Social Work 212 Human Behavior in the Social Environment: A Multi Systems Approach. (3 Units)

Transcription

1 Social Work 212 Human Behavior in the Social Environment: A Multi Systems Approach Catalog Statement (3 Units) This course provides knowledge on theoretical perspectives that attempt to bring understanding of human behaviors as individuals, members of families, groups, organizations and communities. Course Rationale Consistent with the Department of Social Work Education's mission statement of empowerment, social justice and cultural competency, this course provides students with the knowledge, skills and values necessary for understanding the human behavior of individuals, members of families, groups, organizations and communities. The course examines traditional and alternative biological and social science theories that directly inform social work practice in a multisystems context, within an increasingly diverse society, and in a global environment. Course Description Fundamental theories that reinforce the Department's mission statement including empowerment theory will be presented. Biological developmental issues will be explored as well as theories that bring understanding to individual behavior including psychodynamic theory and theories of lifespan, and cognitive development. Theories that enhance the understanding of group dynamics, community interaction, and theories that help explain behavior in organizations will be examined and discussed. The major focus of the seminar brings to the student an understanding of human behaviors and the relevance of environmental context. In addition, the course emphasizes the distinct relationship of theory to social work practice for the advanced social work practitioner. For example, the seminar will examine how issues of human diversity, populations at risk in social and economic justice impact human development and behavior and how theory help social workers assess that interrelationship and develop a plan of intervention. The course will incorporate information on the unique cultural aspects of the university's region including the diverse racial and ethnicities represented in the Valley. Educational Goals The primary aims of this course are guided by the following goals: 1. To provide our students with the knowledge of the major developmental theories that inform social work practice and with the skills to apply them to multiple systems and in the context of a global perspective. 2. To equip students with the skills to assess multiple systems among populations at risk and to apply theories within the context of human behavior and developmental processes. Learning Objectives/Outcomes 1.1 To be able to define and describe characteristics of the biological development of human beings across the lifespan. California State University, Fresno Program Assessment: PPS in School Social Work and CWA 145

2 1.2 To be able to define and describe at least one current developmental theory. To be able to understand, define, and describe systems theory and apply the multisystems framework when working with individuals, families and groups in national and international settings. 1.3 To be able to define and describe at least one current theory that explains individual behavior. To be able to define and describe the primary assertions of psychodynamic, psychosocial, cognitive, behavioral, and social learning theories as they relate to human behavior in the context of individual growth and development. 1.4 To be able to define and describe at least one current theory that explains human behavior in a group situation not excluding families. To be able to define and describe family systems theory, field theory, exchange theory, symbolic interaction theory and others that explain human behavior within the context of families and small groups. 1.5 To be able to define and describe the impact of ethnicity on differential familial experiences as they occur intra- and inter- nationally 1.6 To be able to define and describe at least one current theory that explains human behavior in organizations. To define and describe Weberian theory, human relations theory, and other theories that explain human behavior within the context of organizations. 1.7 To be able to define and describe at least one current theory that explains human behavior within communities. To define and describe ecological theory and other theories of human behavior and development processes within the context of communities. 2.1 To be able to use knowledge of the biological development of human beings in the psychosocial assessment and plan development in social work practice and examine how these differ crossculturally and cross-nationally. 2.2 To be able to use bio-psycho-social theory in the assessment and plan development in social work practice. 2.3 To be able to assess the societal systems and influences that impede access to resources for populations at risk including people of color, women, people who are LGBT, people who are older, and people with disabilities and implement effective strategies to address them. 2.4 To define and describe empowerment theory, racial identity theory and other theories on cultural competence and plan effective interventions to address oppression and discriminatory behavior confronted over the life span. 2.5 To be able to use at least one current theory of human behavior in organizations in assessment and plan development in social work practice. To examine oppression as it affects populations at risk within a global perspective and compare and contrast strategies to address issues of social justice. 2.6 To be able to use at least one current theory of human behavior in communities in assessment and plan development in social work practice as a foundation for developing skills to advocate for social justice. Course Content I. Introduction- The Nature of Theories II. Empowerment Theory and Social Systems Theory California State University, Fresno Program Assessment: PPS in School Social Work and CWA 146

3 III. Theories that Explain Biological Development IV. Theories That Explain Human Development IV. Theories of Assimilation, Acculturation, Bicultural Socialization, and Ethnic Minority Identity V. Theories That Explain Individual Behavior VI. Theories That Explain Behavior in Families and Groups VII. Organizational Theory VIII. Community Theory and a Global Perspective Required Purchases - Text Dale, O., Smith, R., Norlin, J. M., Chess, W. A. (2006). Human behavior and the social environment: Social systems theory (5 th ed.). Boston: Allyn and Bacon. Robbins, S. P., Chatterjee, P., Canda, E. R. (2006). Contemporary human behavior theory: A critical perspective for social work (2 nd ed.). Boston: Allyn and Bacon. Recommended Text Ashford, J. B., Lecroy, C. W., and Lortie, K. L., (2001). Human behavior in the social environment: A multidimensional perspective (2 nd ed.). Brooks/Cole Publishing Company. Resources on Using APA Style Amato, Carol J. (1998). The world s easiest guide to using the APA: A user friendly manual for formatting research papers according to the American Psychological Association style guide (2nd Ed.). Westminster, CA: Stargazer Publishing. Reserve Book Room (RBR) BF76.7.A American Psychological Association (2001). Publication manual of the American Psychological Association (5 th Ed.). Washington, DC: Author. Available in the reserve book room in the library. Also check the APA website at Methods of Instruction Learning outcomes stress knowledge development as well as comprehension and application of knowledge. Each section of this course will evaluate students on the basis of performance on any one type or combination of examinations, in-class quizzes, major papers, short essays, in-class exercises and other projects. The course combines lectures by the instructor, discussion of assigned readings, use of audio-visual materials, in-class exercises, and/or guest lecturers. It is expected that all students will have read and prepared the assigned reading(s) before class discussion. You are responsible for all assigned required readings even if the content is not addressed in lectures/discussion in class. If you have questions about any content or assignments, you need to ask. The semi-seminar format makes thoughtful student participation essential for a successful learning environment. Web-based Instruction/Blackboard The course syllabus and supplemental material are posted on Blackboard (Bb). TO ACCESS BLACKBOARD students need a university (CVIP) account and Internet connection. Your my.csufresno.edu login and password gains you access to Bb. Go to California State University, Fresno Program Assessment: PPS in School Social Work and CWA 147

4 It is your responsibility to make sure you can access Bb for class materials and resources. You are responsible for checking for announcements and sent through Blackboard. For orientations to Bb contact the Digital Campus Resource Center in McKee Fisk #111; A brief navigational overview of the site is on the CSUF web at: You are expected to check your university regularly (csufresno.edu account) or redirect to the regular mail box you use. I send to the account listed in Blackboard. I respond to all program/course related student . In particular, I acknowledge receipt of any assignments/attachments I receive. Thus, if you do not receive a reply it means I did not get your and/or it got filtered as possible spam. This often happens if you use an account like hotmail, AOL. You should resend the (and perhaps give me a call to alert me to it). You should ALWAYS put SWRK 212 in the subject line or you risk your being deleted unopened. Grading Criteria Activity Weight Due Date Attendance 5 % On-going Class Participation 5 % On-going Quiz 5% 9/22 Paper I: Individuals 25 % 10/13 Paper II: Families & Social Groups 25 % 11/3 Paper III: Organizations & Communities 25 % 12/8 Presentation on Paper I, II or III 10 % 12/1 and 12/8 Final grades will be based on accumulated points from each assignment. Grades will be based on the following point spread: 90 % or above A % B % C % D 59 % or below F Description of Assignments Three (3) written papers are required for this course on individuals; families and small groups; and organizations and communities. A list of topics for each of the assignments is provided below. All papers must conform to the 5 th edition of the Publication Manual of the American Psychological Association (APA) writing format. All papers will be expected to incorporate literature correctly cited from sources in addition to the assigned readings. It is expected that at least five (5) additional sources in addition to the textbooks and required assigned readings will be utilized for each assignment. All papers will be expected to reflect a graduate level for conceptualization and synthesis of theoretical models and components. Papers will be submitted on the Due Date. Include a cover page for each written assignment. The grade for each paper will be based on content comprehensiveness and clarity, ability to critically analyze, correct use of grammar, spelling, and APA format. Papers handed in late will receive an automatic ten (10) point reduction. Papers over five (5) days late will receive failing grades. Expected length of each paper is approximately 7-8 pages, not inclusive of the cover page and reference (these will be additional count). California State University, Fresno Program Assessment: PPS in School Social Work and CWA 148

5 SWRK 212 is a seminar and therefore requires your full intelligent participation. Students will be expected to participate in the class discussion in each session. Each student must be prepared to present his/her paper in a scholarly manner within a seminar environment for the purpose of discussion and feedback. By the end of the term, every student will have had a chance to present at least one paper. Points will be awarded to students based upon the quality of the presentation and the initiation of discussion with fellow seminar participants. Quiz A study guideline will be provided a week before the scheduled Quiz. Quiz will consist of Short Essays. Paper I: Working with Individuals Choose ONE of the following topics for your paper: Incorporate concepts of human behavior and developmental theory as it applies to populations at risk, to include a global perspective to examine the factors that influence discrimination and oppression, in your selection of one of the topic areas cited below. 1) Discuss the major tenets of systems theory and explain why it may or may not be useful in helping us understand the growth and development, and behavior of individuals. Discuss the strengths and limitations of the systems theory from a multi systems approach. 2) Critically analyze by comparing and contrasting Erikson s psychosocial theory with Freud s psychoanalysis theory on key concepts, major theoretical assumptions and values inherent in the theory. Discuss the strengths and limitations of both theories on human development and human behavior from a multi systems approach. Include a discussion of why theorists such as Gilligan and Chodorow argue the absence of the voice of women and why others might also be excluded from traditional theories of development. 3) In thinking about your Thesis/Project for next year, utilize one of the theories discussed in this course as the framework for your research with special emphasis on working with individuals. Describe your research topic including problem statement, literature review, research questions and research methods. Paper II: Working with Families and Groups Choose ONE of the following topics for your paper: Incorporate a global perspective within populations at risk to compare and contrast theoretical applications to address environmental and socio-economic inequities to your selection of one of the topic areas listed below. 1) It is imperative to become aware of how our own family experiences can influence our practice with families. To begin this process, reflect on the following questions related to your family of origin when you were a child. Summarize your reflections on each question. a. What value was placed in connectedness and what value was placed on the differentiated self? b. What were the important behavioral rules? c. What were the external boundaries- who were in and who were out of the family? d. What were the commonly shared beliefs? e. What roles did family members play? f. What were the patterns of communication? California State University, Fresno Program Assessment: PPS in School Social Work and CWA 149

6 g. Can you recall any periods of stress pileup? If so, how did your family cope during those periods? h. What cultural, economic, and political factors affected stress and coping in your family? i. What were your family s strengths? j. How do you think your experiences in your family or origin might serve as a barrier or an aid in working with families? k. Discuss in what ways the Structural Family Theory or Family Systems Theory (see Dale, et al, 2006) provide or does not provide an explanation for some of the experiences in your family of origin. 2) Compare and contrast the Empowerment Theory to Symbolic Interactionism. Identify key concepts, major assumptions of each of these theories. Identify the strengths and limitations of Empowerment theory and Symbolic Interactionism and discuss the rationale for why you might use one or both of these theories when working with families and groups. 3) In thinking about your Thesis/Project for next year, utilize one of the theories discussed in this course as the framework for your research in working with families and/or groups. Describe your research topic including problem statement, literature review, research questions and research methods. Paper III: Working with Organizations and/or Communities Choose ONE of the following topics for your paper: Incorporate a global perspective to compare and contrast organization and community models of practice in response to your selection of one of the topics listed below. 1) Using the Social Systems Model, analyze the agency in which you are currently placed OR a community with which you are familiar. Include in your analysis the aspects of the agency or community which need changing and how you would use the social systems model in developing a strategy for change. 2) Using the Human Relations Model, analyze the agency in which you are currently working or in your field placement. Discuss how your agency model compares to the Human Relations model. Include in your analysis aspects of the agency that you think need changing and how you would use these models in developing a strategy for change. 3) In thinking about your Thesis/Project for next year, utilize one of the theories discussed in the organization section OR the community section of this course as the framework for your research. Describe your research topic including problem statement, literature review, research questions and research methods. Student Presentation Students can choose any one of the three papers for the class presentation. Each student will have 10 minutes to present the main aspects of their papers. Course Policies Late Papers: Papers handed in late without prior approval from the instructor will receive 10 points deduction for each day late. Papers over five (5) days late will receive failing grades. California State University, Fresno Program Assessment: PPS in School Social Work and CWA 150

7 Attendance: Attendance will be taken every class period. Attendance in class will account for 5 percent of your grade. University policy supports the learning process with the expectation of class attendance. Two (2) absences will be allowed without point deduction for attendance; absences for any reason beyond the two (2) allowed absences will result in a 5-point deduction from your total points for each class session missed (absence = missing from 30 minutes to the full class session). Repeated tardiness (or leaving class early) will also result in a point deduction. Note that, with excessive absences (i.e., a total of 5 or more classes including the 2 excused absences), this will result in zero point for attendance. If you are absent from class, it is your responsibility to check on any announcements made and to catch up with the content that was missed (most handouts and important announcements will be posted on Blackboard but you should check with me and your classmates). If you must be absent from class, I would appreciate being notified by phone or . In the case of personal or family emergency that requires absence from the class, if you call and leave a message that you will be absent, you receive half the points for the day. Further policies regarding attendance and participation are left to the discretion of the instructor. Class Participation: The instructor has developed this course to be strenuous and intensive to achieve individual learning regarding human behavior and the social environment. It is anticipated that everyone takes this course seriously. All assigned reading must be read prior to class. Students participation in class discussion will receive a total of 5 percent. Use of electronic devices (pagers, cell phones, etc.): To minimize class disruptions, please turn these devices off during the class. If you are required to be on-call, please advise me at the beginning of class, turn off the audio, and sit near the door, so you can exit with minimal disruption to the class. Please advise me if you would like to use your laptop in class, record the lecture etc. Web surfing and reading during class are not allowed. General Evaluation Guidelines for Written Assignment and Presentation General guidelines considered in the evaluation of oral or written work include the following three components: Content: Should be appropriate to the graduate level. Work should build upon course text/discussions, professional books and journals, and demonstrate the student s ability to critique and analyze the material, present relevant ideas, and make informed judgments and reasoned arguments and discussions that are complete and address the identified tasks in a given assignment. Organization: Oral or written assignments should display coherence, consistency and logic in the development of given lines of reasoning and the development of themes and major points. An introduction should give the purpose for the paper or presentation and a structure (outline) of the discussion that will follow; the narrative should then follow this structure. Transition statements should provide continuity between topics/sections. Presentation/Written Style: It is imperative that you attend to sentence structure, spelling, grammar, neatness; formatting/style should reflect acceptable APA (2001), 5 th ed. guidelines. (The important thing is to give credit to any sources that you use). Please double space and leave 1-inch margins. I would prefer that you go over the suggested page length rather than reduce the font size or margins; likewise, you don t need to use bigger type to make a suggested page length if you don t need that many pages to say what you want to say. It is content that matters. The number of pages alone will not count for or against you. Poor writing or typos impacts your ability to effectively present content/organization and could result in zero (0) points for an assignment. California State University, Fresno Program Assessment: PPS in School Social Work and CWA 151

8 A indicates excellent overall work as evidenced by consistent adherence to all three components above. Work should demonstrate an understanding of course content and the ability to apply the content to relevant social work activities and experiences with intellectual curiosity and creativity. B indicates very good quality work on two of the above three components, but deficiencies are present with regard to one of the above three components. C indicates that deficiencies are present in two of the above three components. A grade below C indicates that the student has problems with all of the three component areas. University Policies Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in the building across from Madden Library ( ). Cheating and Plagiarism: Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work. Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Policy/Legal Statements) or the University Catalog (University policies). Code of Academic Integrity Honor Code: Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual respect while engaged in university work and related activities. Students should: a) understand or seek clarification about expectations for academic integrity in this course (including no cheating, plagiarism and inappropriate collaboration) b) neither gives nor receives unauthorized aid on examinations or other course work that is used by the instructor as the basis of grading. c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other appropriate official for action. Instructors may require students to sign a statement at the end of all exams and assignments that I have done my own work and have neither given nor received unauthorized assistance on this work. For more information, refer to the Code of Academic Integrity Honor Code, APM 236, Computers: At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources. California State University, Fresno Program Assessment: PPS in School Social Work and CWA 152

9 Disruptive Classroom Behavior: The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained.... Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live... Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class. Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code).To help you familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page. Digital Campus course web sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site. Subject to Change This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are absent from class, it is your responsibility to check on announcements made while you were absent. California State University, Fresno Program Assessment: PPS in School Social Work and CWA 153

10 SWRK 212: Human Behavior in the Social Environment: A Multi systems Approach (3 Units) COURSE SCHEDULE The following course schedule and procedures for this course are tentative and may be adjusted based on extenuating circumstances and needs of the students. Topics reflect the theme of course lectures. WEEK TOPIC DUE DATES DATE Week 1 Introduction, Review of Syllabus, Course Overview The Relationship between Theory and Practice A Multidimensional Approach Week 2 Week 3 Robbins, et al. Chapter 1 Dale, et al., Chapter 1 LABOR DAY NO CLASS CAMPUS CLOSED Theoretical Perspectives on Human Behavior Multiple Perspectives for a Multidimensional Approach Social Systems Perspectives/PIE Social Systems Theory General Systems Theory Conflict Theories (Will address this next week) Empowerment Theory (will address this next week) Activity: Assessing social network map Week 4 Week 5 Robbins, et al., Ch. 2 Dale, et al., Ch. 2, 3 Tracy & Whittaker (1990). The social network map: assessing social support in clinical practice. (on Bb) Social Institutions and Social Structure Theories of Social Inequality Conflict Theories Empowerment Theory Robbins, et al., Ch. 3, 4 Recommended readings: Lindhorst, Eckert (2003). Conditions for empowering people with severe mental illness. Social Service Review. The University of Chicago. Theories of Assimilation, Acculturation, Socialization and Identity Historical Context Deficiency Theory QUIZ California State University, Fresno Program Assessment: PPS in School Social Work and CWA 154

11 Ethnic, Racial/Cultural, and Bicultural Identity Women and Shame (Shame Resilience Theory) GBLT Identity Development Disability Identity Development Alternatives to Stage Theories Cultural Competence Robbins et al., Ch. 5, 7 (pp ) Week 6 Week 7 Week 8 Recommended readings: Henry, C.P. (2004). A World View of Race Revisited. The Journal of Negro Education. 73(2): Dale, et al., Ch. 4 Theories of Lifespan Development Physical/Biophysical Growth and Development a. Pregnancy, Birth and the Newborn b. Infancy c. Early Childhood d. Middle Childhood e. Adolescence f. Adulthood g. Late Adulthood Critical periods of development Erikson s eight ages of man Life Span Development of Women Robbins et al., Ch. 7 (pp ) Larkby, C., & Day, N. (1997). The effects of prenatal alcohol exposure. Alcohol Health & Research World, 21(3): Psychodynamic Theory (Personality Development) Freud s Psychoanalysis (Emphasis on Early Childhood) Psychosocial Theory (Lifespan) Robbins, et al., Ch. 6 Dale, et al., Ch. 6 Recommended Reading: Borden (2000). The Relational Paradigm in Contemporary Psychoanalysis: Toward a Psychodynamically Informed Social Work Perspective. Social Service Review, 79(3): (Bb) Cognitive and Moral Development Theories (Lifespan) Behaviorism, Social Learning, and Exchange Theories Video to be shown in class. Paper One Due California State University, Fresno Program Assessment: PPS in School Social Work and CWA 155

12 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Robbins, et al., Ch. 8, 11 Halpern, Figueiras (2004). Environmental influences on child mental health. J Pediatr (Rio J), 80(2 Suppl):S104-S110. Theoretical Perspectives for Understanding Families Structural Family Theory Family Systems Theory Communications/Interactive Theory Social Systems Theory Dale, et al., Ch. 9 & 10 Social Group Theories Defining Social Group Field Theory Exchange Theory Symbolic Interaction Theory Dale, et al., Ch. 7 & 8 Organizational Theories/Models The Weberian Bureaucracy The Human Relations Model Social Systems Theory Total Quality Management Dale, et al., Ch Organizational Theories/Models contd. Dale, et al., Ch Guest Speaker Organizational Management Case Study: Assessing the application of organization theory Theoretical Perspectives on Community The Ecological Perspective Social Systems Theory Community Partnerships COURSE EVALUATION Dale, et al., Chapters 14 & 15 Bolda, Lowe, Maddox, Patnaik (2005). Community partnerships for older adults: A case study. Families in Society, 86(3): Paper Two Due California State University, Fresno Program Assessment: PPS in School Social Work and CWA 156

13 Recommended readings: Bruce (2004). Inequality and adolescent violence: An exploration of community, family, and individual factors. Journal of the National Medical Association, 96(4): Week 15 Rivera (2002). Developing collaborations between child welfare agencies and Latino communities. Child welfare, 31(2): STUDENTS PRESENTATION Globalization and Social Work Lyons (2006). Globalization and social work: International and local implications. British Journal of Social Work, 36: Week 16 Recommended reading: Suarez-Herrera (2006). Community nutrition programmes, globalization and sustainable development. British Journal o Nutrition, 96(Suppl. 1). S23-S27. STUDENT PRESENTATIONS Week 17 FINAL PAPER Paper Three Due California State University, Fresno Program Assessment: PPS in School Social Work and CWA 157

14 SAMPLE GRADING RUBRIC (similar for Paper 1, II, & III) SW 212 Paper 1: Working with Individuals Total Points 100 points (25% of the Final Grade) Name Points Obtained Checked issues affected the grade of this paper: Yes No Somewhat Content (80 points): Demonstrate clear description and/or explanation of the theories. Content is thorough and comprehensive. Critical analysis is evident. Organization (10 points): The paper is well organized, coherent, and logical in reasoning and development of themes and major points. Provide an introduction and stated the purpose of the paper. Transition statements provide continuity between topics/sections. Presentation Style (10 points): The writing conforms to APA (5 th ed.) format (provide a cover sheet, use correct citation, reference, margins, space, and font). Evident of proof-reading using spell check, etc. A B C indicates excellent overall work as evidenced by consistent adherence to all three components above. The paper demonstrates an understanding of course content, intellectual curiosity and creativity. indicates very good quality work on two of the above three components, but deficiencies are present with regard to one of the above three components. indicates that deficiencies are present in two of the above three components. A grade below a C indicates that the student has problems with all of the three component areas. Students receiving a C may redo the pay but the highest possible grade will be the lowest B. Remarks: California State University, Fresno Program Assessment: PPS in School Social Work and CWA 158

15 SWRK 212 Presentation Total Points Possible 40 (10%) Name Points Obtained Checked issues affected the grade of the presentation: Yes No Somewhat Content (40 points): Remarks: Information was presented in a logical, interesting sequence that was easy to follow Demonstrated an outstanding effort presenting the information through creative use of graphics and text Presentation was thorough and clear California State University, Fresno Program Assessment: PPS in School Social Work and CWA 159