Fall 2014 SOCW Instructor: P.Saleeby

Transcription

1 SOUTHERN ILLINOIS UNIVERSITY SCHOOL SOCIAL WORK COLLEGE OF EDUCATION IN HUMAN SERVICES SOCW : GENERALIST PRACTICE II FALL 2014 Patricia Welch Saleeby, Ph.D., M.S.S.A. Class: TUES/THURS 2:00-3:15 PULLIAM 310 Office: Pulliam 258c Office Hours: Wed 4-6pm/Thurs 9:00am-1:00pm Phone: I. CATALOG COURSE DESCRIPTION This course is a continuation of SOCW 401. Prepares for generalist practice by focusing on problem solving methods and skills for work with groups, organizations, and communities at a beginning professional level of proficiency. Not for graduate credit. II. COURSE OVERVIEW This course is designed to provide an introduction to the basic concepts of group, agency and community organizational theory. Lectures, classroom discussion, individual and group exercises, service learning, and community engagement are used to focus on the integration of social work practice, research, and ethics with organizational and community issues. During the semester, students will work with actual rural social service agencies and together develop a portfolio of products/materials useful to social organizations. This activity is designed to help student understand the difficulties involved with group participation and decision-making processes as well as community mobilization and action, especially in the rural environment. Particular attention is focused on sensitizing students to issues presented when working with groups who have experienced discrimination or neglect based on social, cultural, racial, ethnic, sexual, age, or disability-related factors. Note: This course is delivered with a strong emphasis on service learning. Group assignments are completed in conjunction with actual community agencies to facilitate learning course content. Therefore, Tuesday classes will be held out of the classroom in respective small community groups to enable completion of the required assignments. Students are expected to meet with their group on Tuesdays and complete the assigned tasks for that week. Thursday classes are held as scheduled in the actual classroom. Students are expected to submit completed group assignments (one per group) to the instructor on Thursday. III. PLACE OF COURSE IN THE PROGRAM This is the second course in the professional foundation for generalist practice and prepares for a beginning professional level of proficiency. 1

2 IV. COURSE OBJECTIVES Upon completion of this course the student will be able to: 1. Understand mezzo and macro approaches to problem solving and assessing social systems, particularly groups, communities, and organizations; 2. Understand concepts and techniques for social work intervention with groups, communities, and organizations, particularly in rural areas; 3. Understand practice skills needed for interventions with diverse populations based on race, class, gender, age, disability, and ethnic group; 4. Understand various mezzo and macro strategies in light of the values and ethics of professional social work practice; 5. Gain further conceptual understanding of the self-help process of groups and its productive use in a variety of social service settings; 6. Understand major functions in agency-centered practice, which range from administration and planning, case management, staff development and training, to program evaluation and research; and 7. Understand the way which research informs knowledge about mezzo and macro practice. V. REQUIRED TEXT Zastrow, C. (2012) Social work with groups: A comprehensive worktext (8 th edition). Belmont, CA: Brooks/Cole, Cengage Learning. 6. COURSE REQUIREMENTS In the first week of classes, students will choose their small groups (4-5 students). Each group will select a social service agency in rural Southern Illinois and will work with this organization over the semester. The group will serve as a laboratory to observe group dynamics and as a task group, to accomplish the macro practice course portfolio assignment. Details specifying individual and group portfolio assignments and respective due dates are provided in supplemental sheets distributed weekly during the semester. At the end of the semester, each group will present the instructor with three copies of the completed portfolio for its rural social service agency. The instructor will keep the first copy; the second will be provided to the actual community agency partner; and the final copy will be provided to the Center for Service Learning and Volunteerism. These portfolio binders will not be returned only graded comment sheets will be provided. Every group will be provided with three (3) binders and dividers to facilitate the portfolio project. Important: Each student should retain an electronic copy (or print copy) for inclusion in his/her BSW graduation portfolio. In addition to the group portfolio project, there will be three in-class examinations and an individual written assignment to reflect on service learning and community engagement. Students are expected to take a service learning pre and post survey as part of the class. 2

3 Group Project: The Group Project (worth 55% of your grade) will be an opportunity to demonstrate planning and critical thinking in macro practice. Students will be organized into groups and will work together with a community agency to develop a comprehensive macro portfolio. These portfolio projects will comply with social work strengths-based practice, demonstrate class skills and competencies, and provide support to organizations and groups who have experienced discrimination or neglect based on social, cultural, racial, ethnic, sexual, age, or disability-related factors. All community agencies must have prior approval of the instructor. Exams: There will be three in class examinations. Study guides will be provided and reviewed in class prior to exams. The two highest scores will count towards the final grade. The combined two test scores are worth 30% of the final grade (30 out of 100 points). Written Assignments: There will be a reflection assignment worth 5 points regarding service learning and community engagement in the course, which will be due at the end of the semester. Attendance Policy: Attendance and participation are expected - worth 5 points of your grade. More than two, unexcused missed classes will affect your attendance and participation grade. Group Project (Portfolio Assignment) 55% First Examination 15% Second Examination 15% Service Learning Reflection Assignment 5% Service Learning Pre and Post Surveys 5% Attendance and Participation 5% VII. GRADING Written assignments that are turned in on time will be evaluated based on the following criteria: A = Excellent Each component of assignment is fully addressed, well-substantiated, comprehensive, clear and well-organized, and demonstrates thoughtful reflection appropriate to assignment requirements. B = Good All requirements are met and the overall product is insightful but the quality of written work reflects some problems with concepts and their application. C = Satisfactory All of the assignment requirements are met, but several parts are not well-written, presented or supported. Some lack of insight is reflected. D = Unsatisfactory The overall work does not meet course expectations. Assignment requirements are not adequately addressed; content of work is not sufficiently developed/supported; and/or there is poor quality of work. Course Grades will be based on 100 points where: A = %, B = 80-89%; C = 70-79%; D = 60-69%, F = 59% or less 3

4 VIII. COURSE EVALUATION This course will be evaluated using the standard SIUC Instructor and Course Evaluation forms. IX. COURSE OUTLINE Class Dates Discussion Topic/Reading Assignment Overview of Mezzo and Macro Generalist Practice Aug 19 & 21 Aug 26 & 28 Introduction, Social Work Practice with Groups, and Portfolio Project Activities: Review class structure, course objectives and requirements Determine small groups for portfolio projects Service learning pre-test and required forms Macro Practice: Historical Overview Historical development; Types of groups; Group stages Reading: Zastrow, Chapter 1 Activities: Finalize community agencies for group portfolio projects Determine site visits for agencies Work on group contract and community agency description Sept 2 & 4 Social Group Work & Social Work Practice Generalist social work practice; Micro, mezzo, & macro practice Reading: Zastrow, Chapter 2 Activities: Work on mission statement and agency pamphlet/brochure Sept 9 & 11 Leading Groups Leadership roles; Setting goals; Norms Reading: Zastrow, Chapters 3 & 4 Activities: Work on agency program goals Sept 16 & 18 Goals and Budgets; Grant writing & Fundraising Reading: Handouts on Grant Writing and Fundraising Activities: Work on fundraising plan and grant identification Sept 23 & 25 *First in-class examination on Communication in Groups Verbal communication; Non-verbal communication Reading: Zastrow, Chapter 5 4

5 Class Dates Discussion Topic/Reading Assignment 9/25* Activities: Work on pyramid statement and advertising plan Sept 30 & Oct 2 Problem Solving and Decision Making in Groups Approaches to problem solving and conflict resolution Group vs. individual decision making; Parliamentary procedures Reading: Zastrow, Chapter 6 Activities: Work on Board of Directors description Oct 7 & 9 Working with Diverse Populations Planning & leading diverse groups Reading: Zastrow, Chapter 7 Activities: Work on agency organizational chart Oct 14 & 16 NO CLASS ON 14th- UNIVERSITY CLOSED FOR FALL BREAK Reading: No reading this week Activities: Mid-Break Review Oct 21 & Oct 23 Self Help Groups Definition and characteristics; Guidelines for leading task groups Techniques for resolving conflicts Reading: Zastrow, Chapter 8 Activities: Work on staffing structure/position description Oct 28 & 30 *Second in-class examination on 10/30* Nov 4 & 6 Family Groups Family assessment, Family therapy Different therapeutic approaches in working with families Reading: Zastrow, Chapter 9 Activities: Work on incorporation and tax forms Organizations & Communities Relationships between groups and organizations Relationships between groups and community Relationships between organizations and communities Reading: Zastrow, Chapter 10 Activities: Work on budget and financial information 5

6 Class Dates Discussion Topic/Reading Assignment Nov 11 & 13 NO CLASS ON 11th- UNIVERSITY CLOSED FOR HOLIDAY Educational Groups Definition and characteristics; Stress management; Time Management Reading: Zastrow, Chapter 11 Activities: Work on program evaluation plan/forms Nov 18 & 20 Treatment Groups and Therapeutic Approaches Transactional Analysis; Reality Therapy; Rational Therapy Behavioral Therapy; Feminist Intervention; Grief management Interventions with chemical dependence, eating disorders, domestic violence Reading: Zastrow, Chapter 12 Activities: Work on consumer feedback (satisfaction) form Nov 25 & 27 Termination and Evaluation Service learning and community engagement reflection assignment DUE Reading: Zastrow, Chapter 13 Activities: Work on portfolio project evaluation forms NO CLASS ON 28th-UNIVERSITY CLOSED FOR THANKSGIVING Dec 2 & 4 *Third in-class examination on 12/4* Final Class Group Portfolio Projects (All three copies) DUE 12/4 Activities: Course evaluations 6

7 X. BIBLIOGRAPHY Anderson-Butcher et al. (2008). Community collaboration to improve schools: Introducing a new model from Ohio. Children and Schools, 30 (3), Bartle, E., Halaas, B. (2008). Bridging the divide between community organizing efforts and direct services in traditional social service agencies. Journal of Policy Practice, 7 (2/3), Caplan, T. (2006). Seeing the forest for the trees: An integrated approach to formulating group work interventions. Social Work with Groups, 29 (1), Corey, M., Corey G., Corey, C. (2008). Groups: Process and Practice (8 th Edition). Belmont, CA: Thompson Learning. Franklin, C., and Gerlach, B. (2006). One hundred years of linking schools with communities. School Social Work Journal, 31 (Special Issue), Gitterman, A. (2005). Building mutual support in groups. Social Work with Groups, 28(3/4), Haslett, D. (2005). Group Work Activities in Generalist Practice. Belmont, CA: Thompson. Ingersoll-Dayton, B., Campbell, R., Ha, J. (2009). Enhancing forgiveness: A group intervention for the elderly. Journal of Gerontological Social Work, 52 (1), Kahn, S. (2010). Creative Community Organizing: A Guide for Rabble-Rousers, Activists, and quiet Lovers of Justice. San Francisco, CA: Berrett-Koehler. Lietz, C. (2007). Strengths-based group practice: Three case studies. Social Work with Groups, 30 (2), Netting, F., Kettner, P., & McMurtry, L. (2007). Social Work Macro Practice. Needham Heights, MA: Allyn & Bacon. Ohmer, M. (2008). Assessing and developing the evidence base of macro practice interventions with a community and neighborhood focus. Journal of Evidence-based Social Work, 5 (3/4), Rubel, D. & Kline, W. (2008). An Exploratory Study of Expert Group Leadership. Journal for Specialists in Group Work, 33 (2), Staples, L. (2009). In praise of community organizers. Social Work with Groups, 32 (4), Wayne, J. & Gitterman, A. (2003). Offensive behavior in groups: Challenges and opportunities. Social Work with Groups, 26(2), Yalom, I. & Leszcz, M. (2005). Theory and Practice of Group Psychotherapy. Boston, MA: Basic Books. Zastrow, C. (2012) Social work with groups: A comprehensive Work Text (8 th edition), Belmont, CA: Brooks/Cole, Cengage Learning. 7