San Diego State University School of Social Work. SW 110: Fields of Service - Fall 2009

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1 San Diego State University School of Social Work SW 110: Fields of Service - Fall 2009 Instructor: Roberta Osuyos, LCSW, MSSW rosuyosl@mail.sdsu.edu Online meetings T 4-5:45 p.m Office Hrs: T 10:30-12:30 a.m. Hepner Hall Room 217 Wed a.m. & 3-4 p.m. Th (online) 5:30-6:30 I. Description and Purpose Social Work 110 uses a generalist perspective to introduce the student to the profession of social work and the major fields of practice. We will explore the relevance of social work to current social issues. We will identify and understand the implications of social work practice with diverse populations. This includes, but may not be limited to, the impact of cultural diversity, racism, sexism, disabilities, ageism, homophobism and other forms of discrimination on the need for and provision of basic human services. Strategies for fulfilling the professional responsibility of social worker to create an equitable society will be identified and developed. II.Objectives By the end of the semester, the student will be able to: A. Knowledge 1. Describe the major fields of social work practice and various career options. 2. Identify and describe the settings for social work practice (public and private). 3. Identify and understand the relevance of social work to current social issues. 4. Understand the role of the social work profession in the various practice fields and settings. 5. Recognize how cultural diversity, racism, sexism, ageism and other forms of discrimination impact populations at risk in the struggle for social and economic justice. B. Skills 1. Describe, in detail, a specific field of practice, target population, and practice methods. 2. Identify the needs of populations at risk and begin linking those needs with the correct social welfare intervention. 3. Apply critical thinking skills to specific field situations/vignettes 4. Demonstrate the ability to research, interpret and report information related to a specific field of social work in grammatically correct APA format 5. Apply critical thinking skills to ethical dilemmas. C. Values and Ethics 1. Know the NASW Code of Ethics as it applies to social welfare practice issues. 2. Describe the techniques and arguments of advocacy for social justice. 3. Identify and understand how one s personal values may complement or interfere with professional social work values and ethics. 4. Apply the NASW Code of Ethics to specific field situations/vignettes.

2 5. Identify personal biases and stereotypes regarding poverty, cultural diversity, racism, sexism and ageism. III. Outcomes 1. Students will be able to describe the major fields of social work practice and the unique components in each field. 2. Students will be able to incorporate knowledge of social issues and diversity when describing fields of practice. 3. Students will be able to identify and understand the impact of personal values as they relate to professional social work values and ethical issues. 4. Students will be able to research and report in a grammatically correct manner. 5. IV. Textbooks Main Text: Segal, E.A., Gerdes, K.E., Steiner, S. (2010) Social Work, An Introduction to the Profession, Belmont, CA: Brooks/Cole Thomson Learning Companion Text: Grobman, L.M. 3 rd ed (2005) Days in the Lives of Social Workers, Harrisburg, Pa: White Hat Communications. Other readings as assigned. V. Accessing this course This is an online course no face to face meetings. There is, however, a synchronous component to the course. Students are required to be present online on Tuesdays from 4-5:45 p.m. Students should go to the SDSU Blackboard site to access online course meetings and products. VI. Course Assignments and Activities How this course works: To access the tools used in this course, login to Blackboard, SW 110 and you ll find: Announcements Discussion Board Group Pages Messages Send Wimba Classroom Voice Board, Wimba Podcaster and Voice are not used for this class) SEE APPENDICES FOR INFORMATION ABOUT SPECIFIC TOOLS/ACTIVITIES SW 110 F 09 rev 8/30 rosuyos@cox.net 2

3 Students are to: read assigned materials, view/listen to lectures and complete assigned activities before the live class meeting/office hours each Monday: Reading assignments are listed on the schedule (Appendix A) Live Sessions (BL on the schedule) are accessed on the Blackboard Communications page under Wimba Classroom. See Appendix D for more information about Live Sessions. A. Paper - See Appendix C for more information about papers. Select a Social Work Field of Service and write one paper (in two parts) on this field. Purpose: Student will gain B. Examinations 1) insight into Social Work Fields of Service which interest the student 2) skills in literature search methods 3) skills in use of A.P.A. format of collegian writing 4) understanding of values and ethics which impact being a Social Worker in this Field of Service, 5) skills and knowledge to describe, in detail, a specific field of practice, target population, and practice methods. Students will have 90 minutes to complete the exam Once am exam has been started, the student must complete it within 90 minutes going back or restarting will result in the exam becoming unavailable for further responses by the student! Midterm Exam 1 Tuesday, Oct. 13 online from 5 pm to midnight Final Exam Tuesday, December 15 online from noon to midnight Exams will be multiple choice and true false C. Discussion Board Questions See Appendix E Discussion Boards (DB on the schedule) are accessed by clicking on the prompt found under Communications on Bb. DB participation is a graded activity. In addition to the DB indicated on the class schedule (9/29) other DB questions will be presented for discussion throughout the semester. D. Quizzes and Polling Questions See Appendix G SW 110 F 09 rev 8/30 rosuyos@cox.net 3

4 Quizzes and Polling questions will be part of live sessions and will be included in students grades. NOTE: Additional class activities that focus on issues of diversity & ethics/values will be included periodically in the course. SUMMARY OF CLASS ACTIVITIES GRADED PRODUCT DETAILS DATES POINTS POSSIBLE % OF FINAL GRADE Paper Part 1 appendix C Due by midnight Oct. 6 Paper Part 2 appendix C Due by midnight Dec. 1 Paper peer appendix C Due by midnight evaluation Oct. 17 Midterm Exam see schedule Oct Final Exam see schedule Dec Discussion Board appendix E TBD Questions Polling Questions/quizzes appendix G During live sessions Note: Course schedule may change to accommodate unforeseen events. Grading System Grades will be administered in accordance with the University system as described in the SDSU General Catalog. The system uses the following scale: A A B B B C C C D D D- <60 F Definition of Grades for Undergraduate Students: Grades and grade points per unit used in reporting are as follows: Grade of A (outstanding achievement; available only for the highest accomplishment), 4 points; B (praiseworthy performance; definitely above average), 3 points: C (average; awarded for satisfactory performance; the most common undergraduate grade), 2 points; D (minimally passing; less than the typical undergraduate achievement), 1 point; F (failing). SW 110 F 09 rev 8/30 rosuyos@cox.net 4

5 COURSE SCHEDULE WEEK # DATE classes meet online from 4-5:45 p.m. Week 1 Sept. 1 Week 2 Sept 8 Week 3 Sept. 15 Week 4 Sept. 22 Week 5 Sept. 29 Week 6 Oct. 6 Week 7 Oct. 13 Week 8 Oct. 20 ASSIGNMENTS To be completed before class 4 P.M. Tuesday Bb= Blackboard BL = Blackboard Lecture G = Grobman S = Segal DB = Discussion Board C Course Introduction BL & S Ch 1 Bb Syllabus BL & S Ch 2 BL & S Ch 3 G 32 B & S Ch 4 BL & S 6 G 15, 45, 54 & 50 DB BL & S 5 & 7 G 17 Paper Pt 1 Due by midnight 10/6 4-5 p.m. Review for Midterm questions by 4 p.m. on 10/12 MIDTERM- available online from 5 p.m. to midnight. Peer evaluations due by midnight 10/17 BL & S 8 G 40, 41 Introduction syllabus, assignments, etc. What is Social Work (history, concepts and theories, values and ethics, fields, personal characteristics) Social Welfare System Social Justice and Civil Rights Poverty and Economic Disparity Working with Diverse Populations Modes of Intervention Child Welfare Covering: Intro, BL & S 1,2,3,4,5,6,7 G: 32, 17 15, 45, 54, 50 Class discussions, activities & DB s Gerontology Week 9 Oct. 27 BL & S 9 G 1, 3 Health Care SW 110 F 09 rev 8/30 rosuyos@cox.net 5

6 Week 10 Nov. 3 Week 11 Nov. 10 Week 12 Nov. 17 Week 13 Nov. 24 Week 14 Dec. 1 Week 15 Dec. 8 Dec. 15 BL & S 10 G 24, 22, BL & S 11 G 12 BL & S 12 G 18 BL & S 13 G 27 BL & S 14, 15 G 26, 36 Review for Final Exam questions by 4 p.m. on 12/07 Part II Paper Due FINAL EXAM - available online from 12 noon to midnight Mental Health Services School Social Work The Workplace Substance Abuse Violence, Victims, Criminal Justice Crisis, Trauma and disasters Semester summary Covering: S 8, 9,10,11,12,13,14,15 G 1,3, 22, 24,18, 26, 27, 36, 40, 41,12 Class discussions, activities & DB s Please Note: This outline and schedule may be modified. VII: Course topics, outline and schedule The dates for the exams and written reports are listed on the schedule in this syllabus. It is the student s responsibility to adhere to these dates. A make-up exam will not be allowed unless there is an extremely compelling reason, supported by valid documentation. All papers are to be submitted via SafeAssign (outlined in Appendix I) This application allows the student to receive feedback that will help avoid plagiarism. Papers must be submitted no later than midnight on the date indicated on the table above. A paper turned in after the deadline, will be penalized 10% of its grade (in points) for each calendar day past the due date. Students should make a copy of any paper or documents before turning them in to the professor. You will be asked to present that paper or document if there is a question concerning the paper. Important Class Matters: Online courses differ from face to face courses in that they require a much higher degree of student motivation, time management and self-discipline. The instructor will guide students in their learning, but what students learn and what they keep from this course is their choice. Clearly, the student s success in this course ultimately depends upon what they choose to do or not do. SW 110 F 09 rev 8/30 rosuyos@cox.net 6

7 If students have any problems or questions about anything related to the course, they are encouraged to the instructor as soon as they feel they are in need of advising. Do this early in the semester. Impact of State Furlough Requirements on This Class: The faculty of the School of Social Work is committed to ensuring that graduates of this program receive the training and education required to fulfill the course goals and objectives. This syllabus provides students with the same content as previous semesters. Class time, however will be limited: During this semester, the instructor is required to take nine furlough nonworking days. SW 110 will meet 15 times, as in other semesters. All course material will be made available to students, and every effort is being made to assure that students have opportunities to discuss and ask questions about the material. There will, however, be less time spent in each class discussing the material. Responsibility to seek clarification, elaboration or explanation in class lies with the student. To compensate for the these changes the instructor is offering a one hour online office hour on Thursday evenings. Students are encouraged to use office hours, including the online office hour on Thursday evenings. Questions to the online office hour should be submitted by 24 hours in advance to allow time to prepare a response and allow for multiple questions. Academic honesty and ethical behavior are of the highest importance in this class. The work submitted through exams and written assignments must be the student s personal work and theirs alone. Students must not share information about exam questions with other students. Any violations of academic honesty and/or ethical behavior will be treated very seriously and referred to the SDSU Office of Judicial Procedures. Students found plagiarizing will receive no credit for their work. Refer to SDSU General Catalog guidelines on plagiarism. If a student has a question or concern about a grade given in a paper, quiz, assignment or exam, the student must speak with the professor within one week of the date the grade or score was given. Good writing skills are necessary to success as a student. If writing skills are weak, it is the student s responsibility to take action to improve this situation. Suggestions: Contact the Department of Rhetoric and Writing Studies and sign up for a Developmental Writing course. Call the Educational Opportunity Program (EOP) and ask about tutoring and other services they provide. Talk with the Undergraduate Social Work Advisor, Liz Marucheau about other resources. Many students learn more effectively if they have a regular study partner or small study group. It is the student s responsibility to arrive on time and to remain for the entire session. Attendance will be reflected by participation in polls and quizzes taken during class sessions which are part of students grades. In the course of the class, it is possible that class members may disclose matters of a personal or private nature. It must be agreed by all students that such matters will be held confidential and will not be discussed outside class. No class member should disclose personal matters that s/he would prefer remain private. It is the student s responsibility to pick up your exams and other materials from the professor after the semester has ended or to give the professor a stamped, self-addressed mailer to return them SW 110 F 09 rev 8/30 rosuyos@cox.net 7

8 to the student. In accordance with SDSU policy, the professor will retain students materials for up to one year from the end of the semester. Students who need accommodation for their disabilities should contact the professor privately to discuss specific accommodations for which they have received authorization. If you have a disability, but have not contacted Disabled Student Services at (SS-1661), please do so before making an appointment to see the Professor. Thank you for your assistance in making this course a productive one. VII. Bibliography Blank, B. T. (2006). Racism: the challenge for social workers. The New Social Worker, 13 (4), Damron-Rodriguez, J., Feldman, R., Robinson, B., & Sharlach, A. (2001) Educating social workers for an aging society: A vision for the 21st century. Journal of Social Work Education, 36 (3), Franklin, C. (2000). Predicting the future of school social work practice in the new millennium. Social Work in Education, 2 (1), 3. Gossett, M. & Weinman, M. L. (2007). Evidence-based practice and social work: An illustration of the steps involved. Health and Social Work, 32 (2), Grobman, L.M. (2005). 3 rd ed. Days in the lives of social workers. Harrisburg, PA: White Hat Communications Gumz, E. J. (2004). American social work, corrections, and restorative justice: An appraisal. International Journal of Offender Therapy and Comparative Criminology, 48 (4), 449. Jones, C. A., Vela, E., Vang, T., & Walden, B. D. (2006). Perceptions of social work: Students assess the profession. The Journal of Baccalaureate Social Work, 12 (1), LeCroy, C. W. (2002). The call to social work: Life stories. Thousand Oaks, CA: Sage. Levine, E. (2002). Everybody get together right now: Reflections on the meaning of community and community practice. Social Work Forum, 34, Rivas, R. F. & Huss, G. H. (2000): Case Studies in Generalist Practice. Canada, USA: Brooks/Cole Segal, E. A., & Gerdes, K.E. (2010), An introduction to the profession of social work. Belmont, CA: Brooks Cole. Smith, M. J. W., Whitaker, T., & Weismiller, T. (2006). Social work in the substance abuse treatment field: A snapshot of service activities. Health and Social Work, 31 (2), Steen, J. (2006). The roots of human advocacy and a call to action. Social Work, 51 (2), SW 110 F 09 rev 8/30 rosuyos@cox.net 8

9 Stuart, P. (2007). Bridging borders: How social workers build ties and transform relationships. The Journal of Baccalaureate Social Work, 12 (2), Szuchman, P & Thomlison, B (2008) Writing with Style, APA Style for Social Work, Third Edition, Belmont, CA: Thomson/Brooks/Cole SW 110 F 09 rev 8/30 rosuyos@cox.net 9