Work Tuesdays 6-9:00pm SSW B770 SW 504: Social Justice and Diversity in Social Work Tuesdays 6-9:00pm SSW B770 3 Credits No Prerequisites Foundation HBSE Course Approved 4/29/14 Michelangelo Trujillo, MSW Email: freezing@umich.edu Office

More information

THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK

THE UNIVERSITY OF TENNESSEE COLLEGE OF SOCIAL WORK Page 1 of 17 Instructor: Rodney A. Ellis (Rod), Ph.D. Cell phone: 615-218-2337 Email: rellis5@utk.edu Office Hours: 12:00-1:00 or as arranged Class time: 1:00-4:00 THE UNIVERSITY OF TENNESSEE COLLEGE OF

More information

Angelo State University Department of Psychology, Sociology, and Social Work SWK 6389-010: Brain and Behavior

Angelo State University Department of Psychology, Sociology, and Social Work SWK 6389-010: Brain and Behavior Page 1 of 16 Angelo State University Department of Psychology, Sociology, and Social Work SWK 6389-010: Brain and Behavior Course Dates, Time, and Location Spring Semester, 2016: January 19, 2016 to May

More information

THE FIELD LEARNING PLAN. CONCENTRATION FIELD PLACEMENT Direct Practice with Individuals, Families, and Small Groups

THE FIELD LEARNING PLAN. CONCENTRATION FIELD PLACEMENT Direct Practice with Individuals, Families, and Small Groups THE FIELD LEARNING PLAN MSW Program School of Social Work - University of Pittsburgh CONCENTRATION FIELD PLACEMENT Direct Practice with Individuals, Families, and Small Groups Total Number of Terms for

More information

MSW Program Handbook 2014-15. Master of Social Work Program Handbook 2014-15

MSW Program Handbook 2014-15. Master of Social Work Program Handbook 2014-15 Master of Social Work Program Handbook 2014-15 1 School of Social Work Full-Time Graduate Faculty Graduate Program Director Robert Herman-Smith, Associate Professor Field Education Director Sue Marchetti,

More information

School of Social Work. Master of Social Work Program Handbook 2015-16

School of Social Work. Master of Social Work Program Handbook 2015-16 1 School of Social Work Master of Social Work Program Handbook 2015-16 2 School of Social Work Full-Time Graduate Faculty Graduate Program Director Robert Herman-Smith, PhD, MSW, MA; Associate Professor

More information

SOCIAL WORK 603: Funded Research and Grant Writing (3credits)

SOCIAL WORK 603: Funded Research and Grant Writing (3credits) The University of Tennessee College of Social Work Ph.D. Program Spring 2015 SOCIAL WORK 603: Funded Research and Grant Writing (3credits) Professor: Dr. Charles Glisson Phone: 865-974-1707 Office Hours:

More information

Wisconsin Requirements for School Social Workers

Wisconsin Requirements for School Social Workers Wisconsin Requirements for School Social Workers In order to work in Wisconsin public schools as a school social worker, it is necessary for the individual to be certified as a school social worker by

More information

Master of Social Work Program School of Social Work College of Health and Public Affairs University of Central Florida Student Handbook 2015-2016

Master of Social Work Program School of Social Work College of Health and Public Affairs University of Central Florida Student Handbook 2015-2016 1 Master of Social Work Program School of Social Work College of Health and Public Affairs University of Central Florida Student Handbook 2015-2016 CONTENTS INTRODUCTION... 3 SCHOOL OF SOCIAL WORK MISSION

More information

MASTER OF SOCIAL WORK Director: Sherry Edwards

MASTER OF SOCIAL WORK Director: Sherry Edwards Social Work MASTER OF SOCIAL WORK Director: Sherry Edwards Program Description The mission of the Social Work Program at The University of North Carolina at Pembroke seeks to prepare students to become

More information

Required Textbook Hutchison, E. (2013).Essentials of human behavior. Thousand Oaks, CA: Sage.

Required Textbook Hutchison, E. (2013).Essentials of human behavior. Thousand Oaks, CA: Sage. Southern Illinois University Carbondale / School of Social Work Syllabus SOCW500-001 / Fall 2014 Tuesdays Office Hours Tuesdays and Thursdays 9-11 AM and 1-3 PM Instructor Contact Info: Dhrubodhi (Dhru)

More information

The BYU- Idaho social Work program is Accredited by the Council on Social Work Education (CSWE).

The BYU- Idaho social Work program is Accredited by the Council on Social Work Education (CSWE). The BYU- Idaho social Work program is Accredited by the Council on Social Work Education (CSWE). The data presented below and the format are largely due to CSWE s requirements for accreditation. Program

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

ADVANCED SOCIAL WORK PRACTICE

ADVANCED SOCIAL WORK PRACTICE ADVANCED SOCIAL WORK PRACTICE Advanced practitioners refine and advance the quality of social work practice and that of the larger social work profession. They synthesize and apply a broad range of interdisciplinary

More information

MSW Field Practicum Manual Academic Year 2014-2015 UNCP MSW CONCEPTUAL FRAMEWORK. Advanced Generalist Practice Autonomous Multi-Perspective Practice

MSW Field Practicum Manual Academic Year 2014-2015 UNCP MSW CONCEPTUAL FRAMEWORK. Advanced Generalist Practice Autonomous Multi-Perspective Practice Department of Social Work MSW Field Practicum Manual Academic Year 2014-2015 UNCP MSW CONCEPTUAL FRAMEWORK Advanced Generalist Practice Autonomous Multi-Perspective Practice Lifelong Learning Continuous

More information

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes

NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,

More information

MASTER OF SOCIAL WORK PROGRAM DEPARTMENT OF SOCIAL WORK ST. CLOUD STATE UNIVERSITY

MASTER OF SOCIAL WORK PROGRAM DEPARTMENT OF SOCIAL WORK ST. CLOUD STATE UNIVERSITY MASTER OF SOCIAL WORK PROGRAM DEPARTMENT OF SOCIAL WORK ST. CLOUD STATE UNIVERSITY FIELD EDUCATION MANUAL 2013/2014 1 Table of Contents Introduction.. 3 MSW Program Faculty 3 Mission of the SCSU Department

More information

University of Texas at San Antonio English 2413: Technical Writing Fall 2011

University of Texas at San Antonio English 2413: Technical Writing Fall 2011 University of Texas at San Antonio English 2413: Technical Writing Fall 2011 Instructor: Kristina Gutierrez Office Hours: MW 9:30am -10:30am or by appointment Office location: MB 2.308 Email: Kristina.Gutierrez@utsa.edu

More information

Mary Baldwin College Social Work SOWK 317L WA Social Work Research Fall 2015

Mary Baldwin College Social Work SOWK 317L WA Social Work Research Fall 2015 Mary Baldwin College Social Work SOWK 317L WA Social Work Research Fall 2015 Instructor: Email: Carla Renner, LCSW crenner@mbc.edu Course Description: Online format, 3 credits. Prerequisite: INT 222. This

More information

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping

UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs

More information

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW

Phone: 572-5536 Program Coordinator: Dr. Robert Kersting, ACSW, Ph.D., DCSW, MSW MSW Program Description As of September 2010, Westfield State University is working with the Council on Social Work Education (SCWE) for accreditation of the MSW program. Further details on CSWE accreditation

More information

Internship Handbook. Revised June, 2011 Number 1011-02

Internship Handbook. Revised June, 2011 Number 1011-02 Angelo State University College of Liberal and Fine Arts Department of Psychology, Sociology, and Social Work Social Work Program ASU Station #10907 San Angelo, Texas 76909-0709 (325) 942-2068 Internship

More information

UNDERGRADUATE SOCIAL WORK PROGRAM. Student Handbook & Field Education Manual

UNDERGRADUATE SOCIAL WORK PROGRAM. Student Handbook & Field Education Manual UNDERGRADUATE SOCIAL WORK PROGRAM Student Handbook & Field Education Manual LEHMAN COLLEGE THE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF SOCIAL WORK CARMAN HALL, ROOM B18 250 BEDFORD PARK BOULEVARD WEST

More information

Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows:

Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows: Initial Proposal Annotated Text June 16, 2016 Page 1 Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows: Ed 507.14 SCHOOL SOCIAL WORKER (a) For an individual to

More information

SPRINGFIELD COLLEGE. School of Social Work. Field Practicum Manual Master of Social Work Program. Academic Year 2013 2014.

SPRINGFIELD COLLEGE. School of Social Work. Field Practicum Manual Master of Social Work Program. Academic Year 2013 2014. SPRINGFIELD COLLEGE School of Social Work Field Practicum Manual Master of Social Work Program Academic Year 2013 2014 21 th Edition TABLE OF CONTENTS INTRODUCTION... 1 I. SPRINGFIELD COLLEGE SCHOOL OF

More information